LEARNING DISABILITIES: THE IMPACT OF SOCIAL INTERACTION ON EDUCATIONAL OUTCOMES FOR LEARNERS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES
Journal Title: European Journal of Business and Social Sciences - Year 2012, Vol 1, Issue 8
Abstract
The article pursues literature research on the vital question: to what extent does explicit verbal persuasion, consistently provided by a special education teacher, increase the self-efficacy of students with specific learning disabilities receiving testing accommodations in general education classes? The theoretical framework seeks to highlight the motivational factor of verbal persuasion and its effect on the self-efficacy of students with specific learning disabilities. Additionally, this framework seeks to address the influence of self-regulatory learning on self-efficacy. Finally, recommendations are offered for classroom implementation.
Authors and Affiliations
Mark A. Lamport, Ph. D. | Liberty University (Virginia, USA); Colorado Christian University (Colorado, USA) Evangelische Theologische Faculteit (Leuven, Belgium); Instituto Biblico Portuges (Lisbon, Portugal), Katherine Carpenter-Ware, M.A.T., Ed. S. (cand. )| Special Education Teacher, Virginia Beach, VA (USA), David W. Harvey, MBA, Ed S. (cand. )| Director of Contract Services, Logista, Columbus, Mississippi (USA)
Keywords
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- EP ID EP10198
- DOI -
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