Written Language Instruction for Students with Mild Handicaps: Is There Enough Quantity to Ensure Quality?

1989 ◽  
Vol 12 (3) ◽  
pp. 219-229 ◽  
Author(s):  
Sandra L. Christenson ◽  
Martha L. Thurlow ◽  
James E. Ysseldyke ◽  
Rosemary McVicar
Keyword(s):  
Special Educators ◽  
Learning Disabled ◽  
Language Instruction ◽  
Written Language ◽  
Collaborative Problem Solving ◽  
Emotionally Disabled ◽  
Extreme Variability ◽  
Educable Mentally Retarded ◽  
Different Content ◽  
Full Day

Full-day classroom observations of learning disabled, emotionally disabled, educable mentally retarded, and nonhandicapped students ( N = 122) were conducted. A 10-second interval recording system was used to document tasks and student responding during written language instruction in regular and special education settings. Regardless of categorical designation, extreme variability was found in the amount of time individual students spent in writing activities or in receiving written language instruction. Implications for improving written language instruction for students with mild handicaps include increasing allocated time, teaching written language as an integrated process, and coordinating written language activities with different content areas. Collaborative problem solving between regular and special educators is needed to accomplish these changes.

Learning Characteristics of Educationally Handicapped and Retarded Children

1978 ◽  
Vol 44 (7) ◽  
pp. 502-511 ◽  
Author(s):  
Laurence D. Becker
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
Emotionally Disturbed ◽  
Special Educators ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
The Past ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Emotionally Disturbed Children

During the past 10 years, special educators have been debating the merits of mixing learning disabled and emotionally disturbed children. Recently, this debate has taken on a broader focus. Some special educators now advocate the use of generic categories and programs that include educable mentally retarded, learning disabled, and emotionally disturbed children. The efficacy of this new trend is addressed in this article. The learning characteristics of educationally handicapped (learning disabled and emotionally disturbed) and educable mentally retarded children are compared using five problem solving tasks. Based on the results of this study, several concerns are raised about the use of generic categories and programs in special education.

Comparison of McCarthy General Cognitive Index and Wisc-R IQ for Educable Mentally Retarded, Learning Disabled, and Normal Children

1980 ◽  
Vol 47 (2) ◽  
pp. 591-596 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Normal Children ◽  
Three Samples ◽  
The Mean ◽  
Educable Mentally Retarded ◽  
The Relationship ◽  
Selection Of

The relationship between the McCarthy General Cognitive Index and the WISC-R Full Scale IQ was examined for 20 educable mentally retarded, 20 learning disabled, and 20 normal children aged 6 to 8½ yr. Selection of children was conducted so that the three groups would be comparable with res pea to age, sex, and race. The mean McCarthy Indexes for the retarded and learning disabled samples were significantly lower than the mean WISC-R Full Scale IQs. When the Index and Full Scale IQ were converted to a common metric and compared, the mean index for the retarded and learning disabled samples remained lower than the Full Scale IQs, although the differences were nonsignificant. The measures correlated significantly for all three samples and ranged from .51 to .82.

Morphological Development and Writing Ability in Children and Adults

1991 ◽  
Vol 22 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Hyla Rubin ◽  
Patricia A. Patterson ◽  
Miriam Kantor
Keyword(s):  
Language Learning ◽  
Learning Disabled ◽  
Spoken Language ◽  
Second Graders ◽  
Written Language ◽  
Written Expression ◽  
Morphological Development ◽  
Morphological Knowledge ◽  
Writing Ability ◽  
Normally Achieving

The purpose of this study was to investigate morphological knowledge in spoken language and its relationship to written representation of morphemes by normally achieving second graders, language-learning disabled children, and adults with literacy problems. Research dealing with the written expression of populations with language-learning difficulties has consistently indicated that these populations tend to make morphemic errors when spelling words. If a deficit in morphological knowledge is an underlying factor, then these individuals might also be expected to perform poorly on tasks that require them to apply morphological rules in spoken language (an implicit level of morphological knowledge) or to analyze the morphemic structure of spoken words (an explicit level of morphological knowledge). Analyses found both these levels of morphological knowledge to be highly related to morpheme use in written language samples, and suggest that morphological knowledge does not develop solely as a function of maturation or exposure to language. Implications of these findings for assessment and intervention are addressed.

Does Categorical Teacher Certification Benefit the Mildly Handicapped Child?

1987 ◽  
Vol 53 (5) ◽  
pp. 423-431 ◽  
Author(s):  
Douglas Marston
Keyword(s):  
Service Delivery ◽  
Teacher Certification ◽  
Training Programs ◽  
Academic Progress ◽  
Learning Disabled ◽  
Handicapped Child ◽  
Service Delivery Model ◽  
Handicapped Children ◽  
Teacher Training Programs ◽  
Educable Mentally Retarded

The study reported here examined the utility of teacher certification as it relates to the reading achievement of mildly handicapped children. Specifically, this investigation analyzed the question of whether children identified as learning disabled (LD) and educable mentally retarded (EMR) make better academic progress when taught by teachers with certification specific to the student's disability. Results indicated that LD and EMR pupils, when taught by teachers with certification matching child label, did not make significantly greater gains than LD and EMR children instructed by teachers with licenses not matching pupil label. The data support a noncategorical service delivery model with implications for issues involving student identification and teacher training programs.

Adapting Test Construction for Mainstreamed Mathematics Students

1988 ◽  
Vol 81 (5) ◽  
pp. 388-392
Author(s):  
Jennifer Wingo Miederhoff ◽  
Judy W. Wood
Keyword(s):  
Learning Disabled ◽  
Test Construction ◽  
Mathematics Students ◽  
Handicapped Children ◽  
Emotionally Handicapped ◽  
Mathematics Tests ◽  
Educable Mentally Retarded ◽  
Virginia Commonwealth University ◽  
K 12 ◽  
Regular Classes

Recognizing the need for making adaptations for special students in regular classes, Project Train at Virginia Commonwealth University has developed a model for adapting the curriculum for mildly handicapped children (Wood 1985). The model is generic to all academic subjects and grades K-12. This article focuses on adapting the construction of teacher made mathematics tests for mildly handicapped children, that is, the educable mentally retarded, the emotionally handicapped, and the learning disabled, in the mainstream.

Confrontation: Special Education Placement and the Law

1971 ◽  
Vol 38 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Sterling L. Ross ◽  
Henry G. Deyoung ◽  
Julius S. Cohen
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Standardized Tests ◽  
Special Class ◽  
Special Educators ◽  
Mentally Retarded ◽  
Punitive Damages ◽  
Special Education Placement ◽  
The Law ◽  
Educable Mentally Retarded

Recently, suits have been brought against public schools for placing certain children in special classes for the educable mentally retarded. Through the courts parents are challenging the administration and use of standardized tests, placement procedures, and the effectiveness and the harmful impact of special class programing. Special educators are urged to initiate immediate reform in testing and placement procedures or there is a likelihood that changes will be imposed by the courts. The possibility of punitive damages may stimulate these changes.

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