A Preliminary and Qualitative Exploration of Best Practices for Enhancing the Learning  Experiences of Elementary Children with Learning Disabilities within Inclusive Classrooms

Russo, Gabriella Marie

A Preliminary and Qualitative Exploration of Best Practices for Enhancing the Learning Experiences of Elementary Children with Learning Disabilities within Inclusive Classrooms

dc.contributor.advisor	Andrews, Jac J.W., Dr.
dc.contributor.author	Russo, Gabriella Marie
dc.contributor.committeemember	Andrews, Jac J.W., Dr.
dc.contributor.committeemember	Drefs, Michelle, Dr.
dc.contributor.committeemember	Burns, Amy, Dr.
dc.date.accessioned	2023-11-21T19:38:35Z
dc.date.available	2023-11-21T19:38:35Z
dc.date.issued	2023-11-16
dc.description.abstract	According to the Learning Disabilities Association of Canada (LDAC), learning disabilities are the most common exceptionality among Canadian children (2017). Students with LD’s experience deficits in the foundational areas necessary to succeed in school and beyond and research highlights the necessity of early intervention for students with learning disabilities and other exceptionalities (Cooper et al., 2014; Johnson, 2017; Pesova et al., 2014). For educators and parents, public education is seen as one of the top priorities for Albertans (Alberta Teacher’s Association, 2023). There is a gap in the research exploring the opinions of experts in the field of learning disabilities regarding best practices for supporting elementary students with learning disabilities within inclusive classrooms in Alberta, Canada. This study explored those opinions through a Delphi-Focus Group hybrid study. Participants identified as experts in the field of learning disabilities (N=15), participated in three focus group sessions exploring their opinions on various topics. Resulting transcripts were anonymized, analyzed using qualitative content analysis (Mayring, 2022), and verified through an intercoder check. Results were organized into main categories and subcategories. Areas with approximately 50% agreement or higher among experts were identified as having more practical impacts on the field. These areas included modifications to teacher training programs (i.e., a better understanding of inclusion and how students with learning disabilities learn), greater opportunity for collaboration among more and less experienced teachers, the use of direct instruction as the primary instructional method for students with learning disabilities, the importance of connection before curriculum, advocating to government (i.e., more government funding), and addressing barriers (i.e., failure of policy and the system, increased demands on teachers, large class sizes, complex classrooms, lack of access to good resources and supports for identified students). Future directions are also discussed.
dc.identifier.citation	Russo, G. M. (2023). A preliminary and qualitative exploration of best practices for enhancing the learning experiences of elementary children with learning disabilities within inclusive classrooms (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.uri	https://hdl.handle.net/1880/117582
dc.identifier.uri	https://doi.org/10.11575/PRISM/42425
dc.language.iso	en
dc.publisher.faculty	Arts
dc.publisher.institution	University of Calgary
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject.classification	Education--Early Childhood
dc.subject.classification	Educational Psychology
dc.subject.classification	Education--Teacher Training
dc.title	A Preliminary and Qualitative Exploration of Best Practices for Enhancing the Learning Experiences of Elementary Children with Learning Disabilities within Inclusive Classrooms
dc.type	master thesis
thesis.degree.discipline	Education Graduate Program – Educational Psychology
thesis.degree.grantor	University of Calgary
thesis.degree.name	Master of Science (MSc)
ucalgary.thesis.accesssetbystudent	I do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.