Attitudes and learning disabilities: A literature review for school psychologists

Abstract

Most LD students spend the major part of the school day within the regular classroom. Research, however, supports the rejected status of these students. The purpose of this presentation is to: (a) review research pertaining to the feelings professionals and peers have about learning disabled students, and (b) review those factors that may be important for consideration when attempting to modify these perceptions. School psychologists should address the attitudinal issues with a knowledge and basic conceptualization of various strategies that may be utilized to initiate attitude modification programs.Most learning disabled students spend the major part of the school day within the regular classroom; even before the passage of the "mainstreaming" legislation, McCarthy and McCarthy (1969) estimated that less than 1% of LD students were in special classes. As a consequence, school psychologists must be concerned with the adequacy of classroom interactions. Of critical importance are the attitudes teachers and peers have toward the LD student, since they may affect their ultimate adjustment and performance.The purpose of this presentation is to: (a) review research pertaining to the feelings professionals, peers, and parents have about learning disabled students; and (b) review those factors that may be important for consideration when attempting to modify these perceptions. School psychologists must begin to address the attitudinal issue with a knowledge and basic conceptualization of various strategies that may be utilized to initiate attitude modification programs.

Peer Effects on the Motivation of Adolescents with Learning Difficulties

“…a!. 1979;Leyser and Gottleib, 1980;Horne, 1982). Some encouraging results have been reported from studies of cross-age, reverse role and peer tutoring, reflected in enhanced self-esteem and academic progress for LD student tutors and their tutees (Osguthorpe et.…”

Descriptions of personal experiences: Effects on students' learning and behavioral intentions toward peers with Attention‐Deficit/Hyperactivity Disorder

“…Poor peer relationships may be influenced by common myths and misunderstandings regarding ADHD, which may enhance the stigma associated with this disorder, decrease the probability of peers interacting with students with ADHD, and decrease the quality of these interactions (Ellison, 2003; Furnham & Gibbs, 1984; Ingersoll & Goldstein, 1993; Richard & Russell, 2002; Roberts & Smith, 1999; Voeltz, 1980). Therefore, interventions targeting peers' attitudes and disability awareness may reduce the negative social impact of ADHD and enhance peers' acceptance of classmates with ADHD (Horne, 1982; Mrug, Hoza, & Gerdes, 2001; Royal & Roberts, 1987; Voeltz, 1980).…”