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1.
Studies investigating the post-high-school vocational status of individuals with disabilities have frequently found that these individuals are more likely to be unemployed, underemployed, or employed part-time, when compared to nondisabled peers. Transition programs are needed for adolescents with disabilities to facilitate their vocational success. The current study surveyed 80 high school students with learning disabilities (LD) and 80 nondisabled (NLD) peers to determine their transitional needs. Results indicated that (a) more students with LD than NLD students are involved in transition programs; (b) career goals were established by the majority of both groups; (c) parents provided most of the assistance in making career decisions; and (d) twice as many NLD students as students with LD wanted to go to college, while twice as many students with LD as NLD students wanted to enter the job market. More students with LD than NLD students were aware of vocational rehabilitation (VR) services, but the number was still below 50%. The majority of the information about VR services came from the school. 相似文献
2.
Douglas Fuchs Lynn S. Fuchs Patricia G. Mathes Elizabeth A. Martinez 《Learning disabilities research & practice》2002,17(4):205-215
Many researchers have documented the apparent fact that numerous students with LD have social–skill deficits and a lower social standing than their nondisabled peers. In principle, participation in peer tutoring would appear to be at least a partial solution. It requires classmates to work together on valued tasks and research indicates that it can promote academic growth among students with and without disabilities. Yet, little research has been conducted on the social benefits of peer tutoring. This study attempts to do precisely that by collecting sociometric data in 39 second– through sixth–grade classrooms, 22 of which were engaged in Peer–Assisted Learning Strategies (PALS), a form of peer tutoring. In each of the 39 classrooms, sociometric data are reported on four children—a student with LD and a low–achieving, average–achieving, and high–achieving student. Findings indicated that students with LD in PALS classes were (1) more socially accepted than their counterparts in No–PALS classes, and (2) enjoyed the same social standing as most nondisabled classmates. Strengths and weaknesses of this study are discussed, as are directions for future research. 相似文献
3.
Self-perceptions, motivation, and adjustment in children with learning disabilities: a multiple group comparison study 总被引：1，自引：0，他引：1
This study examined the self-perceptions, motivational orientations, and classroom adjustment of children with learning disabilities (LD), matched-IQ non-LD, randomly selected non-LD, and low achieving children. Elementary-age children (N = 148; 37 from each group) completed domain-specific measures of their self-concepts, perceptions of control, and motivation. Teachers rated children on motivational and competence indices and classroom behavioral adjustment. Comparisons among groups indicated that children with LD were lower in perceived cognitive competence and academic self-regulation relative to the nondisabled control groups, but were comparable to the low achieving children. Children with LD were most likely to perceive academic outcomes as controlled by powerful others. No group differences were found for general self-perceptions of control or competence. Teacher ratings of children with LD were more discrepant from those of comparison groups than were self-ratings of children with LD. The results suggest the need for matched-IQ and low achieving control groups in research on children with LD. The origin and role of both environmental inputs and self-perceptions in the adjustment of students with LD are discussed. 相似文献
4.
LD status and achievement: confounding variables in the study of children's social status, self-esteem, and behavioral functioning 总被引：2，自引：0，他引：2
The purpose of the present study was to examine the role of achievement in explaining the poor social and behavioral functioning associated with LD status, and to evaluate potential gender differences in patterns of interpersonal functioning among youth with learning disabilities (LD) and nondisabled (NLD) youth. Thirty-two students with learning disabilities (21 boys, 11 girls) were matched with same-sex, same-race classmates whose reading achievement was low (LA) or average (AA), and these groups were compared on peer ratings of liking and disliking, perceptions of self-worth and social acceptance, and teacher ratings of conduct problems, anxiety-withdrawal, and attention problems. Students with learning disabilities were less accepted and less well-liked than children in the LA or AA groups and also perceived their self-worth and social acceptance to be lower than LA or AA students. Group by Sex interactions were apparent for several of the peer rating and behavioral variables, indicating that different patterns of social and behavioral functioning distinguished LD boys and LD girls from their NLD peers. The findings highlight the potential role of low achievement in peers' dislike of LD girls and suggest the importance of investigating well-defined subgroups of youth with LD in future research. 相似文献
5.
