School Completers and Noncompleters with Learning Disabilities: Similarities in Academic Achievement and Perceptions of Self and Teachers

Autor/inn/en	Bear, George G.; Kortering, Larry J.; Braziel, Patricia
Titel	School Completers and Noncompleters with Learning Disabilities: Similarities in Academic Achievement and Perceptions of Self and Teachers
Quelle	In: Remedial and Special Education, 27 (2006) 5, S.293-300 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325060270050401
Schlagwörter	Academic Achievement; Learning Disabilities; Dropouts; Self Concept; High School Graduates; Males; High Risk Students; Standardized Tests; Intelligence; Measures (Individuals); Teacher Student Relationship + Suchen Sie Ihr Suchwort? Schulleistung; Learning handicap; Lernbehinderung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Selbstkonzept; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Male; Männliches Geschlecht; Problemschüler; Standadised tests; Standardisierter Test; Intelligenz; Klugheit; Messdaten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Although academic and behavioral problems place many students with learning disabilities (LD) at risk for not completing high school, we know very little about the differences between children with LD who complete school and those who fail to do so. In this study of 76 male youth (45 school completers and 31 noncompleters), standardized measures were used to examine academic achievement and intellectual ability, and self-report measures were used to examine global self-worth, satisfaction about reading and behavior, and relations with teachers. Although we predicted that noncompleters would score lower than completers on most of these measures, no significant differences were found. Implications of these results are discussed. (Author).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10