Author: Lori Anne Gillan
Publisher:
ISBN: 9781109900613
Category : Learning disabled children
Languages : en
Pages : 318
Book Description
Although placement in less restrictive educational settings is generally believed to be associated with more positive social outcomes for students with learning disabilities, the empirical research has yielded equivocal findings. This study investigated the relationship between self-concept and social support for students with learning disabilities taught in self-contained special education classrooms. Fifty-seven fourth-through sixth-grade students were administered Harter's People In My Life scale, which measures students' perceived social support from parents, teachers, classmates, and friends. Students were also administered two scales developed by Harter and Renick which measure students' domain-specific judgments of their competence and their judgments of the importance of each domain, as well as their perceived global worth. Results revealed that social support from classmates was most predictive of academic self-concept, whereas social support from family was the better predictor of global self-concept. Students with learning disabilities differentiated in terms of their perceived global and academic self-concepts, producing four groups (high academic/high global self-concept, high academic/low global self-concept, low academic/low global self-concept, and low academic/high global self-concept). While results indicated that those with low academic self-concepts tended to have more negative discrepancy scores (difference between students' ratings of the importance of academic and non-academic domains of self-concept) than those in the high academic self-concept group, there was no evidence that students with high global self-concept and low academic self-concept had different discrepancy scores than students in the other groups, therefore nullifying the hypothesis that students with learning disabilities discount the importance of academic domains. The implications of these data with regard to theory and research, as well as educational practice, are discussed.
Self-concept of Students with Learning Disabilities in Self-contained Environments
Author: Lori Anne Gillan
Publisher:
ISBN: 9781109900613
Category : Learning disabled children
Languages : en
Pages : 318
Book Description
Although placement in less restrictive educational settings is generally believed to be associated with more positive social outcomes for students with learning disabilities, the empirical research has yielded equivocal findings. This study investigated the relationship between self-concept and social support for students with learning disabilities taught in self-contained special education classrooms. Fifty-seven fourth-through sixth-grade students were administered Harter's People In My Life scale, which measures students' perceived social support from parents, teachers, classmates, and friends. Students were also administered two scales developed by Harter and Renick which measure students' domain-specific judgments of their competence and their judgments of the importance of each domain, as well as their perceived global worth. Results revealed that social support from classmates was most predictive of academic self-concept, whereas social support from family was the better predictor of global self-concept. Students with learning disabilities differentiated in terms of their perceived global and academic self-concepts, producing four groups (high academic/high global self-concept, high academic/low global self-concept, low academic/low global self-concept, and low academic/high global self-concept). While results indicated that those with low academic self-concepts tended to have more negative discrepancy scores (difference between students' ratings of the importance of academic and non-academic domains of self-concept) than those in the high academic self-concept group, there was no evidence that students with high global self-concept and low academic self-concept had different discrepancy scores than students in the other groups, therefore nullifying the hypothesis that students with learning disabilities discount the importance of academic domains. The implications of these data with regard to theory and research, as well as educational practice, are discussed.
Publisher:
ISBN: 9781109900613
Category : Learning disabled children
Languages : en
Pages : 318
Book Description
Although placement in less restrictive educational settings is generally believed to be associated with more positive social outcomes for students with learning disabilities, the empirical research has yielded equivocal findings. This study investigated the relationship between self-concept and social support for students with learning disabilities taught in self-contained special education classrooms. Fifty-seven fourth-through sixth-grade students were administered Harter's People In My Life scale, which measures students' perceived social support from parents, teachers, classmates, and friends. Students were also administered two scales developed by Harter and Renick which measure students' domain-specific judgments of their competence and their judgments of the importance of each domain, as well as their perceived global worth. Results revealed that social support from classmates was most predictive of academic self-concept, whereas social support from family was the better predictor of global self-concept. Students with learning disabilities differentiated in terms of their perceived global and academic self-concepts, producing four groups (high academic/high global self-concept, high academic/low global self-concept, low academic/low global self-concept, and low academic/high global self-concept). While results indicated that those with low academic self-concepts tended to have more negative discrepancy scores (difference between students' ratings of the importance of academic and non-academic domains of self-concept) than those in the high academic self-concept group, there was no evidence that students with high global self-concept and low academic self-concept had different discrepancy scores than students in the other groups, therefore nullifying the hypothesis that students with learning disabilities discount the importance of academic domains. The implications of these data with regard to theory and research, as well as educational practice, are discussed.
