Variables which distinguish among classifications of exceptional childred: Learning disabled, emotionally disturbed, and educable mentally retarded

1986 ◽  
Vol 29 (1-2) ◽  
pp. 73-77 ◽  
Author(s):  
Christabel B. Jorgenson ◽  
Wilbon Davis ◽  
Gerald Angerstein
Keyword(s):  
Emotionally Disturbed ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Educable Mentally Retarded

Learning Characteristics of Educationally Handicapped and Retarded Children

1978 ◽  
Vol 44 (7) ◽  
pp. 502-511 ◽  
Author(s):  
Laurence D. Becker
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
Emotionally Disturbed ◽  
Special Educators ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
The Past ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Emotionally Disturbed Children

During the past 10 years, special educators have been debating the merits of mixing learning disabled and emotionally disturbed children. Recently, this debate has taken on a broader focus. Some special educators now advocate the use of generic categories and programs that include educable mentally retarded, learning disabled, and emotionally disturbed children. The efficacy of this new trend is addressed in this article. The learning characteristics of educationally handicapped (learning disabled and emotionally disturbed) and educable mentally retarded children are compared using five problem solving tasks. Based on the results of this study, several concerns are raised about the use of generic categories and programs in special education.

Intelligence Versus Academic Achievement

1985 ◽  
Vol 12 (2) ◽  
pp. 193-208 ◽  
Author(s):  
THOMAS F. REILLY ◽  
LARRY J. WHEELER ◽  
LEONARD E. ETLINGER
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Juvenile Delinquents ◽  
Emotionally Disturbed ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Learning Problems ◽  
Education Programs ◽  
Similarities And Differences ◽  
Educable Mentally Retarded

Many juvenile delinquents are placed in special education programs labeled as emotionally disturbed, mentally retarded, or learning disabled. This study compared the intelligence and academic achievement of the aforementioned classifications in order to determine similarities and differences. The results indicated that the juvenile delinquents were similar to the learning disabled and emotionally disturbed intellectually, and they were similar to the learning disabled and educable mentally retarded academically. In terms of both intelligence and academic achievement combined, juvenile delinquents had the greatest similarity to the learning disabled than either educable mentally retarded or emotionally disturbed. Therefore, teachers of juvenile delinquents should be familiar with the emotional manifestations of learning problems.

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.

Physical Educators’ Attributes and Attitudes Toward Teaching Students with Handicaps

1991 ◽  
Vol 8 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Terry L. Rizzo ◽  
Walter P. Vispoel
Keyword(s):  
Repeated Measures ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Stepwise Multiple Regression ◽  
Physical Educators ◽  
Behaviorally Disordered ◽  
Attitudes Toward Teaching ◽  
Forward Stepwise ◽  
Educable Mentally Retarded ◽  
Post Hoc

This study examined the relationship between selected attributes of physical educators (N=94) and their attitudes toward teaching students labeled educable mentally retarded, behaviorally disordered, and learning disabled. Data were collected through the administration of the Physical Educators’ Attitude Toward Teaching the Handicapped–II (PEATH–II) instrument. A forward stepwise multiple regression analysis showed that, of the eight selected teacher variables assessed, physical educators’ perceived competence in teaching students with handicaps was the best predictor of attitudes. A repeated-measures ANOVA and subsequent post hoc comparison tests indicated that learning disabled students were viewed more favorably than educable mentally retarded and behaviorally disordered students.

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