Year of Publication

1985

Paper Type

Master's Thesis

College

College of Education and Human Services

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Dr. Bruce Gutknecht

Second Advisor

Dr. James Mittelstadt

Abstract

This study focused on the needs of 4th, 5th, and 6th grade students who have I.Q. scores of roughly 75-95. These students often function two or more years below grade level in school and are referred to as Marginally Learning Disabled (MLD), or slow learners. Factors which contribute to the existence of this situation were discussed as were problems of accurate identification. It was found that most school districts do not provide special help for these students. MLD students are usually placed in the regular classroom. A few school districts have experimented with special resource classes or self-contained classes. Parental involvement was found to be a major factor in the academic progress of the slow learner. Teacher effectiveness is also extremely important. An effective teacher was found to, (a) believe the child could learn, (b) be organized and run a structured program, and (c) provide direct, group instruction rather than individualized lessons.

Included in

Education Commons

Share

COinS