Matthew J. Irvin Thomas W. Farmer Margaret P. Weiss Judith L. Meece Soo‐yong Byun Bethany M. McConnell Robert A. Petrin 《Learning disabilities research & practice》2011,26(1):2-14
This study examined the school perceptions and educational aspirations of 6,599 rural high school students, a sample that included 428 students with learning disabilities (LD). Regardless of disability status, rural high school students who had negative perceptions of school had less well‐defined postsecondary educational plans and less often aspired to complete college or pursue an advanced degree. Compared to nondisabled youth, rural students with LD were more likely to have negative perceptions of school and lower postsecondary aspirations. However, students with LD who had positive perceptions of school more often planned to pursue postsecondary education and aspired to complete college or an advanced degree. Implications for research and interventions pertaining to the educational attainment of students with LD are discussed. 相似文献
6.
Hyperactivity is typically diagnosed when children display overactivity, inappropriate inattention, and impulsivity during the school day when involved in tasks that require sustained and voluntary attention. However, distinguishing children with hyperactivity from children with other learning and behavior disorders is often difficult because of an overlap in symptom expression. Some studies have failed to find any factors associated only with the hyperactive syndrome. The present study compared the behavior of students diagnosed as hyperactive or having attention deficit disorder to students diagnosed as having learning disabilities. Symptoms associated with overactivity, inattention, and impulsivity of 19 hyperactive and 17 nonhyperactive (learning disordered) students were observed and counted using a direct diagnostic procedure following a momentary time sampling technique. Analyses revealed that differences between the groups were often qualitative rather than quantitative, and only a few symptoms distinguished one diagnosis from the other. Hyperactive students demonstrated more talking, unsystematic search, and motor impersistence than nonhyperactive students. Nonhyperactive students demonstrated more upper extremity movement and displayed more inattention when engaged in visual tasks than hyperactive students. The findings questioned the use of general categories of behavior such as overactivity to discriminate hyperactive from nonhyperactive students. Implications for diagnosis and the need for continued studies are reviewed. 相似文献
7.
Students with learning disabilities in higher education: academic strategies profile 总被引：6，自引：0，他引：6
This study compared 191 college students with learning disabilities (LD) and 190 students without LD in four main areas: academic difficulties, learning strategies, functioning during examinations, and students' perception of factors that help or impede their academic success. Analysis of the personal data of students with and without LD revealed no significant differences between groups on grade point average, number of courses taken, and family status, but students with LD reported having more difficulties in humanities, social sciences, and foreign language than students without LD. Regarding academic strategies, students with LD devised unusual strategies and preferred additional oral explanations or visual explanations, whereas nondisabled students preferred more written examples. These differences indicated that students without LD used more written techniques than did students with LD. During examinations, the students with LD had difficulty concentrating and were concerned about lack of time. They experienced stress, were nervous, and felt more frustrated, helpless, or uncertain during examinations than students without LD. The implications for college students with LD are discussed. 相似文献
8.
Winston J. Hagborg 《Psychology in the schools》1998,35(2):183-188
School reform proposals have urged that schools provide students with an enhanced sense of community, especially for at-risk youth belonging, is thought to be crucial. Given their high rate of school drop out, school membership holds special relevance for students with learning disabilities (LD). Thirty-seven mainstreamed students with LD and an equal number of nondisabled (ND) high school students were compared on five dependent variables: grades, time spent on homework, Scholastic Competence, Global Self-Worth, and school membership. School membership was assessed by Goodenow's (1993) Psychological Sense of School Membership (PSSM) scale. ND students reported higher grades and more favorable ratings of Scholastic Competence, while groups did not differ significantly on time on homework or Global Self-Worth. Also, contrary to the author's hypothesis, the groups did not differ on the PSSM. These findings are attributed to either the small size of the school in which the study was conducted or to the supportive nature of special education (i.e., resource room). Future studies are required to understand the development of school membership among students with LD. © 1998 John Wiley & Sons, Inc. 相似文献
9.
