The School Adjustment of Rural Adolescents with and Without Disabilities: Variable and Person-Centered Approaches |
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| Authors: | Thomas W Farmer Cristin M Hall Margaret P Weiss Robert A Petrin Judith L Meece Michele Moohr |
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| Institution: | (1) Department of Educational and School Psychology and Special Education, The Pennsylvania State University, 227 CEDAR Building, University Park, PA 16802-3109, USA;(2) Center for Developmental Science, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA;(3) School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA |
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| Abstract: | This study examined the school adjustment of adolescents with disabilities and their nondisabled peers in a national sample
of rural high school students. The total sample consisted of 7,376 students: 6,704 nondisabled students, 70 students with
emotional and behavioral disorders (EBD), 512 students with learning disabilities (LD), and 90 students identified as English
language learners (ELL). Teacher ratings on the Interpersonal Competence Scale-Teacher (ICS-T) were used to assess students’
adjustment on seven factors: academic, affiliative, aggressive, internalizing, popular, Olympian, and shy. Cluster analyses
were used to identify distinct configurations of competence and risk separately for boys and girls. Differences between educational
classifications were identified for the ICS-T factors and for the interpersonal competence configurations. Students with EBD
were overrepresented in Multi-risk configurations (aggressive high-risk profiles), students with LD were overrepresented in
both the Multi-risk and Disengaged (non-aggressive high-risk profiles) configurations, and students identified as ELL were
overrepresented in Disengaged configurations. |
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