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1.
Ryo Yoshii 《Paedagogica Historica: International Journal of the History of Education》2019,55(3):353-370
ABSTRACTThis study focuses on J. E. Wallace Wallin, who recognised the rights of children with disabilities to receive an education, and who tackled the scientific classification of children and the provision of special classes in the state of Delaware from the 1930s to the middle of the 1940s. This study intends to clarify how Wallin recognised and classified children who exhibited learning problems, and how he provided an educational environment for them. Wallin advocated the democratic philosophy of providing differentiated education based on the individual differences among children. He classified children with learning problems as “mentally deficient”, “backward”, and “special subject-matter disabilities”. He also recommended special educational treatment in not only special classes but also regular classes. He insisted that regular class teachers and special class teachers share the responsibility of educating children with disabilities. However, in addition to tailoring education based on the diversity exhibited by children with learning problems, it is essential to tailor it for disabled children in public school special classes established in their communities. In terms of both human and material resources, it was difficult to address learning problems suitably in regular classes while improving the quality and quantity of education in special classes. 相似文献
2.
Ankita Bhattashali Michaelene M. Ostrosky Lisa Monda-Amaya 《International Journal of Inclusive Education》2013,17(12):1257-1271
ABSTRACTIn India, people with disabilities often struggle to access various opportunities and resources. As a result of perceptions within the Indian culture around disabilities, families may face social, financial, and emotional difficulties. Within the family, a child with a disability may lead to strained relationships, particularly with siblings. Often siblings have little knowledge about disabilities and may feel ostracised. The purpose of this exploratory study was to examine the knowledge and attitudes of 12 Indian children regarding their siblings with disabilities, including their perceptions about disabilities against the backdrop of societal attitudes. Participants were interviewed to understand their knowledge of their siblings’ disabilities, to examine their sibling relationships, and to assess how school and society influenced their perceptions about disabilities. Results from this study can help family members understand how disability shapes relationships between children. The findings also provide key stakeholders with information that might help them better support families. 相似文献
3.
《Australian Journal of Learning Difficulties》2013,18(1):19-24
Abstract There has been much attention given to the needs of students with learning disabilities in Australian schools in recent years. The needs and experiences of university students with learning disabilities have received less attention. This article reports on the results of a small study of students who identified as having a range of difficulties with learning at one Australian university. Eight students across a range of discipline areas and year levels were asked about the nature of their difficulties, the kinds of adjustments they receive and their effectiveness, and for their suggestions about how these adjustments could be improved. The results pointed to the need for university lecturers to better understand the kinds of learning difficulties experienced by such students. Such an understanding can assist lecturers in knowing how to adjust their teaching and learning practices so these students can more fully participate and be successful in their university studies. 相似文献
4.
Thomas C. Lorsbach Roseanne H. Ewingx 《International Journal of Disability, Development & Education》1995,42(3):241-257
The results of a recent study by Lorsbach, Melendez and Carroll‐Maher (1991) suggest that children with learning disabilities may possess a general deficit in remembering the source of their verbal memories. The purpose of the present study was to examine further whether children with learning disabilities possess a general deficit in source monitoring and whether such a deficit is independent of performance on a recognition memory task. Children with learning disabilities and nondisabled children were presented with a series of incomplete sentences once or twice in either a listen‐listen (external source monitoring) condition or a think‐listen (reality monitoring) condition. Following the presentation of the study‐list, subjects were presented with the terminal nouns of the preceding sentences and asked to make old/new recognition judgments, as well as source attributions. Although children with learning disabilities were deficient in both forms of source monitoring, they did not differ from nondisabled children in their recognition performance. The results suggest that children with learning disabilities possess a general deficit in verbal source monitoring. 相似文献
5.
The study aimed to explore teachers’ attributions for learner difficulties in their schoolwork. In order to explore their attributions of controllability and stability, three groups of teachers, general mainstream class teachers (N = 39), mainstream learning support teachers (N = 35), and special school teachers (N = 25) were asked to rate vignettes about children’s difficulties. The results showed that the two groups of teachers working in the mainstream settings viewed learners with identified support needs as having less control over their performance than those with no specific support needs, while special school teachers viewed both learner groups similarly. Similar findings were found for teacher attributions of controllability in high‐ and low‐ability learners. Stability attributions across all conditions showed that special school teachers viewed children’s difficulties as more amenable to change than did the two groups of mainstream teachers. The implications of these findings for inclusion in mainstream schools are discussed. 相似文献
6.
