Investigating the impact of Accessible Pedagogies on the experiences and engagement of students with language and/or attentional difficulties.
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| Title: | Investigating the impact of Accessible Pedagogies on the experiences and engagement of students with language and/or attentional difficulties. |
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| Authors: | Tancredi, Haley1 (AUTHOR) h.tancredi@qut.edu.au, Graham, Linda J.1 (AUTHOR), Killingly, Callula1 (AUTHOR), Sweller, Naomi2 (AUTHOR) |
| Source: | Learning Environments Research. Aug2025, Vol. 28 Issue 2, p289-306. 18p. |
| Subject Terms: | *Students with disabilities, *Student engagement, *Individualized instruction, *Active learning, *Communication barriers, *Mixed methods research, Distraction |
| Abstract: | Students with disability tend to report lower levels of school engagement. To date, research has focused on building students' extrinsic motivation and self-regulation with limited consideration of the impact of instructional barriers. In this mixed-methods study, we investigated the effect of teachers' participation in the Accessible Pedagogies™ Program of Learning on the classroom experiences and engagement of 56 Year 10 students with disabilities impacting language and information processing. When asked in interviews what their teacher did to help them pay attention and to understand, students described teachers' increased use of practices that were the focus of the program. Self-report questionnaire data revealed a positive, statistically significant increase in cognitive engagement for students whose teachers participated in Accessible Pedagogies™. No increase was observed for a Comparison Group. Findings suggest that the reduction of extraneous language and cognitive load through teachers' use of Accessible Pedagogies™ may have helped students deploy available mental effort to engage in learning, rather than expend that effort to overcome unnecessary instructional barriers. Future research will investigate the impact of Accessible Pedagogies™ with larger samples and a wider range of students. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Environments Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187436389 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Investigating the impact of Accessible Pedagogies on the experiences and engagement of students with language and/or attentional difficulties. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tancredi%2C+Haley%22">Tancredi, Haley</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> h.tancredi@qut.edu.au</i><br /><searchLink fieldCode="AR" term="%22Graham%2C+Linda+J%2E%22">Graham, Linda J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Killingly%2C+Callula%22">Killingly, Callula</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sweller%2C+Naomi%22">Sweller, Naomi</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+Environments+Research%22">Learning Environments Research</searchLink>. Aug2025, Vol. 28 Issue 2, p289-306. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+barriers%22">Communication barriers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22Distraction%22">Distraction</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Students with disability tend to report lower levels of school engagement. To date, research has focused on building students' extrinsic motivation and self-regulation with limited consideration of the impact of instructional barriers. In this mixed-methods study, we investigated the effect of teachers' participation in the Accessible Pedagogies™ Program of Learning on the classroom experiences and engagement of 56 Year 10 students with disabilities impacting language and information processing. When asked in interviews what their teacher did to help them pay attention and to understand, students described teachers' increased use of practices that were the focus of the program. Self-report questionnaire data revealed a positive, statistically significant increase in cognitive engagement for students whose teachers participated in Accessible Pedagogies™. No increase was observed for a Comparison Group. Findings suggest that the reduction of extraneous language and cognitive load through teachers' use of Accessible Pedagogies™ may have helped students deploy available mental effort to engage in learning, rather than expend that effort to overcome unnecessary instructional barriers. Future research will investigate the impact of Accessible Pedagogies™ with larger samples and a wider range of students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning Environments Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187436389 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10984-024-09514-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 289 Subjects: – SubjectFull: Students with disabilities Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Individualized instruction Type: general – SubjectFull: Active learning Type: general – SubjectFull: Communication barriers Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Distraction Type: general Titles: – TitleFull: Investigating the impact of Accessible Pedagogies on the experiences and engagement of students with language and/or attentional difficulties. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tancredi, Haley – PersonEntity: Name: NameFull: Graham, Linda J. – PersonEntity: Name: NameFull: Killingly, Callula – PersonEntity: Name: NameFull: Sweller, Naomi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13871579 Numbering: – Type: volume Value: 28 – Type: issue Value: 2 Titles: – TitleFull: Learning Environments Research Type: main |
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