Andrew Sungwoo Park

Repeated exposure to failure increases learned helplessness and decreases self-efficacy. Students with learning disabilities are more prone to repeated failures because they are less likely to excel in school when compared to students without learning disabilities (Wagner, Newman, Cameto, & Levine, 2006). Providing multiple means of expression (MME) to students with learning disabilities is shown to increase students’ ability to answer comprehension questions, but its effect on students’ self-efficacy is still unknown (Browder et al., 2008; Coyne et al., 2012; Hall et al., 2015; Koppenhaver et al., 2001). A single student case study focusing on its effect was conducted in a fourth grade Comprehensive Special Education Program (CSEP) classroom. The inquiry project consisted of three control sessions, where the student was assigned a specific method of retelling, followed by three intervention sessions, where the student was given an option to choose his own method. The results of our case study suggest that MME may increase self-efficacy in students with learning disabilities.