Learning Disabilities

Pullen, Paige C.; Lane, Holly B.; Ashworth, Kristen E.; Lovelace, Shelly P.

doi:10.4324/9780203837306.ch15

Cited by 4 publications

(4 citation statements)

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“…This is because it can be difficult to clearly connect specific behaviors to distinct categories, because of symptom overlaps. It is possible to associate disruptive behavior and emotional issues with ID, ED, and LD (Landrum 2011; Polloway, Patton, and Nelson 2011; Pullen et al 2011) as well as with autism (Scattone et al 2002) and ADHD (Anhalt, McNeil, and Bahl 1998). Likewise, low achievement is a common characteristic across multiple disabilities (Donovan and Cross 2002).…”

Section: Literature On Mechanisms Perpetuating Racializationmentioning

confidence: 99%

Disability as Status Competition: The Role of Race in Classifying Children

Skrtic

Saatcioglu

Nichols

2021

Socius

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Many African American and Hispanic children are classified as mildly disabled. Although this makes special education services available to these and other children who need them, contention endures as to whether disability classification also is racially (and ethnically) biased. The authors view disability classification as status competition, in which minorities are overrepresented in low-status categories such as intellectual disability and emotional disturbance, and whites are overrepresented in high-status categories such as attention-deficit/hyperactivity disorder and autism. The authors address the racialized construction and evolution of the mild disability classification system along with mechanisms that perpetuate racial segmentation in contemporary classification. They analyze a large federal longitudinal data set (1998–2007) to examine racialization and find that classification continues to operate at least in part as a racial sorting scheme. Implications for research and policy are discussed.

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Section: Literature On Mechanisms Perpetuating Racializationmentioning

confidence: 99%

Disability as Status Competition: The Role of Race in Classifying Children

Skrtic

Saatcioglu

Nichols

2021

Socius

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“…This is particularly true for learners with specific learning disabilities (Pullen, Lane, Ashworth, & Lovelace, 2011). This model plans the content to progress from easier to more difficult and encourages teachers to instruct using consistent formats.…”

Section: Maimaita Mataki Na Farko Zuwa Na Huɗu(1-4) Da ɗAya Harafin [mentioning

confidence: 99%

What Works in Early Grade Literacy Instruction

Bulat¹,

Dubeck²,

Green³

et al. 2017

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This PDF document was made available from www.rti.org as a public service of RTI International. More information about RTI Press can be found at http://www.rti.org/rtipress. RTI International is an independent, nonprofit research organization dedicated to improving the human condition by turning knowledge into practice. The RTI Press mission is to disseminate information about RTI research, analytic tools, and technical expertise to a national and international audience. RTI Press publications are peerreviewed by at least two independent substantive experts and one or more Press editors. Suggested Citation

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“…The distinguishing feature of these children is that there is a significant discrepancy between their level of intellectual ability and their level of academic performance (Pullen et al 2011). Children with dyslexia have specific learning difficulties in one or more of spelling, writing, reading, and/or mathematics but can function well in other aspects of the curriculum (Kelly and Phillips 2011;Reid 2009).…”

Section: Specific Learning Difficulty/learning Disability (Dyslexia)mentioning

confidence: 99%

Inclusive Special Education

Hornby¹

2014

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Learning Disabilities

Cited by 4 publications

References 0 publications

Disability as Status Competition: The Role of Race in Classifying Children

Disability as Status Competition: The Role of Race in Classifying Children

What Works in Early Grade Literacy Instruction

Inclusive Special Education

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