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Correspondences Among Parent, Teacher, and Student Perceptions of Adolescents' Learning Disabilities

C. Addison Stone, PhD, is a professor and head of the Learning Disabilities Program, Department of Communiction Sciences and Disorders, Northwestern University. His research interests center on cognitive and language development in children with learning disabilities and specific language impairment, and on the social context of children's learning and development. Address: C. Addison Stone, Dept. of Communication Sciences & Disorders, Northwestern University, 2299 N. Campus Dr., Evanston, IL 60208; e-mail: a-stone@nwu.edu

A group of 26 adolescents with learning disabilities (Grades 9 through 12), their parents, and their special education teachers were asked to rate the students' skills in each of 21 specific areas covering general ability, oral language, reading, written language, math, study skills, motivation, social skills, attention, and nonverbal skills. Correspondences in the absolute and relative ratings of parents, teachers, and students across the 21 skill areas were examined. The parents' ratings were consistent with those of the teachers in 16 areas and significantly lower than the teachers in 5 areas. The students' ratings were generally higher than those of their parents and teachers. The student-teacher differences were significant in 6 areas, whereas the student-parent differences were significant in 11 areas. Although generally lower in absolute terms than the ratings of their children, the parents' relative ratings were strikingly parallel to their children's ratings across skill areas (r= .80). Differences in the reference groups used for the ratings did not seem to account for the discrepant ratings. Possible implications of the differing perceptions of students' learning disabilities for students' self-esteem and academic progress are discussed.

Journal of Learning Disabilities, Vol. 30, No. 6, 660-669 (1997)
DOI: 10.1177/002221949703000610


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