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Related Concept Videos

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Vulnerability to Achievement Stressors: More Evidence That Students With Learning Disabilities Require Intensive

Jessica M Namkung1, Lynn S Fuchs2,3

  • 1University of Delaware, Newark, USA.

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Students with learning disabilities (LD) show vulnerability to achievement stressors, impacting academic progress. Intensive interventions effectively narrow achievement gaps more than inclusive instruction.

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achievement gapsachievement stressorsinclusionintensive interventionlearning disabilitiesvulnerability

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Area of Science:

  • Educational Psychology
  • Special Education
  • Learning Sciences

Background:

  • Achievement gaps persist for students with learning disabilities (LD).
  • Educational shifts can exacerbate academic difficulties for vulnerable student populations.
  • The COVID-19 pandemic presented unique challenges to instructional continuity.

Purpose of the Study:

  • Introduce the concept of "vulnerability to achievement stressors."
  • Present a methodological framework for assessing this vulnerability.
  • Examine LD students' vulnerability using specific educational stressors.

Main Methods:

  • Defined "vulnerability to achievement stressors" and proposed an assessment framework.
  • Utilized data from randomized controlled trials comparing inclusive and intensive intervention conditions.
  • Examined vulnerability in response to Common Core State Standards and the COVID-19 pandemic.

Main Results:

  • Students with LD exhibit vulnerability to achievement stressors, particularly during curriculum shifts and pandemic disruptions.
  • Intensive intervention conditions demonstrated greater effectiveness in mitigating vulnerability compared to inclusive instruction.
  • Significant narrowing of achievement gaps was observed with intensive interventions.

Conclusions:

  • Intensive intervention is superior to inclusive instruction for addressing LD students' vulnerability to achievement stressors.
  • The proposed framework aids in identifying and supporting students at risk during educational transitions.
  • Targeted interventions are crucial for closing persistent achievement gaps in students with LD.