FINALLY, DEPRIVED CHILDREN AND THEIR PARENTS HAVE A POSITIVE ATTITUDE TOWARD EDUCATION. THE TEACHER SHOULD USE TECHNIQUES TO BRING OUT THIS VERBAL FACILITY. SECOND, THE VERBAL HANDICAP OF CULTURALLY DEPRIVED CHILDREN IS ONLY ON A FORMAL LEVEL, THEY ARE VERY GOOD VERBALLY UNDER INFORMAL CIRCUMSTANCES. THE SLOW LEARNER CAN BE GIFTED AND THE TEACHER SHOULD LEARN NOT TO RESPOND ONLY TO THE QUICK STUDENT. A CHILD IS OFTEN SLOW IN PERFORMING INTELLECTUAL TASKS FOR REASONS OTHER THAN DULLNESS. THERE ARE POSITIVE FEATURES IN THE CULTURE AND THE PSYCHOLOGY OF LOW-INCOME INDIVIDUALS. (JH)ĬONCERNED WITH THE EDUCATIONAL PROBLEMS OF CHILDREN FROM LOW-INCOME FAMILIES, ONE MUST NOT IGNORE THE POSITIVE EFFORTS OF LOW-INCOME INDIVIDUALS TO COPE WITH THEIR ENVIRONMENT. FINDINGS ON PERSONAL ADJUSTMENT SHOWED THAT SPECIAL CLASSES ENCOURAGED THE RETARDATES TO DISPLAY ORIGINALITY AND FLEXIBILITY IN THEIR THINKING. THE ANALYSIS OF ACADEMIC ACHIEVEMENT INDICATED THAT THE SPECIAL CLASS IS BENEFICIAL TO CHILDREN WHOSE IQ'S ARE 80 AND BELOW, BUT THAT IT IS NOT NECESSARILY AN EFFECTIVE EDUCATIONAL SETTING FOR SIGNIFICANTLY IMPROVING ACADEMIC ACHIEVEMENT OF CHILDREN USUALLY CLASSIFIED AS BORDERLINE OR SLOW LEARNERS, WHO HAVE IQ'S ABOVE 80. THERE WERE NO STATISTICALLY SIGNIFICANT DIFFERENCES IN IQ GAINS BETWEEN THE SPECIAL CLASSES GROUP AND THE REGULAR GRADES GROUP, AND SEVERAL SOCIAL FACTORS WERE FOUND TO BE RELATED TO INCREASES IN IQ.
THIS, HOWEVER, DID NOT SIGNIFICANTLY AFFECT THE STUDY RESULTS. DURING THIS PERIOD AN ATTRITION OF ABOUT THREE-FOURTHS OF THE ORIGINAL SAMPLE TOOK PLACE.
MINDLY RETARDED GOAT SERIES
A SERIES OF INTELLECTUAL, ACADEMIC, AND PERSONAL ADJUSTMENT MEASURES WAS ADMINISTED TO ALL THE CHILDREN ANNUALLY FOR 4 YEARS. ABOUT 125 CHILDREN, BEGINNING FIRST GRADE AND HAVING A MEAN IQ OF 75 (STANFORD-BINET SCALE), WERE DIVIDED RANDOMLY INTO AN EXPERIMENTAL GROUP AND A CONTROL GROUP. THE INTELLECTUAL DEVELOPMENT, ACADEMIC ACHIEVEMENT, AND SOCIAL AND PERSONAL ADJUSTMENT OF EDUCABLE MENTALLY RETARDED CHILDREN ENROLLED IN SPECIAL CLASSES WERE COMPARED TO THOSE OF PEERS IN REGULAR GRADES. This state of affairs, it has been suggested (Kauffman, 1981), can lead to cynicism and despair because change in the form of false hopes and easy solutions has been more characteristic than real progress. The empirical data have not been unequivocal and have become entwined in political and ideological rhetoric associated with different “schools of thought” about LD. The promotion of this assortment of special procedures and techniques has led to a fundamental question: Are they effective? Although the question of effectiveness has increasingly been answered through empirical evidence, decisions about efficacy have not reached closure. To deal with these students, special education in general and LD in particular have developed a wide array of particular methods and materials. The LD field is part of special education, the segment of the educational domain concerned with students experiencing difficulties in the regular system. In one sense, intervention is probably the raison d’tre for the field of learning disabilities (LD).
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