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Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self‐concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In‐Class Support and Resource Room) were for children with mild to moderate learning disabilities and involved between 30 and 90 minutes of special education per school day. The other two placements (Inclusion Class and Self‐Contained Special Education Class) were designated for children with severe learning disabilities and involved at least a half‐day of special education. Children in the more inclusive placements had more positive social and emotional functioning. Children receiving In‐Class Support were more accepted by peers, had higher self‐perceptions of mathematics competence, and fewer problem behaviors than children receiving Resource Room Support. Children in Inclusion Classes had more satisfying relationships with their best school friends, were less lonely, and had fewer problem behaviors than children in Self‐Contained Special Education Classes. 相似文献
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Reading and Writing - Recent second language (L2) reading studies have examined how characteristics of an individual learner and word-specific linguistic properties jointly predict successful L2... 相似文献
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Exploiting Hierarchy in Text Categorization 总被引：4，自引：3，他引：1
With the recent dramatic increase in electronic access to documents, text categorization—the task of assigning topics to a given document—has moved to the center of the information sciences and knowledge management. This article uses the structure that is present in the semantic space of topics in order to improve performance in text categorization: according to their meaning, topics can be grouped together into meta-topics, e.g., gold, silver, and copper are all metals. The proposed architecture matches the hierarchical structure of the topic space, as opposed to a flat model that ignores the structure. It accommodates both single and multiple topic assignments for each document. Its probabilistic interpretation allows its predictions to be combined in a principled way with information from other sources. The first level of the architecture predicts the probabilities of the meta-topic groups. This allows the individual models for each topic on the second level to focus on finer discriminations within the group. Evaluating the performance of a two-level implementation on the Reuters-22173 testbed of newswire articles shows the most significant improvement for rare classes. 相似文献
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Judith Wiener 《Learning disabilities research & practice》2003,18(2):77-81
This article is an endorsement of Wong's proposal that risk and resilience models provide a framework for research and practice with regard to the social and emotional functioning of children with learning disabilities. Future research should include an examination of the impact of family functioning and parenting, and peer victimization. We need to be cognizant of findings in developmental psychopathology that single risk factors seldom have a massive impact on development; children who are at risk typically experience chronic multiple risks. Consequently, we cannot explain the social and emotional functioning of children with learning disabilities without understanding the reciprocal interaction between children and their environments. 相似文献