ConclusionThis case study shows tha

Conclusion
This case study shows that students with LD benefit from the inclusive model classroom where they learn alongside their regular education peers. In this setting, students with LD have a chance to reach their full potential in an inclusive instructional model and geared to academically support and challenge students with and without identified disabilities (Waldron & McLeskey, 1998). Children with LD need the same high-level instruction that their peers receive and need practice working out the difficulties of writing with direct and explicit instruction in writing strategies (Dudley-Marling & Paugh, 2009). Focusing on students. strengths and teaching writing as a process can give children with LD confidence to work through their struggles with writing and find success as authors.
When instruction focuses on best writing practices such as revising, encouraging creativity, learning conventions of writing, and working on a variety of genres (Higgins et al., 2006), it
Jacobs, P., & Fu, D. / Learning Disabilities (2014) 111
alleviates the stress of standardized test preparation. Mrs. Lane gave her students intensive daily practice and exposure to multiple genres of writing throughout the school year. Julia and Tyrone benefitted from this writing instruction and grew as writers in their inclusive class. Writing digital stories gave Julia and Tyrone the chance to utilize out-of-school multiple literacy practices, giving them confidence and allowing them to build their writing and technology skills (Kadjer, 2006) while working with digital texts in which they had expertise. The digital story writing went beyond the mandated curriculum by supporting writing skills that were broader in scope, giving students strategies that were more applicable to a larger variety of school and real life situations. Both students were becoming competent as writers with tools of technology, an aspect of literacy they need to be successful in the world. The children felt their contribution was valued regardless of how the education system had diagnosed their learning abilities. Rather than feeling undermined and alienated, they experienced connections with their peers and were able to bridge their personal life and literacy with their schooling (McLaren, 1994).
Good writing instruction focuses on learners, and enables all learners to make steady progress despite their learning abilities and styles. To support the growth and creativity of students, to help them find their voice as authors, and to foster the critical and independent thinkers, educators must take caution in how they interpret standardization. Schools and teachers must implement required pedagogy in a way that benefits students rather than hampers and confines them through narrowly defined instruction and goals. Julia and Tyrone left their fourth grade class as empowered learners and individuals, and with the skills that enable them to advance their education as equals among their classmates (Freire, 1970; Macedo, 2006; Shor, 1996).

ผลลัพธ์ (ไทย) 1:

สรุปกรณีศึกษานี้แสดงว่า นักเรียนที่ มี LD ได้ประโยชน์จากห้องเรียนรวมรุ่นที่เรียนรู้ควบคู่ไปกับเพื่อนของพวกเขาการศึกษาปกติ ในการตั้งค่านี้ เรียน LD มีโอกาสที่จะเข้าถึงศักยภาพในการเรียนการสอนแบบรวม และมุ่งให้การสนับสนุนวิชาการ และท้าทายนักเรียนที่มี และไม่ มีความพิการที่ระบุ (เตรียม & McLeskey, 1998) เด็ก LD ต้องคำสั่งระดับสูงเดียวกันว่า เพื่อนของพวกเขาได้รับ และต้องฝึกออกความยากของการเขียนพร้อมคำแนะนำโดยตรง และชัดเจนในการเขียนกลยุทธ์ (Marling ดัดลีย์และ Paugh, 2009) เน้นนักเรียน จุดแข็งและเขียนเป็นกระบวนการเรียนการสอนสามารถให้เด็ก LD อย่างมั่นใจผ่านการต่อสู้กับการเขียน และค้นหาความสำเร็จเป็นผู้เขียนเมื่อการเรียนการสอนเน้นวิธีการเขียนเช่นการแก้ไข ส่งเสริมความคิดสร้างสรรค์ การเรียนรู้แบบแผนของการเขียน และทำงานบนความหลากหลายของแนวเพลง (ฮิกกินส์ et al. 2006), มันJacobs, P. และ Fu, D. / เรียนพิการ (2014) 111alleviates the stress of standardized test preparation. Mrs. Lane gave her students intensive daily practice and exposure to multiple genres of writing throughout the school year. Julia and Tyrone benefitted from this writing instruction and grew as writers in their inclusive class. Writing digital stories gave Julia and Tyrone the chance to utilize out-of-school multiple literacy practices, giving them confidence and allowing them to build their writing and technology skills (Kadjer, 2006) while working with digital texts in which they had expertise. The digital story writing went beyond the mandated curriculum by supporting writing skills that were broader in scope, giving students strategies that were more applicable to a larger variety of school and real life situations. Both students were becoming competent as writers with tools of technology, an aspect of literacy they need to be successful in the world. The children felt their contribution was valued regardless of how the education system had diagnosed their learning abilities. Rather than feeling undermined and alienated, they experienced connections with their peers and were able to bridge their personal life and literacy with their schooling (McLaren, 1994).Good writing instruction focuses on learners, and enables all learners to make steady progress despite their learning abilities and styles. To support the growth and creativity of students, to help them find their voice as authors, and to foster the critical and independent thinkers, educators must take caution in how they interpret standardization. Schools and teachers must implement required pedagogy in a way that benefits students rather than hampers and confines them through narrowly defined instruction and goals. Julia and Tyrone left their fourth grade class as empowered learners and individuals, and with the skills that enable them to advance their education as equals among their classmates (Freire, 1970; Macedo, 2006; Shor, 1996).