Perception of Humor by Regular Class Students and Students with Learning Disabilities or Mild Mental Retardation

1987 ◽  
Vol 20 (9) ◽  
pp. 568-570 ◽  
Author(s):  
Rachelle M. Bruno ◽  
Janet M. Johnson ◽  
Janet Simon
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Regular Class

Differences in Mathematics Performance between Students with Learning Disabilities and Students with Mild Retardation

1994 ◽  
Vol 60 (6) ◽  
pp. 549-563 ◽  
Author(s):  
Rene S. Parmar ◽  
John F. Cawley ◽  
James H. Miller
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Problem Solving ◽  
Curriculum And Instruction ◽  
Mathematics Performance ◽  
National Council ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Basic Concepts ◽  
Mild Retardation

Many educators use the term “mildly disabled” to refer to both students with learning disabilities and those with mild mental retardation, who are frequently placed together in classrooms and provided with similar curricula. This study examined the performance of a large sample of students in both groups, age 8–14 years, in four mathematics domains: Basic Concepts, Listening Vocabulary, Problem Solving, and Fractions. Results indicated that the students with learning disabilities scored higher and had greater growth rates than did age-equivalent students with mild mental retardation. Implications for curriculum and instruction include discussions of choice of topic and timing, sequence, and intensity of instruction, particularly regarding the 1989 recommendations of the National Council of Teachers of Mathematics.

The Pitfalls and Promises of Special Education Practice

1992 ◽  
Vol 59 (2) ◽  
pp. 168-172 ◽  
Author(s):  
Asa G. Hilliard
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
Educational Outcomes ◽  
Assessment Practices ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Basic Principles ◽  
Education Practice ◽  
Minority Cultures

It is imperative that special education enable children with disabilities to achieve at high levels. Problems of equity and pedagogical validity have hindered our efforts thus far, and many children of minority cultures are far overrepresented in classrooms for students with learning disabilities and mild mental retardation. Studies have shown the importance of culturally and linguistically inclusive programs and of heterogenous groupings, as well as more effective diagnostic, remedial, and assessment practices. This article discusses a model and basic principles for such techniques to ensure that the educational outcomes of all children are improved.

An Analysis by Gender of Long-Term Postschool Outcomes for Youth with and without Disabilities

1994 ◽  
Vol 61 (3) ◽  
pp. 282-300 ◽  
Author(s):  
Phyllis Levine ◽  
Eugene Edgar
Keyword(s):  
Gender Differences ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
School Districts ◽  
Marital Status ◽  
Postsecondary Education ◽  
Independent Living ◽  
Mild Mental Retardation ◽  
Postschool Outcomes

This study analyzed gender differences in postschool outcomes for youth with learning disabilities, mild mental retardation, and no disabilities. Data were collected on two cohorts of graduates (549 youth who were graduated in 1985; 398 youth, in 1990) from three school districts. Data were collected at 1, 2, 6, and 7 years postgraduation. Comparisons were made between genders within disability groups on employment, postsecondary education attendance and graduation, engagement, independent living, marital status, and parenting. In contrast to the findings of other studies, few significant differences were noted between genders, except for the parenting category. A similar analysis between youth by disability category resulted in considerably more significant differences.

Effectiveness of a Concept Teaching Routine in Enhancing the Performance of LD Students in Secondary-Level Mainstream Classes

1988 ◽  
Vol 11 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Janis Bulgren ◽  
Jean B. Schumaker ◽  
Donald D. Deshler
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Concept Acquisition ◽  
Students With Learning Disabilities ◽  
Regular Class ◽  
Regular Classrooms ◽  
Before And After ◽  
Teachers And Students ◽  
Concept Teaching ◽  
Teaching Routine

The purpose of this study was to design and evaluate the effectiveness of Concept Diagrams and a related Concept Teaching Routine when used by regular class teachers to present concepts to heterogeneous groupings of students, including learning disabled pupils, in regular classrooms. The study focused upon both teachers and students. The teachers' ability to prepare Concept Diagrams and to implement a Concept Teaching Routine in the classroom was measured. Students were evaluated relative to performance on Tests of Concept Acquisition, regular classroom tests, and notetaking before and after implementation of the Concept Teaching Routine. Results indicated that teachers can select concepts from content material, prepare Concept Diagrams from those concepts, and present concepts to their classes. Both students with learning disabilities and students without learning disabilities showed gains in their performance on Tests of Concept Acquisition and in notetaking when the Concept Teaching Routine was used in the classroom. Gains in performance on regular tests were associated with the Concept Teaching Routine combined with a review procedure.

Staying in School

1999 ◽  
Vol 20 (2) ◽  
pp. 106-113 ◽  
Author(s):  
Larry J. Kortering ◽  
Patricia M. Braziel
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
School Dropout ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Secondary Special Education ◽  
Education Resource ◽  
And Behavior ◽  
Attitudes And Behavior ◽  
Insight Into

Fifty-two students with learning disabilities (LD), behavior disorders (BD), or mild mental retardation (MMR) answered questions relating to secondary special education resource and self-contained programs. Their responses provided insight into their perceptions about secondary special education and possible improvements. In terms of staying in school and reducing school dropout rates, the most dominant themes suggested a need for the students and teachers to change their attitudes and behavior. Related, but less dominant, themes suggested better textbooks, more help from parents and teachers, and more sports. Students indicated that the best part of school was socializing with peers, a particular class or teacher, and sports, whereas the worst part was being in particular classes, dealing with teachers or administrators, the schoolwork, and getting up so early. As for advantages, 46 students (89%) linked staying in school to an improvement in employment prospects. Conversely, 9 students (17%) perceived doing the schoolwork and limited employment prospects as a disadvantage.

A Challenge to the Viability of Mild Mental Retardation as a Diagnostic Category

1996 ◽  
Vol 62 (4) ◽  
pp. 356-371 ◽  
Author(s):  
Donald L. MacMillan ◽  
Gary N. Siperstein ◽  
Frank M. Gresham
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Diagnostic Category ◽  
Specific Learning Disabilities ◽  
Mild Mental Retardation ◽  
Cognitive Demands ◽  
Relative Difficulty ◽  
Descriptive Term ◽  
Educational Treatment ◽  
Specific Learning

This article examines the concept of mild mental retardation—and the confusion surrounding its etiology, diagnosis, and educational “treatment.” The authors conclude that mild mental retardation, unlike more severe forms of mental retardation—or even specific learning disabilities—should be redefined in contextual terms: a person's relative difficulty in responding to cognitive demands of the environment. It is recommended that the term mental retardation be reserved for the more severe forms currently recognized and that a more descriptive term be adopted that focuses attention on this group of children whose unique characteristics and needs have increasingly gone unrecognized and unserved.

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