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The Regular Classroom Interactions of Learning Disabled Adolescents and Their Teachers
Skrtic, Thomas M.
Skrtic, Thomas M.
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Abstract
Research on the process of teaching indicates that students who are low achievers, hyperactive, defiant, and dependent receive less approval and support and more criticism and disapproval from their teachers. Further, students discriminate teacher approval and disapproval and form corresponding attitudes toward the teacher and learning which influences performance and adjustment. Since the implications are quite serious for learning disabled students in regular classrooms, this study tested these findings through direct observation of learning disabled adolescents in regular classrooms. Results indicated that teachers were equitable in their interactions with learning disabled and non-learning disabled students and did not perceive learning disabled students as more hyperactive, defiant, or dependent than non-learning
disabled students. Even though learning disabled students were treated like non-learning disabled students, they perceived less approval and more disapproval from their teachers and were happy in their regular classrooms significantly less often than non-learning disabled students.
Description
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Date
1980-01-01
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Institute for Research in Learning Disabilities
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CRL_ResearchReport8.pdf
Adobe PDF, 14.92 MB
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Citation
Skrtic, T. M. (1980) The Regular Classroom Interactions of Learning Disabled Adolescents and Their Teachers [Research Report 8]. Institute for Research in Learning Disabilities, Lawrence, KS.