《International Journal of Educational Research》2005,43(1-2):39-54
This study examined student perceptions of teacher behavior in three motivational variables (self-efficacy beliefs, intrinsic value, and test anxiety in mathematics) for adolescents enrolled in three distinct schooling tracks. Questionnaires were administered to 111 learning disabled (LD), 224 average (AV) and 258 talented students (TA). Some differences among groups were found on students’ perceptions of teacher behavior as measured by the Questionnaire on Teacher Interaction, and on motivational beliefs assessed by the Motivated Strategies for Learning Questionnaire. Overall, the results show that perceptions of teacher proximity and influence have implications for AV and TA motivation, but are not significant in students with learning disabilities. The findings are discussed with special attention given to LD and TA. 相似文献
10.
Intellectual patterns of gifted students with learning disabilities were studied to determine cognitive factors characterizing these children. Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). While differences between the two groups on individual subtests were examined, a comparison of broader factors was emphasized in discovering cognitive patterns that might suggest effective intervention. Experimental and control performances were compared on 14 factor scores, using cognitive classification systems of Bannatyne (1971), Kaufman (1975), Rapaport, Gill, and Schafer (1946), and Wechsler (1974). Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. The gifted group with LD exhibited the Organic Brain Syndrome factor (Wechsler, 1974) to a significantly greater extent than did the control group. 相似文献
11.
The relationship between hyperactive behavior and children's perceptions of teachers' behavior was investigated. Particular attention was paid to two aspects of teacher behavior—acceptance and demand. An extensive literature review supported the position of viewing hyperactive behavior from a situational and an interactional perspective. The literature also indicated that children's behavior is affected by their perceptions of adult behavior. The subjects were 92 boys enrolled in 8 regular elementary school classrooms. Children's perceptions of acceptance and demand in their teacher's behavior were measured by administering a partial form of the Teacher Behavior Questionnaire to classroom groups. Observed levels of hyperactive behavior were measured by having the subjects' teachers complete the Conners Abbreviated Questionnaire for each boy. Using correlational analyses, hyperactive behavior was found to be significantly related to both variables in the directions of less perceived acceptance and greater perceived demand. The combination of these two measures accounted for 16% of the variance between hyperactivity and student perception of teacher behavior. On group comparison measures, hyperactive boys perceived significantly less acceptance and greater demand than did their nonhyperactive peers. 相似文献
12.
The authors used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) to estimate kindergarten children's academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)--as well as those of other groups of children--were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than nondisabled children. However, and over the subsequent 5 years of elementary school, only children with SLI lagged increasingly behind nondisabled peers in their reading skills growth. The authors observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind nondisabled children in their mathematics skills growth. The authors also observed some consistency in "poor-get-poorer" effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socioeconomic status families, who were African American, and who more frequently displayed learning-related behavior problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than a compensatory cycle of achievement growth. 相似文献
13.
The ability to recognize emotions that were easily identifiable and those that were more difficult to identify, as expressed by male and female faces, was studied in 48 nondisabled children and 76 children with learning disabilities (LD) ages 9 through 12. On the basis of their performance on the Rey Auditory Verbal Learning Test and the Benton Visual Retention Test, the LD group was divided into three subgroups: those with verbal (VD), nonverbal (NVD), and both verbal and nonverbal (BD) deficits. A shortened version of Ekman and Friesen's Pictures of Facial Affect, including pictures of both men and women, was the measure of ability to identify facial expressions of affect. Children of both genders in all three groups of children with LD, as well as their normally achieving peers, were more accurate in identifying expressions of affect from female faces, notwithstanding differences in sensitivity to such emotional communication in favor of the nondisabled and VD groups. However, a significant interaction was found between gender and emotional recognition difficulty level, with female faces being more expressive for emotions that were difficult to recognize. 相似文献
14.
Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed. 相似文献
15.
G P Richards S J Samuels J E Turnure J E Ysseldyke 《Journal of learning disabilities》1990,23(2):129-136
Sustained and selective attention of 30 fourth-, fifth-, and sixth-grade students with learning disabilities (LD) and 20 controls were compared. A continuous performance test (CPT) yielded no differences for students with LD and controls, suggesting similar ability for both groups in sustaining attention and inhibiting impulsive responding. Subjects with LD made more errors than controls on a selective attention task when letter distractors were adjacent to the target letter but not when they were distant, and more correct responses than controls when facilitating letters were adjacent to the target, suggesting that students with LD are less able to narrow the focus of their attention. Longer response times by students with LD indicate that they have slower information-processing skills than controls. Regrouping students according to teacher ratings for attention deficit-hyperactivity disorder (ADHD) yielded the customary impulsive response set on the CPT and more errors on the selective attention task, but no differences on response times for students with ADHD. LD students with ADHD made more errors than LD students without ADHD when letter distractors were adjacent to the target letter. 相似文献
16.
