![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Elementary school children between 9 and 12 years of age were interviewed on what they believed to be the causes of learning difficulties and were invited to take part in the analysis of the data. We achieved this with Trochim’s concept mapping approach that combines qualitative and quantitative data analyses. Study results indicated that children were more knowledgeable than expected. Although each participant gave relatively few ideas, they collectively generated a list of 42 unique statements, which they categorized into a meaningful structured conceptualization. Results showed that children were competent and reliable participants in the concept mapping process. Educational, research, and methodological implications are discussed.
References
Section:
|
Anderberg, M. R. (1973). Cluster analysis for applications. New York, NY: Academic Press. Google Scholar | |
|
Bibace, R., Wiehe, K. R., Leeman, R. F. (2001). Children’s understanding of biology and health. Journal of Applied Developmental Psychology, 22, 543-551. Google Scholar | Crossref | ISI | |
|
Bigelow, B. J. (2006). There’s an elephant in the room: The impact of early neglect and poverty on intelligence and common learning disorders in children, adolescents, and their parents. Developmental Disabilities Bulletin, 34, 177-215. Google Scholar | |
|
Brigham, N., Morocco, C. C., Clay, K., Zigmond, N. (2006). What makes a high school a good high school for students with disabilities. Learning Disabilities Research & Practice, 2, 184-190. Google Scholar | Crossref | |
|
Carlson, M. J. (2006). Family structure, father involvement, and adolescent behavioural outcomes. Journal of Marriage and Family, 68, 137-154. Google Scholar | Crossref | ISI | |
|
Davison, M. (1983). Multidimensional scaling. New York, NY: John Wiley. Google Scholar | |
|
Dienes, Z., Berry, D. (1997). Implicit learning below the subjective threshold. Psychological Bulletin, 4, 3-23. Google Scholar | Crossref | ISI | |
|
Dyson, L. (2005). Kindergarten children’s attitudes of and understanding towards people with disabilities. Topics in Early Childhood Education, 25, 95-105. Google Scholar | SAGE Journals | ISI | |
|
Gelman, R. (1994). Constructivism and supporting environment. In Tirosh, D. (Ed.), Implicit and explicit knowledge: An educational approach (pp. 55-82). Norwood, NJ: Ablex. Google Scholar | |
|
Glasberg, B. A. (2000).The development of siblings’ understanding of autism spectrum disorders. Journal of Autism and Developmental Disorders, 30, 143-156. Google Scholar | Crossref | Medline | ISI | |
|
Goodman, J. (1989). Does retardation mean dumb? Children’s perceptions of the nature, cause, and course of mental retardation. Journal of Special Education, 23, 313-329. Google Scholar | SAGE Journals | ISI | |
|
Hames, A. (2008). Siblings’ understanding of learning disability: A longitudinal study. Journal of Applied Research in Intellectual Disabilities, 21, 491-501. Google Scholar | Crossref | ISI | |
|
Herbig, G., Bussing, A. (2003). Comparison of the role of explicit and implicit knowledge in working. Psychology Science, 45, 165-188. Google Scholar | |
|
Howes, C., Tavares, J., Devine, A. (2012). Everyday conceptions of object fall: Explicit and tacit understanding during middle childhood. Journal of Experimental Child Psychology, 111, 351-366. Google Scholar | Crossref | Medline | ISI | |
|
Humphrey, N. (2008). Including pupils with autistic spectrum disorder in mainstream schools. Support for Learning, 23(1), 41-47. Google Scholar | Crossref | |
|
Isles, A. R., Humby, T. (2006). Modes of imprinted gene action in learning disability. Journal of Intellectual Disability Research, 50, 318-325. Google Scholar | Crossref | Medline | ISI | |
|
Jackson, K. M., Trochim, W. M. K. (2002). Concept mapping as an alternative approach for the analysis of open-ended survey responses. Organizational Research Methods, 5, 307-336. Google Scholar | SAGE Journals | ISI | |
|
Jordan, A., Schwartz, E., McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25, 535-542. Google Scholar | Crossref | ISI | |
|
Kane, M., Trochim, W. M. K. (2007). Concept mapping for planning and evaluation. New York, NY: Sage. Google Scholar | Crossref | |
|
Lewis, A. (1993). Primary school children’s understanding of severe learning difficulties. Educational Psychology, 13, 133-146. Google Scholar | Crossref | |
|
Lindsay, R. L., Tomazic, T., Levine, M. D., Accardo, P. J. (2001). Attentional function as measured by a Continuous Performance Task in children with dyscalculia. Journal of Developmental & Behavioral Pediatrics, 22, 287-292. Google Scholar | Crossref | Medline | ISI | |
|
MacCallum, R. (1988). Multidimensional scaling. In Nesselroade, J. R., Cattell, R. B. (Eds.), Handbook of multivariate experimental psychology (pp. 421-445). New York, NY: Plenum. Google Scholar | Crossref | |
|
Maras, P., Brown, R. (2000). Effects of different forms of school contact on children’s attitudes toward disabled and non-disabled peers. British Journal of Educational Psychology, 70, 337-351. Google Scholar | Crossref | Medline | ISI | |
|
