The Social Integration of Learning Disabled Students from Self-Contained to Mainstream Elementary School Settings

1986 ◽  
Vol 19 (10) ◽  
pp. 614-618 ◽  
Author(s):  
Sharon S. Coben ◽  
Naomi Zigmond
Keyword(s):  
Elementary School ◽  
Social Integration ◽  
Learning Disabled ◽  
Disabled Students ◽  
School Settings ◽  
The Social ◽  
Integration Of Learning

Applied Technology: Visual Response System: A Mediated Resource Room for Children with Learning Problems

1978 ◽  
Vol 2 (1) ◽  
pp. 39-46 ◽  
Author(s):  
William L. Heward
Keyword(s):  
Learning Disabled ◽  
Regular Classroom ◽  
Visual Response ◽  
Overhead Projector ◽  
Disabled Students ◽  
Resource Room ◽  
Response System ◽  
System A ◽  
Visual Access ◽  
Integration Of Learning

Five reasons are proposed why efforts to mainstream learning disabled students into the regular classroom are often unsuccessful. A mediated resource room, the Visual Response System (VRS), is described and suggested as an instructional technology which could help facilitate the integration of learning disabled students into the regular classroom. The VRS is a classroom in which each student has an overhead projector built into his or her desk. The teacher also has an overhead projector for presenting stimuli to students. Student's respond on their overhead projectors by writing, pointing, placing objects, etc. Students' responses are projected on screens behind their desks, giving the teacher immediate and continuous visual access to those responses.

The Multidimensional Perfectionism Scale: Correlations with Depression in College Students with Learning Disabilities

1995 ◽  
Vol 77 (2) ◽  
pp. 483-490 ◽  
Author(s):  
C. Douglas Saddler ◽  
Robert L. Buckland
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Learning Disabled ◽  
Anxiety And Depression ◽  
Students With Learning Disabilities ◽  
Disabled Students ◽  
Men And Women ◽  
The Social ◽  
Behavioral Constructs ◽  
Undergraduate Men

Interpretations of depression in children and adolescents with learning disabilities have tended to be neuropsychological or motivational. Some research has related various cognitive-behavioral constructs with depression and other problematic outcomes for this population. Research with nonlearning-disabled college students has provided correlations for scores on the Self-oriented and the two social scales of the Multidimensional Perfectionism Scale with those on depression. No such work has been done with college students having learning disabilities. Measures for multidimensional perfectionism, anxiety, and depression were administered to 110 learning-disabled undergraduate men and women. Analysis showed that scores on only one of the social scales of perfectionism were positively correlated with depression scores, and this relation was weaker than previously found for nonlearning-disabled students. Findings are discussed in terms of previous research and a motivational interpretation of depression in learning-disabled college students.

An Intervention Framework for Learning Disabled Students with Communication Disorders

1982 ◽  
Vol 5 (4) ◽  
pp. 429-437 ◽  
Author(s):  
Nancy J. Spekman ◽  
Froma P. Roth
Keyword(s):  
Social Organization ◽  
Communication Disorders ◽  
Learning Disabled ◽  
Disabled Children ◽  
Relevant Research ◽  
Disabled Students ◽  
The Social

This paper presents an intervention framework for the management of communication disorders in learning disabled children. The model is comprised of three major components: communicative intentions, presupposition, and the social organization of discourse. A description of each component is provided along with a review of relevant research. Finally, a set of general instructional guidelines and principles is presented.

An Intervention Framework for Learning Disabled Students with Communication Disorders

1988 ◽  
Vol 11 (3) ◽  
pp. 248-256
Author(s):  
Nancy J. Spekman ◽  
Froma P. Roth
Keyword(s):  
Social Organization ◽  
Communication Disorders ◽  
Learning Disabled ◽  
Disabled Children ◽  
Relevant Research ◽  
Disabled Students ◽  
The Social

This paper presents an intervention framework for the management of communication disorders in learning disabled children. The model is comprised of three major components: communicative intentions, presupposition, and the social organization of discourse. A description of each component is provided along with a review of relevant research. Finally, a set of general instructional guidelines and principles is presented.

Assessing Social Perception Abilities in Learning Disabled Students

1982 ◽  
Vol 5 (4) ◽  
pp. 363-370 ◽  
Author(s):  
Larry Maheady ◽  
George E. Maitland
Keyword(s):  
Social Perception ◽  
Special Educators ◽  
Learning Disabled ◽  
Experimental Investigations ◽  
Disabled Children ◽  
Disabled Students ◽  
Clinical Observations ◽  
The Social ◽  
Social Encounters ◽  
Social Perception Deficits

According to clinical observations and experimental investigations of learning disabled students, these individuals experience more difficulty than their nondisabled peers in accurately recognizing and interpreting social cues. It has been suggested that such social perception deficits may be responsible for many of the problems which learning disabled children experience in their everyday social encounters with peers and teachers. For this reason, many special educators have advocated the development of specific remedial activities to ameliorate these deficits. Prior to any widespread implementation of remedial efforts, the data base upon which the deficits were identified must be carefully evaluated. The purpose of this article is to: (a) review experimental attempts at assessing the social perception skills of learning disabled children, (b) discuss methodological concerns relative to these experiments, and (c) suggest possible directions for future social perception research.

Voluntary Associations and the Social Integration of the Poor

1971 ◽  
Vol 18 (3) ◽  
pp. 339-357
Author(s):  
Russell L. Curtis, Jr. ◽  
Louis A. Zurcher, Jr.
Keyword(s):  
Social Integration ◽  
Voluntary Associations ◽  
The Poor ◽  
The Social
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