To see the other types of publications on this topic, follow the link: Learning disabled children Learning disabled children Learning disabled children Inclusive education.
Journal articles on the topic 'Learning disabled children Learning disabled children Learning disabled children Inclusive education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Learning disabled children Learning disabled children Learning disabled children Inclusive education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Dukhanina, Lyubov’ N. "Children with disabilities: learning problems and conditions for quality education." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 3 (November 30, 2020): 154–63. http://dx.doi.org/10.34216/2073-1426-2020-26-3-154-163.
Full textAbstract:
Based on the results of a theoretical review, the article identifies conditions that hinder the success of the integration of disabled children into society and significantly complicate adaptation to the implementation of inclusive education, in which Russian researchers include: lack of pedagogic knowledge and skills in parents whose children are disabled, accentuated personality traits of modern pedagogue (including pessimism, social introversion, tendency to reject innovation, rigidity). Based on the results of the all-Russia study in 2017, the results obtained regarding the conditions for obtaining a quality education by modern children with disabilities were analysed. These include the lack of available correctional institutions, special nutrition, the lack of appropriate specialists, and the lack of adapted educational programmes. Among the most in-demand opportunities in the education system, respondents named permanent tutors and children's inclusive camps.
2
Özkara, Abdullah Bora. "Comparative Research on Inclusive Education in England, Germany, France and Turkey from the Perspective of Physical Activity." Comparative Professional Pedagogy 8, no. 4 (December 1, 2018): 31–38. http://dx.doi.org/10.2478/rpp-2018-0051.
Full textAbstract:
Abstract Different countries differently address the physical education needs of disabled children. Some focus only on the classroom learning hence equipping the children with little knowledge on physical education. Others lack the facilities to facilitate the physical education of the disabled. This has led to an increased number of the disabled with little or no knowledge about their talent in the field of sports. This paper compares access to the physical education by the disabled in England, Germany, France and Turkey. The countries were determined by taking into consideration the population and geographical conditions. Data is collected from secondary resources and compared for the countries. The paper also sheds light on the factors that hamper the provision of physical education to the disabled in the three countries. It is concluded that the education systems in Germany and England do not favor the provision of physical education to the disabled. Special educational needs are recognized in the French education system and hence the reason behind the increased number of disabled children majoring in sports. The second barrier to the provision of physical education to the disabled is the lack of facilities. In Germany, for example, there are inadequate facilities for use by disabled students while doing physical exercises. In England, the focus is on classroom learning. It is only in France where the government has provided adequate equipment for use by the disabled during physical education classes (Ardoy, et al., 2014). In Turkey there is a need to further encouragement of participation in physical activity of people with disabilities Finally, there has been a belief that the disabled have no place in the field of sports hence leading to poor financing of the special needs education by the government.
3
Nazli, Samina. "Madhumita Puri and George Abraham (eds.). Handbook of Inclusive Education for Educators, Administrators, and Planners: Within Walls, Without Boundaries. New Delhi: Sage Publications, 2004. 309 pages. Paperback. Indian Rs 450.00." Pakistan Development Review 42, no. 3 (September 1, 2003): 280–81. http://dx.doi.org/10.30541/v42i3pp.280-281.
Full textAbstract:
The book is a manual aimed at educators, administrators, and planners involved in dealing with disabled children. Although education is considered to be a basic human right, yet according to UNICEF some 113 million children have no access to education. For disabled children, “only 1 in every 50 children with disability has access to education” (p. 18). The manual has been organised in three parts. Part I is basically a bird’s eye view of Inclusive Education. The term is defined on page 25 of the book in the following words: “Inclusive education is concerned with removing all barriers to learning, and with the participation of all learners vulnerable to exclusion and marginalisation. It is a strategic approach designed to facilitate learning success for all children. It addresses the common goals of decreasing and overcoming all exclusion from the human right to education, at least at the elementary level, and enhancing access, participation, and learning success in quality basic education for all”.1
4
Hamid, Mohamed, and Nagwa Ibrahim A. Mohamed. "Empirical investigation into teachers’ attitudes towards inclusive education: A study of future faculty of Qatari schools." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 580–93. http://dx.doi.org/10.18844/cjes.v16i2.5636.
Full textAbstract:
Disabled students are capable of learning and growing equally to normal students, therefore the educational infrastructure of many developed countries is inclined towards an inclusive educational system. However, such students, unfortunately, are not treated well in developing countries where teachers’ attitudes are a key hindrance to an inclusive education system. This study assesses future faculty attitudes towards inclusive education in Qatari independent schools. A mixed population from Arabic studies, Islamic studies, English language, social studies, mathematics, and science sections of both primary and secondary programmes are selected from the College of Education at Qatar University. The Questionnaire of Attitudes towards Inclusion (QAI) is designed for populations of all genders and sections. Data are analysed statistically initially using the t-test and, later with descriptive statistics in SPSS software. The research findings suggests that future faculty show a positive attitude concerning with inclusive education. However, this attitude toward teaching special children varies which depends on the severity of disability and the nature. Further, teachers prefer to teach mild special children for instance those with learning disabilities. Additionally, the findings reveal no substantial differences in future faculty attitudes to special children in inclusive education with respect to gender or specialization. The study emphasizes the importance of academic and psychological preparation of teachers in Qatari independent schools to understand the nature of disability and motivate them to enhance their acceptance of children with disabilities.
Keywords: Disabled students, inclusive education, Qatari independent schools, special education, teaching attitude
5
Nurfitriani, Rahmah, and Muhammad Almi Hidayat. "Strategi Pengelolaan Siswa ABK Jenis Tunagrahita di Kelas Inklusi." At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 4, no. 2 (September 30, 2020): 78. http://dx.doi.org/10.30736/atl.v4i2.193.
