Low- and high-IQ learning disabled children in the mainstream

Jay Gottlieb, Barbara W. Gottlieb, Liora Pedhazur Schmelkin, Richard Curci

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)59-69
Number of pages11
JournalAnalysis and Intervention In Developmental Disablities
Volume3
Issue number1
DOIs
StatePublished - 1983

ASJC Scopus subject areas

  • Rehabilitation
  • Psychiatry and Mental health

Fingerprint Dive into the research topics of 'Low- and high-IQ learning disabled children in the mainstream'. Together they form a unique fingerprint.

  • Cite this