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Learning Disabilities and GiftednessIdentification Based on Self-Concept, Behavior, and Academic PatternsKaren A. Waldron is an associate professor of education at Trinity University. She holds a PhD in special education administration from Syracuse University. She is a specialist in diagnosis and remediation of learning disabilities, and has recently completed a 3-year research study on the learning disabled/gifted child, with emphasis on identification and follow-up intervention techniques for teacherz, parent's, and school counselors. Address: Karen Waldron, PhD, Department of Education, Trinity University, 715 Stadium Dr., San Antonio, TX 78284.
Diane G. Saphire is an assistant professor of mathematics at Trinity University. She holds a PhD in statisties from Carnegie-Mellon University. Her major research interests are statistics in the social sciences and the modeling of data from longitudinal surveys.
Sue Ann Rosenblum is a doctoral student in school psychology at The University of Texas at Austin. She holds an MA in school psychology from Trinity University. Her primary interests are in the psychosocial/educational adjustment of exceptional children. Relationships among academic achievement, self-concept, and behavior of the learning disabled/gifted child, and abilities of parents and teachers to identify the learning problem were considered. Twenty-four learning disabled/gifted children and a control group of normally achieving, gifted students were administered a six-factor self-concept measure. Subsequently, their parents, regular classroom teachers, and teachers in an enrichment program completed a student behavior measure. Analyses indicated tendencies for experimental subjects to have lower self-concepts than controls. Correlations showed seven statistically significant relationships between self-concept and hyperactive/asocial behaviors in experimental subjects. Enrichment program teachers, who had received special education training, significantly identified experimental subjects as having learning problems. No parents identified experimental children as having learning difficulties. Conclusions are that experimental students may be masking failure through passive behaviors, and that they may be unidentified at home and school, unless adults are trained in special education.
Journal of Learning Disabilities, Vol. 20, No. 7,
422-427 (1987) This article has been cited by other articles:
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