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Citrus clouds on planet goofy : the reported experiences of children with learning disability.January 2009 (has links)
The purpose of this study is to illuminate the lived experiences of children with
specific learning disability in an attempt to move beyond the deficit and
reductionist models of theorizing learning disabilities that currently inform our
understanding. A paradigm shift is proposed, a shift in focus towards a holistic
or comprehensive view of the person with learning disability. By viewing the
phenomenon from the inside, as it were, I shift my focus from “what it is” to
“how it is experienced” (Hall, 1998). It is suggested that a change in focus
from the deficit to the whole child in his context will better inform practice
This research follows the empirical phenomenological tradition, a qualitative
analysis of everyday accounts of living with LD. Justification is given for using
life history methodology in order to garner insights into the experiences of a
child with learning disability. Five informants between the ages of 12 and 14
years were selected to participate in this study. A multi-method approach to
data collection was used. Data were collected from a number of sources,
including audio journals kept by participants, guided conversations typical of
life history research and visual representations such as collages or life maps
submitted by the participants. Data, interpreted on multiple levels, are
represented in narrative form.
Findings challenge current thinking around inclusive education by suggesting
that learners with LD experience exclusion in a system meant to create a sense
of inclusion. It is in the mainstream that the “identity as LD” is constructed
because of the comparison to the performance of peers who do not have LD.
However in a specialised educational environment where peers all presented
with the same learning differences, difficulties and styles, instead of
comparison there is a sameness. I suggest that this leads to the development of
an “identity as capable.”
Finally there is much we can learn about pedagogical intervention or
management from these informants’ experience of LD. / Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2009.
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Subtyping of children's learning disabilities : neuropsychological groups within IQ levelsDavis, Thomas Brandon January 1989 (has links)
The present study was an attempt to look at the empirical classification of children's learning disabilities based on neuropsychological variables at differing IQ levels. Subjects were divided into four groups based upon Full Scale IQ (i.e., 70-79, 8089, 90-99, 100-110). Subsequent clustering of the test data within each group suggested that while the students in the 70-79 IQ range were represented by a single impaired cluster, each of the other IQ groups had both a moderately impaired cluster and a non-impaired cluster. The study attempted to respond to criticisms of previous research by using a large sample of subjects (N = 928), utilizing a broad range of subjects with a representative sample of abilities, and applying an interpretable structure to the cluster analysis (i.e., neuropsychological variables within IQ levels). The present research further offered a perspective on programming by way of neuropsychological functioning. As such, the results argued for placement procedures for learning disabled children that are apart from those formulas relative to achievement and intelligence. / Department of Educational Psychology
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Academic achievement for LD children after three years of special class placement : effects of race, age, IQ, and placement typeInman, Michael Parker January 1989 (has links)
Previous research has reported that the effectiveness of special education in remediating learning difficulties varies as a function of the type of classroom placement, the student's age, and their intellectual ability. More recent findings have also suggested that a learning disability is not a single diagnostic entity, but rather distinct subtypes of learning disabled students exist. The study sought to determine if cluster analysis of the present sample yielded subtypes which conformed to previously identified LD subtypes; and whether these different subtypes of learning disabled (LD) students respond differentially in terms of the students academic achievement.The sample was comprised of 136 LD subjects between the ages of 9 and 15 years old for whom Peabody Individual Achievement Test (PIAT) data was available for both initial assessment, and re-assessment three years later.Initial comparisons of the sample were conducted by examining differences in academic achievement for the three subtests of the PIAT for two different types of educational placement: full time versus part time; by racial groups; and between pre and post test results. Three main effects were found in the initial MANOVA on the PIAT subtests of math and reading recognition, however, none of the statistically significant results were determined to be of practical significance. These statistical results were consistent with previous research findings.The sample was subtyped using cluster analysis. A three cluster solution was determined using three variables: intelligence, achievement, and age of the subject. The three subtypes were described and determined to be consistent with subtypes previously identified. Cluster 1 was dropped from further analysis as not conforming to an LD profile and because of sample size.A 2 x 2 x 2 x 2 MANOVA was performed: cluster membership by placement by race by pre-post test results. Cluster 2 students significantly declined in their reading recognition achievement over the three years they were in special education, while Cluster 3 students gained significantly in reading recognition achievement over the same time period.The present results suggest that school psychologist should carefully consider not only whether a student is learning disabled, but the nature and severity of the disability when recommending placement. / Department of Educational Psychology
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A causal-comparative study of intellectual, achievement, language, and behavioral dimensions of language-disordered and non language-disordered learning disabled childrenRoberts, Paul J. January 1990 (has links)
The study examined the existence of (dis)similarities between subgroups of learning disabled children who had language-based learning disorders and those who did not exhibit specific language-based disabilities, and what related symptomatology characterized these children. The present study extends the previous literature by utilizing a multidimensional approach to the identification of language-based learning disordered children. The subjects used in this study were a group of 46 children between the ages of 6 and 14 years old referred to a major medical center for psychoeducational evaluation due to reported learning and/or behavioral difficulties. The subjects were separated into two groups according to the nature of the initial referral. Initial comparisons of the two groups were conducted by examining differences in cognitive, achievement, language, and behavioral functional as measured by standardized psychometric instruments. Significant differences were found between the two groups on several variables. Subtyping of the sample was accomplished using Ward's Method of cluster analysis. Fourteen cluster variables were chosen for analysis. These included (a) WISC-R Verbal IQ, (b) WISC-R Performance IQ, (c) PPVT, (d) VMI, (e) Reading, Spelling, and Arithmetic subtests of the WRAT-R, (f) the five language composites of the TOLD, and (g) the Parent and Teacher versions of the Conner's Abbreviated Questionnaire. Two separate cluster analyses, one with and one without behavioral data were calculated. Results of the second cluster analysis were similar to the first. To validate the obtained cluster solutions, Multivariate Analysis of Variance was used to examine whether the clusters differed significantly on a linear composite of cognitive, achievement, language, and behavioral instruments. The expected subgroupings of language-disordered children did not appear. Several theoretical explanations for these findings are discussed and implications for future research are offered. / Department of Educational Psychology
