| Title: |
Vulnerability to Achievement Stressors: More Evidence That Students with Learning Disabilities Require Intensive Intervention |
| Language: |
English |
| Authors: |
Jessica M. Namkung (ORCID 0000-0002-1626-9085); Lynn S. Fuchs |
| Source: |
Journal of Learning Disabilities. 2025 58(4):274-286. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
National Center for Special Education Research (NCSER) (ED/IES); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: |
R324D130003; R324R200003 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Elementary Education; Grade 4; Intermediate Grades |
| Descriptors: |
Students with Disabilities; Learning Disabilities; Student Needs; Stress Variables; Intervention; At Risk Students; Academic Standards; Grade 4; Mathematics Curriculum; Fractions; COVID-19; Pandemics; School Closing; Inclusion; Program Effectiveness; Achievement Gap; Academic Achievement; Reading Achievement; Mathematics Achievement; Common Core State Standards; Federal Aid; Federal Programs; Federal Legislation; Educational Legislation |
| Laws, Policies and Program Identifiers: |
Race to the Top |
| DOI: |
10.1177/00222194241297051 |
| ISSN: |
0022-2194; 1538-4780 |
| Abstract: |
In this article, we introduce the term "vulnerability to achievement stressors," which refers to differentially low achievement when shifts in the educational environment "stress" or threaten the capacity of an individual or a group of individuals to make academic progress. We also introduce a methodological framework for assessing vulnerability to achievement stressors. Vulnerability to achievement stressors in students with learning disabilities (LD), relative to students without disabilities, is illustrated with two achievement stressors: (a) the shift in learning standards codified in Common Core State Standards, specifically the increase in complexity of the fourth-grade fractions curriculum, and (b) the COVID-19 pandemic, which decreased instructional structure by disrupting in-person teaching. Because these illustrations were embedded within randomized controlled trials, each with an inclusive instruction condition and an intensive intervention condition, they also provide the basis for concluding that intensive intervention is more effective than inclusive instruction for addressing students with LD's vulnerability to achievement stressors and for narrowing their persistently severe achievement gaps. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2025 |
| Accession Number: |
EJ1475455 |
| Database: |
ERIC |