Research and Educational Implications of Some Recent Conceptualizations in Learning Disabilities

Bernice Wong

doi:10.2307/1511027

Research and Educational Implications of Some Recent Conceptualizations in Learning Disabilities

Learning Disability Quarterly ◽

10.2307/1510763 ◽

1988 ◽

Vol 11 (3) ◽

pp. 189-194

Author(s):

Bernice Wong

Keyword(s):

Learning Disabilities ◽

Learning Disabled ◽

Educational Programs ◽

Conceptual Frameworks ◽

Disabled Students ◽

Remedial Programs ◽

Educational Implications ◽

Research And Education

In the field of learning disabilities, clearly specified conceptual frameworks do not invariably accompany remedial programs and curricula. There is thus a need to develop conceptual bases for interventional programs in learning disabilities. In this paper, the implications for research and education of learning disabled students of three recently developed theories of learning disabilities are discussed. The purpose of the discussion is to encourage professionals involved with learning disabled students to use these conceptual frameworks in research and educational programs for the learning disabled.

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Behavior-Problem Patterns among the Learning Disabled: III — Replication across Age and Sex

Learning Disability Quarterly ◽

10.2307/1510400 ◽

1986 ◽

Vol 9 (1) ◽

pp. 43-54 ◽

Cited By ~ 25

Author(s):

Michael H. Epstein ◽

Douglas Cullinan ◽

John Wills Lloyd

Keyword(s):

Learning Disabilities ◽

Behavior Problems ◽

Behavior Problem ◽

Rating Scales ◽

Learning Disabled ◽

Educational Programs ◽

Female Students ◽

Disabled Students ◽

Male And Female ◽

Age And Sex

Teachers completed rating scales on learning disabled male and female students ranging in age from 6 to 18 years. Responses were factor-analyzed to identify characteristic behavior problems of the learning disabled. While replicating findings from previous studies, the results revealed some important differences, that is, problems found to be characteristic of the learning disabled students differed according to sex and age level. These findings have implications for understanding the nature of learning disabilities and for designing appropriate educational programs for learning disabled students.

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Learning Disabilities and the Professional Educator

Learning Disability Quarterly ◽

10.2307/1510959 ◽

1978 ◽

Vol 1 (1) ◽

pp. 5-12 ◽

Cited By ~ 10

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.

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Strategy Training: A Need for Clarification

Council review ◽

10.1177/001440298705400103 ◽

1987 ◽

Vol 54 (1) ◽

pp. 24-30 ◽

Cited By ~ 23

Author(s):

Laurie U. deBettencourt

Keyword(s):

Learning Disabilities ◽

Learning Disabled ◽

Training Needs ◽

Strategy Training ◽

Disabled Children ◽

Disabled Students ◽

Training Interventions ◽

Precise Understanding

On the basis of research in the field of learning disabilities it has been concluded that many learning disabled students can be characterized as strategy-deficient, inactive learners. However, a precise understanding of strategy training procedures is frequently obscured by researchers. The term “strategy training” needs to be defined more clearly so that the approaches are understood more universally. In this article I discuss the rationale for strategy training interventions with learning disabled children, describe three approaches that are currently being studied in the field, and discuss the issues that arise.

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Performance of Students with Learning Disabilities on Validity Indexes of the Perception of Ability Scale for Students

Perceptual and Motor Skills ◽

10.2466/pms.1992.75.1.27 ◽

1992 ◽

Vol 75 (1) ◽

pp. 27-34 ◽

Cited By ~ 1

Author(s):

James W. Chapman ◽

Frederic J. Boersma

Keyword(s):

Learning Disabilities ◽

Learning Disabled ◽

Learning Problems ◽

Response Patterns ◽

Students With Learning Disabilities ◽

Regular Form ◽

Disabled Students ◽

Normally Achieving ◽

Scale Scores ◽

Response Biases

The present study examined the performance of 78 students with learning disabilities and 71 normally achieving students in regular Form 1 (Grade 6) classes on three validity indexes of the Perception of Ability Scale for Students, a measure of academic self-concept. The three indexes assess consistency of responding, negative or positive response biases, and misrepresentation of self-perceptions in terms of unrealistic perceptions of perfection in school. Analysis showed that learning disabled students obtained significantly lower Full Scale scores than the normal students, but no significant differences appeared on the three validity indexes. Users of the test can be confident that learning disabled students respond to items in as valid a manner as other students. Having specific learning problems in school should not interfere with response patterns on this scale.

