High Ability/Learning Disabled Students: How Are They Different? (original) (raw)
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A Comparison of Multiple Intelligences Profile of Students with and without Learning Disabilities
International Journal of Applied Psychology, 2014
An alternative perspective of learning disabilities has emerged from cognitive or neurological deficit to cognitive and learning differences. In the present research, multiple intelligences profiles of students with and without learning disabilities (LD) were compared. Research sample comprised of 60 LD and non-LD students from fourth, fifth, and sixth grades, using available and stratified random sampling respectively. Each student in the LD group had previously received a diagnosis of learning disabilities by a specialist, and non-LD students had no reported history of academic difficulties. Groups were matched in terms of sex and grade. Research method was casual-comparative. "Multiple Intelligences Developmental Assessment Scale" (MIDAS-Kids) was used as the tool of data collection. Descriptive and inferential statistics were used to analyze the data. Results showed: The Musical (t= 0.88, p<.001); Bodily/Kinesthetic (t= 0.709, p<.48); Intrapersonal (t= 1.186, p<.001); and Natural intelligence (t= 0.598, p<.001) scores in two groups showed no significant difference. The Linguistic (t= 8.212, p<.001); Logical/ Mathematical (t=8.358, p<.001); and Interpersonal intelligence (t=2.422, p<.001); scores in students without LD were significantly higher than students with LD. The Spatial intelligence (t= 6.198, p<.001); scores in LD students were significantly higher than the regular students. The usefulness of research findings is discussed in relation to possible implications for assessment and educational interventions for students with LD.
Prior research has documented differences in both performance and motivation between students with learning disabilities (LD) and non-learning disabled (non-LD) students. However, few studies have conducted a finer grained analysis comparing students with LD with nondisabled students of varying achievement levels. The present study examines differences between LD, low-achieving, average-achieving, and high-achieving adolescents on algebra performance and readiness, motivational constructs (competence expectancy, interest, and goal orientation in mathematics), and the discrepancy between students' competence and their perceptions of their own competence. Results indicate that while students with LD may demonstrate lower algebra readiness and algebra achievement and more inaccurate judgments of their own competence compared with the whole non-LD sample, critical differences in performance and motivation were most evident between high-achieving and low-achieving students, not students with learning disabilities.
Students with Learning Disabilities in Higher Education
Journal of Learning Disabilities, 2003
This study compared 191 college students with learning disabilities (LD) and 190 students without LD in four main areas: academic difficulties, learning strategies, functioning during examinations, and students' perception of factors that help or impede their academic success. Analysis of the personal data of students with and without LD revealed no significant differences between groups on grade point average, number of courses taken, and family status, but students with LD reported having more difficulties in humanities, social sciences, and foreign language than students without LD. Regarding academic strategies, students with LD devised unusual strategies and preferred additional oral explanations or visual explanations, whereas nondisabled students preferred more written examples. These differences indicated that students without LD used more written techniques than did students with LD. During examinations, the students with LD had difficulty concentrating and were concern...
Academic Achievement Differentials of Children with and Without Learning Disabilities
2014
Learning disabilities is a complex condition to understand despite the fact that its prevalence is very high. It has been rightly labeled as a 'hidden handicap' because the symptoms are neither easily visible nor easy to decipher. One of the characteristic features of individuals (especially students) is the marked discrepancy between their ability and performance. In the present paper, the researcher re-emphasizes and re-establishes this fact by comparing the academic achievement of children with learning disabilities (LD) and children without learning disabilities (NLD).
Students with Learning Disabilities
School Psychology International, 1993
This study explores learning-disabled students' academic and psychosocial adjustment as compared to their non-disabled classmates within the mainstream public education system in Greece. A brief description of the special education services in Greece is also presented. The sample of the study consisted of fifth and sixth grade elementary school students in northern Greece. The learning-disabled students were identified based on teachers' evaluation (N=30). The control group consisted of all classmates of these students (N=307). Teacher-, peerand self-ratings were used and achievement data were obtained. The learning-disabled students were found to exhibit various academic and psychosocial difficulties based on the perceptions of all raters. Implications of the findings are discussed.
4. THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS WITH DISABILITIES
There is no question that much is expected from our education system in terms of preparing future citizens, workers, and leaders. To that end, schools are expected to influence students' learning, socialization, and even vocational preparedness. This agenda is perhaps even more keenly applied for students with disabilities than for those in the general population. Indeed, NLTS2's conceptual framework reflects this comprehensive view of educationally relevant inputs and achievements both in and outside of school. Despite the attention paid to a broad definition of outcomes, however, academic performance remains central. Academic instruction is arguably the primary business of education, and it was poor performance that spawned the recent era of reform after the publication of A Nation at Risk two decades ago (U. S. Department of Education, 1983). Further, it is academic performance that is central to the efforts of the No Child Left Behind Act of 2001 to make schools and school districts accountable for assessing and improving student performance annually (Linn, Baker, & Betebenner, 2002). Further, limitations in academic achievement represent the primary implication of disability for most students receiving special education services, and those limitations, if left unaddressed, constrain their ability to pursue postsecondary education and well-paid employment after high school. Although the importance of academic achievement is rarely questioned, reaching unanimity regarding its measurement has been elusive. The measurement of academic performance, particularly for students with disabilities, continues to be a controversial topic among policy-makers, measurement experts, and performance can occur at multiple levels and serves multiple purposes. For example, classroom teachers often conduct formative and summative tests to evaluate student mastery of course content and provide grades for students and parents. State tests are designed primarily to measure progress at the school or school district level. In particular, graduation tests are used to determine whether a student has mastered the minimum content and competencies required to receive a high school diploma. Each of these kinds of assessments engenders significant questions related to test design, types of decisions supported by the results, alternative assessments, and accommodations (Heubert & Hauser, 1999; Minnema, Thurlow, Bielinski, & Scott, 2001). Although this is a time of change in the educational arena, within this evolving accountability environment, it is crucial to understand the progress of all students, including those with disabilities, and the factors that contribute to their positive academic performance. NLTS2 is in a unique position to provide a national perspective on these issues. This chapter presents both descriptive findings and multivariate analyses of multiple measures of academic performance. It also compares results of the multivariate analyses with those achieved in similar analyses as part of the original NLTS.
NON-VERBAL LEARNING DISABILITY AS PREDICTORS OF ACADEMIC UNDERACHIEVEMENT AMONG HIGH-ABILITY STUDENT
Thus, the concept of high-ability has gone beyond the Intelligence Quotient (IQ) score to include all aspects of abilities as long as the abilities are expressed at the upper end of the continuum. The definition of who has high-ability is evolving and becoming less restrictive, the earliest definitions were exclusively based on intellectual potential as measured by intelligence test. More recently, proposed definitions are wider in scope and recognized many facet of talents. New definitions and visions of high-ability began to emerge at the end of the last century, and call for a new consensus definition that continues to day (Coleman, 2004, Cramond 2004, Gagne 2004). No Child is Left Behind (NCLB) (2002) posited that the high ability individuals are children or youth who give evidence of high capability in areas such as intellectual creative, artists or leadership, or in special academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. Although factors such as intelligence, creative, and talent are keys to many definitions they are not universal to all definitions nor do all available definition use these terms exclusively.