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ERIC Number: EJ712966
Record Type: Journal
Publication Date: 2005-Mar-22
Reference Count: 21
Science-Based Advances in the Social Domain of Learning Disabilities
Learning Disability Quarterly, v28 n2 p119 Spr 2005
Over the past 20 years, teachers have been under continuous pressure to increase students' academic achievement gains. The No Child Left Behind Act of 2001 (NCLB), the latest effort in the 20+-year-old school reform movement, is a federal mandate that demands in part that school districts implement science-based instructional strategies to ensure that children meet the standards set forth in content curricula. Science-based interventions in the social domain are notably absent. This omission is unfortunate. Children's social status significantly impacts their participation in the reciprocal teaching-learning process. Many horror stories have detailed the adverse outcomes of ignoring the school's social milieu, from the tragedy at Columbine High School to the many students with learning disabilities who spend their school years depressed and lonely (cf., Margalit & Al-Yagon, 1994). Although schools define their mission and are evaluated based on students' academic achievement, the reality is that the mental and social health of classrooms impacts everyone's learning. This article addresses the scope of the problem in learning disabilities; advances in social skills research; studies of effective interventions; and implications for the future.
Descriptors: Federal Legislation, Teaching Methods, Social Problems, Educational Strategies, Achievement Gains, Teacher Effectiveness, Social Status, School Restructuring, Academic Achievement, Learning Disabilities
The Council for Learning Disabilities, P.O. Box 4014, Leesburg, VA 20177. Web site: http://www.cldinternational.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001