Bi-Directional and Cross-Categrical Social Status of Learning Disabled, Behaviorally Disordered, and Nonhandicapped Adolescents

Sabornie, Edward J.; Kauffman, James M.; Ellis, Edwin S.; Marshall, Kathleen J.; Elksnin, Linda K.

doi:10.1177/002246698802100407

Cited by 17 publications

(3 citation statements)

References 34 publications

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“…In a recent study of attitudes toward inclusion in middle school, Siperstein, Parker, Bardon, and Widaman (2007) found that early adolescents without disabilities reported relatively little contact with students with intellectual disabilities either in their classes or in the school; and only 40% or less indicated that they were willing to have social contact with peers with intellectual disabilities outside of the school setting. This finding is consistent with reports from studies conducted in high schools 2 decades earlier which showed that students with intellectual disabilities and students with behavioral disorders (Sabornie, Kauffman, Ellis, Marshall, & Elksnin, 1987) tended to have lower rates of social acceptance as compared to their peers without disabilities, whereas students with learning disabilities were found to be similar in acceptance to their classmates without disabilities (Sabornie & Kauffman, 1986). Further, studies that have examined teacher ratings of the social behavior of adolescents have suggested that many high school students with disabilities may have social competence problems that contribute to their low social acceptance (Cullinan & Sabornie, 2004;Lane, Carter, Pierson, & Glaeser, 2006;Sabornie, Cullinan, Osborne, & Brock, 2005).…”

Section: S O C I a L R E L A T I O N S O F A D O L E S C E N T S W I T H D I S A B I L I T I E Ssupporting

confidence: 93%

Social Network Placement of Rural Secondary Students with Disabilities: Affiliation and Centrality

Farmer

Leung

Weiss

et al. 2011

Exceptional Children

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T he social difficulties of students with a broad range of disabilities are well documented (e.g., Gresham & MacMillan, 1997;Sale & Carey, 1995). Much of the research on the social adjustment of youth with disabilities, however, has focused on elementary or middle school students and relatively little is known about the peer relations of high school students with disabilities. Further, investigations of the social adaption of students with disabilities has centered on peer acceptance problems and corresponding social competence deficits.

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Section: S O C I a L R E L A T I O N S O F A D O L E S C E N T S W I T H D I S A B I L I T I E Ssupporting

confidence: 93%

Social Network Placement of Rural Secondary Students with Disabilities: Affiliation and Centrality

Farmer

Leung

Weiss

et al. 2011

Exceptional Children

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“…But in this case, it is necessary to accept that we and those we interact with do not go out of the watch list and that none of us will change. When the classroom behaviors of special education teachers were examined, the dominant metaphor was "management" (Sabornie et al, 1988). Those who do not comply with the boundaries drawn by the curriculum are perceived as "out of control," and teachers have the belief that "The student must follow the rules of the teacher, the rules of the system so that he can get well" (Reid et al, 1994).…”

Section: The Contributions Of the Active Learner To Himselfmentioning

confidence: 99%

Examination of Special Education with Constructivism: A Theoretical and Review Study

Şanal

Erdem

2022

The European Educational Researcher

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While we argue that difference and diversity are essential elements of the education process, we keep one area an utterly separate area: Special education. This area is left as a mysterious closed box with many undiscovered differences. While it is clear that there is behavioral pressure on special education, there are also opinions that claim the opposite. However, it is noteworthy that the views are not reflected in the implementation process. The fact that theory and practice are progressing in different lanes should attract the attention of educators. This study sought evidence for the idea that "a constructivist approach for special education offers a suitable learning environment." This study may be a step to stop defining everything we cannot discover as the other. The problem was discussed by blending it with pro and opposing views. Considering that the study contains a deep synthesis of thoughts, it will also trigger new deep discussions.

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“…Cullinan and Epstein (1985) found distinctions based on patterns of maladjustment, whereas Sabornie, Kauffman, Ellis, Marshall, andElksnin (1987-1988) reported differences across these groups in terms of assigned and received social status. In fact, much of the existing research challenges this assumption, especially when students with learning disabilities are compared to students with behavioral disorders.…”

mentioning

confidence: 99%

Homework

Epstein

Polloway²,

Foley³

et al. 1993

Remedial and Special Education

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With the significant attention given to the American educational system by national commissions and reports in the 1980s, a variety of practices have come under review. One such practice is the role of homework in the curriculum. Findings that American students at the secondary level generally spend less than 1 hour per day on homework, combined with empirical data suggestive of the positive effects of homework in achievement, have given rise to increased commitment to the assignment of homework. However, scant attention has been given to the effect of this trend on students with disabilities. The purpose of this study was to determine the homework problems experienced by students identified as having either learning disabilities or behavioral disorders as compared to an age-matched sample of students in general education. An analysis of data from both teacher and parent ratings on the Homework Problem Checklist indicated that more significant problems were found for both of the groups of students with disabilities. Post hoc analyses revealed that the students with behavioral disorders had the most pronounced difficulties. The discussion focuses at length on the implications of these findings for educational interventions.

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Bi-Directional and Cross-Categrical Social Status of Learning Disabled, Behaviorally Disordered, and Nonhandicapped Adolescents

Cited by 17 publications

References 34 publications

Social Network Placement of Rural Secondary Students with Disabilities: Affiliation and Centrality

Social Network Placement of Rural Secondary Students with Disabilities: Affiliation and Centrality

Examination of Special Education with Constructivism: A Theoretical and Review Study

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