Understanding Impulsivity among Children with Specific Learning Disabilities in Inclusion Schools

Autor/inn/en	Al-Dababneh, Kholoud Adeeb; Al-Zboon, Eman K.
Titel	Understanding Impulsivity among Children with Specific Learning Disabilities in Inclusion Schools
Quelle	In: Learning Disability Quarterly, 41 (2018) 2, S.100-112 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948717726497
Schlagwörter	Learning Disabilities; Inclusion; Questionnaires; Teacher Surveys; Teacher Attitudes; Attention Control; Attention Span; Psychological Characteristics; Attention Deficit Hyperactivity Disorder; Student Behavior; Behavior Problems; Statistical Significance; Academic Achievement; Foreign Countries; Special Education Teachers; Rating Scales; Statistical Analysis; Jordan; Conners Teacher Rating Scale + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Inklusion; Fragebogen; Lehrerverhalten; Aufmerksamkeitstest; Student behaviour; Schülerverhalten; Schulleistung; Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Rating-Skala; Statistische Analyse
Abstract	Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers' perspectives. A 31-item questionnaire that addressed four subscales was designed, and the study sample consisted of 103 resource room teachers of children with SLD from various inclusion schools in Al-Zarqa city in Jordan. The results revealed that the main problem was related to lack of premeditation, followed by lack of perseverance and urgency. The results also indicated that there were statistically significant differences only for the Lack of Perseverance subscale, with regard to level of disability, whereas there were no differences attributed to teacher gender, child gender, and age. Based on these findings, implications and recommendations are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01