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The effectiveness of a learning disabilities inservice program
Author(s) -
Boeck Debora G.,
Foster Glen G.
Publication year - 1975
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197510)12:4<409::aid-pits2310120406>3.0.co;2-r
Subject(s) - psychology , learning disability , analysis of covariance , special education , covariate , medical education , mathematics education , applied psychology , developmental psychology , medicine , computer science , machine learning
Forty‐three regular classroom teachers were provided with four one‐hour inservice sessions related to the field of learning disabilities. Pre‐ and posttest administrations of the Learning Disabilities Information Inventory were utilized to measure change resulting from these sessions. Twenty‐four control subjects did not participate in these sessions but did complete the dependent measure. An analysis of covariance with pretest scores serving as the covariate indicated that the inservice treatment did result in improved performance on the dependent measure. Approximately 50% of the experimental subjects completed a follow‐up questionnaire and most indicated that the sessions increased their knowledge of learning disabilities and provided them with techniques and materials useful in their classroom settings. It is concluded that such inservice sessions are a viable means of increasing classroom teachers' information concerning learning disabilities and the Learning Disabilities Information Inventory is sensitive to the effects of such inservice.