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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Intellectual Disability01:29

Intellectual Disability

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Ethnic Identity within a Larger Culture01:27

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Adolescents from ethnic minority backgrounds face a multifaceted journey in forming their identities, shaped by the intersections of cultural expectations and personal exploration. For these adolescents, identity formation involves not only typical developmental challenges but also navigating the perceptions and attitudes of the majority culture. As they grow, adolescents in ethnic minority groups often become increasingly aware of stereotypes, social biases, and discrimination, all of which...
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Oppositional Defiant Disorder01:30

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A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
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Self-Discrepancy and Its Effects01:29

Self-Discrepancy and Its Effects

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Self-discrepancy theory explains how people compare their actual self to their ideal and ought selves and how mismatches between these self-guides can lead to emotional distress. Developed by E. Tory Higgins, the theory distinguishes among three components of self-concept: the actual self, the ideal self, and the ought self. These refer respectively to how individuals perceive themselves, how they aspire to be, and how they believe they are obligated to be. Emotional well-being, self-esteem,...
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Role-based identities are central to understanding how individuals navigate social environments by adopting distinct self-conceptions aligned with various societal roles. These identities are not fixed traits but are constructed through personal actions and the social feedback individuals receive in context-specific interactions. Each social role, such as student, teacher, or friend, carries a set of expectations and norms that influence how people think, feel, and behave within that...
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Disparities in High School Graduation by Identity and Disability Using Intermediate and Long-Term Educational

Claire McKinley Yoder1, Mary Ann Cantrell2, Janice L Hinkle2

  • 1University of Portland, Portland, Oregon, USA.

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Summary
This summary is machine-generated.

Students with disabilities and underrepresented racial/ethnic groups face significant high school graduation barriers. Improving 9th-grade attendance can help reduce these inequities.

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Area of Science:

  • Education
  • Sociology
  • Public Health

Background:

  • Student success in high school is influenced by various individual factors.
  • Disability, racial/ethnic identity, and gender can create inequities in school environments, impacting learning and educational outcomes.

Purpose of the Study:

  • To analyze the associations between disability, racial/ethnic identity, gender, and 5th-grade attendance on high school attendance and graduation.
  • To identify factors contributing to disparities in high school graduation rates.

Main Methods:

  • Secondary analysis of student educational records (N=3,782) from 2008-2018.
  • Linear and logistic regression analysis to test associations between key variables.

Main Results:

  • Students without disabilities had a 40% greater chance of graduating compared to those with disabilities.
  • Black, Hispanic, or Native American students had half the odds of graduating compared to White students.
  • Controlling for 9th-grade attendance reduced these racial/ethnic disparities.

Conclusions:

  • Disability, racial/ethnic identity, and 5th-grade attendance significantly influence high school attendance, academic progress, and graduation.
  • Interventions addressing attendance and equity for students with disabilities and minority groups are crucial for improving graduation rates.