ERIC Number: ED448551
Record Type: RIE
Publication Date: 2000-Mar
Measuring Progress in Public & Parental Understanding of Learning Disabilities.
Roper Starch Worldwide Inc.
This report discusses outcomes of a study that conducted telephone interviews with 1,000 adults to investigate their awareness and attitudes toward learning disabilities and attitudinal changes since 1995, to explore parents' recognition of various behaviors or symptoms as indicators of possible learning disabilities, and to determine what level of difficulty a child must exhibit for parents to perceive that help is necessary. Results found: (1) public understanding of learning disabilities has improved since 1995, and more people can correctly identify possible indicators of learning disabilities; (2) three in four adults say they have at least some familiarity with learning disabilities; (3) the vast majority of the public recognized that children with learning disabilities are"just as smart as you and me," and that they process words and information differently; (4) four in ten parents have considered that one of their children might have a serious problem with learning or schoolwork; (5) pediatricians and teachers are the sources parents are most likely to turn to for information about learning disabilities; (6) four in ten people advocate developing more resources for students with learning disabilities; and (7) most believe that early intervention will have a positive impact on individuals and on society. (CR)
Descriptors: Attitudes toward Disabilities, Children, Disability Identification, Early Intervention, Elementary Secondary Education, Financial Support, Interviews, Learning Disabilities, Parent Attitudes, Parent School Relationship, Public Opinion, Social Bias, Social Cognition, Special Programs, Symptoms (Individual Disorders)
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Sponsor: Emily Hall Tremaine Foundation, Inc., Hartford, CT.
Authoring Institution: Roper Starch Worldwide Inc.