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The “So What?” Question: Intervention with Learning Disabled Children

  • Chapter
The Rehabilitation of Cognitive Disabilities

Abstract

Converging data indicate special education has little impact on the amelioration of learning disabilities. In fact, those factors most closely associated with positive outcomes for persons identified as having learning disabilities as children are not related to educational interventions at all. Schonhaut and Satz (1983), for example, reviewed 18 studies examining outcome for LD populations, and concluded that socioeconomic status (SES) was one of the best predictors of success. These data suggested LD children from high SES families were more likely to achieve at higher scholastic levels; to graduate from post-secondary programs; and to find and maintain employment. Similar findings were reported by Compton (1984), who compared the achievement, social adjustment, and job experience of 114 randomly selected LD students with their non-LD siblings 10 years post diagnosis. Family support and socioeconomic status, as well as IQ and psychosocial functioning, were reported to be predictive of academic, social, and job success.

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Authors
  1. Cathy F. Telzrow
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Editors and Affiliations

  1. Center for Applied Psychological Research, Memphis State University, Memphis, Tennessee, USA

    J. Michael Williams  & Charles J. Long  & 

  2. Neuropsychology Laboratory, University of Tennessee Center for the Health Sciences, Memphis, Tennessee, USA

    Charles J. Long

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© 1987 Plenum Press, New York

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Telzrow, C.F. (1987). The “So What?” Question: Intervention with Learning Disabled Children. In: Williams, J.M., Long, C.J. (eds) The Rehabilitation of Cognitive Disabilities. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-1899-6_12

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  • DOI: https://doi.org/10.1007/978-1-4613-1899-6_12

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4612-9057-5

  • Online ISBN: 978-1-4613-1899-6

  • eBook Packages: Springer Book Archive

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