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Measuring the zone of proximal development : studies of map-use in children with learning difficultiesRutland, Adam January 1993 (has links)
The value of measuring Vygotsky's 'zone of proximal development' (ZPD) is the main concern of this thesis. The theory and research described in the thesis examines the psychological and educational purpose of measuring the ZPD within the context of children's representational skills. The first chapter discusses the development of children's ability to understand and use spatial representations. Recent research in developmental psychology is criticised for measuring the ZPD and claiming that the ZPD corresponds to children's individual developmental level. The experiments in Chapter 2 show that previous research has overestimated the representational ability of young children and that a children's potential development is different from their actual development, as assessed by the ZPD. Chapter 3 examines the origins of Vygotsky's sociocultural theory and the ZPD within Soviet psychology and Hegelian philosophy. The next chapter presents contemporary interpretations of the ZPD which have to varying degrees attempted to extend this concept. The idea of dynamic assessment is introduced in this chapter and experiments using this notion are described in detail. Preliminary studies are described in Chapter 5, which examine the possible need for measurement of the ZPD and they also choose appropriate samples, methods and apparatus for future experiments which aim to measure the ZPD within a spatial task. The sixth chapter consists of three experimental studies, which all attempted to measure the ZPD using dynamic assessment techniques. These studies showed that measurement of the ZPD could provide important diagnostic information about children's spatial ability beyond that given by individual tests of intelligence. This was especially true in the case of children with learning difficulties. The results of all the experiments in the thesis are discussed in relation to measurement of the ZPD and its value within developmental psychology and educational psychology.
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Metacognition in learning-disabled gifted studentsHannah, C. Lynne (Cornelia Lynne) January 1990 (has links)
In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate. / The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension. / These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
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Social competence in peer-accepted children with learning disabilitiesBrown, Andrea E. January 1999 (has links)
Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with LD obtain positive social outcomes. Accordingly, a study was undertaken addressing this request by examining the characteristics of peer-accepted children with LD from a multi-rater and multi-method perspective. Using the comprehensive model of social competence proposed by Vaughn and Hogan (1990) as the theoretical framework, data were gathered from teachers, peers, and peer-accepted children with and without LD in important areas of social functioning. Participants were grade four and five mainstreamed students meeting the following criteria: (a) having a researcher-identified learning disability in at least one academic area (reading, spelling, or arithmetic) and (b) peer-rated social acceptance as determined via a modified version of the Asher and Dodge (1986) sociometric classification system. Statistical analyses consisted of multivariate and univariate techniques. Findings indicated few significant differences between peer-accepted children with and without LD in specific areas of social competence as rated by peers. Significant interactions, however, between LD status and gender revealing variable profiles of social-behavioural characteristics for boys and girls with and without LD did emerge from the perspective of teachers. Implications for special education referral and placement, inclusive education, and interventions are discussed.
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Benefits and influences of parent involvement for children with learning disabilities / Parent involvement for children with LDGerstein, Stephanie Hannah January 2004 (has links)
The benefits and influences of parent involvement were examined among a group of children with learning disabilities (LD). One aim of this study was to determine whether different types of parent involvement are associated with educational benefits in special education. A second aim was to apply an existing model of parent involvement to assess its influences in this population. One hundred and twenty-three children with and without LD from grades 1 to 8 and their parents participated in the study. Children's grades and their attitudes to school were used as educational outcomes to evaluate the impact of their parents' involvement. Mothers and fathers completed questionnaires regarding their school, cognitive-intellectual and personal involvement, as well as measures of stress, social support, and perception of their child's academic ability. Mothers were consistently more involved than fathers in all types of activities. Higher grades were significantly correlated with mothers' involvement in school-related activities and fathers' involvement in personal activities. Fathers who felt they received a greater amount of social support tended to be more involved in their children's cognitive and personal activities. Mothers who perceived a greater amount of social support were more personally involved with their children, and mothers who perceived their children as having more severe LDs were less personally involved. Overall results extend the literature on the benefits and the factors associated with parent involvement for children with LD and highlight the need for parents, educators and school psychologists to combine resources in order to increase awareness and levels of parent involvement.
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Improving the spelling skills of elementary students with mild learning and behavior problems a comparison between an explict [sic] rule-based method and traditional method /Simmons, Kate D., January 2007 (has links) (PDF)
Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. 166-184)
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Effective teaching and adaptive instruction in core French : a case study of a grade 8 classroom in Ontario.Arnett, Katy Elizabeth, January 2004 (has links)
Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Anne Jordan.
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