This article summarizes the findings from The Iowa Learning Disabilities Evaluation Project, designed to study the nature and characteristics of students with learning disabilities (LD) in the state. A sample of 917 LD students was selected on a stratified random basis from Iowa Area Education Agencies (AEA). Data were collected from a survey completed by AEA personnel for each LD student selected focusing on pupil characteristics as well as information related to assessments, programs, and services. The outcome was a comprehensive description and profile of LD students in the state of Iowa.
38 students enrolled in an introductory special education class in education of the emotionally disturbed were randomly assigned to two treatment conditions, a normal (control) condition and low expectancy condition. These teacher trainees participated in a two phase study. During phase 1 the teachers were asked to rate a hypothetical normal child (control group) or a hypothetical emotionally disturbed child (low expectancy group) on two dependent measures developed for this research. During phase 2, both groups independently viewed a videotape of the same normal child. The control group was told the child was normal; the low expectancy group was told the child was emotionally disturbed. Both groups completed the same dependent measures following observation of the child. Differences between the groups in both phases indicate that teacher trainees hold negative stereotypical expectations of children labeled emotionally disturbed. Observations of normal behavior alter these expectations to some extent, but the negative halo of the label still results in more negative perceptions of behavior than when the child is labeled normal.
This article provides descriptive data on a statewide sample of all children referred for complete psychological evaluation during a school year. Basic demographic data, IQ, achievement, perceptual-motor, and behavior ratings, along with a diagnostic classification of learning, mental, or emotional disability or no handicap, were recorded and analyzed. Those labeled as learning disabled had a pattern that was clearly different from normals, low-achieving nonhandicapped, and those with other handicaps. Specifically, the learning disabled children had a larger degree of academic discrepancy and were more likely to have achievement that was deviant from grade level. Their behavior ratings on the Devereux suggested more difficulty than normal children with teacher dependency, inattentiveness, and comprehension. These findings indicate that in certain populations there are very basic differences between normals, low achievers, and learning disabled children.
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