Bobbie Kabuto 《The Educational forum》2020,84(3):242-257
AbstractThe research presented in this article analyses 242 written responses to interview questions conducted with families who live in the United States to explore parental perceptions of disabilities. The data were analyzed through a case study methodology and discourse analysis. Findings from this study illustrate how parents drew upon both medical metaphors and sociocultural factors to discuss their perceptions of their or their children’s perceived learning disabilities. 相似文献
7.
C M Okolo 《Journal of learning disabilities》1992,25(5):327-334
The purpose of the present study was to examine the impact of attribution retraining, embedded within a mathematics computer-assisted instructional (CAI) program, on students' attributions, persistence, and mathematics computation. Twenty-nine school-identified students with learning disabilities from five urban schools participated in the study. The sample's mean age was 13.3 years. After blocking on initial attributional patterns, students were randomly assigned to a mathematics CAI program that provided either attribution retraining or neutral feedback. Students used their assigned program for eight 30-minute sessions. Results did not support the contention that attribution retraining would have a significant impact on students' attributions. However, students who participated in the attribution retraining condition completed significantly more levels of the program than their counterparts who received neutral feedback. Attribution retraining students also obtained significantly higher scores on a test of problems practiced during the CAI program. These results suggest that attribution retraining may be a desirable addition to the type of feedback typically provided by CAI programs. However, they also highlight the need for further research that examines the conditions under which specific attributions are most advantageous. 相似文献
8.
Angi Stone-Macdonald Angel Fettig 《International Journal of Disability, Development & Education》2019,66(4):374-388
ABSTRACTIn Tanzania, many people are not aware of the concept of learning disabilities. Parents and teachers often do not realise that children who do poorly in school and do not have visible disabilities, could still have a disability that is causing their poor school performance. This paper presents the results of a research and service project to identify and support students with mild disabilities in an inclusive school in Tanzania during the three-year pilot process. An international NGO implemented a culturally-relevant, curriculum-based assessment for screening grade 1 students with potential delays or disabilities and provided Tier 2 interventions through small group lessons. In this three-year study, 413 students were screened, 108 students received Tier 2 services and six students received Tier 3 services. Students in Tier 2 received small group instruction in mathematics and literacy as a pull-out programme. Students in Tier 3 attended a special school for children with disabilities. Results showed that students who received Tier 2 intervention made statistically significant gains in their assessment scores after six and twelve months of services. This study demonstrated one successful assessment and intervention model in a typical Tanzanian school to support young children with disabilities to improve their academic outcomes. 相似文献
9.
Sharon Dole 《Roeper Review》2013,35(2):91-96
This article examines the risk and resilience literature, focusing on the protective factors in the lives of both gifted individuals and those with learning disabilities. The intent of the research is to further our understanding of the constructs of risk and resilience and to discuss their implications for gifted children with learning disabilities. Recommendations are suggested for nurturing resilience in these students so that they may be successful in school and in life. 相似文献
10.
Abstract This study examined the perceptions and practices of certified preschool teachers and children regarding play. A sample of 102 Pre‐Kindergarten regular (Pre‐K regular) teachers and 61 Pre‐Kindergarten with disabilities (Pre‐K with disabilities) teachers in an urban school district were surveyed. A sub‐group of 46 teachers and 72 4‐year‐old children were interviewed. In contrast to teachers in a previous study who did not have teacher certification, the teachers in the present study believed that play supported children's learning and development and indicated that play was an integral part of their curriculum. Approximately 30% of the teachers who were interviewed said they did not allow children's rough and tumble play either because they thought it was dangerous or it would promote aggression. All of the Pre‐K with disabilities teachers and half of Pre‐K regular teachers said they provided support for play of children with disabilities in their classes. Their reported support focused more on cognitive aspects of play than on social interactions. Children's ideas about play were similar to those in the 1987 study. 相似文献
11.
