Characteristics of Children Enrolled in the Child Service Demonstration Centers

Abstract

This project reports on the characteristics of over 3000 children enrolled in Child ServiceDemonstration Centers for Learning Disabilities in 21 states. The major results o f the questionnaire study revealed that: (1) most of the children were in the lower elementary grades, (2) the sex ratio was three boys to one girl, (3) of the children enrolled, approximately trvothirds were rated as reading problems, (4) the median educational retardation w s one grade below the mental age reading grade expectancy, (5) the retardation in reading and spelling w s one-half grade more than the retardation in arithmetic, (6) the distribution of IQs contained a larger proportion with below average ability than is found in the general population of children, and (7) the resource room was the most commonly used method for the delivery of service. In general, children with learning disabilities are defined by most o f the Child Service Demonstration Centers to be those who are below grade in educational achievement, especially in reading. . However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Office of Education, and no official endorsement by the U.S. Office of Education should be inferred.

Διερεύνηση Του Μαθησιακού Προφίλ Και Εφαρμογή Της Βιωματικής Διδασκαλίας.

“…Το μεγαλύτερο μέρος της βιβλιογραφίας, της έρευνας, καθώς και η ανάπτυξη προγραμμάτων παρέμβασης, απευθύνονται σε νεότερους μαθητές με μαθησιακές δυσκολίες. Δυστυχώς, η επικρατούσα άποψη ήταν ότι αν η παρέμβαση πραγματοποιηθεί σε μια νεαρή ηλικία, τότε πολλές από τις εκδηλώσεις θα ελαχιστοποιηθούν ή θα εξαφανισθούν συνολικά κατά τα επόμενα έτη (Kirk & Elkins, 1975).…”

A Research Context for Studying Admissions Tests and Handicapped Populations

“…Research, however, shows the average performance of LD pupils on cognitive ability tests to be somewhat below that of the general population (Bennett, Ragosta, & Stricker, 1984: Kirk & Elkins, 1975: Norman & Zigmond, 1980 (Kaufman, 1976a(Kaufman, , 1976b(Kaufman, , 1981.…”

Issues in specific learning disabilities: towards a data base for decision making

“…The most favoured definition was that of Kirk and Gallagher (1979) (51/ 108), followed by the definition in PL 94-142 (29/108). Cruickshank's definition as it appears in Hobbs (1976) had 13/108 votes and the more general Hallahan definition received 11/108.…”