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Moderate Learning Difficulties (moderate + learning_difficulty)

Distribution by Scientific Domains

Psychology	80%

Selected Abstracts

The Long-term Stability of Sociometric Status Classification: A Longitudinal Study of Included Pupils Who Have Moderate Learning Difficulties and Their Mainstream Peers

THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 5 2001
Norah L. Frederickson
This study investigated the longitudinal stability of sociometric classification in two groups of children aged 8 to 10 years over a 2-year period. Two simple, but sensitive and valid forced-choice sociometric measures were completed by 41 children with moderate learning difficulties (MLD) and 375 mainstream children. On both occasions and on both measures (one using a "work with" and one a "play with" sociometric criterion) MLD pupils were significantly less likely to be classified as popular and more likely to be classified as rejected. Over the 2-year period just over half of the children, whether MLD or mainstream, were classified in the same sociometric category. However, the stability coefficients for the rejected and popular sociometric status groups were found to be higher in the included sample than in the mainstream sample. The results of this study are compared with previous longitudinal studies in the area that have focused on mainstream pupils, and implications for the use of sociometric measures in evaluating the outcomes of inclusion are discussed. [source]

A comparison of working memory skills and learning in children with developmental coordination disorder and moderate learning difficulties

APPLIED COGNITIVE PSYCHOLOGY, Issue 4 2007
Tracy Packiam Alloway
The present study compared 6,11 years old with developmental coordination disorder (DCD) and those with moderate learning difficulties (MLD) on measures of memory (verbal short-term and working memory, visuo-spatial short-term and working memory), literacy and numeracy, and IQ. The findings indicate that children with DCD appear to be impaired in all four areas of memory function; in particular they performed at significantly lower levels than children with MLD in measures of verbal short-term memory, visuo-spatial short-term and working memory. In contrast, performance of children with MLD in the memory measures was within age-expected levels, with deficits observed only in verbal working memory tasks. There were also differential links between memory and attainment between the two groups, and these were significant even after statistically accounting for the contribution of IQ. Reasons for why working memory contributes to learning in these two developmental groups are discussed. Copyright © 2006 John Wiley & Sons, Ltd. [source]

Inclusion and the transition: Transfer from special to mainstream,ten years later

BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 1 2001
Garry Hornby
In this article, Garry Hornby and Roger Kidd provide a follow-up to their own investigation of the outcomes of an inclusion project in Yorkshire ten years ago. Twenty-nine students were transferred from their special school for pupils with moderate learning difficulties into mainstream schools. Hornby and Kidd now report high levels of unemployment amongst these young people and indications that the quality of their adult lives is less than satisfactory. The results of this small-scale survey will raise important questions for all those concerned with current trends in the education of pupils with learning difficulties and their transition into adulthood. [source]