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 language||English (US)|
|Number of pages||11|
|Journal||Analysis and Intervention In Developmental Disablities|
|State||Published - 1983|
ASJC Scopus subject areas
- Psychiatry and Mental health