新西兰惠灵顿作业代写:学习障碍

2017-09-05 16:40

埃利奥特，高贵，而Kelemen（1999）使用了一个包含三部分的评价：哈特的我是什么样的规模，海曼的自我感知的学习障碍（SPLD），和一系列开放式的问题，关于学习障碍的确定与LD儿童了解他们的残疾并了解如何与整体自尊和其他的自我认知相关。这项研究由小学和初中的学生组成。寇斯登、埃利奥特、高贵，并提供（1999）的研究结果显示，在初中组的学生有更多的负面的自我认知比小学组学生。每组最大的学生被学校人员告知他们的学习问题，而其他学生则被家长告知。20%的初中生和三分之一以上的小学生报告说没有人告诉他们他们的残疾。大多数小学生不能用自己的话来解释LD，而三分之一的初中生能够把学习障碍定义为一个具体的学术问题。大部分的学生认为他们将会超过其LD；然而，对初中学生表示，LD将继续影响他们的四分之一，但不严重。其余的学生认为他们的学习障碍将继续影响他们，就像现在一样，或者不知道将来会发生什么。从类评分数据显示，学生了解他们的学习障碍，教师有学习障碍的人被告知他们的家长比学生更积极的看法。科斯登、埃利奥特、高贵、Kelemen（1999）显示额外的数据，一些学生告诉他们的老师能够清晰准确的语言描述而其他LD；告诉他们老师的表现了解甚少。因此，Cosden，埃利奥特，高贵，和Kelemen（1999）确定信息的来源，对学生的自我理解的混合影响。有一些迹象表明，在这项研究中，学习障碍的更多知识与儿童的低自尊有关。现在，我们已经对自我认知能力如何影响自尊和自我知觉有了一些了解，让我们揭开关于学业自我概念和自尊的研究结果。
新西兰惠灵顿作业代写:学习障碍
Elliot, Noble, and Kelemen (1999) used an assessment consisting of three components: Harter's What I am Like scale, Heyman's Self-Perception of a Learning Disability (SPLD), and a series of open-ended questions about learning disabilities to determine how children with LD understand their disability and how this understanding is associated with global self-esteem and other self-perceptions. The study consisted of students from both elementary and junior high school. Cosden, Elliot, Noble, and Kelemen (1999) findings revealed that students in the junior high school group had more negative self-perceptions than did students in the elementary group. The largest population of students in each group was informed about their learning problems by school personnel, while other students were informed by their parents. 20% of the junior high students and over one-third of the elementary students reported that no one told them about their disability. A majority of elementary students were not able to explain LD in their own words, while one-third of junior high students were able to define learning disabilities as a specific academic problem. A majority of all students believed they would outgrow their LD; however, one-fourth of the junior high students stated that LD would continue to affect them, but not as severe. The remaining students felt that their learning disability would continue to affect them the same as now or didn't know what would happen in the future. Data from the SPLD scores showed that students who reported being informed about their learning disability from teachers had less positive perceptions of their learning disability than students who were told by their parents. Cosden, Elliot, Noble, and Kelemen's (1999) revealed additional data that some students told by their teachers were able to articulate an accurate verbal description of their LD; while others told by their teachers demonstrated very little understanding. Therefore, Cosden, Elliot, Noble, and Kelemen's (1999) determined that the source of information had a mixed impact on the student's self-understanding. There was some indication that greater knowledge about learning disabilities was associated with lower self-esteem for the children in this study. Now, that we've gained some insight on how self-understanding of one's learning disability affects self-esteem and self-perceptions, let's uncover what research shows about children with LD in regards to academic self-concept and self-esteem.

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