WorldWideScience

Sample records for learning disability research

  1. Colorado Learning Disabilities Research Center.

    Science.gov (United States)

    DeFries, J. C.; And Others

    1997-01-01

    Results obtained from the center's six research projects are reviewed, including research on psychometric assessment of twins with reading disabilities, reading and language processes, attention deficit-hyperactivity disorder and executive functions, linkage analysis and physical mapping, computer-based remediation of reading disabilities, and…

  2. Learned-Helplessness Theory: Implications for Research in Learning Disabilities.

    Science.gov (United States)

    Canino, Frank J.

    1981-01-01

    The application of learned helplessness theory to achievement is discussed within the context of implications for research in learning disabilities. Finally, the similarities between helpless children and learning disabled students in terms of problems solving and attention are discussed. (Author)

  3. Accessible Article: Involving People with Learning Disabilities in Research

    Science.gov (United States)

    Garbutt, Ruth; Tattersall, John; Dunn, Jo; Boycott-Garnett, Rachel

    2010-01-01

    This is an article that talks about our research about sex and relationships for people with learning disabilities. It talks about how people with learning disabilities have been fully involved in the research. (Contains 2 footnotes.)

  4. Research with and by people with learning disabilities.

    Science.gov (United States)

    Durell, Shirley

    Many people with learning disabilities are frequently excluded from active involvement in research and, as a result, along with researchers, have questioned research processes. These discussions have influenced how research is undertaken by, and with, people who have learning disabilities. Learning disability research is now increasingly framed as inclusive. This article explores the development of inclusive learning disability research by tracing its background and influences, identifying key characteristics and highlighting some of the challenges in its application. It demonstrates how inclusive research can give people with learning disabilities a voice that will help to inform practice.

  5. Researches on Learning Disabilities--Where Are We?

    Science.gov (United States)

    Raja, B. William Dharma; Kumar, S. Praveen

    2011-01-01

    This article focusses on the review of research studies done on the area of learning disabilities and the need to conduct more research studies in this area. School children are seen to have different types of learning difficulties with regard to academics. Children with learning disability, who occupy the largest number receiving special…

  6. From "Learning Disability to Intellectual Disability"--Perceptions of the Increasing Use of the Term "Intellectual Disability" in Learning Disability Policy, Research and Practice

    Science.gov (United States)

    Cluley, Victoria

    2018-01-01

    Background: The term "intellectual disability" is increasingly used to refer to people with learning disabilities in British learning disability policy, practice and research. This change is undoubtedly a reflection of the changing international context. The inclusion of the term "intellectual disability" has been particularly…

  7. A problem with inclusion in learning disability research.

    Science.gov (United States)

    McClimens, Alex; Allmark, Peter

    2011-09-01

    People with severe learning disability are particularly difficult to include in the research process. As a result, researchers may be tempted to focus on those with learning disability who can be included. The problem is exacerbated in this field as the political agenda of inclusion and involvement is driven by those people with learning disability who are the higher functioning. To overcome this we should first detach the notion of consent from ideas about autonomy and think instead of it as a way to avoid wronging others; this fits the original historical use of consent in research. This allows us to think in terms of including participants to the best of their abilities rather than in terms of a threshold of autonomy. Researchers could then use imaginative ways to include the least able and to ensure they are not wronged in research or by exclusion from it.

  8. Learning Disabilities and ADHD

    Science.gov (United States)

    ... of illnesses and disabilities Learning disabilities and ADHD Learning disabilities and ADHD Learning disabilities affect how you ... ADHD. Learning disabilities Attention deficit hyperactivity disorder (ADHD) Learning disabilities top Having a learning disability does not ...

  9. Working Alongside Older People with a Learning Disability: Informing and Shaping Research Design

    Science.gov (United States)

    Herron, Daniel; Priest, Helena M.; Read, Sue

    2015-01-01

    Background: There has been an increase in inclusive research in the learning disability field; however, this has not been reflected within learning disability and dementia research, where little is known from the perspective of people with learning disabilities. This paper will define inclusive research, explore reasons for the dearth of inclusive…

  10. Involving users with learning difficulties in health improvement: lessons from inclusive learning disability research.

    Science.gov (United States)

    Walmsley, Jan

    2004-03-01

    In this paper the author considers the lessons to be drawn from what is termed "inclusive" learning disability research for user involvement around health improvement. Inclusive learning disability research refers to research where people with learning difficulties (intellectual disability) are involved as active participants, as opposed to passive subjects. There is by now a considerable body of such research, developed over the past 25 years. From the review, the author draws attention to areas which can inform practice in involvement of users in a way that adds value.

  11. Using Photovoice to Include People with Profound and Multiple Learning Disabilities in Inclusive Research

    Science.gov (United States)

    Cluley, Victoria

    2017-01-01

    Background: It is now expected that projects addressing the lives of people with learning disabilities include people with learning disabilities in the research process. In the past, such research often excluded people with learning disabilities, favouring the opinions of family members, carers and professionals. The inclusion of the voices of…

  12. Learning Disabilities

    Science.gov (United States)

    ... books. While his friends were meeting for pickup soccer games after school, he was back home in ... sometimes thought to contribute to learning disabilities. Poor nutrition early in life also may lead to learning ...

  13. Learning Disabilities: Implications for Policy regarding Research and Practice--A Report by the National Joint Committee on Learning Disabilities, March 2011

    Science.gov (United States)

    Learning Disabilities: A Multidisciplinary Journal, 2012

    2012-01-01

    The National Joint Committee on Learning Disabilities (NJCLD) affirms that the construct of learning disabilities represents a valid, unique, and heterogeneous group of disorders, and that recognition of this construct is essential for sound policy and practice. An extensive body of scientific research on learning disabilities continues to support…

  14. The Conundrum of Training and Capacity Building for People with Learning Disabilities Doing Research

    Science.gov (United States)

    Nind, Melanie; Chapman, Rohhss; Seale, Jane; Tilley, Liz

    2016-01-01

    Background: This study explores the training involved when people with learning disabilities take their place in the community as researchers. This was a theme in a recent UK seminar series where a network of researchers explored pushing the boundaries of participatory research. Method: Academics, researchers with learning disabilities, supporters…

  15. Learning Disabilities

    Science.gov (United States)

    ... NICHD) See all related organizations Publications Problemas de aprendizaje Order NINDS Publications Patient Organizations CHADD - Children and ... NICHD) See all related organizations Publications Problemas de aprendizaje Order NINDS Publications Definition Learning disabilities are disorders ...

  16. Co-researching with people with learning disabilities: an experience of involvement in qualitative data analysis.

    Science.gov (United States)

    Tuffrey-Wijne, Irene; Butler, Gary

    2010-06-01

    People with learning disabilities have been included in research as co-researchers since the 1990s. However, there is limited literature about the processes of involving people with learning disabilities in the more intellectual and analytical stages of the research process. To examine the potential contribution of people with learning disabilities to data analysis in qualitative research. This article is a reflection on one research experience. The two authors include one researcher with and one without learning disabilities. They each describe their experience and understanding of user involvement in analysing the data of an ethnographic study of people with learning disabilities who had cancer. The researcher with learning disabilities was given extensive vignettes and extracts from the research field notes, and was supported to extract themes, which were cross-compared with the analysis of other members of the research team. The researcher with learning disabilities coped well with the emotive content of the data and with the additional support provided, he was able to extract themes that added validity to the overall analysis. His contribution complemented those of the other members of the research team. There were unexpected benefits, in particular, in terms of a more reciprocal and supportive relationship between the two researchers. It is possible and valuable to extend involvement to data analysis, but to avoid tokenism and maintain academic rigour, there must be a clear rationale for such involvement. Extra support, time and costs must be planned for.

  17. Learning Disabilities.

    Science.gov (United States)

    Neuwirth, Sharyn

    This booklet uses hypothetical case examples to illustrate the definition, causal theories, and specific types of learning disabilities (LD). The cognitive and language performance of students with LD is compared to standard developmental milestones, and common approaches to the identification and education of children with LD are outlined.…

  18. Accountability: The Ethics of Devising a Practice-as-Research Performance with Learning-Disabled Practitioners

    Science.gov (United States)

    Leighton, Fran

    2009-01-01

    This article discusses the dilemmas encountered by non-disabled performance researchers and practitioners working with learning-disabled people. I demonstrate how the "accounts" of empirical social scientists informed my PARIP [practice-as-research-in-performance] project, "BluYesBlu," and how Judith Butler's reformulation of the concept of…

  19. Generalist genes and learning disabilities.

    Science.gov (United States)

    Plomin, Robert; Kovas, Yulia

    2005-07-01

    The authors reviewed recent quantitative genetic research on learning disabilities that led to the conclusion that genetic diagnoses differ from traditional diagnoses in that the effects of relevant genes are largely general rather than specific. This research suggests that most genes associated with common learning disabilities--language impairment, reading disability, and mathematics disability--are generalists in 3 ways. First, genes that affect common learning disabilities are largely the same genes responsible for normal variation in learning abilities. Second, genes that affect any aspect of a learning disability affect other aspects of the disability. Third, genes that affect one learning disability are also likely to affect other learning disabilities. These quantitative genetic findings have far-reaching implications for molecular genetics and neuroscience as well as psychology. Copyright 2005 APA, all rights reserved.