Mata, E. (1997). Intergenerational transmission of education and socio-economic status (Working Paper Series Catalogue No. 97-07). Ottawa, Ontario: Statistics Canada. Google Scholar | |
|
Morison, J. N, Florio, G. A., Donnelly, J. P. (2006). A concept mapping study of the perceived benefits of a therapeutic and recreational camp for grieving children. Psycho-Oncology, 15(Suppl. 1), S48. Google Scholar | ISI | |
|
Morrison, J. Q., Jones, K. M. (2007). The effects of positive peer reporting as a class-wide positive behavior support. Journal of Behavioral Education, 16, 111-124. Google Scholar | Crossref | |
|
Müller, U., Carpendale, J. I. M., Smith, L. (Eds.). (2009). The Cambridge companion to Piaget. New York, NY: Cambridge University Press. Google Scholar | Crossref | |
|
Nowicki, E. A. (2007). Children’s beliefs about learning and physical difficulties. International Journal of Disability, Development and Education, 54, 417-428. Google Scholar | Crossref | |
|
Nowicki, E. A., Samuels, B. (2010). Facilitating positive perceptions of exceptional students. In Edmunds, A., MacMillan, R. (Eds.), Leadership to inclusion: A practical guide. London, England: Sense. Google Scholar | |
|
Ontario Ministry of Education . (2008). Individual education plans: Standards for development, programming and implementation. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html#1 Google Scholar | |
|
Ralli, A. M., Margeti, M., Doudoni, E., Pantelemidou, V., Rozou, T., Evaggelopoulou, E. (2011). Typically developing children’s understanding of and attitudes towards diversity and peers with learning difficulties in the Greek setting. European Journal of Special Needs Education, 26, 233-249. Google Scholar | Crossref | |
|
Ridings, J. W., Piedra, L. M., Capeles, J. C., Rodríguez, R., Freier, F., Byoun, S.-J. (2011). Building a Latino youth program: Using concept mapping to identify community-based strategies for success. Journal of Social Service Research, 37, 34-49. Google Scholar | Crossref | ISI | |
|
Rosas, S.R., Kane, M. (2012). Quality and the rigor of concept mapping methodology: A pooled study analysis. Evaluation and Program Planning, 35, 236-245. Google Scholar | Crossref | Medline | ISI | |
|
Rosselli, M., Matute, E., Pinto, N., Ardila, A. (2006). Memory abilities in children with subtypes of dyscalculia. Developmental Neuropsychology, 30, 801-818. Google Scholar | Crossref | Medline | ISI | |
|
Rubinsten, O. (2009). Co-occurrence of developmental disorders: The case of developmental dyscalculia. Cognitive Development, 24, 362-370. Google Scholar | Crossref | ISI | |
|
Santrock, J. W., Woloshyn, V. E., Gallagher, T. L., Di Petta, T., Marini, Z. (2007). Educational psychology: Second Canadian edition. Toronto, Ontario, Canada: McGraw-Hill Ryerson. Google Scholar | |
|
Schulte-Körne, G., Ludwig, K. U., Sharkawy, J. E., Nöthen, M. M., Müller-Myhsok, B., Hoffman, P. (2007). Genetics and neuroscience in dyslexia: Perspectives for education and remediation. Mind, Brain, and Education, 1, 162-172. Google Scholar | Crossref | ISI | |
|
Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In Zimmerman, B. J., Schunk, D. H. (Eds.), Self-regulated learning and achievement (2nd ed.). Mahwah, NJ: Erlbaum. Google Scholar | |
|
Smith, L. A., Williams, J. M. (2004). Children’s understanding of the causal origins of disability. Journal of Cognition and Development, 5, 383-397. Google Scholar | Crossref | ISI | |
|
Smith, L. A., Williams, J. M. (2005). Developmental differences in understanding the causes, controllability and chronicity of disabilities. Child: Care, Health & Development, 31, 479-488. Google Scholar | Crossref | Medline | ISI | |
|
Stanton-Chapman, T. L., Snell, M. E. (2011). Promoting turn-taking skills in preschool children with disabilities: The effects of a peer-based social communication intervention. Early Childhood Research Quarterly, 26, 303-319. Google Scholar | Crossref | ISI | |
|
Stenhoff, D., Lignugaris/Kraft, B. (2007). A review of the effects of peer tutoring on students with mild disabilities in secondary settings. Exceptional Children, 74, 8-31. Google Scholar | SAGE Journals | ISI | |
|
Tabachnik, B. G., Fidell, L. S. (1996). Using multivariate statistics. New York, NY: HarperCollins College. Google Scholar | |
|
Trochim, W. M. (1987). The concept system. Ithaca, NY: Concept Systems. Google Scholar | |
|
Trochim, W. M. (1989). An introduction to concept mapping for planning and evaluation. Evaluation and Program Planning, 12, 1-16. Google Scholar | Crossref | ISI | |
|
Trochim, W. M. (1993). Reliability of concept mapping. Paper presented at the Annual Conference of the American Evaluation Association, Dallas, TX. Google Scholar | |
|
Wagner, M., Kutash, K., Duchnowski, A. J., Epstein, M. H., Carl, S. W. (2005). The children and youth we serve: A national picture of the characteristics of students with emotional disturbance receiving special education. Journal of Emotional and Behavioural Disorders, 13, 79-96. Google Scholar | SAGE Journals | ISI | |
|
Wolke, D., Schmid, G., Schreier, A., Meyer, R. (2009). Crying and feeding problems in infancy and cognitive outcome in preschool children born at risk: A prospective population study. Journal of Development & Behavioral Pediatrics, 30, 226-238. Google Scholar | Crossref | Medline | ISI |