Stability of arithmetic disability subtypes 总被引：2，自引：0，他引：2
Silver CH Pennett HD Black JL Fair GW Balise RR 《Journal of learning disabilities》1999,32(2):108-119
Cross-sectional research has identified subtypes of children with learning disabilities who may have distinctive cognitive ability patterns. This study examined the stability over 19 months of academic subtyping classifications for 80 children ages 9 to 13 representing four subtypes of arithmetic disabilities (AD), using three criteria for learning disability identification. Approximately half of the sample retained AD regardless of identification method. Children with pervasive deficits in arithmetic, reading, and spelling displayed the greatest subtype stability. Only one third of the children with the other subtypes, including those with isolated arithmetic deficits, retained their original subtypes. Thus, drawing conclusions and making recommendations based on academic subtyping at a single point in time may be unwise. 相似文献
12.
Charlotte Johnston Laura Belschner Joanne L. Park Kurtis Stewart Amira Noyes Mark Schaller 《Parenting, science and practice》2017,17(1):51-72
Objective. Parenting behavior is presumed to be related to the thoughts about child behavior that parents report in a controlled and explicit manner and to more implicit parent cognitions that occur outside of conscious awareness and are less accessible to verbal report. Design. We examined mothers’ attitudes toward their children as correlates of self-reported parenting behavior. We used a combination of a self-report questionnaire and a reaction-time method (the Implicit Association Test) to assess explicit and implicit attitudes, respectively. We also assessed mothers’ implicit and explicit attributions for child misbehavior in relation to parenting, using a questionnaire measure of attributions completed under high-cognitive load (implicit attributions) or under low-cognitive load (explicit attributions). Mothers of 124, 6- to 10-year-olds (52% male) participated. Results. Attitudes assessed by self-report questionnaire and the Implicit Association Test were uniquely associated with negative parenting. The cognitive load manipulation moderated associations between attributions and parenting, such that child-blaming attributions were inversely associated with positive parenting only under conditions of high-cognitive load. Conclusions. Compared to traditional self-report questionnaires, methods such as the Implicit Association Test or cognitive load manipulations may more effectively assess implicit parent cognitions. 相似文献
13.
《Australian Journal of Learning Difficulties》2013,18(3):131-137
Abstract Proactive coping is known to be a key resource for life success by adults who have specific learning disabilities. This paper describes two programs that were trialled as part of doctoral research. These were a coping program and a teacher feedback intervention designed to increase proactive coping for adolescent students with specific learning disabilities. The coping program focused on use of proactive coping strategies, optimistic thinking and assertiveness, and was designed according to best practice for access by students who have specific learning disabilities. The teacher feedback intervention involved teacher feedback to individual students that focused on expectation of use of effort, and strategy in preference to negative rumination on poor ability. 相似文献
14.
Dr. Johannes E.H. van Luit 《欧洲特需教育杂志》2013,28(4):237-246
Abstract Impulsivity is an important and co‐determining factor in the arising of learning difficulties. Impulsive children make many mistakes in arithmetic because of inattention and because they don't use the selfcontrol necessary to correct possible mistakes. In this investigation we examine whether a self‐instructional training program, applied in the teaching of arithmetic, has influences on the impulsivity (measured with help of the MFFT) of pupils who have a quick reaction time and who make many errors. The study involved 52 pupils selected from schools providing special education to children with learning disabilities and educable mentally retarded children. Sixteen of them could be categorized as impulsive children. The effectiveness of the training program is statistically investigated by means of t‐tests for correlated samples. The results show that training with a self‐instruction strategy can be effectively employed in teaching addition and substraction to educable mentally retarded and learning disabled children with arithmetic deficits. Besides, the impulsive children show after the training a more reflective cognitive style when compared to their cognitive style before the training was started. 相似文献
15.
Huiguang Ren Charissa S. L. Cheah Biao Sang Junsheng Liu 《Parenting, science and practice》2020,20(3):229-239
SYNOPSIS
Objective . This study explores the contributions of Chinese immigrant mothers’ parenting cognitions and parenting practices to their children’s social skills. Design . We used a cross-sectional design to examine the mediating role of authoritative parenting in associations between Chinese immigrant mothers’ parenting attributions and their children’s social skills. Chinese immigrant mothers (N = 208, M age = 37.36 years) reported their attributions regarding successes and failures in their daily caregiving experiences, authoritative parenting practices, and demographic information. Their preschool children’s (M age = 4.51 years, 46.2% females) social skills in school were rated by their teachers. Results . Maternal attributions of successful events to uncontrollable causes and unsuccessful events to controllable causes were associated with more authoritative parenting. In turn, more authoritative parenting was associated with more competent social skills in children. In contrast, maternal attributions of successful events to controllable causes and unsuccessful events to uncontrollable causes were associated with less authoritative parenting, which in turn was associated with poorer social skills in children. Conclusions . Promoting Chinese immigrant mothers’ attributions that preserve positive efficacy during daily parenting tasks may enhance their engagement in warm, autonomy-promoting and regulatory parenting, which in turn may facilitate their children’s social skills. 相似文献
16.
《Critical Studies in Education》2013,54(1):45-62
Abstract The massification of higher education in Australia since the early 1990s has foregrounded issues of access and participation for a range of ‘non‐traditional’ students. Such issues can unsettle academics’ normative assumptions of the learning behaviours of the traditional, ‘ideal’, university student and highlight normative beliefs and practices about teaching and learning. This can be seen most acutely in regard to the increasing numbers of students with disabilities, especially students with ‘hidden’ disabilities such as psychiatric disabilities and learning disabilities. The impacts of these disabilities go to the very core of the business of the academy: cognition, intellectual ability and academic success. Using Smith's (1999) notion of ‘cultural cartography’, this article takes a sociocultural approach to investigate and give voice to the responses of a small number of students with a ‘learning difficulty’ at a regional university about problematic aspects of their teaching and learning experiences. This demonstrated that the after‐effects of access and equity admission polices can play out in deeply personal ways for individual students when normative, behaviourist notions of ability and achievement continue to prevail within higher education environments. Although non‐traditional students are now permitted to enter the academy, this occurs at some personal cost to their feelings of belonging and self‐esteem, and can result in students taking on deficit or helpless positions within the academy. 相似文献
17.
Kimberley C. Tsujimoto Richard Boada Stephanie Gottwald Dina Hill Lisa A. Jacobson Maureen Lovett 《Scientific Studies of Reading》2013,17(3):254-272
ABSTRACTThe causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8–15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similar-achieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement. 相似文献
18.
Objective. Mothers who attribute child misbehaviors to children’s intentions, and not to situational causes, show more hostile parenting behaviors. Why are some mothers more likely than others to make more hostile attributions (i.e., high intentional attributions and low situational attributions) when confronted with child challenging behaviors? We examined the relation between mothers’ perception of child challenging behaviors and their hostile attributions of child misbehaviors, with an emphasis on how maternal negative affect and resting vagal activity moderated this relation. Design. One hundred sixty mothers of 3- to 7-year-old children reported their perceptions of child problem behaviors, their attributions regarding child misbehaviors, and their temperamental negative affect. Mothers’ respiratory sinus arrhythmia was measured during resting state. Results. Maternal perceptions of child challenging behaviors were positively related to hostile maternal attributions, and this relation was strongest in mothers with high negative affect and low resting RSA. Conclusions. These findings indicate the importance of considering mothers’ affective and physiological attributes when examining social-cognitive processes in parenting. 相似文献
19.
This article provides an overview of recent research in our laboratories on the development of metacognition in gifted and nongifted children. Research examining the development of children's metacognitive knowledge of mental activity concepts, general declarative metacognitive knowledge, and specific metacognitive attributions are reviewed. The present studies found, as had Alexander, Carr, and Schwanenflugel (1995), patterns of gifted and nongifted metacognitive development differed depending on the type of metacognitive knowledge being examined. Specifically, recent research on knowledge of mental activity concepts showed no clear advantages for gifted children over nongifted children. Declarative metacognitive knowledge research continues to support a monotonic advantage hypothesis in which gifted children show consistent advantages over nongifted children during the early elementary school years. This advantage, however, is short-lived due to the possible presence of a ceiling effect showing a closing of the declarative metacognitive knowledge gap between gifted and nongifted children around fourth grade. Finally, recent research on specific metacognitive attributions suggests that more intelligent children develop more sophisticated attributions over time but their ability to use this information may be more dependent on other individual differences variables that may or may not be related to intelligence such as knowledge base familiarity. We conclude that it is important to differentiate the types of metacognitive knowledge being measured in studies as we investigate individual differences in the development of children's metacognitive insights about thinking. 相似文献
20.
Abstract Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities. 相似文献