Reading & Other Learning Disabilities

On another blog, someone commented that adults should allow children to read whatever they want. Here was my response:

I agree that it’s usually best to let children read what interests them. But I would add a caveat: Adults must discuss with children the pros, the cons, and the values inherent in what they read. Gradually, as children, including struggling readers, develop positive emotions about reading, adults can introduce new topics. These topics should differ slightly from what the children typically read. Slight differences are usually attractive; major differences are not. Thus, if a child likes reading about dogs and has read several books about them, introduce him to a book about wolfs, and later, perhaps one about coyotes.

***********************

Here’s one question that I’m often asked by parents of children in special education: Is my child’s placement the most important factor in his achievement and self-concept?

For many reasons, placement is important. But so is the personalization, intensity, and quality of instruction. Here’s an important quote that sheds light on the issue:

In general, the most effective interventions for students with disabilities, whether in special education or general education settings, have employed intensive and reasonably individualized instruction, combined with careful, frequent monitoring of student progress. There is no compelling evidence that placement rather than instruction is the critical factor in student academic or social success. … The research does not support full-time inclusion for all students with disabilities. On the contrary, it appears that there is a clear need for special education. (Hocutt, 1996, p. 77).

And here’s what the research shows about children’s perceptions of their placement in resource room programs and the effects of placement on their self-concept :

The majority of students with learning disabilities preferred to receive specialized instruction outside of the general education classroom for part of the school day…. Students … liked the resource room because the work is easier and fun and they get the help they need to do their work. (Vaughn & Klingner, 1998, p. 79)

Although placement in less restrictive settings is generally believed to be associated with more positive social outcomes for students with disabilities, the empirical research has yielded equivocal findings….  [A statistical analysis of the research studies, called a meta–analysis,] revealed no overall association between self–concept and educational placement for four out of five comparisons: regular class vs. resource room, regular class vs. self–contained class, resource room vs. self–contained class, and regular class vs. special school. (Elbaum, 2002, p, 216)

References

Elbaum, B. (2002). The Self–Concept of Students with Learning Disabilities: A Meta–Analysis of Comparisons Across Different Placements. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 17(4), 216-226, p. 216. http://search.ebscohost.com.central.ezproxy.cuny.edu:2048

Hocutt, A. M.  (1996). Effectiveness of special education: Is placement the critical factor? The Future of Children, 6 (1), 77-102, p. 77.

Vaughn, S., & Klingner, J. K. (1998). Students’ perceptions of inclusion and resource room settings. Journal of Special Education, 32, 79-88, p. 79.

HM © Reading2008 & Beyond