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Learning and Motivation Research Inclusive of Disability
Sun, April 16, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Hyatt Regency Chicago, Floor: West Tower - Ballroom Level, AtlantaSession Type: Symposium
Abstract
In this session, five research teams demonstrate distinct epistemological, and thus methodological, approaches to empirical work that is inclusive of students with disabilities, their teachers, and their learning contexts. Because 80% of P-12 classrooms include students with disabilities, and 1 in 5 college students reports having a disability, it is imperative that educational psychologists and learning scientists account for these students among study samples. Additionally, understanding the experiences of their teachers and adaptive learning contexts will ensure that work conducted by Division C members can be used to enhance practice and inform policy. A discussion led by two prominent editors will include advice for those aiming to publish work inclusive of disability in educational psychology and learning sciences journals.
Sub Unit
Chair
Papers
Investigating the Relationship Between Burnout and Self-Determination With In-Service Special Education Teachers Using Single-Case Design - Heather Eisel, University of Oklahoma; Corey Peltier, University of Oklahoma; Benjamin C. Heddy, University of Oklahoma; Kendra L. Williams-Diehm, University of Oklahoma
Using Drawings to Understand Children With Challenging Behaviors' Perceptions of Their Relationships With Teachers - Robin Sayers, University of Maryland; Jason C. Chow, Vanderbilt University
Asking Students With Disabilities About Their Epistemic Emotions Reveals Implications for Future Research - Rebecca Louick, Eastern Michigan University; Alyssa Emery, Iowa State University
Motivational Beliefs and STEM Trajectories of Students With Learning Disabilities - Samantha G. Daley, University of Rochester; Halil Ibrahim Sari, University of Rochester; Rebecca Rosen, University of Rochester; Michelle Heckman, University of Rochester
Attrition and Retention Diversity in the Special Education Teacher Workforce - LaRon A. Scott, University of Virginia; Nicholas S. Bell, University at Albany - SUNY