Curricular Modifications for Elementary Students with Learning Disabilities in High-, Average-, and Low-IQ Groups

Autor/inn/en	Crim, Courtney; Hawkins, Jacqueline; Ruban, Lilia; Johnson, Sharon
Titel	Curricular Modifications for Elementary Students with Learning Disabilities in High-, Average-, and Low-IQ Groups
Quelle	In: Journal of Research in Childhood Education, 22 (2008) 3, S.233 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
Schlagwörter	Elementary School Students; Educational Planning; Grade 3; Grade 4; Grade 5; Academic Accommodations (Disabilities); Individualized Education Programs; Gifted; Learning Disabilities; Mild Mental Retardation; Moderate Mental Retardation; Severe Mental Retardation; Slow Learners + Suchen Sie Ihr Suchwort? Bildungsplanung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Individualized education program; Individualisierendes Lernen; Begabter, Hoch Begabter; Learning handicap; Lernbehinderung; Slow learning; Langsames Lernen
Abstract	Students considered gifted and learning disabled (G/LD) are those most at risk of not being adequately served in U.S. schools. This research compares delivery formats and Individual Education Plan (IEP) modifications offered to 1,055 elementary school students, grades 3-5, who qualified as having a learning disability (LD) at different levels on the intellectual spectrum. Archival assessment and IEP documents determined the proportion of students with LD who demonstrated high, average, and low intellectual abilities, and the modifications, accommodations, and services they were offered. Multivariate analyses examined group differences in identified modifications. Although current research indicates that children who are G/LD receive the same modifications as their average and below-average LD peers, students in the higher scoring intellectual group received significantly fewer modifications in two of the four evaluated categories (namely, delivery and evaluation). Modifications failed to address areas of strength and/or giftedness of students who were LD but also demonstrated high intellectual ability. Group differences in educational planning showed that students who had high intellectual ability and LD differed from their peers who demonstrated low and average intellectual ability with LD. However, it is not clear whether the resulting differentiated programming that occurred in practice was the appropriate educational approach for this group of children. (Contains 2 tables.) (Author).
Anmerkungen	Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10