Retention and recidivism in Iowa's learning disabled students

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1987
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Johnson, Robert
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James Sweeney
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Abstract

This study was designed to determine the extent to which Learning Disability (LD) programs remediate student academic skills, deficits, and are able to help LD students achieve independently in the regular classroom. A longitudinal study examined 204 K-12 public school students' LD records over a ten-year period. Forty-four percent of the students experienced deficit area changes, and the LD students continued to have deficit area changes as long as they remained in the program. Students placed in an LD program tended to remain there for the rest of the school years. Forty-four students were staffed out of the LD programs, and of these, 12 were staffed back in for a second time. The percentage of LD school dropouts was nearly triple the non-LD student dropout percentage.

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Thu Jan 01 00:00:00 UTC 1987