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Peer reviewed
Direct linkNeumeister, Kristie Speirs; Yssel, Nina; Burney, Virginia H. – Gifted Child Quarterly, 2013
Using grounded theory, this study investigated primary caregivers' perceptions of the role they play in influencing the academic success of students formally identified as twice-exceptional. Data from interviews were coded and analyzed for themes. Results indicated that primary caregivers (mothers) perceived that they played a major role in…
Descriptors: Grounded Theory, Success, Academic Achievement, Academically Gifted
Shany, Michal; Wiener, Judith; Feingold, Liat – Journal of Learning Disabilities, 2011
This study investigated the extent to which children's knowledge about reading disabilities, preoccupation with their own reading disability, and anxiety predicted reading comprehension in fifth and sixth grade children with reading disabilities (N = 85). Participants provided rich and accurate information about reading disabilities and the…
Descriptors: Reading Comprehension, Reading Difficulties, Knowledge Level, Disabilities
Orsmond, Gael I.; Lin, Ling-Yi; Seltzer, Marsha Mailick – Intellectual and Developmental Disabilities, 2007
We examined types of disabilities in siblings from a large sample of families of adolescents and adults with autism spectrum disorders (ASD) and the impact of another child with a disability on maternal and family well-being. The most frequent disabilities in siblings were attention and hyperactivity (4.6%) and autism spectrum (2.4%) disorders and…
Descriptors: Disabilities, Child Rearing, Adolescents, Siblings
Download full textBerkeley Planning Associates, Oakland, CA. – 1997
Designed for child care workers who provide day care to children of disabled mothers, this booklet provides information about the needs of disabled women and gives suggestions for how to accommodate women with various disabilities. The booklet may also be useful for parents with disabilities who have young children and who want to work with child…
Descriptors: Accessibility (for Disabled), Attitudes toward Disabilities, Day Care, Day Care Centers
Edgar, Eugene – 1995
This final report summarizes findings of the First Decade Project, which examined factors related to the successful transition from school to adult life for youth with disabilities. Subjects were two cohorts of graduates from 1985 and 1990, including all special education graduates (N=488) and randomly selected nondisabled graduates (N=610) from…
Descriptors: Adjustment (to Environment), Case Studies, College Attendance, Disabilities