Full textAbstract:
The application of inclusive education in Indonesia is a way for the government to continue to provide educational services to the community openly and non-discriminatively, both for typical children and children with special needs, one of which is mentally disabled children. This study aims to understand about 1) Characteristics of Tunagrahita Students in the Junrejo 01 SDN inclusion class and 2) Tunagrahita Student Management Strategies in the Junrejo 01 SDN inclusion class in Batu. This research method is a qualitative approach, the type of case study located at SDN Junrejo 01 Kota Batu for ABK students with mental disabilities class II inclusion in the 2019 school year. This study indicates that the mentally disabled students have IQ characteristics below between 70 -80, have the same physical condition as an average child, have high imagination despite weak language skills, and have low self-confidence. From the motor aspect, the mentally retired student can perform psychomotor activities like other students. The mental retardation student management strategies are 1) Applying cooperative learning models, 2) Learning with the Peer Teaching method, 3) Giving the same task in study groups, 4) Assigning homework specifically for mentally disabled people, 5) Using educational games in learning, 6) Giving Rewards for Group and Personal Achievement 7) Environmental Therapy to Train the Solidarity of Retarded Students, 8) Teachers Establish Cooperative Relations with Parents of Tunagrahita students.
6
Setyarini, Lilis, and Kasiatin Widianto. "The Effect Of Christian Religious Education (PAK) On Special Needs (ABK) In The Inclusive School Of Sukolilo Areas In Understanding The Word Of God." Journal Kerugma 1, no. 1 (November 21, 2018): 26–33. http://dx.doi.org/10.33856/kerugma.v1i1.58.
Full textAbstract:
Christian education is important in the family and school environment. There is no exception for schools that accept students / students with special needs. However, it should be noted that the teaching and learning process of Christian education often has problems, especially in public schools.
Problems that arise are mainly caused by unpleasant learning conditions, which are caused by not having a permanent learning place. Always moving around, and the place is sometimes not suitable for students to study, such as in a warehouse, in rooms that have never been used, near bathrooms that are not insulated, in the teacher's room, in the library, etc. thus experiencing obstacles in the teaching and learning process. This of course does not meet the maximum yield target.
There are also internal barriers, namely from the students themselves. one of them is disabled children, both physically and mentally. The learning process of disabled children cannot run smoothly due to their disability.
Based on the hypothesis test there is a relationship and influence of "Christian Religious Education (PAK) with Children with Special Needs (ABK) in Understanding the Word of God." From thetable ANOVA, it was concluded that there was a significant effect of Christian Religious Education (PAK) with Children with Special Needs (ABK) in Understanding the Word of God.
7
Zamin, N., N. I. Arshad, N. Rafiey, and A. S. Hashim. "Robotic Teaching Aid for Disabled Children: A Sustainable Solution for Industrial Revolution 4.0." International Journal of Engineering & Technology 7, no. 2.28 (May 16, 2018): 200. http://dx.doi.org/10.14419/ijet.v7i2.28.12912.
Full textAbstract:
Many special needs children suffer from a common characteristics impairment which appear as disability to interpret social cues, fail to use joint-attention tasks as well as a failure in social gaze when communicating. This what makes them different than the normal children. The results of this difficulty are the special needs children often get frustrated when they are unable to expressively share their feeling and socially interact with the community. This research is investigating the problems faced by autistic, down syndrome and slow learner children to respond and communicate appropriately with the people around them and to propose an efficient approach to improve their social interaction. Malaysian education policy is to integrate students with learning difficulties or special educational needs. Thus, the development of a robotic approach using LEGO Mindstorms EV3 to aid the teaching and learning of special needs children especially autism in in Malaysia in introduced in this paper. Robotic approach in special education provides changes, inclusive and sustainable development of the disabled community towards supporting Industrial Revolution 4.0.
8
Belyaeva, Ekaterina, Oxana Kartashova, Nadezhda Sokolaeva, Zoya Snezhko, and Valentina Spichak. "Effects of visual impairment on sensory integration and new opportunitiesfor inclusive education." Bangladesh Journal of Medical Science 20, no. 4 (June 18, 2021): 801–8. http://dx.doi.org/10.3329/bjms.v20i4.54138.
Full textAbstract:
Objective: Inclusive education aims to offer comprehensive collaborative education to healthy and disabled children. The purpose of the study is to perform a comparative analysis of the learning results in healthy and disabled children from different groups with those who study remotely, and a similar analysis between students of higher education institutions.
Methods: The study was conducted in 2018–19 in Moscow, Russia, involving 150 students with disabilities and 397 healthy students. Consideration was given to academic performance, psychophysical development and speech development.
Results and Discussion: Among students with healthcare nosologies, students with vision impairments are considered the most promising. The number of underachievers is 4.9 times lower than their peers (p 0.001).The greatest success in e-learning was among students with health nosologies relative to a similar group of children.
Conclusions: The number of outstanding students in the group with visual impairments exceeds those in the control group by 1.5 times (p≤0.05). Of the students with health nosologies, the most promising group is visually impaired students. High academic performance of students with visual impairments and disordered motor activity provides them with the opportunity to practice comprehensive education at universities, including inclusive education, which corresponds to current worldwide trends.
Bangladesh Journal of Medical Science Vol.20(4) 2021 p.801-808
9
Kanari, Charikleia, and Anastasia Zoi Souliotou. "The Role of Museum Education in Raising Undergraduate Pre-service Teachers’ Disability Awareness: the Case of an Exhibition by Disabled Artists in Greece." Higher Education Studies 11, no. 2 (March 21, 2021): 99. http://dx.doi.org/10.5539/hes.v11n2p99.
Full textAbstract:
In the frame of the worldwide policies towards inclusion there is a need of changes, systematic strategies and actions at different levels and settings of the society including education and cultural organizations. Museums, culture and arts have a constantly increasing role towards a more cohesive and inclusive society in terms of educational, social and cultural impact and for diverse social groups that face various barriers in their full participation in social life. Furthermore, museums as nonformal learning environments and art activities can complement different levels of formal education and courses towards a better understanding of diversity. The aforementioned are of particular importance for disabled people as well as for teachers who work with disabled children and for the enrichment of student teachers’ training in issues of disability. The aim of the present study was to investigate issues of cultural representations and the reflections of undergraduate Primary Education teachers regarding disabled artists, arts, museum and education after a visit in a temporary art exhibition of disabled artists. The participants were 33 student teachers of a University Department in Greece who attended a Museum Education course and the data were obtained via questionnaires. The results revealed the value and the need for further learning opportunities in museums and other cultural environments as well as their potential contribution in combating stereotypes, enriching and broadening undergraduate Primary Education teachers’ perceptions regarding disability with implications in the fields of Museum Studies and Museum Education, Arts, Higher Education, Special and Inclusive Education.