John T.E. Richardson 《Open Learning》2013,28(2):164-177
This study compared outcomes in deaf and hard-of-hearing (DHH) students and nondisabled students taking courses by distance learning with the UK Open University in 2012. DHH students who had no additional disabilities were more likely to complete their courses than were nondisabled students, and they were just as likely to pass the courses that they completed and to obtain good grades on the courses that they passed. DHH students who had additional disabilities were less likely to complete their courses, less likely to pass the courses that they completed and less likely to obtain good grades on the courses that they pass than were nondisabled students. It is concluded that hearing loss itself has no effect on academic attainment, but that additional disabilities may have an impact on DHH students’ academic performance. 相似文献
17.
Ann Champion 《Annals of dyslexia》1997,47(1):29-55
The present study was undertaken to measure and compare reading disabled and nondisabled readers’ semantic and syntactic knowledge
about derivational suffixes as a function of modality (reading versus listening) and as a function of the “neutrality” of
the derivative (neutral versus nonneutral). In the present study, neutrality refers to how straightforward and productive
is the relationship between the root and derived form, with “completeness” qualifying as a neutral derivative and “completion”
a nonneutral derivative. Two experimental tests were designed for the study. The Semantics test measured ability to extract
lexical-semantic information from suffixed words, and the Syntax test measured knowledge regarding the part-of-speech contribution
of derivational suffixes. In each test the target words were divided equally between neutral and nonneutral derivatives and
between items that were either read or listened to. Participants included 20 sixth-grade reading disabled students (6RD),
20 fourth-grade normal readers (4N), and 20 sixth-grade normal readers (6N).
In both the Semantics test and the Syntax test all groups scored better on neutral than on nonneutral derivatives while listening
and reading, and the RD students were no more affected by neutrality than the nondisabled readers. In the Semantics test all
groups scored better in listening than in reading, but the RD group showed the greatest oral-reading difference. The RD group
also scored better in listening than reading in the Syntax test (real words), whereas the two nondisabled groups scored better
in reading than in listening. Thus, the RD students were better able to demonstrate their knowledge of suffixed words in oral
language measures than in reading measures. 相似文献
18.
This study examined the story composition abilities of learning disabled (LD) and normally achieving young adolescents as indicated by measures of writing category, cohesion, and fluency. Findings suggest that although adolescents with learning disabilities have a rudimentary knowledge of story form, this knowledge is less well developed than that of their nondisabled peers. Students with learning disabilities also had greater coherence problems in their writing and were less fluent writers. Several important age trends were noted when results of this investigation were compared with outcomes from a similar investigation involving younger students. 相似文献
19.
This study examined parent reports of behavioral and family functioning for 59 boys with learning disabilities (LD) and 65 nondisabled boys (NLD) of ages 6 to 12 years. Parents completed the Child Behavior Checklist (CBCL) and the Family Adaptability and Cohesion Evaluation Scale (FACES III). Boys with LD were reported as having significantly more behavior problems of both the Internalizing and Externalizing types than NLD boys. Individual scales yielded group differences indicating higher scores (more problems) for the group with LD on the Hyperactive, Schizoid or Anxious, Depressed, and Obsessive Compulsive scales, but no differences on the Aggressive or Social Withdrawal scales. Furthermore, families of boys with LD tended to score more frequently in the extreme (disturbed) range of family functioning. However, boys of families in the extreme range did not have more behavior problems than the boys of other families. The findings suggest that a greater than average proportion of boys with LD are at risk for developing psychological adjustment problems. 相似文献
20.
J Eichinger 《Exceptional children》1990,56(5):408-416
This study compared social interaction behavior between nondisabled and disabled students, as a function of the way tasks were structured during a peer integration program. Of the eight pairs of students, four pairs were assigned to an individualistic goal-structured condition; the other four pairs, to a cooperative condition. For nondisabled students, the cooperative condition was associated with more social interaction during activity and free play sessions. For disabled students, the cooperative condition was associated with more social interaction during activity sessions, but not during free play sessions. 相似文献