  20. A Synthesis of Research on Informational Text Reading Interventions for Elementary Students With Learning Disabilities.

    Science.gov (United States)

    Ciullo, Stephen; Lo, Yu-Ling Sabrina; Wanzek, Jeanne; Reed, Deborah K

    2016-01-01

    This research synthesis was conducted to understand the effectiveness of interventions designed to improve learning from informational text for students with learning disabilities in elementary school (K-5). The authors identified 18 studies through a comprehensive search. The interventions were evaluated to determine treatment effects and to understand implementation and methodological variables that influenced outcomes. Moderate to large effect sizes on researcher-developed measures for cognitive strategy interventions were reported. Interventions that utilized graphic organizers as study guides to support social studies learning were also associated with improved outcomes. The findings are considered within the context of limited implementation of standardized measures. The authors extend findings from previous research by reporting a paucity of interventions to enhance higher-level cognitive and comprehension skills. The majority of reviewed studies targeted fact acquisition and main idea identification, and overall encouraging findings were noted for these skills. Implications for future research are discussed. © Hammill Institute on Disabilities 2014.

  1. Writing: The Research Paper. Postsecondary Intervention Model for Learning Disabilities. Study Manual #3.

    Science.gov (United States)

    Friedman, Brenda G.; And Others

    The manual is intended to help students with language learning disabilities master the academic task of research paper writing. A seven-step procedure is advocated for students and their tutors: (1) select a workable topic, then limit and focus it; (2) use library references to identify sources from which to prepare a working bibliography; (3)…

  2. Involving the public in mental health and learning disability research: Can we, should we, do we?

    Science.gov (United States)

    Paul, C; Holt, J

    2017-10-01

    WHAT IS KNOWN ON THE SUBJECT?: UK health policy is clear that researchers should involve the public throughout the research process. The public, including patients, carers and/or local citizens can bring a different and valuable perspective to the research process and improve the quality of research undertaken. Conducting health research is demanding with tight deadlines and scarce resources. This can make involving the public in research very challenging. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This is the first time the attitudes of researchers working in mental health and learning disability services towards PPI have been investigated. The principles of service user involvement in mental health and learning disability services may support PPI in research as a tool of collaboration and empowerment. This article extends our understanding of the cultural and attitudinal barriers to implementing PPI guidelines in mental health and learning disability services. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Researchers in mental health and learning disability services need to champion, share and publish effective involvement work. Structural barriers to PPI work should be addressed locally and successful strategies shared nationally and internationally. Where PPI guidelines are being developed, attention needs to be paid to cultural factors in the research community to win "hearts and minds" and support the effective integration of PPI across the whole research process. Introduction Patient and public involvement (PPI) is integral to UK health research guidance; however, implementation is inconsistent. There is little research into the attitudes of NHS health researchers towards PPI. Aim This study explored the attitude of researchers working in mental health and learning disability services in the UK towards PPI in health research. Method Using a qualitative methodology, semi-structured interviews were conducted with a purposive sample of eight researchers. A

  3. Learning Disabilities Association of America

    Science.gov (United States)

    ... provides the most current information on research, practice, theory, issues, and trends to broaden understanding and improve ... These services make LDA the leading resource for information on learning disabilities. Learn more about: Auditory Processing ... Processing Disorder ...

  4. How Are Learning Disabilities Diagnosed?

    Science.gov (United States)

    ... Research Information Research Goals Activities and Advances Scientific Articles Find a Study Resources and Publications For Patients and Consumers For Researchers and Health Care Providers Home Health A to Z List Learning Disabilities Condition Information How is it diagnosed? Share ...

  5. "So Often They Do Not Get Recruited": Exploring Service User and Staff Perspectives on Participation in Learning Disability Research and the Barriers That Inhibit It

    Science.gov (United States)

    Crook, Bradley; Tomlins, Rose; Bancroft, Ann; Ogi, Laura

    2016-01-01

    The importance of making research participation accessible for people with learning disabilities is emphasised in government and NHS research strategies. This evaluation explored the realities of this goal from the perceptions of people with learning disabilities and clinicians within an NHS learning disability service. People with learning…

  6. "My Memory's Back!" Inclusive Learning Disability Research Using Ethics, Oral History and Digital Storytelling

    Science.gov (United States)

    Manning, Corinne

    2010-01-01

    The following article outlines the methodological approach used to include people with learning disabilities as active participants in an oral history produced in Australia. The history sought to document life inside Kew Cottages, Australia's oldest and largest specialised institution for people with learning disabilities. This work furthers…

  7. Leadership and learning disability nursing.

    Science.gov (United States)

    Jukes, Mark; Aspinall, Susan-Louise

    Leadership is seen as critical for the transformation of learning disability services and has been further emphasised since the publication of Transforming Care, the Department of Health's response to the review of events at Winterbourne View. What is clear within learning disability nursing and services is the demand for leadership in the quest for improving the quality and effectiveness of services across health and social care. This article discusses the challenges for the undergraduate learning disability nurse with the recommendation to pursue a framework that promotes and focuses on integrating knowledge transfer into services for people with a learning disability. It explores practice change using the Promoting Action on Research Implementation in Health Services (PARiHS) framework, and the example of the involvement of service users in practitioner training on the Mental Capacity Act 2005 and consent and capacity to consent for treatment.

  8. Executive Functioning and Figurative Language Comprehension in Learning Disabilities

    Science.gov (United States)

    Bishara, Saied; Kaplan, Shani

    2016-01-01

    The goal of the research was to examine executive functioning and figurative language comprehension among students with learning disabilities as compared to students without learning disabilities. As part of the research, we examined 20 students with learning disabilities and 21 students with no learning disabilities, both groups of students…

  9. Developing resources to facilitate culturally-sensitive service planning and delivery - doing research inclusively with people with learning disabilities.

    Science.gov (United States)

    Unwin, Gemma; Larkin, Michael; Rose, John; Kroese, Biza Stenfert; Malcolm, Stephen

    2016-01-01

    (Please see www.Toolsfortalking.co.uk for an easy read summary of the project.) The Tools for Talking are a set of resources that were developed through collaboration between Black, Asian and minority ethnic people with learning disabilities and researchers at the University of Birmingham. The resources were designed to be used by people with learning disabilities and service providers to facilitate culturally-sensitive communication and information sharing, service planning and delivery. They comprise illustrative videos and exploratory activities relating to five topics, namely, culture, activities, support from staff, important people, choices and independence. These topics emerged as important to people with learning disabilities during the 'Access to Social Care-Learning Disabilities' (ASC-LD) study which involved interviews with 32 adults with learning disabilities from Black, Asian and minority ethnic communities. The results of the ASC-LD study were used to develop a set of draft resources which were then co-developed through collaboration with people with learning disabilities and service providers. A 'Partnership event' was convened to involve stakeholders in the development of the resources. This paper describes the refinement of these materials by people with learning disabilities from Black, Asian and minority ethnic backgrounds in cooperation with a range of other stakeholders. Background Black, Asian and minority ethnic people with learning disabilities face inequities in health and social care provision. Lower levels of service uptake and satisfaction with services have been reported, however, this is largely based on the views of carers. The 'Access to Social Care: Learning Disabilities (ASC-LD)' study sought to explore the views and experiences of social support services among adults with learning disabilities from Black, Asian and minority ethnic communities. Interviews with 32 Black, Asian and minority ethnic adults with learning disabilities

  10. What things make people with a learning disability happy and satisfied with their lives: an inclusive research project.

    Science.gov (United States)

    Haigh, Anna; Lee, Darren; Shaw, Carl; Hawthorne, Michelle; Chamberlain, Stephen; Newman, David W; Clarke, Zara; Beail, Nigel

    2013-01-01

    We looked at the research that other people have done about what makes people with a learning disability happy and satisfied with their lives. Researchers call being happy and satisfied with your life 'subjective well-being'. They found out that having things like money and good health does not always mean people are happy. They also found that some people are really happy, even if there are things in their lives they would like to change. None of the people who have done research about 'subjective well-being' have interviewed people with a learning disability about what makes them happy with their lives. We have carried out a study about what makes people with a learning disability happy and satisfied with their lives. This report talks about the research that we did, and what we found out. We interviewed 20 people with a learning disability who said they were very happy and satisfied. We asked them about what things helped them feel like this. The people we spoke to said things like relationships, choice and independence, activities and valuable social roles made them feel satisfied with their lives. They told us about the things that enable them to lead happy lives, and the things that disable them. We also found out about the importance of personal characteristics. These are things like looking on the bright side of life or having ways to manage difficult emotions like sadness or anger. We found out that it is important for people with a learning disability to have good things in their lives, but it is also important to be enabled to access these good things. © 2012 Blackwell Publishing Ltd.

