Educators often assume that the self-concept of children with learning disabilities (LD) is less favorable than that of children without LD. The present study, a meta-analysis of 61 studies of self...
#2H. Lee Swanson(UCR: University of California, Riverside)H-Index: 71
This study analyzed the magnitude of experimental intervention outcomes as a function of violations in internal and external validity for studies that included students with learning disabilities. The results indicated that treatment outcomes were significantly affected by the following violations: teacher effects, establishing criterion levels of instructional performance, reliance on experimental measures, using different measures between pretest and posttest, using a sample heterogenous in ag...
#1Anne Jordan(OISE/UT: Ontario Institute for Studies in Education)H-Index: 8
#1Anne Jordan(OISE/UT: Ontario Institute for Studies in Education)H-Index: 14
Last. Paula J. Stanovich(OISE/UT: Ontario Institute for Studies in Education)H-Index: 17
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The efficacy of placing students with special needs in inclusive classrooms may depend in part on how instructional factors contribute to student outcomes. Differences in frequencies and levels of cognitive engagement of interactions among nine teachers in inclusive elementary classrooms were related to three other variables: teachers' ratings on the Pathognomonic-Interventionist (PATH/INT) Scale, students' designation either as exceptional or at-risk (EX/AR) or as typically achieving (TA), and ...
#1Batya Elbaum(UM: University of Miami)H-Index: 16
#2Sharon Vaughn(University of Texas at Austin)H-Index: 112
In this meta-analytic review we examined self-concept outcomes of school-based interventions for students with learning disabilities (LD). A comprehensive search of the literature from 1975 to 1997 yielded 64 intervention studies that used a control group of students with LD and measured the effect of the intervention on students' self-concept. Across 82 samples of students with LD, the mean weighted effect size was 0.19. Overall, middle school students benefited more from interventions than did...
The hierarchy of academic self-concept (SC) was examined in 4 studies. In Study 1, a higher order artistic SC factor represented teacher education students' (N = 298) SCs in 4 art areas. In Study 2, high school students' (N = 197) perceptions in speaking, reading, and writing in English and in language other than English formed 2 distinct higher order factors showing the domain specificity of their SCs in respective language areas. In Study 3, university students' (N = 309) SCs in speaking, read...
#2Steven R. Forness(UCLA: University of California, Los Angeles)H-Index: 49
In this article, we analyze critically available definitions of learning disability (LD). The general problem of definition is discussed first followed by a discussion of individual LD definitions from the earliest to the latest. We conclude that LD definitions fail to provide substantive insight into the nature of the condition. The reasons for this failure are discussed in relation to the nature of definition and the difficulties in providing operational definitions of LD that are meaningful a...
Last. Sharon L. Ward(UCR: University of California, Riverside)H-Index: 2
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Abstract Groups of third-grade children who had high or low social and academic self-concepts that were either consistent with or discrepant from external indices of social and academic competence were contrasted on a variety of measures in social and academic domains using multiple assessment methods. Children whose social or academic self-concepts that exceeded external indices of social or academic competence were said to have a positive illusory bias and were rated lower by their teachers in...
#2Judith Wiener(U of T: University of Toronto)H-Index: 28
The stability of peer status of children with and without learning disabilities (LD) was examined. Thirty-eight 9- to 12-year-old children with LD were compared with a sample of children without LD matched on gender and general education classroom placement using a composite positive and negative nomination sociogram (Coie & Kupersmidt, 1983) and a Social Behavior Nomination Scale adapted from Dodge (1983). The measures were administered twice in the same school year. Findings that students with...
#1H. Lee Swanson(UCR: University of California, Riverside)H-Index: 71
Four issues facing the field of learning disabilities are discussed: (a) defining learning disabilities in terms of discrepancy scores, (b) delineating the boundaries of how specific a learning disability must be, (c) identifying treatments with scientific credibility, and (d) implementing instructional policy that is in the best interest of the child. Although these issues have been discussed in the literature for some time, some deeper conceptual issues lie below the surface. These issues are ...
Abundant empirical research points to a significant number of students not going to school across the United States. Further yet, there exists strong research consensus that absenteeism predicts ne...
Last. Christophe Maïano(UQO: Université du Québec en Outaouais)H-Index: 19
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Youth with intellectual disabilities (ID) are known to present a higher risk for a variety of psychosocial adjustment difficulties. Furthermore, whereas these youth tend to depend on adult caregivers to a greater extent than their typically developing peers, thus making them more likely to potentially benefit from positive relationships with them. Unfortunately, these relationships are all but neglected in research focusing on youth with ID, due to the difficulty of achieving reliable and valid ...
Even in inclusive classroom, children with special education needs (SEN) have been shown to have lower levels of emotional inclusion and academic self-concept. Although, their social inclusion may ...
Last. Brenna Rivas(SMU: Southern Methodist University)H-Index: 3
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The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with re...
Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support s...
This study investigates the impact of the presence of students identified as having special needs (SEN) on their classmates’ achievements in reading comprehension. Multi-level regression modelling ...
Abstract Although meta-analyses are often used to inform practitioners and researchers, the resulting effect sizes can be artificially inflated due to publication bias. There are a number of methods to protect against, detect, and correct for publication bias. Currently, it is unknown to what extent scholars publishing meta-analyses within school psychology journals use these methods to address publication bias and whether more recently published meta-analyses more frequently utilize these metho...
According to the literature, a lack of resources is seen as a major barrier of implementing inclusive education. Previous studies, which have mostly been limited to the perspective of teachers, show that the perception of resources has a considerable influence on teachers' self-efficacy and in particular on their attitude towards inclusive education. The 'Perception of Resources Questionnaire' (PRQ) by Goldan and Schwab (2018) is the first instrument to assess the perspective of students. The PR...
The concept of inclusion is based on the assumption that integrating students with SEN into regular (mainstream) classes would enhance students’ performance due to a more stimulating and demanding environment. However, research investigating the effects of inclusive education on students’ academic self-concepts has been scarce. For this reason, the present study aimed to examine the specific relationships and differences for math and verbal self-concepts, self-esteem, and self-perceptions of soc...
Abstract One of the central objectives of inclusive education, and education in general, is not only to support every students' academic learning, but also their social and emotional development. It therefore is important to identify difficulties in a child's socio-emotional development at school. The current study investigates students' emotional inclusion and social inclusion, as well as students' academic self-concept from four different perspectives using the Perceptions of Inclusion Questio...