Curricular Modifications for Elementary Students With Learning Disabilities in High-, Average-, and Low-IQ Groups

Crim, Courtney; Hawkins, Jacqueline; Ruban, Lilia M.; Johnson, Sharon

doi:10.1080/02568540809594624

Cited by 24 publications

(36 citation statements)

References 19 publications

(24 reference statements)

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“…Multiple linear regression analyses were used to examine the relationship between cannabis use typology and intellectual functioning, internalizing symptoms, externalizing symptoms and substance-related problems. Analyses for intellectual functioning controlled for race, school enrollment, and IEP given consistent evidence of lower scores on IQ tests among racial/ethnic minority youth (36) the positive association between school enrollment and IQ scores (37), and the negative association between curricular modifications (such as IEPs) and IQ scores (38). Gender and age were not controlled for as WISC-IV scores are normed for gender and age.…”

Section: Methodsmentioning

confidence: 89%

Poly-use of cannabis and other substances among juvenile-justice involved youth: variations in psychological and substance-related problems by typology

Banks

Hershberger

Pemberton

et al. 2019

The American Journal of Drug and Alcohol Abuse

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Background: Adolescent cannabis use is associated with increased risk for psychological problems, with evidence for more severe problems among youth who use cannabis in combination with other substances (i.e., polysubstance use). Juvenile offenders engage in both cannabis use and polysubstance use at higher rates than the general adolescent population. Yet, limited research has examined the relationship between cannabis poly-use (e.g., cannabis and alcohol use) and functional or psychological problems among juvenile offenders. Objectives: The current study addresses this gap by examining the association of polysubstance use of cannabis compared to cannabis only use with cognitive functioning, psychological distress, and substance-related problems among juvenile detainees. Methods: Participants were 238 detained youth ages 12–18 (80.4% male, 77.3% non-White) who completed assessments of substance use, intellectual functioning, psychological symptoms, and substance-related problems. Youth were also assessed by a clinical psychologist for substance use disorder. Results: Four cannabis-use typologies were identified; cannabis and alcohol use was the largest class, followed by cannabis only use, cannabis, alcohol and other drug use, then cannabis and other drug use. Polysubstance use was associated with lower scores on measures of intellectual functioning, more externalizing and internalizing symptomology, and more substance-related problems relative to cannabis only use. However, the relationship between polysubstance use and problems varied by typology. Conclusions: Findings suggest that justice-involved youth engaged in polysubstance use may be at greater need for concurrent academic, affective, and behavioral support in their rehabilitation and transition back to the community.

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Section: Methodsmentioning

confidence: 89%

Poly-use of cannabis and other substances among juvenile-justice involved youth: variations in psychological and substance-related problems by typology

Banks

Hershberger

Pemberton

et al. 2019

The American Journal of Drug and Alcohol Abuse

View full text Add to dashboard Cite

show abstract

“…Hands (2011) found that a delay in detection resulted in their perception by others as lazy. Crim, Hawkins, Ruban, and Johnson (2008) examined elementary school children who had been diagnosed for learning disabilities and high intelligence levels. Their findings indicated that these students were not referred to diagnosis for gifted children or to any special program.…”

Section: Empirical Backgroundmentioning

confidence: 99%

The Perceived Impact of Unstable Gaps between Academic Ability and Performance on the Self-Image of Students With Learning Disabilities

Einat

2017

LDMJ

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Disparities among the different abilities of students with learning disabilities have attracted extensive research. The attention has largely focused on how low abilities mask good or high potential intellectual level, and the resulting frustration. Correspondingly, the literature has also concentrated on the methods of detection required to reveal such potential and strategic, therapeutic, and pedagogical strategies for realizing it. However, despite the large volume of research, there has been no examination to date of the emotional impact of the continual fluctuations between success and failure created by such gaps, and its implications for the development of self among these individuals. The purpose of the present research, which was based on a qualitative approach and semi-structured interviews with 22 adult art students with learning disabilities and high intellectual ability, was to examine the perceived relationship between this dissonance and the self-perception. Major findings include extreme fluctuations in the learning experience of the participants play a major role, such fluctuations have significant effects on participants' emotional and behavioral worlds, and fluctuations in the learning experience of students with learning disabilities and high intellectual ability have critical implications on their overall self-perceptions. The conclusions and implications are discussed extensively.

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“…This could be broadened in the Australasian special education research to form collaborative partnerships with gifted education specialists for students with disabilities who are also gifted. Crim, Hawkins, Ruban and Johnson (2008) suggest that 2E be included in the larger discussion of special education generally. Cross-discipline approaches would be useful to build on relevant research from other domains and more complex methodologies with larger sample sizes, would assist researchers to begin to better understand the ways in which high ability and disability affect each other.…”

Section: Social Emotional Needs In Transitionmentioning

confidence: 99%

Transition and Students With Twice Exceptionality

Prior

2013

Australas. j. spec. educ.

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Twice exceptional is one of the terms used to describe students who have giftedness and a disability. This is a small heterogeneous population of individual learners who are underserved in special, gifted, and mainstream education settings. Despite the availability of research on transition for students with disabilities there is little research or literature available on transition for students who experience twice exceptionality (2E). This paper provides a review of the literature available on 2E, taking a lifespan perspective and a school transitions context for students experiencing 2E. Finally the synthesis of 2E and transition highlights a potential way forward in the research across special, gifted, mainstream and inclusive education to transform student profiling, identification and transition. Transition as a Multilayered and Discontinuous ProcessThere has been a shift in research over the last 20 years towards understanding transitions as multi-layered processes that involve multiple discontinuities (Petriwskyj, Thorpe & Tayler, 2005). Wider and more inclusive perspectives on transition allow us to be better informed on the variety of experiences over time for individual learners.Transitions can be understood as specific processes occurring during particular life course turning points. These processes are linked to changes in physical development, roles and relationships and require certain adjustments depending on the environment and the individual nature, culture and resilience of the person. This is the context for the following discussion on transition, students experiencing 2E and the expanding conceptualisations of giftedness and disability. Transition and Students WithTwice Exceptionality 2

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Curricular Modifications for Elementary Students With Learning Disabilities in High-, Average-, and Low-IQ Groups

Cited by 24 publications

References 19 publications

Poly-use of cannabis and other substances among juvenile-justice involved youth: variations in psychological and substance-related problems by typology

Poly-use of cannabis and other substances among juvenile-justice involved youth: variations in psychological and substance-related problems by typology

The Perceived Impact of Unstable Gaps between Academic Ability and Performance on the Self-Image of Students With Learning Disabilities

Transition and Students With Twice Exceptionality

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