Mainstreaming Students with Learning Disabilities: Are We Making Progress?

1994 ◽  
Vol 60 (6) ◽  
pp. 508-517 ◽  
Author(s):  
James McLeskey ◽  
Debra Pacchiano
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Annual Reports ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Education Services ◽  
The Past ◽  
Separate Class

This study investigated placement practices for students with learning disabilities over the past 11 years, as reported in the Annual Reports to Congress on the Implementation of P.L. 94–142. From 1979 to 1989, the placement rate for students with learning disabilities being educated in restrictive, separate-class settings almost doubled. Moreover, the proportion of all students with learning disabilities served in separate-class settings increased 4.4%. Little progress is being made toward mainstreaming students with learning disabilities. The article discusses implications of these findings for reform in the provision of special education services.

Diagnosing Written Language Disabilities Using the Woodcock-Johnson Tests of Educational Achievement—Revised and the Wechsler Individual Achievement Test

2000 ◽  
Vol 87 (1) ◽  
pp. 197-204 ◽  
Author(s):  
Michael B. Brown ◽  
Marc J. Giandenoto ◽  
Larry M. Bolen
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Educational Achievement ◽  
Achievement Test ◽  
Written Expression ◽  
Special Education Services ◽  
Specific Test ◽  
Education Services ◽  
Individual Achievement ◽  
Woodcock Johnson

The writing portions of the Woodcock-Johnson Tests of Educational Achievement–Revised and the Wechsler Individual Achievement Test are often administered when establishing eligibility for special education services due to learning disabilities. The scores on these measures are typically regarded as equivalent although little is known about how scores on the two measures differ for the same students. Differences of only a few points, however, may affect eligibility for special education services. These tests were administered to 25 sixth grade students previously diagnosed with learning disabilities in written expression only. Students' Wechsler scores were consistently higher on the overall writing composite, while there was no difference in the mean scores on the language mechanics subtests. The WIAT Written Expression subtest mean, however, was significantly higher than the Woodcock-Johnson Writing Samples subtest mean. Use of the Wechsler test would be less likely to identify children for special education services in written expression when point discrepancy criteria are utilized for eligibility. Clinicians should be cognizant of the effect of the specific test chosen on eligibility outcome.

The Sociometric Status of Students with Disabilities in a Full-Inclusion School

1995 ◽  
Vol 62 (1) ◽  
pp. 6-19 ◽  
Author(s):  
Paul Sale ◽  
Doris M. Carey
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Sociometric Status ◽  
Control Group ◽  
Social Perceptions ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Full Inclusion ◽  
Education Services ◽  
Perceptions Of Students

This study examined the sociometric status of children with disabilities in a full-inclusion school that did not use eligibility labels for special education services. The study used a positive and negative peer nomination technique to interview all students. The subject population included students with a range of disabilities; the majority were students with learning disabilities. Findings indicated significant differences between how students who were currently eligible for special education services and students who were likely eligible for services were perceived by their peers when compared to a control group. Full-inclusion strategies did not eliminate negative social perceptions of students with disabilities.

Special Education and School Achievement: An Exploratory Analysis With a Central-City Sample

1999 ◽  
Vol 21 (3) ◽  
pp. 249-269 ◽  
Author(s):  
Arthur J. Reynolds ◽  
Barbara Wolfe
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Low Income ◽  
Math Achievement ◽  
Central City ◽  
School Achievement ◽  
Elementary Grades ◽  
Special Education Services ◽  
Education Services ◽  
Reading And Math

Is placement in special education during the elementary grades associated with higher school performance? To shed light on this question, we investigated the relationship between participation in special education programs during Grades 1–6 and school achievement among 1,234 low-income children participating in the Chicago Longitudinal Study. About 15% of the study sample received special education services (half in learning disabilities and half in other disabilities), 22% were retained in grade, and 50% changed schools more than once over the elementary grades. Controlling for school achievement prior to placement in special education, as well as for family background school experiences, and school attributes, children receiving special education services had lower reading and math achievement scores than other children, especially during Grades 4–6. Children with learning disabilities benefited less from special education services than did children with other disabilities. Grade retention and school mobility during the primary grades were associated with significantly lower reading and math achievement above and beyond prior achievement and other factors. Continued scrutiny of special education services and retention practices, at least as they currently exist in large cities, may benefit children with learning difficulties.

scholarly journals The Invisible Population of Students With Learning Disabilities in South Korea

2021 ◽  
pp. 105345122110148
Author(s):  
Mikyung Shin ◽  
Nari Choi
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
South Korea ◽  
Students With Learning Disabilities ◽  
Ongoing Debate ◽  
Future Directions ◽  
The Past ◽  
Definition Of ◽  
Education Support ◽  
The Invisible

Over the past decade, there has been a rapidly declining trend in the prevalence of students with learning disabilities in South Korea. In 2019, only 1.5% of students receiving special education support were identified as having learning disabilities. This column reports on three current issues related to learning disabilities to provide a greater understanding of this declining trend in South Korea: (a) the ongoing debate on the definition of students with learning disabilities, (b) the continuing disagreement on the identification criteria for students with learning disabilities, and (c) the public’s limited understanding of learning disabilities. Suggestions for future directions are also discussed.

Civics Education for Students With Learning Disabilities and Emotional and Behavioral Disorders

2020 ◽  
pp. 105345122094414
Author(s):  
Justin D. Garwood ◽  
Stephen Ciullo ◽  
Daniel R. Wissinger ◽  
John W. McKenna
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Civics Education ◽  
Education Services ◽  
Content Acquisition

Significant disparities in civics achievement between students with disabilities and their peers constitute an urgent need to support and improve civics education and outcomes for students receiving special education services related to emotional and behavioral disorders (EBD) and learning disabilities (LD). In the documented instances when social studies interventions are evaluated by researchers in schools for students with EBD or LD, the focus is most often on geography, history, and text-based content acquisition and comprehension. However, the information learned during civics instruction most directly prepares students for active participation in their communities.

Educating All Children: Ten Years Later

1989 ◽  
Vol 56 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Michael M. Gerber ◽  
Deborah Levine-Donnerstein
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Annual Report ◽  
National Level ◽  
Public Law ◽  
Current Status ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
School Year

This article reviews the Tenth Annual Report to Congress on the Implementation of The Education of the Handicapped Act (EHA), covering the 1986–1987 school year. In addition to reporting the current status of services (i.e., numbers of students served, their placement, resources allocated and needed for their support), the report also discusses and cites data pertinent to (a) transition from secondary education: (b) state and federal efforts anticipating full implementation of preschool special education services under Public Law 99–457; and (c) the classification of students with learning disabilities. Some directions for research on special education at a national level are suggested.

False Recall of Critical Lures in Students with Diagnosed Learning Disabilities

2007 ◽  
Vol 100 (3) ◽  
pp. 713-720 ◽  
Author(s):  
David L. Branch ◽  
Larry D. Hilgert ◽  
Blaine L. Browne ◽  
David M. Monetti
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
School System ◽  
Special Education Services ◽  
Education Students ◽  
Rural South ◽  
General Education Students ◽  
Education Services ◽  
South Georgia

40 students ( M age = 13.5 yr., SD=1) from a rural south Georgia school system participated. 20 participants (11 boys, 9 girls) were receiving special education services for diagnosed learning disabilities, and 20 were general education students (10 boys, 10 girls). Students attempted to memorize a list of 15 words in 1 min., tried to recall the words, and then repeated the process for each of 10-word lists. As predicted, students with diagnosed learning disabilities recalled fewer words overall and fewer critical lures than did the general education students.

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