10
Ahmed Elhassan, Hamid Hassan, EldoodYousifEldood Ahmed, and Abdul-alaziz Alasmari. "THE INFLUENCES OF SOME VARIABLES ON ATTITUDES OF SPECIAL EDUCATION TEACHERS TOWARDS EDUCATING PUPILS WITH AUTISM IN REGULAR SETTINGS." International Journal of Research -GRANTHAALAYAH 3, no. 10 (October 31, 2015): 30–37. http://dx.doi.org/10.29121/granthaalayah.v3.i10.2015.2929.
Full textAbstract:
All special needs teachers want their children to be accepted by their peers have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. So that we conducted this study to know the influences of some variables on attitudes of special education teachers towards educating students with autism in regular settings. The researchers used descriptive statistic methods. Questioner technique is used as method of data collection. Study group included 150 special education teachers from Abu Areech Learning administration, 70 teachers were selected randomly as sample. The data was analyzed by using SPSS program. The results are as following: There are no significant differences in attitudes of special education teachers towards inclusive settings according to interaction with disabled, there are no significant differences in attitudes of special education teachers towards inclusive settings according to the class size. There are significant differences in attitudes of special education teachers towards inclusive settings according to the training courses and there are significant in attitudes of special education teachers towards inclusive settings according to the qualification.
11
Valcea, Catalina-Elena, Petruta-Raluca Suditu, and Daniela-Georgeta Popescu. "Beauty in Diversity – Our Special Children." Moldavian Journal for Education and Social Psychology 4, no. 1 (2020): 73–78. http://dx.doi.org/10.18662/mjesp/4.1/15.
Full textAbstract:
The integration of the children with disabilities is a strong point of our kindergarten, which wants to ensure a warm and welcoming space for all the pupils, irrespective of their functional diversity, so they can achieve individual and social growth through the journey of the preschool cycle. The true inclusive education happens from people and between people. Every teacher that works in any kindergarten or school must have the desire to accept the special children, to accept their uniqueness and respect their right to be different. Knowing how to grasp and enhance the differences between children is indispensable in an effective educational environment, capable of bringing up the motivation, the energy and the engine of learning and gaining new acquisitions. In order to be inclusive, we - teachers need to accept responsibility for special children learning and for their proper integration by using the most relevant methods and techniques, respecting every disabled child’s needs. Our daily activity needs to be based on an individualized, calibrated and detailed work plan, built in a strong connection with to the needs, potential and skills of each pupil. Being part of an international Erasmus+ Project and local partnerships on the subject, we become more skilled and opened in our work with special children and we strongly desire to spread our experience to our colleagues from Romania and Europe. We want to put an end to all the stories of non-acceptance in the educational systems.
12
You, Sukkyung, Eui Kim, and Kyulee Shin. "Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea." Sustainability 11, no. 5 (March 12, 2019): 1489. http://dx.doi.org/10.3390/su11051489.
Full textAbstract:
In the literature, teacher self-efficacy has been found to increase teachers’ effective teaching strategies and students’ positive learning outcomes in inclusive education, which highlights the importance of identifying and fostering factors associated with increased self-efficacy. Thus, the purpose of the current study was to examine the relations between teachers’ demographic and background variables (i.e., age, teaching experience, and training experience), teachers’ beliefs toward inclusive education, and teachers’ self-efficacy. Specifically, this study aimed to test the mediating effects of teachers’ beliefs toward inclusive education on the relations between teachers’ demographic and background variables and their self-efficacy using structural equation modeling (SEM). Teacher beliefs toward inclusive education included the effectiveness of inclusive education on the social and cognitive development of children with disabilities and on non-disabled students’ understanding of the needs of children with disabilities. Results indicated that whereas teacher age and teaching and training experiences had no direct relations with teachers’ self-efficacy in inclusive education, teaching and training experiences had significant indirect relations with their self-efficacy through their beliefs toward inclusive education. Implications and future directions are discussed.
13
Oosero, Peterson Ondieki. "Challenges Teachers Encounter In Implementing Inclusive Education In Public Primary Schools In Nyamira County, Kenya." International Journal for Innovation Education and Research 3, no. 3 (March 31, 2015): 217–30. http://dx.doi.org/10.31686/ijier.vol3.iss3.341.
Full textAbstract:
The purpose of the study was to determine the challenges the teachers encounter in implementing inclusive education in Nyamira County, Kenya. The location of the study was Nyamira County in Kenya. The objective of the study was to find out challenges teachers encounter in implementing inclusive education in Nyamira County, Kenya. The study was limited to challenges teachers encounter in inclusive education. Challenges discourage teachers from carrying out teaching tasks as stipulated in the inclusive education programme. The study targeted all teachers 4000 and 5 education officers in Nyamira County. Teachers were targeted because they were implementers of inclusive curriculum and therefore better positioned to share experiences they undergo. Data was analyzed and results presented in tables, graphs and percentages the study found that teachers faced such challenges as: teachers lack of knowledge of the types of learners, indiscipline cases, heavy workload demanding more time, teachers’ negative attitude towards disabled, no facilities for teachers and learners, disabled have low self-esteem among others. The study concluded that the challenges were contributing to the negativity of teachers towards inclusive education and hence hindered the implementation of inclusive education. The recommended that teachers should plan to have more time to remedy the children such as slow learners and they should maintain class control by involving all learners within each learning experience. It also recommended that teachers should be encouraged to develop positive attitude towards the implementation of inclusive education in public primary schools in Nyamira County, Kenya.
14
Shumaieva, Svitlana, and Svitlana Kovalenko. "HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 157–63. http://dx.doi.org/10.31499/2307-4906.1.2021.228834.
Full textAbstract:
The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous.
Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.
15
Vincent, Ranjeetha Golde, and Shobha G. "Classroom practices of teachers on learning disabilities in children." International Journal of Educational Management 34, no. 3 (December 2, 2019): 562–75. http://dx.doi.org/10.1108/ijem-07-2019-0228.
