Characteristics of Students With High-Incidence Disabilities Broadly Defined
| Autor: | Nicholas A. Gage, Lisa G. Goran, Kristin Lierheimer |
|---|---|
| Rok vydání: | 2012 |
| Předmět: |
Health (social science)
Response to intervention education Cognition medicine.disease Developmental psychology High-functioning autism Speech and language impairment Learning disability Intellectual disability medicine Autism Attention deficit hyperactivity disorder medicine.symptom Psychology Law Clinical psychology |
| Zdroj: | Journal of Disability Policy Studies. 23:168-178 |
| ISSN: | 1538-4802 1044-2073 |
| DOI: | 10.1177/1044207311425385 |
| Popis: | Students with high-incidence disabilities are the most prevalent among children and youth with disabilities in U.S. schools. This group typically includes students with emotional and/or behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disability (MID). However, students with other disabilities, including high-functioning autism, attention-deficit hyperactivity disorder, and speech and language impairment are now being identified at higher rates and occupy an aggregate “other” category within high-incidence disabilities. Yet, little research has examined similarities between students identified in the traditional high-incidence group (emotional disorder, LD, MID) and students in the growing “other” category. This study was designed to examine similarities and differences between students with high-incidence disabilities broadly defined. Using an extant database, cognitive ability, academic performance, and behavioral performances were examined across disability categories. Findings indicate that, other than for students with E/BD on behavior, very few differences were evident. Policy implications are forwarded to facilitate discussion of inclusion and intervention practices for high-incidence disabilities broadly defined. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|