Correlations among Special Education Students' Wisc—R IQS and Sra Scores

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1225-1226
Author(s):  
Terri Schellinger ◽  
John Beer
Keyword(s):  
Special Education ◽  
Sex Differences ◽  
School Districts ◽  
Special Education Students ◽  
Full Scale ◽  
Education Students ◽  
North Central ◽  
Academic Abilities ◽  
And Performance

For 50 children in special education from rural north central Kansas school districts (30 boys, 20 girls) were recorded SRA scores (Composite, Reading, Mathematics, and Education Quotient) and WISC—R IQs (Full Scale, Verbal, and Performance). There were no sex differences on any variable and all variables intercorrelated (Pearson) significantly. The two tests gave similar results over-all, confirming that the individually administered WISC—R and the group-administered SRA provide information on children's academic abilities and, used together, give a basis for appropriate judgments regarding academic abilities.

Developing a School-Based Discourse for Literacy Learning: A Principled Search for Understanding

1994 ◽  
Vol 17 (1) ◽  
pp. 2-32 ◽  
Author(s):  
Carol Sue Englert ◽  
Taffy E. Raphael ◽  
Troy V. Mariage
Keyword(s):  
Special Education ◽  
Classroom Discourse ◽  
Literacy Learning ◽  
Special Education Students ◽  
Education Students ◽  
Literacy Curriculum ◽  
Writing Project ◽  
School Based ◽  
Literacy Knowledge ◽  
And Performance

In this article we present an integrated literacy curriculum for special education students that was designed to promote classroom discourse for negotiating and constructing meanings in reading and writing. Project principles and activities are discussed, with a focus both on how teachers lead their students' literacy development and on how such instruction affects their special education students' literacy knowledge and performance.

Comparison of Wisc-R Performance of Urban and Rural Special Education Students

1980 ◽  
Vol 46 (2) ◽  
pp. 671-677
Author(s):  
John D. Morris ◽  
Edith Kelsey ◽  
Robert A. Martin
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Urban Children ◽  
Special Education Students ◽  
Rural Children ◽  
Education Students ◽  
Significant Discrepancy ◽  
Geographic Environment ◽  
And Performance ◽  
The Relationship

The relationship between WISC-R subtest profiles and geographic environment (urban or rural) for 178 special education (Learning Disabled and Educable Mentally Handicapped) students (54 females and 124 males; 114 Negroes and 64 Caucasians), ranging in age from 6 yr., 3 mo. to 15 yr., was explored in relation to the children's race and specific type of disability. Urban children performed significantly better than rural children on all subtests except Coding. Moreover, the mean WISC-R profiles differed significantly in shape for the urban and rural children. There was a significant discrepancy in verbal and performance scores for rural children but not urban children. Extensions to a previous comparison of the WISC-R performance of urban and rural children in the standardization sample (Kaufman & Doppelt, 1976) are discussed.

Correlations among Wisc—R IQs and Several Measures of Receptive and Expressive Language for Children Referred for Special Education

1991 ◽  
Vol 69 (3) ◽  
pp. 1009-1010
Author(s):  
Myra Wiesner ◽  
John Beer
Keyword(s):  
Special Education ◽  
School Districts ◽  
Expressive Language ◽  
Professional Staff ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Language Abilities ◽  
North Central ◽  
Multiple Tests ◽  
And Performance

For 42 children from rural north central Kansas school districts (27 boys, 15 gills) who were referred for Special Education testing, the WISC—R IQs (Full Scale, Verbal, and Performance), the means on the Expressive One Word Picture Vocabulary Test, the Peabody Picture Vocabulary Test—Revised, and the Test of Language Development were recorded from the children's files. No sex differences on any variable were noted; all variables correlated (Pearson) significantly but varied in magnitude. This group of tests, being intercorrelated, can be used to collect information on children's academic, speech, and language abilities. Valid judgments can be made regarding children's academic abilities for school when multiple tests are administered by professional staff.

Construct Validity of the Wisc-III Verbal and Performance Factors for Black Special Education Students

Assessment ◽  
1997 ◽  
Vol 4 (3) ◽  
pp. 297-304 ◽  
Author(s):  
Joseph C. Kush ◽  
Marley W. Watkins
Keyword(s):  
Special Education ◽  
Factor Structure ◽  
Special Education Students ◽  
Future Research ◽  
Special Education Services ◽  
Education Students ◽  
Intelligence Scale ◽  
Performance Factors ◽  
And Performance ◽  
Diverse Groups

The underlying factor structure of the revised edition of the Wechsler Intelligence Scale for Children (WISC-R) was consistently found to be comparable between regular and special education students as well as across Anglo, Black, and Hispanic populations. A commensurate research base across exceptionality and ethnic group has not been established for the recently published third edition of the Wechsler Intelligence Scale for Children (WISC-III), making it vital that information regarding the psychometric properties of the WISC-III among diverse groups of children be collected. This study examines the factor structure of the 10 WISC-III core subtests among a sample of Black students receiving special education services. Results provided evidence of a large, first principal factor as well as the expected Verbal and Performance factors. Implications for psychologists are presented, and recommendations for future research are provided.

Vocational Readiness Curriculum: Preparing Visually Multi-Handicapped Students for the World of Work

1985 ◽  
Vol 79 (10) ◽  
pp. 450-457
Author(s):  
Lawrence T. Mccarron ◽  
J.R. Hurst
Keyword(s):  
Special Education ◽  
Career Development ◽  
School Districts ◽  
Special Education Students ◽  
Education Students ◽  
Texas Education Agency ◽  
The World ◽  
Texas Education ◽  
Education Agency ◽  
Texas School Districts

Discusses the need for a developmental curriculum that covers the steps toward vocational readiness for visually/multihandicapped students, and outlines a curriculum program designed for the Texas Education Agency that addresses the career development needs of special education students. The curriculum is presently being field-tested in four Texas school districts with approximately 8 teachers and 35 students. Worksheets, checklists and tables are presented to illustrate different aspects of the five-point curriculum.

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