Impact of English Learning Disabilities Programs on the Psychological Well-Being of Physically Impaired Students
DOI:
https://doi.org/10.29070/yqz8by66Keywords:
Educational, Anxiety, Academic, Disabilities, Emotional, PsychologicalAbstract
The psychological well-being of physically impaired students is a crucial aspect of their overall educational experience. This study explores the impact of specialized English learning disabilities programs on the mental health and emotional stability of students with physical impairments. While many students with physical disabilities face additional challenges in language acquisition due to cognitive, sensory, or mobility limitations, tailored English learning programs aim to address their unique needs and promote academic success. The research utilizes a mixed-methods approach, combining qualitative interviews with quantitative data from standardized well-being and academic performance assessments. Preliminary findings suggest that students in these specialized programs show significant improvement in psychological well-being, with higher levels of self-confidence, lower anxiety, and greater social participation compared to those in regular learning environments. Additionally, the use of individualized learning strategies appears to contribute to better academic outcomes, further enhancing emotional stability.
References
Zehler, A. M., Fleischman, H. L., Hopstock, P. J., Stephenson, T. G., Pendzick, M. L., & Sapru, S. (2015). Descriptive study of English learner students with disabilities. American Institutes for Research.
U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2016). Dear Colleague Letter: Ensuring Students with Disabilities Have Equal Access to Educational Resources.
Burr, E., Haas, E., & Ferriere, K. (2015). Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice. REL 2015-086. Regional Educational Laboratory West.
Klingner, J. K., Boardman, A., McMaster, K. L., & Hernandez, P. A. (2020). Universal design for learning in reading: Promoting success for all readers. Learning Disability Quarterly, 43(1), 20-33.
Orosco, M. J., & O'Connor, R. (2014). Cultural aspects of teaching reading with Latino English language learners with specific learning disabilities. Multiple Voices for Ethnically Diverse Exceptional Learners, 14(2), 30-41.
Orosco, M. J. (2014). Word problem strategy for Latino English language learners at risk for math disabilities. Learning Disability Quarterly, 37(1), 45-53.
Orosco, M. J. (2014). A math intervention for third grade Latino English language learners at risk for math disabilities. Exceptionality, 22(4), 205-225.
Orosco, M. J., & Klingner, J. (2010). One school's implementation of RTI with English language learners: "Referring into RTI". Journal of Learning Disabilities, 43(3), 269-288.
Orosco, M. J., & O'Connor, R. (2011). Cultural aspects of teaching reading with Latino English language learners. Bilingual Research Journal, 34(2), 155-174.
Orosco, M. J., & Klingner, J. (2010). The efficacy of a modified cognitive strategy instruction approach for Latino English language learners struggling with reading comprehension. Learning Disability Quarterly, 33(2), 79-96.
This work is licensed under a 