Full textAbstract:
Purpose The purpose of this paper is threefold: to study the classroom practices followed by the government and private school teachers in handling children with learning disabilities; to study the differences in practice levels of government and private school teachers with respect to learning disabilities among children; and to study the influence of Socio-demographic factors of teachers on the level of their classroom practices toward learning disabilities in children. Design/methodology/approach As per the questionnaire development, the present study consisted of a self-developed tool (appendix) by the researcher, to assess the classroom practices of the teachers toward learning disabilities in children. In sum, 10 percent of the total sample size was considered for the pilot study, to know the feasibility, reliability and validity of the developed tool. The sampling technique used was convenient sampling. The data were collected through the survey method from 40 government and 40 private school teachers. Findings Both groups of teachers had low to moderate levels of practice with respect to handling children with learning disabilities in the classrooms. The findings disclosed significant association between demographic variables like monthly income, place of residence, and present school experience and selected features related to learning disabilities. A significant association was observed with teachers’ gender, having special training on handling children with learning disabilities and having children with learning disabilities in the classroom. A significant association was also found between schools offering regular training programs for teachers on teaching, handling and awareness of learning disabilities and practice level of the respondents. Research limitations/implications The study is limited to the assessment of classroom Practices of government and private primary school teachers toward learning disabilities in children. Practical implications The researcher, on the basis of the findings of the present study, suggests that trainings/workshops/intervention measure for teachers are much needed in order to help them in identifying and handling children with LD in a regular classroom especially at the primary level. Social implications Trainings can be provided in the areas of teaching skills, inclusive education, intervention measures/managing children with learning disabilities in the classroom, special education, counseling, classroom habits of a teacher, etc. This will ensure that teachers are empowered thus becoming powerful, operative and competent in teaching children with different needs and handling the uniqueness of each and every child. The school organizations and the government authorities can be informed on the need for such measures. This study recommends that there is a need for improving the classroom practice of teachers, in order to help children, benefit and get equal opportunities as their non-disabled peers. Originality/value This research paper is based on the findings collected from 80 primary teachers from various schools across the city.
16
Holt, Louise. "Children's Sociospatial (re)Production of Disability within Primary School Playgrounds." Environment and Planning D: Society and Space 25, no. 5 (October 2007): 783–802. http://dx.doi.org/10.1068/d73j.
Full textAbstract:
There is a contemporary shift in the institutional context of ‘disabled’ children's education in the United Kingdom from segregated special to mainstream schools. This change is tied to wider deinstitutionalised or reinstitutionalised geographies of disabled people, fragile globalised educational ‘inclusion’ agendas, and broader concerns about social cohesiveness. Although coeducating children is expected to transform negative representations of (dis)ability in future society, there are few detailed explorations of how children's everyday sociospatial practices (re)produce or transform dominant representations of (dis)ability. With this in mind, children's contextual and shifting performances of (dis)ability in two case study school playground (recreational) spaces are explored. The findings demonstrate that children with mind—body differences are variously (dis)abled, in comparison with sociospatially shifting norms of ability, which have body, learning, and emotional—social facets. The discussion therefore places an emphasis on the need to incorporate ‘intellectual’ and ‘emotional’ differences more fully into geographical studies of disability and identity. The paper has wider resonance for transformative expectations placed on colocating children with a variety of ‘axes of difference’ (such as gender, ‘race’, ethnicity, and social class) in schools.
17
Taraj, Gentjana. "Equal Opportunities for all Albanian Learners." Journal of Educational and Social Research 8, no. 1 (January 1, 2018): 33–38. http://dx.doi.org/10.2478/jesr-2018-0004.
Full textAbstract:
AbstractInclusive education guarantees the right of education for every child despite their physical and/or mental disabilities. In other words inclusion aims at placement of special education students in general classrooms giving learners equal possibilities of education within the differences in their abilities to learn. Unfortunately, the implementation of inclusive education in Albania is still facing lots of difficulties. Traditionally, Albanian children with disabilities are segregated into separate learning environments. However, during the last two decades attempts are made to integrate them in the mainstream education. Although we are far from a successful implementation of inclusive education we consider it as very important since it maximizes the learning experiences of both mainstream and disabled learners. In this paper, the factors related to the inclusion of learners with disabilities in the mainstream education are discussed. Drafting of an inclusive curriculum which is the same for all schools and all learners, whether they are in mainstream or special schools is considered as crucial. The paper raises the questions of changing the attitude of educators in regard to learners with disabilities, increasing their professional knowledge about the learning differences as well as highlighting the tools of how to address each of them so that equal possibility to gain knowledge within the limits of capability are given to all learners. The significance and relevant effects of these factors will be the basis of the conclusion of this paper.
18
Goodey, Christopher. "Ordinary lives means ordinary schools: towards a unitary 0-99 years policy for adults and children with learning disabilities." Tizard Learning Disability Review 25, no. 1 (January 27, 2020): 40–46. http://dx.doi.org/10.1108/tldr-05-2019-0021.
Full textAbstract:
Purpose This paper aims to look forward to the next generation of policymaking on learning disability and recommends a unitary strategy covering all phases of life including childhood. Design/methodology/approach In this paper, the author addresses the policy gap between inclusion in ordinary (“mainstream”) schools and inclusion in ordinary adult life. The author asks why what has been accepted, at least in principle, for the adult two-thirds of the learning disabled population is still contested for the other, younger third. In the following sections, the author summarises the present discrepancy, compares the rights of children in general with those of people with learning disabilities and outlines the rationale for a 0-99 years focus in research and practice on learning disability, and for future government strategy to establish a 0-99 policy. Findings It is in the broad context of a unitary 0-99 years approach that policymaking must in future be addressed. The education of children is key to the success of their adult lives, and makes the policy of educating them together in ordinary schools (i.e. giving them from the start the “ordinary lives” that are the main goal of adult policy) an imperative. Originality/value The need to consider children’s rights in a general sense has not previously been applied to the field of policymaking for adults with learning disabilities.
19
STANKOVSKA, GORDANA, and IMRAN MEMEDI. "THE RIGHT TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES IN THE REPUBLIC OF NORTH MACEDONIA: OPPORTUNITIES AND CHALLENGES." Society Register 4, no. 4 (December 1, 2020): 209–26. http://dx.doi.org/10.14746/sr.2020.4.4.10.