  11. Tourette syndrome and learning disabilities

    Directory of Open Access Journals (Sweden)

    Klug Marilyn G

    2005-09-01

    Full Text Available Abstract Background Tourette Syndrome (TS is a neurodevelopmental disorder of childhood. Learning disabilities are frequently comorbid with TS. Using the largest sample of TS patients ever reported, we sought to identify differences between subjects with TS only and subjects with TS and a comorbid learning disability. Methods We used the Tourette Syndrome International Consortium database (TIC to compare subjects with comorbid Tourette Syndrome and learning disabilities (TS + LD to subjects who did not have a comorbid learning disability (TS - LD. The TIC database contained 5,500 subjects. We had usable data on 5,450 subjects. Results We found 1,235 subjects with TS + LD. Significant differences between the TS + LD group and the TS - LD group were found for gender (.001, age onset (.030, age first seen (.001, age at diagnosis (.001, prenatal problems (.001, sibling or other family member with tics (.024, two or more affected family members (.009, and severe tics (.046. We used logistic modeling to identify the optimal prediction model of group membership. This resulted in a five variable model with the epidemiologic performance characteristics of accuracy 65.2% (model correctly classified 4,406 of 5,450 subjects, sensitivity 66.1%, and specificity 62.2%. Conclusion Subjects with TS have high prevalence rates of comorbid learning disabilities. We identified phenotype differences between the TS - LD group compared to TS + LD group. In the evaluation of subjects with TS, the presence of a learning disability should always be a consideration. ADHD may be an important comorbid condition in the diagnosis of LD or may also be a potential confounder. Further research on etiology, course and response to intervention for subjects with TS only and TS with learning disabilities is needed.

  12. Hyperactivity, Learning Disabilities, and Alcohol.

    Science.gov (United States)

    Gold, Sandra; Sherry, Lee

    1984-01-01

    A review of research on the effects of alcohol consumption by pregnant women supports the U.S. Food and Drug Administration's warning about the possible negative effects (learning disabilities, hyperactivity, short attention span, and emotional liability) of children. (Author/CL)

  13. "My Brother Likes Meeting New People, but Don't Ask Him Any Direct Questions": Involving Adults with Autism plus Learning Disability in a Qualitative Research Project

    Science.gov (United States)

    Tozer, Rosemary; Atkin, Karl; Wenham, Aniela

    2014-01-01

    Adult siblings of people with autism and a learning disability have hitherto been largely overlooked by research, policy and practice in the UK. As part of a qualitative study focussing on adult siblings, we met twelve people with autism plus severe learning disability with their brother or sister. Individually tailored resources were used to make…

  14. Relationships of People with Learning Disabilities in Ireland

    Science.gov (United States)

    Bane, Geraldine; Deely, Marie; Donohoe, Brian; Dooher, Martin; Flaherty, Josephine; Iriarte, Edurne Garcia; Hopkins, Rob; Mahon, Ann; Minogue, Ger; Mc Donagh, Padraig; O'Doherty, Siobhain; Curry, Martin; Shannon, Stephen; Tierney, Edel; Wolfe, Marie

    2012-01-01

    This study explored the perspectives of people with learning disabilities on relationships and supports in the Republic of Ireland. A national research network consisting of 21 researchers with learning disabilities, 12 supporters, and 7 university researchers conducted the study. Researchers with learning disabilities and their supporters ran 16…

  15. Increasing Access to Learning for the Adult Basic Education Learner with Learning Disabilities: Evidence-Based Accommodation Research

    Science.gov (United States)

    Gregg, Noel

    2012-01-01

    Accommodating adult basic education (ABE) learners with learning disabilities (LD) is common practice across many instructional, testing, and work settings. However, the results from this literature search indicate that very few empirically based studies are available to support or reject the effectiveness of a great deal of accommodation…

  16. Neurogenetic and Neurodevelopmental Pathways to Learning Disabilities.

    Science.gov (United States)

    Mazzocco, Michele M. M.; And Others

    1997-01-01

    This paper reviews ongoing research designed to specify the cognitive, behavioral, and neuroanatomical phenotypes of specific genetic etiologies of learning disability. The genetic disorders at the focus of the research include reading disability, neurofibromatosis type 1, Tourette syndrome, and fragile X syndrome. Implications for identifying…

  17. Decoding Dyslexia, a Common Learning Disability

    Science.gov (United States)

    ... if they continue to struggle. Read More "Dyslexic" Articles In Their Own Words: Dealing with Dyslexia / Decoding Dyslexia, a Common Learning Disability / What is Dyslexia? / Special Education and Research ...

  18. Learning Disabilities. ERIC Digest #407. Revised.

    Science.gov (United States)

    ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.

    This digest defines learning disabilities, cites their prevalence, describes typical characteristics of learning-disabled students, outlines educational implications of learning disabilities, and lists several printed and organizational resources for further information. (JDD)

  19. Excessive online computer use and learning disabilities

    OpenAIRE

    Griffiths, MD

    2010-01-01

    Online gaming has become a very popular leisure activity among adolescents. Research suggests that a small minority of adolescents may display problematic gaming behaviour and that some of these individuals may be addicted to online games, including those who have learning disabilities. This article begins by examining a case study of a 15-year old adolescent with a learning disability who appeared to be addicted to various computer and internet applications. Despite the potential negative ef...

  20. About Learning Disabilities and NF

    Science.gov (United States)

    ... complica- tions of NF1 include: • Learning disabilities: Although intelligence is usually within the normal range, 50-60% ... and the ability to access meaning from the printed word. 5 Recent findings suggest that a high ...

  1. Supporting Children with Learning Disabilities

    OpenAIRE

    John k. McNamara

    2010-01-01

    This paper presents a prevention model for supporting children with learning disabilities. The model holds that children can be identified as at-risk for learning disabilities by identifying and supporting potential academic failure early in their elementary years. A prevention model includes two elements, identification and instruction. Identification entails recognizing those children at-risk for poor achievement in the early primary grades. The second component of the model is to...

  2. Width, Length, and Height Conceptions of Students with Learning Disabilities

    Science.gov (United States)

    Güven, N. Dilsad; Argün, Ziya

    2018-01-01

    Teaching responsive to the needs of students with learning disabilities (LD) can be provided through understanding students' conceptions and their ways of learning. The current research, as a case study based on qualitative design, aimed to investigate the conceptions of students with learning disabilities with regard to the different…

  3. A case for the use of Q-methodology in disability research: lessons learned from a training workshop.

    Science.gov (United States)

    McKenzie, Judith; Braswell, Bob; Jelsma, Jennifer; Naidoo, Nirmala

    2011-01-01

    Q-methodology was developed to analyse subjective responses to a range of items dealing with specific topics. This article describes the use of Q-methodology and presents the results of a Q-study on perspectives on disability carried out in a training workshop as evidence for its usefulness in disability research. A Q-sort was administered in the context of a training workshop on Q-method. The Q-sort consisted of statements related to the topic of disability. The responses were analysed using specifically developed software to identify factors that represent patterns of responses. Twenty-two of the 23 respondents loaded on four factors. These factors appeared to represent different paradigms relating to the social, medical and disability rights models of disability. The fourth factor appeared to be that of a family perspective. These are all models evident in the disability research literature and provide evidence for the validity of Q-method in disability research. Based on this opportunistic study, it would appear that Q-methodology is a useful tool for identifying different view points related to disability.

  4. An Action Research Study of Intellectual Disabilities, Inappropriate Behaviors and Learned Helplessness

    Science.gov (United States)

    Luper, Elizabeth P. S.; Lockley, Jeannie

    2008-01-01

    This study focused on a population of 36 female patients, aged 25 to 65, who were diagnosed with intellectual disabilities, all of whom had long-standing patterns of inappropriate behaviors. In an attempt to increase more appropriate behaviors in these patients, a set of standardized contingency rules were established. These rules were implemented…

  5. Investigating alternative conceptions in learning disabled students

    Science.gov (United States)

    Cole, Terry Stokes

    Science teachers have long noticed the fact that their students come to school with their own concepts, produced from daily experiences and interactions with the world around them. Sometimes these ideas are in agreement with accepted scientific theories, but often they are not. These "incorrect" ideas, or "misconceptions" have been the focus of many studies, which can be helpful to teachers when planning their lessons. However, there is a dearth of information that is geared specifically to students with learning disabilities. These students generally have deficits in areas of perception and learning that could conceivably influence the way they formulate concepts. The purpose of this study was to examine the concepts held by students with learning disabilities on the causes of the day/night cycle, the phases of the moon, and the seasons. An interview format was judged to be the best method of ensuring that the students' ideas were clearly documented. The subjects were five, sixth-grade students in a city school, who had been determined to have a learning disability. In examining the results, there did not seem to be any direct link between the type of misconception formed and the learning deficit of the child. It seemed more likely that students formed their concepts the way students usually do, but the various disabilities they exhibited interfered with their learning of more appropriate conceptions. The results of this study will be helpful to science teachers, curriculum planners, or anyone who works with students who have learning disabilities. It is hoped that this will begin to fill a void in the area of learning disabilities research.

