SOCIO-ECONOMIC STATUS IN RELATION TO LEARNING PROBLEMS OF STUDENTS.
Thirty children in a special public school for the emotionally disturbed in Florida were administered individualized instruments in order to measure their intelligence, achievement, language ability, and behavior patterns. The socioeconomic status of the children's families was determined using the...
| Publicado en: | Education Vol. 96; no. 1; pp. 81 - 89 |
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| Formato: | Artículo |
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Project Innovation Austin LLC
Fall75
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=12164507&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 12164507 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00131172 EDU jtl: Education issn: 00131172 maglogo: N pubinfo: dt: Fall75 vid: 96 iid: 1 pid: 72156 pub: Project Innovation Austin LLC artinfo: ui: 12164507 ppf: 81 ppct: 8 formats: tig: atl: SOCIO-ECONOMIC STATUS IN RELATION TO LEARNING PROBLEMS OF STUDENTS. aug: au: Roberts, Susan C. su: Students with disabilities Education of children with mental illness Children with intellectual disabilities Children with developmental disabilities Social status Children with learning disabilities Florida United States sug: subj: Florida United States Students with disabilities Education of children with mental illness Children with intellectual disabilities Children with developmental disabilities Social status Children with learning disabilities ab: Thirty children in a special public school for the emotionally disturbed in Florida were administered individualized instruments in order to measure their intelligence, achievement, language ability, and behavior patterns. The socioeconomic status of the children's families was determined using the revised occupational measure of the Warner Scale. Whereas no significant relationships were obtained between socioeconomic status and the educationally relevant variables, several highly significant relationships were found between the educationally relevant variables to one another. An additional number of noteworthy relationships observed between the variables have implications for teachers with regard to anticipating their children's needs and planned sequential remedial academic and social programs for them on a day-to-day basis. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1975 holdings: @attributes: islocal: N |
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