TY - JOUR
T1 - Low- and high-IQ learning disabled children in the mainstream
AU - Gottlieb, Jay
AU - Gottlieb, Barbara W.
AU - Schmelkin, Liora Pedhazur
AU - Curci, Richard
N1 - Funding Information:
This research was supported in part by Grant No. G008001868 from the Office of Special Education and Grant No. NIE-G-80-0069 from the National Institute of Education to the first author. Reprints may be obtained from Jay Gottlieb, Department of Educational Psychology, New York University.
PY - 1983
Y1 - 1983
N2 - Nine low-IQ (<80) and 12 high-IQ (100+) children who had been classified by the schools as learning disabled (LD) and who attended resource room programs were observed during their participation in regular classes. Data were collected on teacher's perceptions of the LD children, teacher's behavior toward the children, and on the children's academic achievement. Results indicated that teachers did not perceive the two groups of LD children differently but that the teachers behaved differently toward the two groups. Finally, the high-IQ children gained significantly more than the low-IQ children in reading achievement.
AB - Nine low-IQ (<80) and 12 high-IQ (100+) children who had been classified by the schools as learning disabled (LD) and who attended resource room programs were observed during their participation in regular classes. Data were collected on teacher's perceptions of the LD children, teacher's behavior toward the children, and on the children's academic achievement. Results indicated that teachers did not perceive the two groups of LD children differently but that the teachers behaved differently toward the two groups. Finally, the high-IQ children gained significantly more than the low-IQ children in reading achievement.
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U2 - 10.1016/0270-4684(83)90026-5
DO - 10.1016/0270-4684(83)90026-5
M3 - Article
AN - SCOPUS:49049126148
SN - 0270-4684
VL - 3
SP - 59
EP - 69
JO - Analysis and Intervention In Developmental Disablities
JF - Analysis and Intervention In Developmental Disablities
IS - 1
ER -