  6. Personality patterns and vocational interests of learning disabled and nonlearning disabled high school students

    OpenAIRE

    Ivy, Robert J.

    1991-01-01

    There is a lack of research based data in the field of learning disabilities, especially at the secondary level. The purpose of this study was to evaluate personality configuration patterns and vocational interests through the administration of the Myers-Briggs Type Indicator, Abbreviated Version (AV) and the Self-Directed Search, Form E (EASY) for learning disabled (LD) and non-learning disabled (NLD) students. The sample included 90 LD students and 100 Non-LD stud...

  7. The Role of Learning Disability Nurses in Promoting Cervical Screening Uptake in Women with Intellectual Disabilities: A Qualitative Study

    Science.gov (United States)

    Lloyd, Jennifer L.; Coulson, Neil S.

    2014-01-01

    Research suggests that the uptake of cervical screening by women with intellectual disabilities (commonly known as learning disabilities within UK policy frameworks, practice areas and health services) is poor compared to women without intellectual disabilities. The present study explored learning disability nurses' experiences of supporting women…

  8. Research on Interventions for Adolescents with Learning Disabilities: A Meta-Analysis of Outcomes Related to Higher-Order Processing.

    Science.gov (United States)

    Swanson, H. Lee

    2001-01-01

    Details meta-analysis of 58 intervention studies related to higher-order processing (i.e., problem solving) for adolescents with learning disabilities. Discusses factors that increased effect sizes: (1) measures of metacognition and text understanding; (2) instruction including advanced organizers, new skills, and extended practice; and (3)…

  9. Self-Esteem and Facial Attractiveness among Learning Disabled Children.

    Science.gov (United States)

    Anderson, Lisa K.; And Others

    Past research has demonstrated a relationship between children's physical attractiveness and their self-esteem. Other research has found that learning disabled children are at risk for having low self-esteem. This study examined the relationship between self-esteem and facial attractiveness in learning disabled children. Subjects were 20 diagnosed…

  10. Behavioral Disorders, Learning Disabilities and Megavitamin Therapy.

    Science.gov (United States)

    LaPerchia, Phyllis

    1987-01-01

    Presents findings from several sources that give results of research in megavitamin nutritional therapy. Examines vitamin therapy in learning disabilities in general, schizophrenia, autism, mental retardation and Down's syndrome, and hyperkinesis. Concludes that holistic approach to treatment is needed and that vitamin therapy, if proven…

  11. Learning Strategies for Adolescents with Mild Disabilities

    Science.gov (United States)

    Conderman, Greg; Koman, Kara; Schibelka, Mary; Higgin, Karen; Cooper, Cody; Butler, Jordyn

    2013-01-01

    Learning strategy instruction is an evidence-based practice for teaching adolescents with mild disabilities. However, researchers have not developed strategies for every content area or skill. Therefore, teachers need to be able develop strategies based on the needs of their students. This article reviews the process for developing and teaching…

  12. Disability Awareness Training with a Group of Adolescents with Learning Disabilities

    Science.gov (United States)

    Lau, Won-Fong K.; Ortega, Karina; Sharkey, Jill

    2015-01-01

    Students with learning disabilities have been found to lack self-awareness about their disability, likely contributing to several challenges they experience, such as social skill deficits. At the same time, there is limited research investigating interventions to effectively increase disability self-awareness among this population. The current…

  13. A Fuzzy Approach to Classify Learning Disability

    OpenAIRE

    Pooja Manghirmalani; Darshana More; Kavita Jain

    2012-01-01

    The endeavor of this work is to support the special education community in their quest to be with the mainstream. The initial segment of the paper gives an exhaustive study of the different mechanisms of diagnosing learning disability. After diagnosis of learning disability the further classification of learning disability that is dyslexia, dysgraphia or dyscalculia are fuzzy. Hence the paper proposes a model based on Fuzzy Expert System which enables the classification of learning disability...

  14. Forensic Learning Disability Nursing Role Analysis

    Science.gov (United States)

    Mason, Tom; Phipps, Dianne; Melling, Kat

    2011-01-01

    This article reports on a study carried out on the role constructs of forensic and nonforensic Learning Disability Nursing in relation to six binary themes. The aims were to identify if there were differences in perceptions of forensic learning disability nurses and nonforensic learning disability nurses in relation to the six binary themes of the…

  15. Identification of Learning Disabled Bilingual Hispanic Students.

    Science.gov (United States)

    Zavala, Jesus; Mims, Joan

    1983-01-01

    The study compared 10 learning disabled and 10 non-learning disabled limited English proficient Mexican American elementary grade children. Six tests were identified as predicting learning disabilities including the Prueba de Lectura y Lenguaje Escrito and the Test of Nonverbal Intelligence. (Author/DB)

  16. Evaluating groups in learning disabilities.

    Science.gov (United States)

    Chia, S H

    Groupwork can be effective in meeting a range of needs presented by students with profound learning disabilities. This article describes the process involved in setting up groups for these students, and includes examples of a group session and methods for evaluating groupwork.

  17. Controversial Issues in Learning Disability.

    Science.gov (United States)

    Sapir, Selma C.

    The author discusses controversial issues in the field of learning disabilities (LD). Among topics addressed are conflicting definitions of LD and the impact of the operational definition accepted by the US Government; etiological questions concerning the separation of neurological, environmental, and emotional factors; approaches used in training…

  18. Memory Deficits in Learning Disabled.

    Science.gov (United States)

    Nolan, John D.; Driscoll, Rosemary L.

    Memory storage and retrieval of learning disabled (LD) and normal children at two age levels (8-9 years and 11-12 years) were compared using a multitrial free recall paradigm. Stimuli were two lists of 20 high frequency nouns. Each child was tested individually on both lists on different days; one presentation was blocked, one random with…

  19. Learning Disability: Experience of Diagnosis

    Science.gov (United States)

    Kenyon, Elinor; Beail, Nigel; Jackson, Tom

    2014-01-01

    Studies have focused on the experience of diagnosis from the perspectives of parents of children with learning disabilities, but there has been limited methodologically rigorous investigation into the experience for the person themselves. Eight participants were recruited from a range of different backgrounds. Interviews were analysed using…

  20. Psychosocial Issues in Learning Disabilities.

    Science.gov (United States)

    Heisler, Alice B.

    1983-01-01

    Emotional development from infancy to adolescence is traced and the effects of psychosocial issues on a child with a learning disability are considered for five of E. Erikson's seven proposed stages (trust, autonomy, initiative, industry, adolescence). The need for intervention and parent counseling at each state is emphasized. (CL)

  1. Visual Supports for the Learning Disabled: A Handbook for Educators

    Science.gov (United States)

    Sells, Leighan

    2013-01-01

    A large percent of the population is affected by learning disabilities, which significantly impacts individuals and families. Much research has been done to identify effective ways to best help the students with learning disabilities. One of the more promising strategies is the use of visual supports to enhance these students' understanding…

  2. A Search for Meaning: Telling Your Life with Learning Disabilities

    Science.gov (United States)

    Horn, Jaime Helena; Moss, Duncan

    2015-01-01

    Research has identified the collective experiences of oppression, stigma and isolation in the lives of people with learning disabilities. Against the backdrop of social and cultural processes that shape and limit the life experiences of people with learning disabilities, the authors are interested in how the individual develops a sense of self and…

  3. Teachers' Perceptions of the Concomitance of Emotional Behavioural Difficulties and Learning Disabilities in Children Referred for Learning Disabilities in Oman

    Science.gov (United States)

    Emam, Mahmoud Mohamed; Kazem, Ali Mahdi

    2015-01-01

    Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and…

  4. Improving access to screening for people with learning disabilities.

    Science.gov (United States)

    Marriott, Anna; Turner, Sue; Giraud-Saunders, Alison

    2014-11-04

    People with learning disabilities have poorer health than their non-disabled peers, and are less likely to access screening services than the general population. The National Development Team for Inclusion and the Norah Fry Research Centre developed a toolkit and guidance to improve uptake of five national (English) screening programmes (one of which is delivered through local programmes), based on work to improve access by people with learning disabilities in the south west peninsula of the UK. This article describes the findings in relation to the five English screening programmes and suggests ways to improve uptake of cancer screening by people with learning disabilities.

  5. The Learning Disabilities Unit at the State College of Optometry/SUNY.

    Science.gov (United States)

    Solan, Harold A.; Springer, Florence E.

    1986-01-01

    The Learning Disabilities Unit of New York's State College of Optometry, providing testing and research for learning disabled adults and children and professional instruction and clinical experience for students of optometry and related fields, is described. (MSE)

  6. Nonverbal Learning Disabilities and Socioemotional Functioning: A Review of Recent Literature.

    Science.gov (United States)

    Little, Sara S.

