The School Adjustment of Rural Adolescents with and without Disabilities: Variable and Person-Centered Approaches

Autor/inn/en	Farmer, Thomas W.; Hall, Cristin M.; Weiss, Margaret P.; Petrin, Robert A.; Meece, Judith L.; Moohr, Michele
Titel	The School Adjustment of Rural Adolescents with and without Disabilities: Variable and Person-Centered Approaches
Quelle	In: Journal of Child and Family Studies, 20 (2011) 1, S.78-88 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-1024
DOI	10.1007/s10826-010-9379-2
Schlagwörter	Adolescents; Student Adjustment; Disabilities; High School Students; Rural Schools; Learning Disabilities; Behavior Disorders; English (Second Language); Second Language Learning; Interpersonal Competence; Risk + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Handicap; Behinderung; High school; High schools; Oberschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Learning handicap; Lernbehinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interpersonale Kompetenz; Risiko
Abstract	This study examined the school adjustment of adolescents with disabilities and their nondisabled peers in a national sample of rural high school students. The total sample consisted of 7,376 students: 6,704 nondisabled students, 70 students with emotional and behavioral disorders (EBD), 512 students with learning disabilities (LD), and 90 students identified as English language learners (ELL). Teacher ratings on the Interpersonal Competence Scale-Teacher (ICS-T) were used to assess students' adjustment on seven factors: academic, affiliative, aggressive, internalizing, popular, Olympian, and shy. Cluster analyses were used to identify distinct configurations of competence and risk separately for boys and girls. Differences between educational classifications were identified for the ICS-T factors and for the interpersonal competence configurations. Students with EBD were overrepresented in Multi-risk configurations (aggressive high-risk profiles), students with LD were overrepresented in both the Multi-risk and Disengaged (non-aggressive high-risk profiles) configurations, and students identified as ELL were overrepresented in Disengaged configurations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10