Attitudes of Secondary Principals Toward the Learning Disabled, the Mentally Retarded, and Work-Study Programs

1980 ◽  
Vol 13 (2) ◽  
pp. 62-64 ◽  
Author(s):  
Tom E.C. Smith ◽  
Robert W. Flexer ◽  
Carol K. Sigelman
Keyword(s):  
Secondary Principals ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Work Study ◽  
Study Programs

Sex Role Stereotyping in Special Education: A Look at Secondary Work Study Programs

1976 ◽  
Vol 42 (6) ◽  
pp. 323-328 ◽  
Author(s):  
Patricia Thomas Cegelka
Keyword(s):  
Special Education ◽  
Program Evaluation ◽  
Sex Role ◽  
Mentally Retarded ◽  
Work Study ◽  
Sex Role Stereotyping ◽  
Study Programs ◽  
Ethical And Legal Considerations ◽  
Sex Biases

An examination of special education practices relative to secondary work study programs for the mentally retarded reveals sex biases in favor of the male enrollees. These biases are apparent in program admission, program offerings, and program evaluation. Both ethical and legal considerations dictate that those practices which serve to doubly handicap individuals labeled both retarded and female be eradicated. Suggestions are made for assessing and restructuring secondary work study programs in order to provide equal quality of participation for all.

Relationship of Scores on PPVT—R and WISC—R with Special Education Children and Youth

1986 ◽  
Vol 62 (2) ◽  
pp. 417-418 ◽  
Author(s):  
Ann C. Candler ◽  
Cleborne D. Maddux ◽  
Dee La Mont Johnson
Keyword(s):  
Special Education ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Children And Youth ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Relationship Of

Comparisons of the Peabody Picture Vocabulary Test—Revised and the Wechsler Intelligence Scale for Children—Revised were made with 104 children diagnosed as learning disabled and mentally retarded. Significant but modest correlations were found between all but one of the WISC—R scaled scores (i.e., Coding) and PPVT—R standard scores, and between WISC—R IQs and PPVT—R standard scores. Significant differences were found among mean Verbal, Performance, and Full Scale IQs and mean PPVT—R standard scores. The PPVT—R standard scores underestimated WISC—R Verbal IQs by 7 points, WISC—R Performance IQs by 17 points, and WISC—R Full Scale IQs by 11 points.

Transcending the Iatrogenic Approach to Treating Mentally Retarded and Learning Disabled Persons

1981 ◽  
Vol 49 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Robert F. Morgan ◽  
Stanley K. Fevens
Keyword(s):  
United States ◽  
United States Of America ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
The United States ◽  
Psychological Research ◽  
Disabled Persons ◽  
Local Context ◽  
Normal Functioning ◽  
Mentally Impaired

Selected milestone and local programs from Canada and the United States of America are reviewed to illustrate the need to transcend the iatrogenic or socially harmful pseudo-scientific defeatism which often blocks meaningful investment by a community in efforts designed to return mentally impaired persons to normal functioning. The matetial presented attempts to bridge the gap between the specialized literature of psychological research and the very practical interpretations demanded of community psychologists in the field. Local context evaluations and replications are encouraged.

Comparison of the WISC-R Patterns of Children of Average and Exceptional Ability

1983 ◽  
Vol 53 (2) ◽  
pp. 539-544 ◽  
Author(s):  
H. P. J. Schmidt ◽  
D. H. Saklofske
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Group Differences ◽  
Disabled Children ◽  
Normal Children ◽  
Exceptional Groups ◽  
Diagnostic Usefulness ◽  
Verbal Performance

This study investigated the diagnostic usefulness of WISC-R Verbal-Performance IQ discrepancies, subtest scatter, and Bannatyne's subtest recategorizations with educationally normal and exceptional groups of children. The subjects for this study were four groups of 74 learning disabled, 24 mentally retarded, 94 gifted, and 85 educationally normal children. No significant differences in discrepancies in Verbal-Performance IQs occurred among the four groups although learning disabled children more often showed Performance > Verbal discrepancies. No differences were found between the samples in the amount of subtest scatter. Group differences were noted in the patterns of scores on Bannatyne's recategorizations.

Comparison of McCarthy General Cognitive Index and Wisc-R IQ for Educable Mentally Retarded, Learning Disabled, and Normal Children

1980 ◽  
Vol 47 (2) ◽  
pp. 591-596 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Normal Children ◽  
Three Samples ◽  
The Mean ◽  
Educable Mentally Retarded ◽  
The Relationship ◽  
Selection Of

The relationship between the McCarthy General Cognitive Index and the WISC-R Full Scale IQ was examined for 20 educable mentally retarded, 20 learning disabled, and 20 normal children aged 6 to 8½ yr. Selection of children was conducted so that the three groups would be comparable with res pea to age, sex, and race. The mean McCarthy Indexes for the retarded and learning disabled samples were significantly lower than the mean WISC-R Full Scale IQs. When the Index and Full Scale IQ were converted to a common metric and compared, the mean index for the retarded and learning disabled samples remained lower than the Full Scale IQs, although the differences were nonsignificant. The measures correlated significantly for all three samples and ranged from .51 to .82.

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