Expectations of smartness are woven into the foundation of postsecondary education (e.g. admissions, grading). This content analysis examines current postsecondary dis/ability literature through the theoretical frame of DisCrit to identify how concepts of smartness are treated within the field. The findings call for greater interrogation of the…

When Congress passed the Individuals with Disabilities Education Improvement Act in 2004 (IDEIA 2004), local educational agencies (LEA) were permitted to use a Response-to-Intervention (RtI) approach for identifying children with possible learning disabilities for special education. Furthermore, IDEIA 2004 no longer required LEAs to establish an…

Nine low IQ (less than 80) and 12 high IQ (100 plus) learning disabled children (grades four through six) who attended resource room programs were observed in regular classes. Results indicated that teachers did not perceive the two groups of LD children differently but that the teachers behaved differently toward the two groups. (Author/MC)

The study of cognitive processing in high IQ and average IQ elementary grade learning disabled and non-learning disabled children found that LD students were poorer in sequential processing and planning compared to NLD students; high IQ LD students lost their IQ advantage to low IQ LDs in sequential scores. (Author/DB)

Determined if Wechsler Intelligence Scale for Children-Revised subtest patterns would differentiate the performance of emotionally disturbed and learning-disabled children. Subtests differentiated significantly between diagnostic categories. Learning-disabled children performed predictively poorer on block design, picture arrangement, and object…

Investigated the measurement properties and practical utility of Bannatyne's recategorized WISC-R scores. Analyses of the scores of Caucasian learning disabled children indicated that, as a group, these students were characterized by the predicted Spatial-Conceptual-Sequential pattern. This was not found to be true for Mexican-American learning…

Compared the WISC-R Verbal-Performance IQ discrepancies of learning-disabled children and of the normative sample. It was concluded that without clinical evidence to suggest otherwise, it cannot be assumed automatically that a child's discrepancy score, unless of extreme magnitude, is related to the learning disability itself. (Author)

A study involving boys (grades 4-7) who were highly gifted (n=18), low gifted (n=17), had learning disabilities (n=26), and were typical (n=26), found highly gifted boys exhibited levels of behavioral problems similar to those with learning disabilities, whereas low gifted boys had lower levels than boys with learning disabilities. (Contains…

Indices of scatter on the WISC-R and McCarthy Scales were examined for 20 educable mentally retarded and 20 learning disabled children in relation to 20 matched controls and to standardization samples. Exceptional children exhibited more subtest scatter and variability than the standardization sample but not more than the control group. (Author/RD)

This study involving 30 college students with learning disabilities and 30 students without learning disabilities (ages 18-30) compared results obtained on the Wechsler Adult Intelligence Scale-Revised and the Kaufman Adolescent and Adult Intelligence Test. Results found no significant differences between the two groups or between tests.…

A study involving 75 elementary students, 51 with high-incidence disabilities, investigated variables associated with learning in an inquiry-oriented approach to the study of density and buoyancy. Preconceptions, scientific predictions, and academic achievement measures were not predictive of task performance. However, grade level and IQ were…

The discrepancy between middle-class and lower-class children's performance on IQ tests has been thought of as "cognitive deficit" or as "cognitive differences." This paper proposes another explanation--cognitive lag hypothesis--according to which the low IQ test scores of lower-class children are seen as due to the developmentally delayed…

Forty children (ages 7-11) referred for evaluation of learning problems, who had normal scores on measures of academic achievement, were compared to 81 similarly referred children who had scored low. Children with normal achievement scores had higher IQs and better decoding skills, however, the two groups showed similar neuropsychological…

The double-deficit theory of reading disabilities (RD) was examined in 56 children with reading disabilities and 45 controls (ages 8-11). Students differed on all phonological analysis tasks and rapid naming of digits and letters, but also differed on orthographic tasks, attention ratings, arithmetic achievement, and all WISC-III factors except…

A comparison of 46 college students with learning disabilities (LD) who received permission to waive a foreign language (FL) requirement with 21 students with LD who fulfilled the requirement found that more students who had petitioned had a 1.0 standard deviation discrepancy between IQ and achievement and were referred only for FL learning…