Support Services Professionals' Evaluation of Current Services for Students with Learning Disabilities and Low Achieving Students Without Learning Disabilities: More Grist for the Reform Mill

1991 ◽  
Vol 20 (1) ◽  
pp. 67-80 ◽  
Author(s):  
Marilyn S. Wilson
Keyword(s):  
Learning Disabilities ◽  
Support Services ◽  
Students With Learning Disabilities ◽  
Low Achieving Students

A Comparison over Time of Relative Discrepancy Scores of Low Achievers

1986 ◽  
Vol 53 (3) ◽  
pp. 253-259 ◽  
Author(s):  
Lawrence J. O'Shea ◽  
Greg Valcante
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Low Achievers ◽  
Fifth Grade ◽  
Second Grade ◽  
Students With Learning Disabilities ◽  
Low Achieving Students ◽  
The Stability ◽  
Delivery Models ◽  
Relative Discrepancy

The accurate differentiation of learning disabled (LD) students from other low achieving students and the provision of effective remedial services continue to be important issues in the field of learning disabilities. Despite numerous criticisms, the calculation of a discrepancy between ability and achievement is used widely in the identification of students with learning disabilities. In the present investigation, the stability of discrepancies for LD and non-LD, low achieving students was examined. A differential change in relative descrepancy scores was found between the two groups of students from grades two to five. LD and non-LD groups did not differ significantly in second grade but did differ significantly in fifth grade in terms of relative discrepancy. Results and the implications for service delivery models are discussed.

The Effects of an Innovative Approach to Mathematics on Academically Low-Achieving Students in Inclusive Settings

1997 ◽  
Vol 63 (3) ◽  
pp. 373-388 ◽  
Author(s):  
John Woodward ◽  
Juliet Baxter
Keyword(s):  
At Risk ◽  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
National Standards ◽  
Innovative Approach ◽  
Students With Learning Disabilities ◽  
Innovative Methods ◽  
Low Achieving Students ◽  
Inclusive Settings

This article presents results from a year-long study of an innovative approach to mathematics and its impact on students with learning disabilities as well as those at risk for special education. There is a considerable interest in the field regarding current mathematics reform, particularly as it reflects the simultaneous and conflicting movements toward national standards and inclusion. Results suggest that innovative methods in mathematics are viable for students with average and above average academic abilities and that students with learning disabilities or those at risk for special education need much greater assistance if they are to be included in general education classrooms. The success of the majority of students in this study raises questions about commonly advocated instructional methods in special education.

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