The relationship between underachievement and learning disabilities in special education.

摘要

This study addressed the problem of overrepresentation of minority students in special education. It investigated whether factors related to underachievement and learning disabilities or factors related to self-regulation like self-determination and school adjustment were significant predictors of placement in special education classes.;The sample included 14 teachers, 61 elementary students enrolled in special education and 90 elementary students enrolled in general education classes participated in the study that used teacher assessments of their students on these factors to determine whether they correlated significantly with class placements.;Four questions were addressed. The first question asked whether the student participants in the study who were enrolled in special and general education classes were significantly different in their gender, age, or grade level. The results indicated that students from the two class placements were similar in grade level but different in gender and age. Students in special education classes were more likely to be older and male than were students in the general education classes. The second question asked whether student participants were significantly different on any of the five characteristics: learning disabilities, underachievement, self-regulation, self-determination, or school adjustment. The results indicated that students enrolled in special education classes were significantly more likely to have learning disability and underachievement characteristics and to have lower self-regulation, self-determination, and school adjustment scores. The third question asked whether there were significant correlations among those five assessment indicators. The results indicated there were significant correlations among all five measures. The fourth question asked whether gender, age, or any of the five assessed characteristics were significant predictors of student placements in special and general education classes. The results indicated that gender, self-regulation, and self-determination were significant predictors of class placement but that age, learning disability characteristics, underachievement characteristics, and school adjustment were not.