    1993-01-01

    This article presents an overview of literature relating to a nonverbal learning disabilities subtype. The article addresses the relationship between nonverbal learning disabilities and socioemotional functioning, generalizability of research outcomes, individual differences, and treatment validity. (Author/JDD)

  7. Learning Disabilities and Emotional Intelligence.

    Science.gov (United States)

    Zysberg, Leehu; Kasler, Jon

    2017-07-04

    The literature is conflicted around the subject of the emotional abilities of individuals with Specific Learning Disabilities (SLDs): While many claim cognitive challenges are associated with emotional difficulties, some suggest emotional and interpersonal abilities are not compromised in such disorders and may help individuals compensate and cope effectively with the challenges they meet in learning environments. Two studies explored differences in emotional intelligence (EI) between young adults with and without SLD. Two samples (matched on gender, approximate age, and program of study; n = 100, and unmatched; n = 584) of college students took self-report and performance-based tests of EI (Ability-EI) as well as a measure of self-esteem and demographics associated with college performance (e.g.: SAT scores, gender, etc.). The results showed that while SAT scores and ability emotional intelligence (Ability-EI) were associated with college GPA, Ability-EI did not differ between the two groups, while self-report measures of EI and self-esteem did show differences, with the group with learning disabilities ranking lower. The effects remained stable when we controlled for demographics and potential intervening factors. The results suggest that EI may play a protective role in the association between background variables and college attainment in students with SLD. The results may provide a basis for interventions to empower students with SLD in academia.

  8. Hoarding behaviors in children with learning disabilities.

    Science.gov (United States)

    Testa, Renée; Pantelis, Christos; Fontenelle, Leonardo F

    2011-05-01

    Our objective was to describe the prevalence, comorbidity, and neuropsychological profiles of children with hoarding and learning disabilities. From 61 children with learning disabilities, 16.4% exhibited hoarding as a major clinical issue. Although children with learning disabilities and hoarding displayed greater rates of obsessive-compulsive disorder (30%) as compared to those with learning disabilities without hoarding (5.9%), the majority of patients belonging to the former group did not display obsessive-compulsive disorder diagnosis. When learning disability patients with hoarding were compared to age-, sex-, and IQ-matched learning disability subjects without hoarding, hoarders exhibited a slower learning curve on word list-learning task. In conclusion, salient hoarding behaviors were found to be relatively common in a sample of children with learning disabilities and not necessarily associated with obsessive-compulsive disorder, supporting its nosological independence. It is unclear whether underlying cognitive features may play a major role in the development of hoarding behaviors in children with learning disabilities.

  9. Mental Health Services for Children and Adolescents with Learning Disabilities: A Review of Research on Experiences of Service Users and Providers

    Science.gov (United States)

    Jacobs, Myrthe; Downie, Helen; Kidd, Gill; Fitzsimmons, Lorna; Gibbs, Susie; Melville, Craig

    2016-01-01

    Background: Children and young people with learning disabilities experience high rates of mental health problems. Methods: The present study reviewed the literature on mental health services for children with learning disabilities, to identify known models of service provision and what has been experienced as effective or challenging in providing…

  10. What Are the Symptoms of Learning Disabilities?

    Science.gov (United States)

    ... What are common indicators? Share Facebook Twitter Pinterest Email Print What are the indicators of learning disabilities? Many children have difficulty with reading, writing, or other learning-related tasks at some point, ...

  11. Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities

    Science.gov (United States)

    Anslow, Katharine

    2014-01-01

    This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

  12. Causes of learning disability and epilepsy: a review.

    Science.gov (United States)

    Prince, Elizabeth; Ring, Howard

    2011-04-01

    Although the association between learning disability and epilepsy is well known, until relatively recently specific processes underlying this association were relatively poorly understood. However, scientific advances in molecular biology are starting to guide researchers towards descriptions of genetic and pathophysiological processes that may explain why syndromes of epilepsy and learning disability often co-exist. This article will focus largely on three areas of advancing knowledge: insights gained from wider use of genome-wide array comparative genomic hybridization (aCGH), specific insights gained from detailed study of Rett syndrome and the role of abnormalities of astrocytic function in predisposing to both epilepsy and learning disability. The enormous complexity of the biological underpinnings of the co-occurrence of epilepsy and learning disability are becoming apparent. In the future it is likely that research into therapeutic approaches will include, amongst other approaches, investigations of gene structure and expression, the role of astrocytes and the stability of dendritic spines.

  13. ICTs and Montessori for Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Athanasios Drigas

    2017-10-01

    Full Text Available This paper concentrates on the Montessori philosophy and examines how this learning theory currently gives credence to cognitive processes of the mind, as suitable intervention used to the training of children with learning disabilities. Furthermore, Montessori’s system and materials in combination with the support of new technologies as well as their implementation on various kinds of Information and Communication Technologies (ICTs have great successes regarding the support of disability and the enhancement of learning process.

  14. Similarities and differences between learning abilities, "pure" learning disabilities, "pure" ADHD and comorbid ADHD with learning disabilities.

    Science.gov (United States)

    Mangina, Constantine A; Beuzeron-Mangina, Helen

    2009-08-01

    This research pursues the crucial question of the differentiation of preadolescents with "Pure" ADHD, comorbid ADHD with learning disabilities, "Pure" learning disabilities and age-matched normal controls. For this purpose, Topographic Mapping of Event-Related Brain Potentials (ERPs) to a Memory Workload Paradigm with visually presented words, Bilateral Electrodermal Activity during cognitive workload and Mangina-Test performance were used. The analysis of Topographic distribution of amplitudes revealed that normal preadolescents were significantly different from "Pure" ADHD (Plearning disabilities (Plearning disabilities (Plearning disabilities have shown a marked reduction of prefrontal and frontal negativities (N450). As for the "Pure" Learning Disabled preadolescents, very small positivities (P450) in prefrontal and frontal regions were obtained as compared to the other pathological groups. Bilateral Electrodermal Activity during cognitive workload revealed a significant main effect for groups (P<0.00001), Left versus Right (P=0.0029) and sessions (P=0.0136). A significant main effect for the Mangina-Test performance which separated the four groups was found (P<0.000001). Overall, these data support the existence of clear differences and similarities between the pathological preadolescent groups as opposed to age-matched normal controls. The psychophysiological differentiation of these groups, provides distinct biological markers which integrate central, autonomic and neuropsychometric variables by targeting the key features of these pathologies for diagnosis and intervention strategies and by providing knowledge for the understanding of normal neurocognitive processes and functions.

  15. Big Society? Disabled people with the label of learning disabilities and the queer(y)ing of civil society

    OpenAIRE

    Goodley, Dan; Runswick-Cole, Katherine

    2014-01-01

    This paper explores the shifting landscape of civil society alongside the emergence of ‘Big Society’ in the UK. We do so as we begin a research project Big Society? Disabled people with learning disabilities and Civil Society [Economic and Social Research Council (ES/K004883/1)]; we consider what ‘Big Society’ might mean for the lives of disabled people labelled with learning disabilities (LDs). In the paper, we explore the ways in which the disabled body/mind might be thought of as a locus o...

  16. Improving care for people with learning disabilities.

    Science.gov (United States)

    Turner, Sue

    2014-11-25

    People with learning disabilities have poorer health than the general population and experience health inequalities - partly as a result of problems with accessing health services. Health services have a duty to address health inequalities, by making reasonable adjustments to their services so they are more accessible to people with learning disabilities, but this does not always happen. Failure to make reasonable adjustments can have significant adverse effects for people with learning disabilities and their families. Nurses are well placed to implement reasonable adjustments, many of which are simple to do and can save lives.

  17. Learning disabilities in Darier's disease patients.

    Science.gov (United States)

    Dodiuk-Gad, R; Lerner, M; Breznitz, Z; Cohen-Barak, E; Ziv, M; Shani-Adir, A; Amichai, B; Zlotogorski, A; Shalev, S; Rozenman, D

    2014-03-01

    Neuropsychiatric features and intellectual difficulties have been reported in studies of Darier's disease. Learning disabilities have never been reported or evaluated systematically in these patients. To assess the prevalence of learning disabilities in 76 patients with Darier's disease, and cognitive functioning in 19 of them. The data were collected by two methods: a questionnaire, as part of a larger study on the clinical characteristics of 76 patients; and neuropsychological measures for the assessment of learning disabilities in 19 of them. Thirty-one of the 76 patients reported learning disabilities (41%) and 56 (74%) reported a family history of learning disabilities. Significant differences were found between the 19 patients evaluated on cognitive tasks and a control group of 42 skilled learners on subtraction and multiplication tasks. Six (32%) of the 19 were identified as having reading difficulties and five (26%) exhibited low performance on the Concentration Performance Test. All patients had general cognitive ability in the average range. Findings suggest an association between Darier's disease and learning disabilities, a heretofore unreported association, pointing to the need to obtain personal and family history of such disabilities in order to refer cases of clinical concern for further study. © 2013 The Authors Journal of the European Academy of Dermatology and Venereology © 2013 European Academy of Dermatology and Venereology.

