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Kirkland, K. A. J. (2011). Principals’ Perceptions of Classroom Structure and Academic Effects: How Middle School Students with Disabilities Are Affected. Doctoral Dissertation, New York: Fordham University.

has been cited by the following article:

• TITLE: Using Technological Applications as an Independent Learning Strategy to Support Vocabulary Acquisition for Secondary Students with Learning Disabilities

  AUTHORS: Donna M. Egan, Lina Gilic

  KEYWORDS: Vocabulary, Computer-Assisted Instruction, Students’ with Exceptionalities, Independent-Learning Strategy

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.11 No.4, July 20, 2021

  ABSTRACT: Secondary Students, especially students with exceptionalities and an Individualized Education Plan struggle with academic demands, challenges of tiered vocabulary, and the lack of comprehensive vocabulary instruction. Researchers have examined the outcomes of computer-assisted instruction on students’ with exceptionalities vocabulary development using various technology. To meet the critical academic vocabulary acquisition needs of secondary students with exceptionalities, research supports the use of technological applications as independent word-learning strategies.