Full textAbstract:
A child is a member of a vulnerable group in societies. Children's rights are equal for all children and they cannot be denied, because they are a birthright. However, throughout the world, children with disabilities and their families constantly experience a barrier in regard to the enjoyment of their basic human rights and to their inclusion in society. Their abilities are overlooked, their capacities are underestimated and their needs are given low priority. The barriers they face are more frequently a result of the environment in which they live rather than a result of their impairment. The situation began to change only when requirements to include disabled children in the education system were introduced in legislation. Following the example of other countries worldwide, the Republic of North Macedonia introduced inclusion of children with disabilities in the mainstream educational process, because the right to education is a right for all children, including the ones with special educational needs. For this purpose, the Republic of North Macedonia implemented a series of changes in the educational system for successful inclusion of children with special educational needs. Hence, the main aim of our paper is to represent the actual situation in Macedonian schools regarding the problem of educational inclusion of students with disabilities in the regular school system. The research methods are based on document studies and case studies about changes in social and educational policies for students with disabilities and special educational needs who are included in primary and secondary education. At the same time we shall present some guidelines for teachers who work with these children and future directions for a proper inclusion system in the Republic of North Macedonia, because every child has a fundamental right to education and must be given the opportunity to achieve and reach an acceptable level of learning. In this frame, school societies try to support full participation of students with disabilities in areas of their lives on equal terms, conditions, social justice and basic human rights.
20
Sulthon, Sulthon. "Pendidikan Dasar Inklusif di Kabupaten Pati: Harapan dan Kenyataan." INKLUSI 6, no. 1 (August 6, 2019): 151. http://dx.doi.org/10.14421/ijds.060107.
Full textAbstract:
This study examines the implementation of inclusive elementary education in Pati district. Data collection was carried out through interviews and observations of eight students with disabilities who attended inclusive elementary schools in Pati Regency, 6 teachers, and 3 school principals. Data analysis was performed using data reduction techniques, data presentation, and conclusion drawing. The results of the study indicate that the implementation of inclusive basic education in Pati Regency is not under idealized conditions because in its implementation the school still limits students with disabilities who are accepted. Schools only accept those who have non-physical disabilities (intellectual disability, slow learning, and sensory disabilities). School considerations are: 1) easy in learning services; 2) worry if parents of non-disabled students refuse and move their children to another school; 3) there are obstacles in learning services because they do not have special support teachers and the lack of inclusive learning facilities and infrastructure.[Makalah ini meneliti pelaksanaan pendidikan dasar inklusif di kabupaten Pati. Pengumpulan data dilakukan melalui wawancara dan observasi terhadap delapan siswa difabel yang bersekolah di SD inklusif di Kabupaten Pati, 6 guru, dan 3 kepala sekolah. Analisis data dilakukan dengan menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan pendidikan dasar inklusif di Kabupaten Pati belum sesuai dengan kondisi yang diidealkan karena dalam pelaksanaannya sekolah masih membatasi siswa difabel yang diterima. Sekolah hanya menerima mereka yang mengalami disabilitas non-fisik saja (disabilitas intelektual, lambat belajar, dan disabilitas sensorik). Pertimbangan sekolah adalah: 1) mudah dalam layanan pembelajaran; 2) merasa khawatir jika orang tua siswa non-difabel menolak dan memindahkan anaknya ke sekolah lain; 3) adanya kendala dalam layanan pembelajaran karena tidak memiliki guru pembimbing khusus, dan kurangnya sarana dan prasarana pembelajaran inklusif.]
21
Chucuyán González, Tanya Araceli, Cisne Paola Morocho Lazo, Abraham Gonzalo Viñán Carrasco, and Hishochy Delgado Mendoza. "SISTEMA DIDÁCTICO DE CARTELES ILUSTRADOS SOBRE DIARIO VIVIR PARA NIÑOS CON SÍNDROME DE DOWN EN LA ESCUELA “FE Y ALEGRÍA” DE SANTO DOMINGO, ECUADOR." Revista Cognosis. ISSN 2588-0578 2, no. 4 (December 14, 2017): 119. http://dx.doi.org/10.33936/cognosis.v2i4.862.
Full textAbstract:
RESUMEN
La inclusión educativa es cada vez más latente en las escuelas ecuatorianas; los espacios de integración advierten la presencia y participación de un alumnado heterogéneo. De manera que los estudiantes discapacitados y no discapacitados comparten los mismos derechos de aprendizaje. Sin embargo, esto conlleva a la superación profesional por parte del cuerpo docente; de ahí que, resulta necesario indagar e implementar estrategias didácticas que permitan un desarrollo psicomotor y cognitivo en quienes lo requieran. Esta vez nuestro centro de atención va dirigido a los niños con Síndrome de Down de la Escuela “Fe y Alegría”. Para ello, hemos propuesto un sistema didáctico de carteles ilustrados sobre diario Vivir que permitan alcanzar una superación neuroevolutiva en los mismos. Esta investigación tiene el mérito de la inteligencia colectiva y el trabajo colaborativo entre diseñadores, maestros y psicólogos.
PALABRAS CLAVE: diseño gráfico; educación especial; inclusión educativa; síndrome de Down.
DIDACTIC SYSTEM OF ILLUSTRATED POSTERS ABOUT DAILY LIVING FOR CHILDREN WITH DOWN SYNDROME AT THE "FE Y ALEGRÍA" SCHOOL OF SANTO DOMINGO, ECUADOR
ABSTRACT
Educational inclusion is increasingly latent in Ecuadorian schools; the spaces of integration show the presence and participation of a heterogeneous student body. So disabled and non-disabled students share the same learning rights. However, this leads to professional improvement by the faculty; Hence, it is necessary to investigate and implement didactic strategies that allow a psychomotor and cognitive development in those who require it. This time our center of attention is directed to the children with Down Syndrome of the "Fe y Alegría" School. To this end, we have proposed a didactic system of illustrated posters on Vivir newspaper that allow achieving a neuroevolutionary improvement in them. This research has the merit of collective intelligence and collaborative work among designers, teachers and psychologists.