  18. Mislabeled Reading and Learning Disabilities: Assessment and Treatment for Reading Difficulties in Students with Learning Disabilities

    Science.gov (United States)

    Sze, Susan

    2009-01-01

    Reading affects a plethora of areas in life. Students with learning disabilities often fall into this category due to a lack of practice with reading and less time to focus on building skills. This paper examines the background, the relationship between reading and learning disabilities, the characteristics of students with learning disabilities…

  19. Learning Disabilities and Conductive Hearing Loss Involving Otitis Media.

    Science.gov (United States)

    Reichman, Julie; Healey, William C.

    1983-01-01

    A review of research on the relationship of otitis media (ear infection) and learning/language/hearing disorders revealed that incidence of otitis media was twice as common in learning disabled as nonLD students; and that, in general, otitis-prone children scored below controls with frequent evidence of performance deficits. (CL)

  20. Adolescents with specific learning disabilities - perceptions of specific learning disabilities in the environment of secondary schools

    OpenAIRE

    Pospíšilová, Zuzana

    2012-01-01

    The thesis focuses on adolescents with specific learning disabilities in the milieu of secondary schools. It is divided into a theoretical part and an empirical part. The first part introduces a topic of specific learning disabilities in the developmental stage of adolescence. It first describes the most relevant aspects of adolescent development. The attention is then paid to typical manifestations of specific learning disabilities in adolescence, and also to secondary symptoms usually conne...

  1. Would Rethinking Learning Disabilities Benefit Kuwait?

    Science.gov (United States)

    Bazna, Maysaa; Reid, D. Kim

    2009-01-01

    Learning disabilities education in Kuwait grew from Kuwaiti's wholesale importation of the Western, medical model of disability--a model basically incompatible with Kuwaiti culture. Conflicting factors include its problematic normal/abnormal binary, its assumption that the "deficit" is located in the student and the segregation of…

  2. A Belgian Approach to Learning Disabilities.

    Science.gov (United States)

    Hayes, Cheryl W.

    The paper reviews Belgian philosophy toward the education of learning disabled students and cites the differences between American behaviorally-oriented theory and Belgian emphasis on identifying the underlying causes of the disability. Academic methods observed in Belgium (including psychodrama and perceptual motor training) are discussed and are…

  3. The impact of learning disabilities on adulthood: a review of the evidenced-based literature for research and practice in adult education.

    Science.gov (United States)

    Gerber, Paul J

    2012-01-01

    It is now well established that learning disabilities (LD) persist into the adult years, yet despite a developing literature base in this area, there is a paucity of evidence-based research to guide research and practice. Consistent with the demands of the adult stage of development, autonomy and self-determination are crucial to quality-of-life issues to adults in general, and specifically to adults with LD. There are many areas of functioning in which adults need to adapt successfully, such as employment, family, social and emotional, daily living routines, community, and recreation and leisure. In essence, there are a myriad of challenges and outcomes as adults navigate the trials and tribulations of LD as it manifests itself into adulthood. This review of the extant evidence-based literature seeks to discover relevant knowledge that can be shared with practitioners who serve adults with LD in a variety of professional and volunteer roles, particularly in adult education settings.

  4. Universal Design for Learning: Critical Need Areas for People with Learning Disabilities

    Science.gov (United States)

    Strobel, Wendy; Arthanat, Sajay; Bauer, Stephen; Flagg, Jennifer

    2007-01-01

    The primary market research outlined in this paper was conducted by the Rehabilitation Engineering Research Center on Technology Transfer to identify critical technology needs for people with learning disabilities. Based on the research conducted, the underlying context of these technology needs is Universal Design for Learning (UDL). The paper…

  5. 78 FR 26509 - Final Priority; National Institute on Disability and Rehabilitation Research-Disability and...

    Science.gov (United States)

    2013-05-07

    ... inclusion of individuals with disabilities on the teams that develop the cloud and Web technologies... Institute on Disability and Rehabilitation Research--Disability and Rehabilitation Research Projects... Rehabilitative Services announces a priority under the Disability Rehabilitation Research Projects and Centers...

  6. LEARNING PROBLEMS IN CHILDREN WITH MILD INTELLECTUAL DISABILITY

    Directory of Open Access Journals (Sweden)

    Keskinova Angelka

    2018-04-01

    Full Text Available School failure is one of the more complex, more difficult and unfortunately frequent problem that modern school meets. Many factors can cause school failure, such as: child development characteristics, family and school-originated factors. The purpose of the research is analysis of the specific learning problems in students with a mild intellectual disability. For our research we used ACADIA test, which contains 13 subtests for assessing the overall individual functioning. The research involved 144 students. We divided the sample into two groups, children with intellectual disability (our target group and control group. We found that generally all students with the intellectual disability have special learning problems. According to individual subtests analysis we concluded that the ability for visual association is best developed among these students while on the subtest for auditory memory they achieved worse results. With the analysis of the control group we found that 13.75% of the students have special learning problems.

  7. Implementation of Automata Theory to Improve the Learning Disability

    OpenAIRE

    Ali, Syed Asif; Soomro, Safeeullah; Memon, Abdul Ghafoor; Baqi, Abdul

    2013-01-01

    There are various types of disability egress in world like blindness, deafness, and Physical disabilities. It is quite difficult to deal with people with disability. Learning disability (LD) is types of disability totally different from general disability. To deal children with learning disability is difficult for both parents and teacher. As parent deal with only single child so it bit easy. But teacher deals with different students at a time so its more difficult to deal with group of stude...

  8. Siblings' Understanding of Learning Disability: A Longitudinal Study

    Science.gov (United States)

    Hames, Annette

    2008-01-01

    Background: There is very little research on how and when siblings understand that they have a brother or sister with a learning disability. Research regarding young children's understanding of intelligence, suggests that they may not develop a clear understanding of ability until about 7 years of age. Method: Through interviewing parents and then…

  9. Designing Online Instruction for Postsecondary Students with Learning Disabilities

    Science.gov (United States)

    Simoncelli, Andrew; Hinson, Janice

    2010-01-01

    This research details the methodologies that could be used to better deliver online course content to students with learning disabilities. Research has shown how the design of the course affects the students' attitudes and performance. This article details the methodology and pedagogical side of the delivery including instructional methods that…

  10. Learning Disabilities and the School Health Worker

    Science.gov (United States)

    Freeman, Stephen W.

    1973-01-01

    This article offers three listings of signs and symptoms useful in detection of learning and perceptual deficiencies. The first list presents symptoms of the learning-disabled child; the second gives specific visual perceptual deficits (poor discrimination, figure-ground problems, reversals, etc.); and the third gives auditory perceptual deficits…

  11. Overcoming the obstacles: Life stories of scientists with learning disabilities

    Science.gov (United States)

    Force, Crista Marie

    Scientific discovery is at the heart of solving many of the problems facing contemporary society. Scientists are retiring at rates that exceed the numbers of new scientists. Unfortunately, scientific careers still appear to be outside the reach of most individuals with learning disabilities. The purpose of this research was to better understand the methods by which successful learning disabled scientists have overcome the barriers and challenges associated with their learning disabilities in their preparation and performance as scientists. This narrative inquiry involved the researcher writing the life stories of four scientists. These life stories were generated from extensive interviews in which each of the scientists recounted their life histories. The researcher used narrative analysis to "make sense" of these learning disabled scientists' life stories. The narrative analysis required the researcher to identify and describe emergent themes characterizing each scientist's life. A cross-case analysis was then performed to uncover commonalities and differences in the lives of these four individuals. Results of the cross-case analysis revealed that all four scientists had a passion for science that emerged at an early age, which, with strong drive and determination, drove these individuals to succeed in spite of the many obstacles arising from their learning disabilities. The analysis also revealed that these scientists chose careers based on their strengths; they actively sought mentors to guide them in their preparation as scientists; and they developed coping techniques to overcome difficulties and succeed. The cross-case analysis also revealed differences in the degree to which each scientist accepted his or her learning disability. While some demonstrated inferior feelings about their successes as scientists, still other individuals revealed feelings of having superior abilities in areas such as visualization and working with people. These individuals revealed

  12. Parental Role and Support for Online Learning of Students with Disabilities: A Paradigm Shift

    Science.gov (United States)

    Smith, Sean J.; Burdette, Paula J.; Cheatham, Gregory A.; Harvey, Susan P.

    2016-01-01

    This study, conducted by researchers at the Center on Online Learning and Students With Disabilities, investigated parent perceptions and experiences regarding fully online learning for their children with disabilities. Results suggest that with the growth in K-12 fully online learning experiences, the parent (or adult member) in students'…

  13. Increasing participation of people with learning disabilities in bowel screening.

    Science.gov (United States)

    Gray, Jonathan

    2018-03-08

    Learning disability nurses have a key role in addressing the health inequalities experienced by people with learning disabilities. People with learning disabilities are less likely to participate in bowel screening than other sectors of the population, despite there being evidence of this population being at an increased risk of developing bowel cancer. There are a range of barriers at individual and systemic levels that impact on participation in bowel screening by people with learning disabilities. Actions to address these barriers have been identified in the literature and learning disability nurses are a key agent of change in enabling people with learning disabilities to participate in the national screening programmes.