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Teaching Mathematics to Learning Disabled Students in the Secondary Classroom

Mathematics Teacher ◽

10.5951/mt.80.9.0702 ◽

1987 ◽

Vol 80 (9) ◽

pp. 702-747

Author(s):

Grace M. Burton ◽

Marcee J. Meyers

Keyword(s):

Learning Disabilities ◽

Language Arts ◽

Learning Disabled ◽

Limited Attention ◽

Teaching Mathematics ◽

High School Mathematics ◽

Disabled Students ◽

The Past ◽

Secondary Classroom ◽

Regular Classes

Professionals in the field of learning disabilities have made tremendous advances in the past twenty years in research, methodology, diagnosis, and programs. Until very recently (Johnston 1984), much of this progress has focused on the young learning disabled child (Kaliski 1962; Homan 1970) and on the curricular area of language arts. Although learning disabled (LD) students are indeed enrolled in middle school and high school mathematics classes, limited attention has been paid to their difficulties and special needs, and even less information is available addressing the concerns of their mathematics teachers. Because of mainstreaming, most LD students will probably remain in the regular classes for prealgebra, algebra, and geometry.

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Labels, Literacy, and Enabling Learning: Glenn's Story

Harvard Educational Review ◽

10.17763/haer.62.4.kxt8x5u037g46687 ◽

1992 ◽

Vol 62 (4) ◽

pp. 475-494 ◽

Cited By ~ 5

Author(s):

Colleen Fairbanks

Keyword(s):

Learning Disabilities ◽

Learning Process ◽

School System ◽

Learning Disabled ◽

Educational Practices ◽

School Life ◽

Dynamic Learning ◽

Disabled Students ◽

School History ◽

Conventional Manner

Too often, the school system regards students who do not learn quickly enough or in a conventional manner as "deficient," and labels them in ways that keep them from joining in a dynamic learning process. In this powerful account of what a creative and trusting relationship between teacher and student can accomplish, Colleen Fairbanks tells of a young man's determination to overcome his "learning disabilities"label and of the consequences the labeling process had on his school life. In so doing,her own story emerges as a teacher who encourages him to explore his feelings about his learning as he struggles to confront his school history. Most important, Glenn's story illustrates an overwhelming need to reevaluate our educational practices for learning disabled students.

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Teaching Secondary Learning Disabled Students to the Mainstream

Learning Disability Quarterly ◽

10.2307/1510978 ◽

1978 ◽

Vol 1 (4) ◽

pp. 62-72 ◽

Cited By ~ 12

Author(s):

Theresa E. Laurie ◽

Lorie Buchwach ◽

Rita Silverman ◽

Naomi Zigmond

Keyword(s):

Learning Disabilities ◽

Major Part ◽

Classroom Teacher ◽

Learning Disabled ◽

Regular Classroom ◽

Educational Programming ◽

Disabled Students ◽

Regular Educators ◽

Regular Class ◽

Cooperative Planning

Without effective cooperative planning between the learning disabilities teacher and the regular classroom teacher, the probability of successfully mainstreaming an LD adolescent into the regular classroom is greatly reduced. Cooperative planning is an educational programming and monitoring arrangement between special and regular educators on behalf of LD students. This article presents the thesis that a major part of the learning disabilities teacher's role is to assist the mainstream teacher in developing and implementing instructional alternatives. The authors delineate prerequisites for bringing about educational change in the mainstream and specify a sequence of steps for systematically creating change in the regular class on behalf of LD adolescents.

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

Learning Disability Quarterly ◽

10.2307/1510932 ◽

1978 ◽

Vol 1 (3) ◽

pp. 5-11 ◽

Cited By ~ 20

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.

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