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PubMed1980

Differential performance of learning disabled and non-learning disabled children on the McCarthy scales, WISC-R, and WRAT.

Individually administered the McCarthy Scales of Children's Abilities, WISC-R, and WRAT to 30 learning disabled and 30 non-learning disabled second-grade students. The McCarthy General Cognitive Index and the WISC-R Full Scale IQ scores were compared for both groups. In addition, correlations between the General Cognitive Index, WISC-R IQ, and mean WRAT achievement were reported. There was marginal support for previous studies that suggested that the McCarthy Scales are more consistent with the academic functioning of learning disable students. Implications and directions for future research were discussed.

Child↗
PubMedDate not supplied

[Evaluation of the policy concerning disabled children. The example of the 3rd supplementary allowance for special education].

In France, the parents of a disabled child receive a monthly allowance of 657 FF when the child stays in the family (not in an institution). Moreover, three supplementary allowances can be paid every month: (i) 493 FF when the child needs help everyday from an other person; (ii) 1,479 FF when the daily help is constant and the handicaps of the child require heavy expenditures; (iii) 5,331 FF when the child is heavily poly-handicapped and requires the constant presence of an adult. The last supplementary allowance was decided in September 1991. A survey was undertaken in Spring 1993 to assess its implementation and outcomes. The survey was conducted among the administrative bodies in charge of granting the allowance. It provided the statistical profile of the families receiving the allowance. It also highlighted large discrepancies in the acceptance rate according to the "département" (33% in Lozère, 100% in Val de Marne). More importantly, the survey could not assess the non-monetary cost borne by the family due to the presence at home of a heavily poly-handicapped child.

Adolescent↗