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Learning Disabled 10th Graders in Mainstreamed Settings: A Descriptive Analysis

Assistant professor in the College of Education, University of Illinois at Chicago. He received his doctorate in education from Harvard University. Research interests include development of reading and general linguistic skills by Limited English Proficiency populations.

Timothy Shanahan

Assistant professor of education at the University of Illinois at Chicago. He received his PhD in education from the University of Delaware. Current research interests emphasize reading diagnosis and the relationship of learning to read and learning to write.

Herbert Walberg

Research professor of education at the University of Illinois at Chicago, received his PhD in educational psychology from the University of Chicago. He has edited 20 books and written over 200 articles on various aspects of education. Professor Walberg's main research interest lies in the educational promotion of human development.

Of the 30,030 sophomores for whom survey data from the national High School and Beyond study were complete, 810 (2.7%) identified themselves as having specific learning disabilities. Various comparisons between these learning disabled (LD) 10th graders and their non-learning-disabled (NLD) peers were made. The LD group was older, had a disproportionately high representation of blacks and Hispanics and an underrepresentation of whites, and reported more secondary handicapping conditions than did the NLD cohort. In all areas of academic achievement tested, the LD pupils showed significant deficits. The LD adolescents also had lower indices of motivation, adjustment, locus of control, independence, self-perception of attractiveness and popularity, and of scholastic orientation of close friends. Furthermore, the LD contingent evidenced more legal and school-related problems. The two groups, however, acknowledged spending equal amounts of time in out-of-school activities. Speculations regarding the findings are offered.

Remedial and Special Education, Vol. 6, No. 4, 25-33 (1985)
DOI: 10.1177/074193258500600405


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