KEYWORDS: graphic design; special education; educational inclusion; Down's Syndrome.
22
Bender, William N., and Lorri B. Golden. "Adaptive Behavior of Learning Disabled and Non-Learning Disabled Children." Learning Disability Quarterly 11, no. 1 (February 1988): 55–61. http://dx.doi.org/10.2307/1511037.
Full textAbstract:
Adaptive behavior, problem behavior, and self-perception of behavior of 54 learning disabled children and 54 non-learning disabled children were compared to revealed the differences mainstream teachers perceive between the two groups. Multivariate analysis revealed differences in the first two measures. That is, the groups were different in each subscale of adaptive behavior, including social coping, relationships, pragmatics and production. Analysis of the problem-behavior scale indicated differences between the groups on three of five subscales. In each case, the scores for the LD group were higher indicating less desirable adaptive behavior and more problem behavior in the classroom. Implications of these results are presented as well as recommended use of adaptive-behavior measures for identification and the need to prepare mainstream teachers to deal with maladaptive behaviors in the classroom.
23
Jacobsen, Barbara, Barbara Lowery, and Joseph DuCette. "Attributions of learning disabled children." Journal of Educational Psychology 78, no. 1 (1986): 59–64. http://dx.doi.org/10.1037/0022-0663.78.1.59.
Full text
24
Indriyany, Ika Arinia. "Pelayanan Publik dan Pemenuhan Hak Difabe: Studi tentang Layanan Pendidikan Inklusif Melalui Kasus Pemindahan Difabel dari Sekolah Reguler ke Sekolah Luar Biasa di Yogyakarta." INKLUSI 2, no. 1 (June 3, 2015): 1. http://dx.doi.org/10.14421/ijds.020109.
Full textAbstract:
Indonesia’s constitution and legislation state that all Indonesiancitizens, including those with a disability, havea right to quality education. To meet this right, the government must ensure that every aspect of schooling and learning are accessible tostudentswith disabilities; however, this is not currentlythe case. Indeed, while inclusive education policy has been in place for years, its implementation is yet to be seen. For example, some children with disabilities are denied admission, while others continue to experience barriers to learning as schools are unable to meet their needs. The perception that disabled students belong only in special, segregated schools is still strongly held by the community, educational practitioners, and policy makers. As such, students with disabilities who register in inclusive schools are expected to meet certain qualifications. Should they fail to meet these requirements students are“returned” to special schools. Thispaper argues that such phenomenon demonstrates the government’s failure to meet its own mandateto ensure and protect the educational rights of persons with disabilities.[Pendidikan merupakan hak dasar bagi setiap warga negara Indonesia yang berada dalam usia wajib belajar, termasuk juga difabel (people with different ability). Negara idealnya mampu menyediakan layanan pendidikan yang sesuai dengan kebutuhan difabel. Tidak hanya kebutuhan difabel yang harus diperhatikan tetapi juga bagaimana layanan pendidikan tersebut mampu menjamin hak-hak dari difabel dan yang terpenting adalah difabel mampu mengakses layanan pendidikan yang tersedia. Namun tidak jarang difabel mengalami kesulitan mengakses layanan pendidikan yang disediakan oleh negara dikarenakan kebutuhan mereka yang berbeda dengan non difabel. Akibatnya difabel banyak mengalami penolakan ketika ingin bersekolah di sekolah yang mereka inginkan, termasuk di sekolah reguler.Pemahaman yang berkembang adalah sekolah yang pantas bagi difabel hanyalah di sekolah luar biasa. Hal ini yang membuat difabel tak jarang di diskriminasi dalam dunia pendidikan. Kebijakan pendidikan inklusif yang awalnya didesain agar anak difabel dan non difabel mampu belajar bersama pun baik regulasi dan implementasinya masih jauh dari sempurna. Kebijakan pendidikan inklusif seharusnya dapat digunakan sebagai dasar kesetaraan pendidikan kenyataannya masih menerapkan syarat – syarat khusus agar difabel mampu diterima di sekolah reguler tersebut. Saat difabel tidak mampu lolos kualifikasi yang ditentukan maka dia tidak dapat diterima di sekolah inklusif tersebut dan dikembalikan ke sekolah luar biasa. Jika hal ini terjadi maka negara gagal menjamin pemenuhan hak pendidikan bagi difabel itu sendiri.]
25
Silver, L. "Therapies for Learning-Disabled Children." Nurse Practitioner 12, no. 10 (October 1987): 48. http://dx.doi.org/10.1097/00006205-198710000-00014.
Full text
26
Kelly, Greg. "Motivation in Learning Disabled Children." British Journal of Occupational Therapy 48, no. 11 (November 1985): 340–42. http://dx.doi.org/10.1177/030802268504801111.
Full text
27
Swanson, H. Lee, and Marcy Trahan. "Naturalistic Memory in Learning Disabled Children." Learning Disability Quarterly 13, no. 2 (May 1990): 82–95. http://dx.doi.org/10.2307/1510653.
Full text
28
Brainard, Richene Bevilaqua, Donald J. Viglione, and Jared R. D. Wilke. "A Comparison of Learning-Disabled Children and Non-Learning-Disabled Children on the Rorschach." Rorschachiana 35, no. 1 (January 2014): 66–91. http://dx.doi.org/10.1027/1192-5604/a000049.
Full textAbstract:
The purpose of this study was to examine the differences between learning-disabled (LD) and non-learning-disabled (non-LD) students on the Rorschach inkblot test to help determine how differently the two groups process information. Using the cognitive triad in Exner’s Comprehensive System (CS), the variables consistent with past research and most representative of each of the three stages of the cognitive triad were investigated. The sample consisted of 62 schoolchildren in the age range of 7–12 years in the US state of California. Thirty-one children were identified as LD and were matched on age, gender, and ethnicity with a student who was identified as non-LD. The groups’ responses were compared using a one-way Analysis of Variance (ANOVA) to determine whether differences existed between the groups for each of the Rorschach variables F%, W+, XA%, and WSum6. This study concluded that LD children are unable to perceive, interpret, and synthesize information from their environment in a clear and realistic way when compared with their non-LD peers.