  14. Children with Learning Disabilities. Facts for Families. Number 16

    Science.gov (United States)

    American Academy of Child & Adolescent Psychiatry (NJ1), 2011

    2011-01-01

    Parents are often worried when their child has learning problems in school. There are many reasons for school failure, but a common one is a specific learning disability. Children with learning disabilities can have intelligence in the normal range but the specific learning disability may make teachers and parents concerned about their general…

  15. "Emancipatory Disability Research": Project or Process?

    Science.gov (United States)

    Barnes, Colin

    2002-01-01

    This article provides an overview of the core principles and implications of emancipatory disability research. It suggests the emancipatory research paradigm has begun to transform the material and social relations of research production and concludes by suggesting that emancipatory disability should be perceived as a process rather than a…

  16. Learning disabilities: analysis of 69 children

    Directory of Open Access Journals (Sweden)

    Meister Eduardo Kaehler

    2001-01-01

    Full Text Available With this article we intend to demonstrate the importance of evaluation and follow up of children with learning disabilities, through a multidisciplinary team. As well as to establish the need of intervention. We evaluate 69 children, from Aline Picheth Public School, in Curitiba, attending first or second grade of elementary school, through general and evolutionary neurological examination, pediatric checklist symptoms, and social, linguistic and psychological (WISC-III, Bender Infantile and WPPSI-figures evaluation. The incidence was higher in boys (84,1%, familiar history of learning disabilities was found in 42%, and writing abnormalities in 56,5%. The most frequent diagnosis was attention deficit and hyperactivity disorder, in 39,1%. With this program, we aimed to reduce the retention taxes and stress the importance of this evaluation, and, if necessary, multidisciplinar intervention in the cases of learning disabilities.

  17. Teacher response to learning disability: a test of attributional principles.

    Science.gov (United States)

    Clark, M D

    1997-01-01

    Attribution research has identified student ability and effort expended as causes of achievement outcomes that result in differing teacher affect, evaluative feedback, and expectation of future performance. Ninety-seven elementary-school general education teachers (84 women and 13 men) rated their responses to the test failures of hypothetical boys with and without learning disabilities. In most cases, greater reward and less punishment, less anger and more pity, and higher expectations of future failure followed the negative outcomes of the boys with learning disabilities, when compared with their nondisabled ability and effort matches, indicating that learning disability acts as a cause of achievement outcomes in the same way as ability and effort. This pattern of teacher affect and response can send negative messages that are often interpreted as low-ability cues, thus affecting students' self-esteem, sense of competence as learners, and motivation to achieve.

  18. Memory Processes in Learning Disability Subtypes of Children Born Preterm

    OpenAIRE

    McCoy, Thomasin E.; Conrad, Amy L.; Richman, Lynn C.; Nopoulos, Peg C.; Bell, Edward F.

    2012-01-01

    The purpose of this study was to evaluate immediate auditory and visual memory processes in learning disability subtypes of 40 children born preterm. Three subgroups of children were examined: (a) primary language disability group (n = 13), (b) perceptual-motor disability group (n = 14), and (c) no learning disability diagnosis group without identified language or perceptual-motor learning disability (n = 13). Between-group comparisons indicate no significant differences in immediate auditory...

  19. Piracetam: Its Possible Mode of Action in Children with Learning Disabilities and Its Effect on "in vitro" Cell Growth

    Science.gov (United States)

    Britz, R.; Bester, M. J.; da Silva, A.; Motsoane, N. A.; Marx, J.; Naude, H.; Pretorius, E.

    2006-01-01

    The use of pharmaceutical products such as Piracetam (Nootropil[R]) for the treatment of learning disabilities is becoming increasingly prevalent, and some studies have shown successful treatment of learning disabilities in children. This research article will discuss traditional uses of Piracetam, as well as uses in learning disabilities, with…

  20. The Impact of Cognitive Assessment on the Identity of People with Learning Disabilities

    Science.gov (United States)

    Davidson, Terence; Smith, Hilary; Burns, Jan

    2014-01-01

    Researchers and clinicians have hypothesised that cognitive assessments have the power to influence the self-identity of people with learning disabilities. This research aimed to explore the experience of a sample of people who had been given a cognitive assessment by a psychologist based in a team for people with learning disabilities. Five…

  1. A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities

    Science.gov (United States)

    Murders, Michael R.

    2017-01-01

    The body of research concerning college students with learning disabilities is sparse relative to the percentage of college students with learning disabilities who attend college. Further, the majority of existing research fails to capture the student voice and the lived experiences of the students themselves. The purpose of this study was to…

  2. Learning disabilities and social problem solving skills

    Directory of Open Access Journals (Sweden)

    Pina Filippello

    2013-09-01

    Full Text Available Normal 0 14 false false false MicrosoftInternetExplorer4 Recent studies showed that children with learning disabilities present significant difficulties in learning as well as in social skills (Siperstein, 2009.Therefore, it was observed how it is difficult for these children to establish adequate relationships, especially to advise coping strategies to face interpersonal conflicts (Oliva & LaGreca, 1988. Accordingly to this argument and with reference to Agaliotis e Kalyva (2004, 2009, this study examines the preferences for strategies to solve an hypothetical conflict on a sample of children with LD in comparison to typical developing peers. They used the method of social story to conduct this research. In fact, researchers asked to the children, after they have listened a short story describing an interpersonal conflict interaction between adult and peers,  which strategies they would have chosen if they were in the same situation and the strategies that would be most appropriate to resolve a conflict. Results obtained from the experiment corroborated literature data and demonstrated that children with LD, in comparison to typical developing peers, use and prefer dysfunctional coping strategies, aggressive or passive, also in relation to the partner interaction (adult or peers to face interpersonal conflict.

  3. Mathematics and Metacognition in Adolescents and Adults with Learning Disabilities

    Science.gov (United States)

    Desoete, Annemie

    2009-01-01

    A majority of studies on learning disabilities have focused on elementary grades. Although problems with learning disabilities are life-affecting only a few studies focus on deficits in adults. In this study adults with isolated mathematical disabilities (n = 101) and adults with combined mathematical and reading disabilities (n = 130) solved…

  4. Assessment and Documentation Considerations for Postsecondary Students with Learning Disabilities

    Science.gov (United States)

    Lindstrom, Jennifer H.; Lindstrom, Will

    2011-01-01

    In order to gain access to accommodations and services at colleges and universities, students with learning disabilities must provide documentation of their disabilities, and as students with learning disabilities access higher education at increasing rates, the need for documentation of their disabilities and its impact becomes even more…

  5. Research Paper: Effect of Play-based Therapy on Metacognitive and Behavioral Aspects of Executive Function: A Randomized, Controlled, Clinical Trial on the Students With Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Samaneh Karamali Esmaili

    2017-05-01

    Conclusion: Play-based therapy is effective on the metacognitive and behavioral  aspects of EF in students with specific learning disabilities. Professionals can use play-based therapy rather than educational approaches in clinical practice to enhance EF skills.

  6. Graphic Organizers for Secondary Students with Learning Disabilities

    Science.gov (United States)

    Singleton, Sabrina M.; Filce, Hollie Gabler

    2015-01-01

    Research suggests students with learning disabilities often have trouble connecting new and prior knowledge, distinguishing essential and nonessential information, and applying comprehension strategies (DiCecco & Gleason, 2002; Vaughn & Edmonds, 2006). Graphic organizers have been suggested as tools educators can use to facilitate critical…

  7. Self-Disclosure Decisions of University Students with Learning Disabilities

    Science.gov (United States)

    Cole, Emma V.; Cawthon, Stephanie W.

    2015-01-01

    The number of students with learning disabilities (SLD) at postsecondary institutions has tripled over the past three decades and now constitutes about 11% of undergraduate students (Joyce & Rossen, 2006; U.S. Department of Education, 2013). Research has found that SLD who use accommodations at their postsecondary institution are more…

  8. The Actuarial Turn in the Science of Learning Disabilities

    Science.gov (United States)

    Danforth, Scot

    2011-01-01

    In the mid-1970s, Donald Hammill and his colleagues authored three scathing critiques of the two most trusted scientific traditions of learning disability treatment--movement education and psycholinguistic training (Hammill, 1972; Hammill & Larsen, 1974; Hammill, Goodman, & Wiederholt, 1974). These critical reviews of research rejected the older…

  9. Implementing CRA with Secondary Students with Learning Disabilities in Mathematics

    Science.gov (United States)

    Witzel, Bradley S.; Riccomini, Paul J.; Schneider, Elke

    2008-01-01

    Students with learning disabilities struggle to acquire essential mathematical concepts and skills, especially at the secondary level. One effective approach to improving secondary math performance supported by research is the concrete-to-representational-to-abstract (CRA) sequence of instruction. Although CRA is an evidenced-based instructional…

  10. An Exploration of Community Learning Disability Nurses' Therapeutic Role

    Science.gov (United States)

    Marsham, Marian

    2012-01-01

    This literature review and primary qualitative research explores therapeutic role from the perspective of Community Learning Disability Nurses. Semi-structured interviews, based on Critical Incident Technique ("Psychol Bull", 51, 1954, 327), and descriptive phenomenological methodology were adopted to elicit data amenable to systematic…

  11. University Teaching with a Disability: Student Learnings beyond the Curriculum

    Science.gov (United States)

    Sheridan, Lynnaire; Kotevski, Suzanne

    2014-01-01

    This research examines the learning experience of university students who were tutored by a teacher with quadriplegia mixed type cerebral palsy. It was inspired by Pritchard's [2010. "Disabled People as Culturally Relevant Teachers." "Journal of Social Inclusion" 1 (1): 43-51] argument that the presence of people with a…

  12. Defining Learning Disability: Does IQ Have Anything Significant to Say?

    Science.gov (United States)

    Dunn, Michael W.

