The effects of labeling students as learning disabled : a qualitative and quantitative secondary analysis /
The purpose of this secondary analysis was to assess the overall impact of the learning disabilities label on labeled students, their nonlabeled co-learners, and teachers. Inclusiveness was the guiding principle in selection, as relevant studies were chosen without regard to research design, resear...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=728889791&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this secondary analysis was to assess the overall impact of the learning disabilities label on labeled students, their nonlabeled co-learners, and teachers. Inclusiveness was the guiding principle in selection, as relevant studies were chosen without regard to research design, research quality, or underlying philosophy. A process for assessment of study quality was developed and applied, however, so that validity concerns could be addressed. Both quantitative and qualitative reports were utilized, with data collected dictating methodology. Quantitative data were subjected to traditional synthesizing techniques when adequate information was provided, including computation of overall effect sizes and vote-counting procedures. With data collection and analysis proceeding interactively, a total of 28 quantitative studies (yielding 29 research reports) and 5 qualitative studies were eventually extracted from the literature, for a total of 34 reports. Four themes emerged during this interactive process: expectancies, stereotypes, and attitudes related to the LD label; stigmatization, rejection, and social distance related to the LD label; action versus attitude; and differential influence of the LD label and other salient information. Several studies contributed to more than one theme, and some of the reports yielded more than one outcome datum for a particular theme. Using the 95% confidence interval as a general test of significance, the researcher found that effect sizes for all themes were significantly different from zero. The first two themes yielded the largest effect sizes, which supports the premises underlying the latter two themes. Specifically, the LD label is less potent in influencing action than attitude, and potency is also diminished when additional information about the labeled student is available. Not surprisingly, effect sizes differed considerably across quality levels. That is, studies evidencing poorer quality generated the larger effect sizes. Vote counts related to the four themes were analyzed. There was a strong pattern indicating that the LD label had a negative impact in areas related to all four themes. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | x, 177 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 146-160). |