29
Obrzut, John E., and Carol A. Boliek. "Lateralization Characteristics in Learning Disabled Children." Journal of Learning Disabilities 19, no. 5 (May 1986): 308–14. http://dx.doi.org/10.1177/002221948601900511.
Full text
30
Harrington, Robert G., and Edward Gibson. "Preassessment Procedures for Learning Disabled Children." Journal of Learning Disabilities 19, no. 9 (November 1986): 538–41. http://dx.doi.org/10.1177/002221948601900904.
Full text
31
Yewchuk, Carolyn R. "Identification of Gifted/Learning Disabled Children." School Psychology International 7, no. 1 (January 1986): 61–68. http://dx.doi.org/10.1177/014303438600700108.
Full textAbstract:
Until very recently, little attention has been focused on children who are both gifted and learning disabled. Because of their contradictory characteristics, these children are usually undetected by teachers or school psychologists. Close analysis of WISC-R responses and profiles in the context of a very broad clinical assessment for learning disability can assist the school psychologist in identifying these children so that they can be placed in educational programmes appropriate to their unique needs.
32
Pirani, Zainab, Vasiqullah Molvizadah, Mohammad Abbas Sayyed, and Sasikumar M. "E-Learning Framework for Learning Disabled Children." International Journal of Computer Applications 63, no. 19 (February 15, 2013): 38–42. http://dx.doi.org/10.5120/10577-5703.
Full text
33
Nodine, Barbara F., Edna Barenbaum, and Phyllis Newcomer. "Story Composition by Learning Disabled, Reading Disabled, and Normal Children." Learning Disability Quarterly 8, no. 3 (August 1985): 167–79. http://dx.doi.org/10.2307/1510891.
Full textAbstract:
Investigations into children's ability to comprehend and compose stories have been increasing steadily during the past 10 years. As a result, a body of information exists that has important implications for educators. In this article we will present background information about the most influential sources in children's understanding of stories. Also, we will report an investigation of the written composition skills of normal and handicapped learners.
34
Bender, W. N. "Differences between Learning Disabled and Non-Learning Disabled Children in Temperament and Behavior." Learning Disability Quarterly 8, no. 1 (February 1985): 11–18. http://dx.doi.org/10.2307/1510903.
Full text
35
Lally, Martha J., Richard D. Lloyd, and Janet M. Kulberg. "Is Intelligence Stable in Learning-Disabled Children?" Journal of Psychoeducational Assessment 5, no. 4 (December 1987): 411–16. http://dx.doi.org/10.1177/073428298700500410.
Full text
36
Naureen, Asma. "A Comparative Study on the Impact of Traditional and Inclusive Teaching Strategies on Students’ Learning." Asia Proceedings of Social Sciences 1, no. 3 (February 18, 2019): 56–60. http://dx.doi.org/10.31580/apss.v1i3.432.
Full textAbstract:
A Comparative Study on the Impact of Traditional and Inclusive Teaching Strategies on Students’ Learning
Asma Naureen
Department of Education, Faculty of Social Sciences, International Islamic University, Islamabad, Pakistan
i_kayani@yahoo.com
Research Highlights
This research paper was focused at analyzing the impact of traditional and inclusive teaching strategies on the learning of students of class II, in inclusive setting. In inclusive teaching all the students are included in learning process without any discrimination. (Ainscow et al, 2006) “Inclusive learning and teaching is to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of othersâ€. (Hockings, 2010)
The study was experimental in nature in which traditional and inclusive instructional strategies were compared. The study proposed three hypotheses and the results of the study indicated that the students of experimental group and control group were almost equal before conducting the experiment. The result of post-test shows that the students of experimental group who were taught in inclusive teaching setting had shown comparatively better results than the students placed in control group who were taught in a traditional way. So, achievement level of students of experimental group was better than that of the students of control group which proved that inclusion in teaching was more effective than the traditional teaching setting. Ambrose et al, (2010) also recommended inclusive teaching strategies and said it is important that the pedagogical strategies we employ in the classroom reflect an understanding the psyche and social needs of the students.
Research Objectives
The main objectives of the study were:
To find the impact of inclusion on the learning of students with special needs.
To find the impact of inclusion on the learning of students without special needs.
Significance of the Study
This experimental study is very significant in different ways; on one hand it would give awareness to the people about inclusive education as even many of the teachers do not know about inclusion. On the other hand, it would enable the community members to adopt the positive attitude towards those children who are suffering from some disorders or disabilities or different from other students. This study would provide guidance to the teachers and parents for helping students with and without special needs. It would also help the teachers and administrators to look and analyze their teaching and make necessary changes in their educational strategies. Key principles are valuing diversity, entitlement, dignity, individual needs, planning, collective responsibility, professional development, and equal opportunities.†(Darlington, 2003)
According to UNESCO, 2005 it is the duty of the state as well as of the society to involve all the students in learning process and no one feels excluded. In the National Report on the Development of Education, 2008 the emphasis was given on inclusive education with the objective to support Education For All (EFA), with special emphasis on eradicating the obstacles to all excluded: girls and women, the disabled, ethnic/linguistic minorities, nomads, and many others to participate and learn in regular schools so this study would enhance the efforts of government in creating the positive attitude among the educators in specific and public in general.
Methodology
The study was experimental in nature in which traditional method of imparting instruction was compared with inclusive instructional strategies. The procedure of the study was that two groups of students had been taken and tested before and after teaching. Pre-test, post-test equivalent design was used in this research study. In this design, pre-test was administered before the application of the experimental and control treatments and post-test was administered at the end of the treatment period. Students studying in three sections of class II constitute the population of the study. They are 83 students who are studying in three different sections. Their ages ranged from 7 to 9 years. Sample was taken from the school named F.G. Junior Model School, G-7/3-1, Islamabad. Sample size consists of 56 students, twenty-eight students were placed in experimental group and same number of students was in the control group. Both the groups were representative of inclusion, in which there were students from religious/linguistic minorities, slow learners, having low vision or articulation, hyper-actives, etc. Pre-test was used before the treatment started to equate the groups. Treatment of planned inclusive instructional techniques was given to experimental group while control group was taught by ordinary traditional method. The duration of it was two forty days. When the treatment period over, an instructor made post-test was conducted to measure the achievement of the students in the subject of English. First four lessons were taken from the text book for class II. To determine the impact of inclusive instructional strategies on students’ learning in inclusive setting and traditional teaching in inclusive setting, the significance of difference between the scores of experimental and control groups at 0.05 level was tested by applying t-test and analysis was made. It was shown by analysis of data that both the groups (experimental and control) in the beginning of the experiment were approximately equal.
