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ERIC Number: ED516638
Record Type: Non-Journal
Publication Date: 2010
Pages: 140
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1097-6856-5
ISSN: N/A
I'm Tired of Being a Failure: A Study of Ignored Deficient Learners
Brauchie, Marci A.
ProQuest LLC, Ph.D. Dissertation, Capella University
The practice for identification in the area of specific learning disability has historically included IQ testing and comparing the sub-tests for a discrepancy. Unfortunately, this discounted students whose IQ was too high for the MR (mental retardation) category but did not have high discrepancies among sub-tests. These "flat-liners" could not be legally classified as having a specific learning disability. This study investigated the experiences of two, adult males (ages 18 and 19) who struggled academically but did not qualify for special education services because their sub-test scores did not meet the established discrepancy. The purpose of this qualitative study was to better understand the outcome of the traditional practice of special education identification of learning disabled students and how it affects the academic achievement and personal growth of students with deficient learning skills who do not qualify due to discrepancy methods. The framework was a case study using interviews of two participants and a survey of directors of special services within the state. Data was analyzed from participants' interviews and collected surveys. From the descriptive narratives, several themes emerged. The common themes identified from data were: performing poorly on state standardized testing, receiving Title I services, frustration with lack of progress, and discipline issues in school and unfortunate choices outside of school. A future study would include comparing the incidence of experiences between male and female students. A more comprehensive survey with directors of special education could also provide insight. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A