Social Skills Training Research with Minority Students with Learning Disabilities

Autor/inn/en	Olmeda, Rosa E.; Trent, Stanley C.
Titel	Social Skills Training Research with Minority Students with Learning Disabilities
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 12 (2003) 1, S.23-33 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	Socioeconomic Status; Learning Disabilities; Minority Groups; Skill Development; Interpersonal Competence; Social Influences; Cultural Influences; Minority Group Children; Culturally Relevant Education; Research Methodology; Program Development; Literature Reviews; Journal Articles; Cultural Differences; Ethnicity; Racial Differences; Student Behavior; Outcomes of Education; Program Effectiveness; Cultural Relevance + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Learning handicap; Lernbehinderung; Ethnische Minderheit; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Sozialer Einfluss; Cultural influence; Kultureinfluss; Research method; Forschungsmethode; Programmplanung; Journal article; Zeitschriftenaufsatz; Kultureller Unterschied; Ethnizität; Rassenunterschied; Student behaviour; Schülerverhalten; Lernleistung; Schulerfolg
Abstract	Sociocultural contexts influence social behaviors in ways that may not always be reflective of majority-culture norms. They also may vary the impact social skills training (SST) programs have on minority students with learning disabilities. To better understand culturally sensitive and effective SST for students with learning disabilities, it is important that SST researchers include a sociocultural perspective in their research. In this article, SST and learning disabilities research is reviewed to determine the types and outcomes of SST programs used with minority and non-minority students. The extent to which SST researchers incorporated a sociocultural perspective in the design, implementation, and reporting of their research is examined. Implications of the findings and suggestions for future research and practice are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail: info@ldaamerica.org; Web site: http://www.ldaamerica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10