Social-Affective Characteristics in Early Adolescents Identified as Learning Disabled and Nondisabled

1994 ◽  
Vol 17 (4) ◽  
pp. 268-279 ◽  
Author(s):  
Edward J. Sabornie
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Self Concept ◽  
Education Programs ◽  
Linear Combinations ◽  
Resource Room ◽  
Affective Characteristics ◽  
Classified Students ◽  
Assessment And Treatment ◽  
Comparison Groups

This study examined social-affective characteristics, including loneliness, self-concept, integration, victimization, participation, and teacher-rated social competence across groups identified as either learning disabled or nondisabled. Subjects were students in middle schools, and the pupils with learning disabilities were enrolled in resource room special education programs. Results indicated that the two comparison groups differed significantly on every measure except self-concept. Variable intercorrelations were also different across groups. Moreover, certain linear combinations of scores on the dependent measures accurately classified students into each of the comparison groups. The results are discussed in terms of the need for comprehensive assessment and treatment of students who present social-affective problems in school.

The Methodological Content of Teacher Education Programs in Learning Disabilities: A Problem of Duplication

1987 ◽  
Vol 10 (4) ◽  
pp. 291-300 ◽  
Author(s):  
Marleen Pugach ◽  
M. Elizabeth Whitten
Keyword(s):  
Teacher Education ◽  
Learning Disabilities ◽  
National Survey ◽  
Learning Disabled ◽  
Learning Problems ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Methods Courses

This article features the results of a national survey of the methodological content of the largest teacher education programs in learning disabilities/mild handicaps. The data describe the relative emphasis of an array of methodologies for remediation taught in major required methods courses. Results indicate that many of the dominant methodologies are those that are commonly included in programs of general teacher education. Further, within a given course, the range of methodologies stressed include those that have proven effective, as well as those proven to be ineffective for remediating learning problems. The article concludes with a discussion of the implications of these results for preparation of teachers of learning disabled and mildly handicapped students.

Subtypes of Students with Learning Disabilities Based upon Gross Motor Functions

1994 ◽  
Vol 11 (4) ◽  
pp. 368-382 ◽  
Author(s):  
Motohide Miyahara
Keyword(s):  
Learning Disabilities ◽  
Private School ◽  
Learning Disabled ◽  
Students With Learning Disabilities ◽  
Gross Motor ◽  
Motor Functions ◽  
Internal Validation ◽  
Cluster Membership ◽  
Comparison Groups ◽  
Iterative Partitioning

The purpose of this study was to identify possible subtypes of students with learning disabilities based upon gross motor functions. Subjects in a private school for learning difficulties were divided into a group of students with learning disabilities and a comparison group. Gross motor subtests from the Bruininks-Oseretsky Test of Motor Proficiency (Bruininks, 1978) were administered to both learning-disabled and comparison groups. The four subtypes yielded by the K-means iterative partitioning method demonstrated distinct profiles. Cluster membership was shown to be fairly stable by internal validation techniques. The external validity of the four subtypes was verified by a teacher’s ratings of students’ physical behaviors. It was recommended that the outcome of type-specific remediation and the longitudinal stability of gross motor subtypes be evaluated.

Social Comparisons of Children with and Without Learning Disabilities When Evaluating Physical Competence

2001 ◽  
Vol 18 (3) ◽  
pp. 273-288 ◽  
Author(s):  
Deborah R. Shapiro ◽  
Dale A. Ulrich
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Social Comparison ◽  
Learning Disabled ◽  
Reference Groups ◽  
Physical Competence ◽  
Athletic Competence ◽  
Students With Ld ◽  
Comparison Groups ◽  
School Recess

The purpose was to examine the reference groups used by children with and without learning disabilities (LD), ages 10-13 years, when judging perceived physical competence in three contexts (in physical education class, during outdoor school recess, and at home). Participants, 30 students with LD and 30 without LD, completed the athletic competence subscale from the Self-Perception Profile for Learning Disabled Students (SPPLD; Renick & Harter, 1988) and two social comparison questionnaires in each activity context. Differences in the percentage of students citing the various reference groups across context was not statistically significant. Observations of responses indicate participants relied primarily on classmates, self-comparison, and family members to judge their physical competence. These results suggest that, while students with and without LD tend to compare themselves with their general education classmates, their reliance on eight different social comparison groups from which to judge physical competence varies with context.

Learning to Achieve: Rehabilitation Counseling & The Learning Disabled Adult

1984 ◽  
Vol 15 (4) ◽  
pp. 18-22 ◽  
Author(s):  
Uma Krishnaswami
Keyword(s):  
Learning Disabilities ◽  
Rehabilitation Counseling ◽  
Learning Disabled ◽  
Self Concept ◽  
Rehabilitation Services ◽  
Disabled Children ◽  
Rehabilitation Counselor ◽  
Functional Aspects ◽  
Psychosocial Implications ◽  
Specific Learning

A whole generation of identified learning disabled children has grown to adulthood and is in need of rehabilitation services. Their problems extend beyond their specific learning disabilities to the areas of social development, self-concept and interpersonal functioning. Functional aspects of learning disabilities are enumerated here, and psychosocial implications discussed.This article presents the need to adapt rehabilitation planning to better serve the learning disabled consumer, and outlines some adaptations of strategies for the rehabilitation counselor with this special population.

A Motivational Approach Toward the Remediation of Learning Disabled Boys

1971 ◽  
Vol 38 (1) ◽  
pp. 33-42 ◽  
Author(s):  
H. G. Wadsworth
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Reading Level ◽  
Regular Classroom ◽  
School Behavior ◽  
Intermittent Reinforcement ◽  
Resource Room ◽  
Independent Variables ◽  
Dependent Variables ◽  
Order Of Presentation

A group of unmotivated third grade boys was diagnosed as having learning disabilities and was taught under three conditions. The boys served as their own controls. The dependent variables were reading level and school behavior. The independent variables were, in order of presentation, reading tutoring at a private clinic, reinforcement techniques in a self contained classroom, and intermittent reinforcement (via a resource room) during reintegration into a regular classroom. Clinic tutoring resulted in no significant gains in reading; reinforcement approaches, however, produced significant gains. Appropriate school behavior was significantly related to reading level.

Learning Disabilities and Reading: Instructional Recommendations from Current Research

1983 ◽  
Vol 50 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Rena B. Lewis
Keyword(s):  
Learning Disabilities ◽  
Instructional Strategies ◽  
Teacher Effectiveness ◽  
Direct Instruction ◽  
Learning Disabled ◽  
Cognitive Resources ◽  
Students With Learning Disabilities ◽  
Teaching Of Reading ◽  
Education Of Students

This review of research addresses the teaching of reading, one of the most common concerns in the education of students with learning disabilities. First, past conceptualizations of the condition of learning disabilities are considered, then rejected in favor of the notion that learning disabled individuals are characterized by a failure to deploy cognitive resources effectively. Next, recent research on teacher effectiveness and the technology of direct instruction is examined in relation to current understandings of the nature and treatment of learning disabilities. Finally, empirically based instructional strategies for the teaching of reading to the learning disabled are suggested.

CAI Effects on Mathematics Achievement and Academic Self-Concept Seminar

1989 ◽  
Vol 18 (1) ◽  
pp. 43-48 ◽  
Author(s):  
Gary L. Reglin
Keyword(s):  
Mathematics Achievement ◽  
Economic Status ◽  
Computer Assisted Instruction ◽  
Self Concept ◽  
Computer Assisted ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Socio Economic Status ◽  
Mathematics Skills ◽  
Assisted Instruction

An experimental study was conducted to investigate the effects of a computer assisted instruction seminar on mathematics skills for admission to teacher education programs and academic self-concept. The CAI increased the mathematics and academic self-concept scores, especially for low socio economic-status students.

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