Results
The results of post-test have shown that inclusive instructional strategies were more effective than that of traditional method of teaching students at primary level as experimental group scored significantly higher than the control group. The result of the study reflected that inclusive instructional strategies were more effective than traditional method of teaching.
Findings
The following findings emerged because of the analysis of data.
It was found that the mean scores of control group was not found to be almost equal on pre-test and post-test.
It was found that there was significant difference between mean scores on pre-test and post-test of experimental group after being treated by inclusive teaching strategies.
It was found that the mean score of experimental group and that of the control group was not statistically significant at 0.05 levels. Hence, both the groups were found to be almost equal on pre-test.
It was found mean score of experimental group was more than that of control group after being treated by inclusive teaching strategies.
37
Millichap, J. Gordon. "Behavioral Problems in Learning Disabled Children." Pediatric Neurology Briefs 13, no. 4 (April 1, 1999): 26. http://dx.doi.org/10.15844/pedneurbriefs-13-4-3.
Full text
38
Dr. Sharmista, Dr Sharmista. "Concept development in learning disabled children." International Journal of Scientific Research 2, no. 8 (June 1, 2012): 117–19. http://dx.doi.org/10.15373/22778179/aug2013/39.
Full text
39
Anderson, Vicki, and Gordon Stanley. "Ability Profiles of Learning Disabled Children." Australian Psychologist 27, no. 1 (March 1992): 48–51. http://dx.doi.org/10.1080/00050069208257574.
Full text
40
DeFrancesco, John J. "Family therapy for learning disabled children." American Journal of Orthopsychiatry 59, no. 1 (1989): 153. http://dx.doi.org/10.1111/j.1939-0025.1989.tb01642.x.
Full text
41
Kerr, Robert, and Kathy Hughes. "Movement Difficulty and Learning Disabled Children." Adapted Physical Activity Quarterly 4, no. 1 (January 1987): 72–79. http://dx.doi.org/10.1123/apaq.4.1.72.
Full textAbstract:
Results of recent research have implicated information processing deficits in explaining the poor academic performance of learning disabled children. However, the motor difficulties of these children have not been extensively studied from a processing framework, yet cognitive skills are inherent to the successful performance of motor skills. Sixteen learning disabled and sixteen control subjects ranging in age from 6 to 8 years were tested on a Fitts’ reciprocal tapping task using 16 different target combinations with the ID ranging from 1.50 to 6.64 bits. Analysis of the slope and intercept coefficients showed a significant difference for intercept but not for slope. These data suggest that the problem may not be a major processing deficit, as the learning disabled children were able to handle the increased task difficulty in the same manner as the controls. Instead the problem may exist at the very early input stage of the processing mechanism: getting the information into the system.
42
Gfeller, Kate E. "Musicals: Mnemonics for Learning Disabled Children." TEACHING Exceptional Children 19, no. 1 (September 1986): 28–30. http://dx.doi.org/10.1177/004005998601900106.
Full text
43
Elliott, Colin D. "Cognitive profiles of learning disabled children." British Journal of Developmental Psychology 7, no. 2 (June 1989): 171–78. http://dx.doi.org/10.1111/j.2044-835x.1989.tb00797.x.
Full text
44
Rourke, Byron P. "Socioemotional disturbances of learning disabled children." Journal of Consulting and Clinical Psychology 56, no. 6 (1988): 801–10. http://dx.doi.org/10.1037/0022-006x.56.6.801.
Full text
45
Yewchuk, Carolyn R. "Gifted/Learning Disabled Children: an Overview." Gifted Education International 3, no. 2 (September 1985): 122–26. http://dx.doi.org/10.1177/026142948500300211.
Full text
46
Harmony, Thalia, and Thalia Fernandez. "30. QEEG in learning disabled children." Clinical Neurophysiology 127, no. 9 (September 2016): e310. http://dx.doi.org/10.1016/j.clinph.2016.05.305.
Full text
47
Dudley-Marling, Curtis. "The Pragmatic Skills of Learning Disabled Children." Journal of Learning Disabilities 18, no. 4 (April 1985): 193–99. http://dx.doi.org/10.1177/002221948501800403.
Full text
48
Rodriguez, Christina M., and Donald K. Routh. "Depression, Anxiety, and Attributional Style in Learning-Disabled and Non-Learning-Disabled Children." Journal of Clinical Child Psychology 18, no. 4 (December 1989): 299–304. http://dx.doi.org/10.1207/s15374424jccp1804_2.
Full text
49
Dudley-Marling, Curtis C., and Rebecca Edmiaston. "Social Status of Learning Disabled Children and Adolescents: A Review." Learning Disability Quarterly 8, no. 3 (August 1985): 189–204. http://dx.doi.org/10.2307/1510893.
Full textAbstract:
Low social status is frequently ascribed to learning disabled children and adolescents. This article reviews published investigations of social status among learning disabled children, adolescents, and adults. Results indicate that, contrary to prevailing assumptions, not all or even most learning disabled persons are held in low esteem by their teachers, parents, and peers. In fact, some learning disabled students are popular. Therefore, as a group, the learning disabled may merely be at greater risk for attaining low social status.
50
Bender, William N. "Teachability and Behavior of Learning Disabled Children." Psychological Reports 59, no. 2 (October 1986): 471–76. http://dx.doi.org/10.2466/pr0.1986.59.2.471.
Full textAbstract:
Teachers' ratings of teachability and behavior for 38 learning disabled children in Grades 3 to 6 were compared with ratings for 38 nondisabled children. Only two correlations between behavior and teachability for the disabled group and six for the nondisabled group were significant. Analysis of covariance indicated that the disabled children received less positive teachability ratings on school-appropriate behavior. Also the disabled group was rated less positively on three overt problem behaviors, acting out, distractibility, and immaturity. Research and educational implications were discussed.