Gender Differences in Cognitive Profiles among Urban Children Placed in Special Education.

Autor/in	Gottlieb, Barbara W.
Titel	Gender Differences in Cognitive Profiles among Urban Children Placed in Special Education.
Quelle	(1987), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Problems; Cognitive Ability; Disabilities; Elementary Education; Incidence; Intelligence Tests; Learning Disabilities; Profiles; Scores; Severity (of Disability); Sex Bias; Sex Differences; Special Classes; Student Characteristics; Student Placement; Teacher Expectations of Students; Urban Areas; Verbal Learning; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Denkfähigkeit; Handicap; Behinderung; Elementarunterricht; Vorkommen; Intelligence test; Intelligenztest; Learning handicap; Lernbehinderung; Charakterisierung; Profilanalyse; Schweregrad; Sex difference; Geschlechtsunterschied; Special class; Sonderklasse; Schülerpraktikum; Urban area; Stadtregion; Verbales Lernen
Abstract	This study examined whether Wechsler Intelligence Scale for Children (Revised) subtest patterns employing Kaufman's classification system differ between male and female elementary grade students receiving special education services. It also examined whether females in special education are more significantly impaired than males, and whether males exhibit more behavior problems. The children (115 males and 215 females) were in grades 2 through 8 in a large urban school district and were all certified for special education, mostly for learning disabilities. Results supported the hypothesis that girls placed in special education obtained significantly lower scores than boys on the Verbal Comprehension factor, thus suggesting that girls placed in special education are significantly more impaired academically. The second hypothesis, that boys in special education classes would show more behavioral difficulties than girls as reflected in lower scores on the Freedom from Distractibility factor, was not supported. The findings are discussed in light of research on attitudes and expectations toward male and female students. (Contains 18 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC