COMPARISON OF LEARNING DISABLED AND NON-DISABLED ADOLESCENTS AND YOUNG ADULTS ON A MINIMUM COMPETENCY TEST AND A MEASURE OF PERSONAL ADJUSTMENT
Tallennettuna:
| Julkaisussa: | ProQuest Dissertations and Theses (1983) |
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| Päätekijä: | |
| Julkaistu: |
ProQuest Dissertations & Theses
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| Aiheet: | |
| Linkit: | Citation/Abstract Full Text - PDF |
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| 100 | 1 | |a RUMP, JOAN HELEN FARRELL | |
| 245 | 1 | |a COMPARISON OF LEARNING DISABLED AND NON-DISABLED ADOLESCENTS AND YOUNG ADULTS ON A MINIMUM COMPETENCY TEST AND A MEASURE OF PERSONAL ADJUSTMENT | |
| 260 | |b ProQuest Dissertations & Theses |c 1983 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a Research questions in this study compared the performance levels of mildly learning disabled subjects (high school students and recent graduates) and non-learning disabled subjects (high school students and recent graduates) on a minimum competency test, a measure of self concept, and a measure of life adjustment. The sample was 60 adolescents and young adults in the following groups: 18 learning disabled high school students; 18 non-learning disabled high school students; 12 learning disabled high school graduates; and 12 non-learning disabled high school graduates. All subjects completed a 4-part minimum competency test and a self concept instrument. The graduates also completed a life adjustment questionnaire. Non-learning disabled subjects displayed significantly higher (.05) scores than the learning disabled subjects on the minimum competency test. Non-learning disabled adolescents and young adults achieved scores approximately 20% higher than learning disabled adolescents and young adults; this difference was consistent both in and out of school. Non-learning disabled subjects also exhibited significantly higher (.05) self concept scores than learning disabled subjects. However, learning disabled graduates have higher self concept scores than learning disabled subjects still in school. Another indication of positive life adjustment for the learning disabled graduates is their degree of satisfaction with past education, which is significantly higher (.05) than non-disabled graduates. There were no other significant differences between the groups. If learning disabled students are to be included in the minimum competency testing framework, they will need special minimum criteria and will be less disadvantaged if the test assesses functional skills rather than traditional reading and math school related skills. There is a marked increase in self concept for learning disabled graduates and their life adjustment is not significantly different from non-learning disabled graduates; this suggests further that, for learning disabled adolescents, emphasis on functional real-world skills may need to take priority over academic skills. Programming for these students can focus on areas such as problem solving, social skills, and vocational skills, which can make the learning disabled adult's life more successful. | |
| 653 | |a Special education | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (1983) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/303268493/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/303268493/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |