LD Teachers' Perceptions of Severely Learning Disabled Students

1981 ◽  
Vol 4 (4) ◽  
pp. 343-358 ◽  
Author(s):  
Thurma F. DeLoach ◽  
Janet M. Earl ◽  
Beth S. Brown ◽  
Mary S. Poplin ◽  
Michael M. Warner
Keyword(s):  
Discriminant Analysis ◽  
Learning Disability ◽  
Secondary Level ◽  
Learning Disabled ◽  
Disabled Students ◽  
Teachers Perceptions ◽  
One To One

Questionnaires completed by 223 elementary and secondary learning disability teachers were analyzed for information about teachers' perceptions of the incidence and characteristics of severely learning disabled (SLD) and mild-to-moderately learning disabled (MLD) students. Incidence figures for other handicapping conditions represented in learning disability classrooms were also determined. Findings showed that the SLD and MLD groups differed significantly on 40 of the original 44 questionnaire items. Items were clustered into 12 factors. Results of a discriminant analysis showed that three of the twelve factors correctly classified 82.7% of the SLD and 84.1% of the MLD elementary-aged students. At the secondary level, the final stepwise function contained only one factor. This factor correctly classified 89.2% of the SLD and 86.5% of the MLD students. Overall, the most significant factor for both elementary- and secondary-aged SLD students dealt with the need for one-to-one instruction and alternative curricula in addition to the existence of extreme discrepancies between students' apparent intelligence and achievement. Diagnostic and instructional implications as well as suggestions for further study are discussed.

Learning Disabilities and the Professional Educator

1978 ◽  
Vol 1 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Stephen Larsen
Keyword(s):  
Learning Disabilities ◽  
Civil Rights ◽  
Learning Disability ◽  
Educational Practice ◽  
Learning Disabled ◽  
Educational Needs ◽  
Professional Standards ◽  
Ethical Practice ◽  
Disabled Students ◽  
Professional Educator

Dr. Stephen Larsen, President of D.C.L.D., has identified four central issues in the learning disability field as they relate to the educator: 1) determining the true parameters of the learning disabilities field; 2) monitoring the proliferation of tests and materials presumed relevant to educational practice; 3) insuring that learning disabled students are provided instructional opportunities in accordance with their educational needs and civil rights; and 4) determining professional standards that are necessary for competent and ethical practice. The professional educator is seen as the central person in the resolution of these issues as well as the central professional in planning, conducting, and/or coordinating the overall diagnostic and remedial efforts used with the learning disabled individual.

Reliability of Standardized Assessment Instruments When Used with Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 23-31 ◽  
Author(s):  
Monte D. Smith ◽  
Carl M. Rogers
Keyword(s):  
Learning Disability ◽  
Basic Assumption ◽  
Field Work ◽  
Learning Disabled ◽  
Standardized Assessment ◽  
Assessment Instruments ◽  
Disabled Children ◽  
Disabled Students ◽  
Normative Population ◽  
Affective Assessment

Many practitioners and researchers in the learning disability field work under the basic assumption that the various assessment instruments commonly used with learning disabled populations exhibit the same reliability when used with learning disabled students as when used with a more normative population. The purpose of this study was to test this assumption by examining the reliabilities of several tests of intellectual, academic, and affective assessment when administered to learning disabled students.

Discrepancy and Severity in the Learning Disabled: A Consolidated Perspective

1980 ◽  
Vol 3 (1) ◽  
pp. 84-90 ◽  
Author(s):  
Carol Weller
Keyword(s):  
Social Skills ◽  
Learning Disability ◽  
Learning Disabled ◽  
Disabled Students ◽  
Severity Level ◽  
Socialization Skills

This paper presents a consolidated criteria model which can be used to identify the discrepancy and severity level of learning disabled students. Academic and socialization skills are evaluated in light of seven considerations: 1) the problem's effect on other abilities, 2) academic and socialization problem correspondence, 3) alteration of future life needs, 4) remediation versus compensation, 5) effect on social skills with peers and adults, 6) strengths and weaknesses, and 7) avoidance of problem areas. The seven criteria are applied to a mild, moderate, and severe learning disability grouping. Research indicating the need for continued investigation into the use of the model is reported. Recommendations for research and educational uses of the model are also presented.

Marker Variables: A Search for Comparability and Generalizability in the Field of Learning Disabilities

1978 ◽  
Vol 1 (3) ◽  
pp. 5-11 ◽  
Author(s):  
Barbara K. Keogh ◽  
Susan M. Major ◽  
Helen Patricia Reid ◽  
Patricia Gándara ◽  
Hisako Omori
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Learning Disabled ◽  
Disabled Students ◽  
Research Results ◽  
Cooperative Approach ◽  
Program Effects ◽  
Research Findings ◽  
Conducting Research ◽  
Marker Variables

The learning disability field has been plagued by unclear definitional criteria resulting in inconsistencies and confusion regarding research findings and program effects. The concept of marker variables as presented by Keogh et al. may be a means of guiding research and comparing research results. Marker variables may be thought of as a set of core variables which are collected in common by those conducting research within a given field. The identification and adoption of a systematic, cooperative approach to the documentation of research and intervention with learning disabled students would aid in the comparability and generalizability of the findings. This article discusses the concept of marker variables as they are being applied to the learning disability field in the UCLA Marker Variable Project.

Computer-Based Education for Learning Disabled Students: Teachers' Perceptions and Behaviors

1989 ◽  
Vol 9 (3) ◽  
pp. 156-166 ◽  
Author(s):  
Delia Neuman
Keyword(s):  
Staff Training ◽  
Learning Disabled ◽  
Time Span ◽  
Naturalistic Study ◽  
Disabled Students ◽  
Teachers Perceptions ◽  
Computer Based ◽  
Computer Based Education ◽  
Integration Strategies

A naturalistic study investigated the interactions among instructional elements of commercial courseware and learning disabled students and their teachers who used the material. Over a time span of 2 academic years, 62 students aged 9 to 18 and 7 teachers from five subject matter areas were observed and interviewed in regard to their day-to-day uses of 26 courseware packages. Findings reported in this article relate to teachers' strategies for introducing, augmenting, and integrating computer-based education (CBE) into ongoing instructional arrangements. Use of such interventions as amplifying directions, focusing students' attention, supplementing feedback, and teaching from the screen peaked during the introduction of new courseware and the provision of feedback and reinforcement. Integration strategies were neither elaborate nor systematically employed. Implications are noted for improving both courseware design and staff training in order to enhance the quality of students' and teachers' uses of commercial courseware.

Computerized Cognitive Training with Learning Disabled Students: A Pilot Study

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1347-1356 ◽  
Author(s):  
F. Talbot ◽  
M. Pépin ◽  
M. Loranger
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Mental Arithmetic ◽  
Learning Disabled ◽  
Skills Development ◽  
Control Group ◽  
Disabled Students ◽  
Computerized Cognitive Training

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

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