Social and Emotional Functioning of Children with Learning Disabilities: Does Special Education Placement Make a Difference?

By J. Wiener, Christine Y. Tardif. 2004

201 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/68d2bd392cf0db8c715d637847e71010e8d57405

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. S. Pijl
2. P. Frostad
3. E. Prince
4. Julie A. Hadwin
5. G. Lindsay
6. Kathleen Lynne Lane
7. E. Carter
8. M. Pierson

In Education

1. Julie A. Hadwin
2. E. Prince
3. S. Pijl
4. P. Frostad
5. G. Lindsay
6. Kathleen Lynne Lane
7. E. Carter
8. M. Pierson

Citations in the corpus

• Factors Influencing the Self-Determination of Transition-Age Youth With High-Incidence Disabilities (2008, background): “Second, challenging behaviors can be a defining characteristic of youth with EBD and are evidenced among many youth with LD (e.g., Cullinan & Sabornie, 2004; Lane et al., 2006; Wiener & Tardif, 2004).”
• Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, background): “A review by Zeleke (2004) of 41 studies examining self-concept of children with learning difficulties compared with normally achieving children in mainstream also found strong evidence of the former having more significantly lower scores on academic self-concept, while evidence of social…”
• The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs (2013, background): “Several types of special education placements exist and it is likely that contextual factors, which differentiate various inclusive settings, may be contributing to the apparently contradictory results of such studies (Frederickson et al. 2007; Wiener and Tardif 2004).”
• Developmental dyslexia: emotional impact and consequences (2018, unknown): “…for children in mainstream schools, individuals in more inclusive programs report more positive social and emotional outcomes including better relationships, higher self-esteem and fewer problem behaviours compared to those in programs taught separately from regular classes (Wiener & Tardif, 2004).”
• Peer acceptance and self‐concept of students with disabilities in regular education (2010, background): “…their findings in terms of comparing averages on peer acceptance or friendships and selfconcept between groups (Crozier et al. 1999; Lackaye and Margalit 2006; La Greca and Stone 1990; Vaughn and Haager 1994; Vaughn et al. 1992; Valås 1999; Wiener and Tardif 2004; [Zcaron] ic and Igri[caute] 2001).”