A study of learning disabled elementary school students in Sooke School District #62
Date
1991
Authors
Cullen, Cynthia G. (Cynthia Gwen)
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Abstract
Student records of 71 learning disabled elementary school students from Sooke School District #62 were examined to look for common trends. The specific areas studied were home and actual school placement, length of time in special classes, grades repeated, IQ scores and profiles, academic levels, and social/behavioral traits. It was discovered that 63% of the LD students were now or had once
been in segregated special classes, most following the resource room model. The vast majority were integrated into regular classes at least one grade level below their age-appropriate placement. The records indicated that 92% of these children had full scale IQ scores that fell somewhere between the low average to high average range. Furthermore, over half of the students had no significant difference between the verbal and performance sub-scores on the intelligence scale. All but one child were achieving below average results in at least one of reading, writing, and mathematics; 61% were rated as below average in all three academic areas. As well, 42% of the LD children were described as having behavior problems, 52% had low social skills, 70% had low self concepts, and 99% were rated as having poor organizational skills. In addition to the data collected on the LD students, School District #62's policies and programs for learning disabled children were outlined. The entry/exit criteria were examined in detail, looking specifically at the definition of a learning disability, identification procedures, and the use of standardized intelligence and achievement tests.