Self-concept of Students with Learning Disabilities in Self-cointained Environments
Author: Lori Anne Gillan
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 354
Book Description
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 354
Book Description
Special Education Law
Author: Nikki L. Murdick
Publisher: Pearson Higher Ed
ISBN: 0133123405
Category : Education
Languages : en
Pages : 333
Book Description
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. This title is only available as a loose-leaf version with Pearson eText, or an electronic book.
Publisher: Pearson Higher Ed
ISBN: 0133123405
Category : Education
Languages : en
Pages : 333
Book Description
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. This title is only available as a loose-leaf version with Pearson eText, or an electronic book.
Leading for Social Justice
Author: Elise M. Frattura
Publisher: Corwin Press
ISBN: 1452293031
Category : Education
Languages : en
Pages : 345
Book Description
"An opportunity for aligning educational programming within schools to provide a comprehensive PreK–12 experience with the results districts are looking for: students exceeding their potential and having the skills, knowledge, and long-term understandings that can be applied to real-world problems." —Brian T. Pulvino, Director of Special Education Syracuse City School District, NY "A must-read for teachers, principals, directors, and superintendents as they advance equity and excellence for all children." —Barbara J. Sramek, Director of Special Education Marshall Public Schools, WI An insightful guide for integrating comprehensive services to benefit all students. Acknowledging that student achievement increases in inclusive learning environments and decreases when groups are taught separately, this easily accessible guide examines methods for raising the achievement of English Language Learners and students with special needs, who are sometimes overlooked in a culture of high-stakes testing. The authors provide a step-by-step process for conducting a formative analysis to help schools integrate schoolwide change through proactive support services. Readers will find ways to: Examine discrepancies between current practice and research Build a school climate that supports students with challenging behaviors Implement programs focused on continuous equity-driven accountability Develop curriculum, instruction, and teacher capacity Ideal for special education teachers, directors of special education, and other district administrators, this excellent resource can help you develop an instructional climate to promote success for every student!
Publisher: Corwin Press
ISBN: 1452293031
Category : Education
Languages : en
Pages : 345
Book Description
"An opportunity for aligning educational programming within schools to provide a comprehensive PreK–12 experience with the results districts are looking for: students exceeding their potential and having the skills, knowledge, and long-term understandings that can be applied to real-world problems." —Brian T. Pulvino, Director of Special Education Syracuse City School District, NY "A must-read for teachers, principals, directors, and superintendents as they advance equity and excellence for all children." —Barbara J. Sramek, Director of Special Education Marshall Public Schools, WI An insightful guide for integrating comprehensive services to benefit all students. Acknowledging that student achievement increases in inclusive learning environments and decreases when groups are taught separately, this easily accessible guide examines methods for raising the achievement of English Language Learners and students with special needs, who are sometimes overlooked in a culture of high-stakes testing. The authors provide a step-by-step process for conducting a formative analysis to help schools integrate schoolwide change through proactive support services. Readers will find ways to: Examine discrepancies between current practice and research Build a school climate that supports students with challenging behaviors Implement programs focused on continuous equity-driven accountability Develop curriculum, instruction, and teacher capacity Ideal for special education teachers, directors of special education, and other district administrators, this excellent resource can help you develop an instructional climate to promote success for every student!
The Self-concept of Students with Learning Disabilities and Students Without Learning Disabilities
Author: Stacey Fedigan Norris
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 82
Book Description
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 82
Book Description
Developing Self-concept for Exceptional Learners
Author: John R. Moss
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 112
Book Description
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 112
Book Description
The Encyclopedia of Learning Disabilities
Author: Carol Turkington
Publisher: Infobase Publishing
ISBN: 0816069913
Category : Psychology
Languages : en
Pages : 319
Book Description
A complete reference to all types of learning disabilities.
Publisher: Infobase Publishing
ISBN: 0816069913
Category : Psychology
Languages : en
Pages : 319
Book Description
A complete reference to all types of learning disabilities.
Self-concept in College Students with Learning Disabilities
Self-concept in Children with Learning Disabilities
Academic Self-concept Formation in Students with Learning Disabilities
Author: A. Renee Donoghue
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 296
Book Description
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 296
Book Description