Links among Social Status, Service Delivery Mode, and Service Delivery Preference in LD, Low-Achieving, and Normally Achieving Elementary-Aged Children

2000 ◽  
Vol 23 (1) ◽  
pp. 52-62 ◽  
Author(s):  
Lucy Le Mare ◽  
Marie de la Ronde
Keyword(s):  
Learning Disabilities ◽  
Service Delivery ◽  
Social Status ◽  
Rating Scales ◽  
Delivery Mode ◽  
Educational Programming ◽  
Students With Learning Disabilities ◽  
Older Students ◽  
Normally Achieving ◽  
Elementary Aged Children

Relations among social status, current service delivery, and service delivery preferences were examined in 42 students with learning disabilities (LD), 40 low-achieving (LA) and 42 average/high-achieving (A/HA) students in grades 2–4 and 6–7. Service delivery preferences were assessed via forced choice (in-class vs. pullout) and ratings. Participants and classmates completed sociometric rating scales asking how much they liked to work and play with each classmate and how much classmates liked to work and play with them. Most students chose pullout service and rated pullout higher than in-class service. Current service was related to service preference only in the LA group. Only among LD students were self- and peer-rated social status related. Social status was lowest for LD, followed by LA and A/HA children. Among older students, those who preferred pullout service had lower sociometric status than those who preferred in-class service. Implications for educational programming decisions are discussed.

Performance of Students with Learning Disabilities on Validity Indexes of the Perception of Ability Scale for Students

1992 ◽  
Vol 75 (1) ◽  
pp. 27-34 ◽  
Author(s):  
James W. Chapman ◽  
Frederic J. Boersma
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Learning Problems ◽  
Response Patterns ◽  
Students With Learning Disabilities ◽  
Regular Form ◽  
Disabled Students ◽  
Normally Achieving ◽  
Scale Scores ◽  
Response Biases

The present study examined the performance of 78 students with learning disabilities and 71 normally achieving students in regular Form 1 (Grade 6) classes on three validity indexes of the Perception of Ability Scale for Students, a measure of academic self-concept. The three indexes assess consistency of responding, negative or positive response biases, and misrepresentation of self-perceptions in terms of unrealistic perceptions of perfection in school. Analysis showed that learning disabled students obtained significantly lower Full Scale scores than the normal students, but no significant differences appeared on the three validity indexes. Users of the test can be confident that learning disabled students respond to items in as valid a manner as other students. Having specific learning problems in school should not interfere with response patterns on this scale.

Middle School Teachers' Planning for Students with Learning Disabilities

1994 ◽  
Vol 15 (3) ◽  
pp. 152-161 ◽  
Author(s):  
Sharon Vaughn ◽  
Jeanne Shay Schumm
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
General Education ◽  
Middle School Teachers ◽  
Process Model ◽  
Rating Scales ◽  
Planning Process ◽  
Individual Student ◽  
Students With Learning Disabilities ◽  
School Teachers

The flow of the planning process model was used to investigate one science and two social studies middle school teachers' preplanning, interactive planning, and postplanning for students with learning disabilities who were mainstreamed into their general education classes. Data were collected from interviews, classroom observations, free-flowing commentary of their lesson plans (think alouds), teachers' planning, videotaped teaching episodes, stimulated recalls, rating scales, and open-ended questions. data analysis revealed that content coverage, classroom/student management, and interest/motivation of the individual student are themes that guide teachers' planning. Teachers' practices and comments reflected little discourse pertaining to knowledge acquisition or planning for students with learning disabilities.

scholarly journals Attention-Deficit Hyperactivity Disorder as Predictor for Social Adjustment amongStudents with Learning Disabilities in the Cycle One Schools in the Sultanate of Oman

2019 ◽  
Vol 9 (3) ◽  
pp. 37
Author(s):  
Afaf Al-mamri ◽  
Sahar El Shourbagi
Keyword(s):  
Learning Disabilities ◽  
Social Adjustment ◽  
Attention Deficit ◽  
Rating Scales ◽  
Pearson Correlation ◽  
Average Level ◽  
Sultanate Of Oman ◽  
Students With Learning Disabilities ◽  
Hyperactivity Disorder ◽  
Two Measures

This study aimed to investigate the level of attention deficiency-hyperactivity & social adjustment among students with learning disabilities in the cycle one schools in South Batinah region as well as to verify the possibility of predicting social adjustment by knowing the level of attention deficiency & hyperactivity among these students. The sample of the study consisted of 200 students in grades 2, 3 & 4 who were listed to have learning disabilities. |A scale for social adjustment was used that included 30 tasks in addition to Corner’s scale of teachers’ assessment that included 28 tasks. To analyze the responses of the sample members and to treat them statistically, the exploratory factor analysis was used to verify the validity of the Conners' Rating Scales. Internal consistency was calculated, as was the Pearson correlation coefficient to verify the validity and consistency of the two measures.  A single group test was used to determine the level of attention deficiency, hyperactivity, and social adjustment in the study sample.The main results showed that: the subjects had a lower than average level of attention deficit, a lower than average level of hyperactivity, and an average level of social adjustment. The results also showed that the variables of hyperactivity and poor attention predict negatively with statistically significant correlation with social adjustment.

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