Ecological Assessment and Intervention for Learning Disabled Students

Hardin, Veralee B.

doi:10.2307/1510303

Cited by 12 publications

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“…The term "ecology" refers to the study of the interactions and interrelationships between a living organism and its environments (Hardin, 1978). As applied to education, the theory attempts to integrate a student and hidher environments into a single whole rather than to view them as separate entities (Carroll, 1974).…”

Section: Ecological Theorymentioning

confidence: 99%

Effective Interventions for Mildly Handicapped Adolescents in the Home and the Community

Putnam¹

1987

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Section: Ecological Theorymentioning

confidence: 99%

Effective Interventions for Mildly Handicapped Adolescents in the Home and the Community

Putnam¹

1987

The Pointer

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“…A number of researchers (e.g., Cruickshank, 1977;Hardin, 1978) have noted the importance of developing an epidemiological data base for learning disabilities. Epidemiology, originating in the public health field, is the study of the distribution and determinants of the prevalence of a problem (Bloom, 1977).…”

Section: Behavioral Assessment Of Occupational Skills Of Learning Dismentioning

confidence: 99%

Behavioral Assessment of Occupational Skills of Learning Disabled Adolescents

1982

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Little information is available on the levels of basic living skills of learning disabled adolescents. Using direct observation techniques, this study analyzed the differences in levels of occupational skills between LD youths and their non-LD peers. The results showed low levels of employment-related skills for both groups of high school adolescents. However, the non-LD high school students performed significantly better on the job-related skills than their LD peers. These differences were more marked for nonsocial interaction skills than for social skills. These findings suggest the need for methods of teaching LD youths the skills of finding and retaining employment.

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Preparing Dysfunctional Learners to Enter Junior High School: A Transitional Curriculum

Robinson¹,

Brazdale²,

Colson³

1985

focusXchild

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Literature in the field of special education continues to reflect the growing movement toward an ecological view of the learner, the environment, and the teacher-resulting in concentrated focus on their interactions (Adelman, 1983;Hardin, 1978;Heron, 1982; Ysseldyke, 1983). Special educators finally are embracing a paradigm that stresses not only the uniqueness of each dysfunctional learner but also that of individual settings. This view proposes that dysfunctional learners often fail because of a mismatch between the learning environment and the learner's present level of functioning. Awareness of students entering a learning environment unprepared has prompted interest in directly facilitating effective transitions to reduce this mismatch (Will, 1985).Festinger' s ( 1957) view of cognitive dissonance can help educators see the potential for disruption of the teacher-learner match. Environmental demands upon students may disrupt their equilibrium, forcing them to display avoidance behaviors that can lead to a state of dissonance or level of discomfort for learning. Students who experience continual frustration with new settings demands may "shut down," thus preventing any viable flow of questioning and discussion for the purpose of learning.Most attempts to conceptualize and develop transition curricula have focused on the abrupt and often devastating transition from high school to the world of work (Edgar, 1985;Halpern, 1985Hasazi, Gordon, & Roe, 1985. Armed with limited basic skills, high school seniors with learning handicaps find themselves ill-equipped to function in the workplace. Recently, attempts to expand the concept of transition have included the move from nursery to school. But few educators have explored the need for a curriculum to address the transition from elementary school to junior high school.We will delineate the differences in school demands between the elementary and junior high settings and address how the transition from the former to the latter could be made smoother for exceptional students through planned instruction. To that end, a proposed transitional program will be discussed. The curriculum to be described is conceptual, drawn from an integration of research on the setting demands of secondary schools, effective intervention, and best instructional practices.

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Ecological Assessment and Intervention for Learning Disabled Students

Cited by 12 publications

References 1 publication

Effective Interventions for Mildly Handicapped Adolescents in the Home and the Community

Effective Interventions for Mildly Handicapped Adolescents in the Home and the Community

Behavioral Assessment of Occupational Skills of Learning Disabled Adolescents

Preparing Dysfunctional Learners to Enter Junior High School: A Transitional Curriculum

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