A longitudinal study of students with learning disabilities in mainstream and resource programs

Autor:	Susan S. Osborne, Ann C. Schulte, James D. McKinney
Rok vydání:	1991
Předmět:	Longitudinal study education Primary education Cognition Grade retention Academic achievement Mainstreaming Education Developmental psychology Learning disability Developmental and Educational Psychology Cognitive development medicine medicine.symptom Psychology
Zdroj:	Exceptionality. 2:81-95
ISSN:	1532-7035 0936-2835
DOI:	10.1080/09362839109524769
Popis:	In a 5‐year prospective study, we assessed the cognitive, academic, and behavioral characteristics of 42 children with learning disabilities from the time of identification at 6 to 7 years of age until they reached 11½ years of age. At the study's endpoint, 14 students were fully mainstreamed, 25 students continued to receive learning‐disability resource assistance, and three students were in self‐contained programs. Patterns of grade retention showed that students who were never retained were significantly more likely to be fully mainstreamed than were students who repeated one or more grades. Analyses of cognitive and achievement measures revealed no differences between mainstreamed and resource students at the time of identification. At endpoint, however, resource students showed a significant drop in verbal IQ and lower achievement. Both at the beginning and end of the study, teachers rated students who were eventually mainstreamed higher on behavior related to academic competence.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::2edcab0d1be5a5e16c6fb9da9ef4ac81 https://doi.org/10.1080/09362839109524769 Zobrazit plný text záznamu