    2010-01-01

    A debate exists in the research community about replacing the traditional IQ/achievement discrepancy method for learning disability identification with a "response-to-intervention model". This new assessment paradigm uses a student's level of improvement with small-group or individual programming to determine a possible need for…

  13. Teachers' Educational Beliefs about Students with Learning Disabilities

    Science.gov (United States)

    Landers, Andrew James

    2017-01-01

    Past research indicates that teachers' beliefs are influential in their decisions and behaviors in the classroom. Teachers are also influenced by the socioeconomic status of their students. The present study on beliefs and evaluation of knowledge about working with students with learning disabilities included kindergarten through 12th grade…

  14. Ageing and People with Learning Disabilities: In Search of Evidence

    Science.gov (United States)

    Walker, Carol

    2015-01-01

    Background: Growing numbers of people with learning disabilities are now living into older age. This study aims to examine the state of knowledge about their lives and the challenges that ageing has for both family carers and policymakers and practitioners. Materials and Methods: The article synthesises existing research in the fields of learning…

  15. 77 FR 8234 - National Institute on Disability and Rehabilitation Research-Disability and Rehabilitation...

    Science.gov (United States)

    2012-02-14

    ... seeks to: (1) Improve the quality and utility of disability and rehabilitation research; (2) determine...; (3) identify research gaps; (4) identify mechanisms of integrating research and practice; and (5... DEPARTMENT OF EDUCATION National Institute on Disability and Rehabilitation Research-- Disability...

  16. Compounding the Challenge: Young Deaf Children and Learning Disabilities.

    Science.gov (United States)

    Mauk, Gary W.; Mauk, Pamela P.

    1993-01-01

    This paper presents a definition of deaf and hard of hearing children with learning disabilities; notes the incidence of children with both disabilities; outlines roadblocks to learning; describes screening, diagnosis, and assessment practices; and offers suggestions for educational programming. (JDD)

  17. School Counselors and Psychological Aspects of Learning Disabilities.

    Science.gov (United States)

    Fahey, David A.

    1984-01-01

    Provides an overview of some of the more common psychological theories and behavioral variables associated with learning disabilities. Reviews Adlerian Rational Emotive and behavioral and hypnotherapy approaches as intervention strategies for the counselor confronted with learning disabled students. (LLL)

  18. A Functional Genomic Analysis of NF1-Associated Learning Disabilities

    National Research Council Canada - National Science Library

    Tang, Shao-Jun

    2008-01-01

    Learning disabilities severely deteriorate the life of many NF1 patients. However, the pathogenic process for NF1-associated learning disabilities has not been fully understood and an effective therapy is not available...

  19. A Functional Genomic Analysis of NF1-Associated Learning Disabilities

    National Research Council Canada - National Science Library

    Tang, Shao-Jun

    2007-01-01

    Learning disabilities severely deteriorate the life of many NF1 patients. However, the pathogenic process for NF1-associated learning disabilities has not been fully understood and an effective therapy is not available...

  20. A Functional Genomic Analysis of NF1-Associated Learning Disabilities

    National Research Council Canada - National Science Library

    Tang, Shao-Jun

    2006-01-01

    Learning disabilities severely deteriorate the life of many NFI patients. However, the pathogenic process for NFI-associated learning disabilities has not been fully understood and an effective therapy is not available...

  1. Neuropsychology of Learning Disabilities: The Past and the Future.

    Science.gov (United States)

    Fletcher, Jack M; Grigorenko, Elena L

    2017-10-01

    Over the past 50 years, research on children and adults with learning disabilities has seen significant advances. Neuropsychological research historically focused on the administration of tests sensitive to brain dysfunction to identify putative neural mechanisms underlying learning disabilities that would serve as the basis for treatment. Led by research on classifying and identifying learning disabilities, four pivotal changes in research paradigms have produced a contemporary scientific, interdisciplinary, and international understanding of these disabilities. These changes are (1) the emergence of cognitive science, (2) the development of quantitative and molecular genetics, (3) the advent of noninvasive structural and functional neuroimaging, and (4) experimental trials of interventions focused on improving academic skills and addressing comorbid conditions. Implications for practice indicate a need to move neuropsychological assessment away from a primary focus on systematic, comprehensive assessment of cognitive skills toward more targeted performance-based assessments of academic achievement, comorbid conditions, and intervention response that lead directly to evidence-based treatment plans. Future research will continue to cross disciplinary boundaries to address questions regarding the interaction of neurobiological and contextual variables, the importance of individual differences in treatment response, and an expanded research base on (a) the most severe cases, (b) older people with LDs, and (c) domains of math problem solving, reading comprehension, and written expression. (JINS, 2017, 23, 930-940).

  2. Challenges faced by parents of children with learning disabilities in Opuwo, Namibia.

    Science.gov (United States)

    Taderera, Clever; Hall, Herna

    2017-01-01

    Parenting children with learning disabilities requires a high level of knowledge and access to resources, information and services. In developing countries, however, these resources and services are not always available. Parents in Namibia, a developing country, therefore face challenges addressing children's learning and other developmental disabilities, including challenges related to preventative and supportive interventions. This research focuses on challenges faced by parents as they parent children with learning disabilities in Opuwo, Namibia. In-depth interviews were conducted with eight parents regarding the challenges they face in parenting their children with learning disabilities. Thematic analysis enabled the researchers to identify, analyse and report on themes that emerged from the qualitative interview data. Analysis of the interviews indicated that some participants had only a vague understanding of learning disabilities, as they did not have access to essential knowledge about this phenomenon. They also lacked an awareness of the availability of programmes, services and policies meant to benefit their children with learning disabilities. Participants voiced that they, their children with learning disabilities and community members have stereotypes and prejudices regarding learning disabilities. In this study, most of the children with learning disabilities were raised by single, unemployed parents who seemed to have access to less support from external sources than married couples parenting children with learning disabilities. These single parents are usually not married and because of lack of financial support from the other parent, the majority of them indicated that they struggle to meet the financial and material needs of their children. The researchers concluded that the participants in this study experience a range of challenges in parenting their children with learning disabilities. The main challenges emanate from financial instability, as

  3. Older People with Learning Disabilities:Workforce issues

    OpenAIRE

    Hussein, S; Manthorpe, J

    2005-01-01

    The life expectancy of people with learning disabilities has increased substantially. Services for older people with learning disabilities are provided by various sectors and practitioners (generic health and social care, or specialist learning disability or old age). The literature suggests that practitioners do not feel well-equipped to support people with learning disabilities as they grow older, and older people's services do not always have the opportunity to share experiences and skills...

  4. Wittgenstein's language games as a theory of learning disabilities.

    Science.gov (United States)

    Timmons, Stephen

    2006-01-01

    Sociological approaches to the understanding of learning disabilities are perhaps not as fully developed as they might be. Wittgenstein's notion of the language game is elucidated, and its relevance to the analysis of learning disabilities as a social phenomenon is explained. This gives some insight into an alternative conception of what learning disabilities might be, and why people who are classified as having learning disabilities continue, to some extent, to be excluded from full participation in society.

  5. Teaching Foreign Languages to Pupils with Specific Learning Disability

    OpenAIRE

    VOLDÁNOVÁ, Veronika

    2015-01-01

    This diploma thesis deals with the topic of specific learning disability. In the theoretical part I define the term specific learning disability and I mention the related terms. I deal with the history, types and causes of specific learning disability, further I describe the possibilities of diagnostics and re-education concerning specific learning disability. I also attend to the situation of a pupil in the family and school background. The main attention is especially paid to teaching forei...

  6. A Time to Define: Making the Specific Learning Disability Definition Prescribe Specific Learning Disability

    Science.gov (United States)

    Kavale, Kenneth A.; Spaulding, Lucinda S.; Beam, Andrea P.

    2009-01-01

    Unlike other special education categories defined in U.S. law (Individuals with Disabilities Education Act), the definition of specific learning disability (SLD) has not changed since first proposed in 1968. Thus, although the operational definition of SLD has responded to new knowledge and understanding about the construct, the formal definition…

  7. Disability Is Not Measles: New Research Paradigms in Disability.

    Science.gov (United States)

    Rioux, Marcia H., Ed.; Bach, Michael, Ed.

    This book is the product of a forum titled New Research Directions and Paradigms, held at the Congress of the International Association for the Scientific Study of Mental Deficiency in Australia in August 1992. The book presents 13 chapters, all written within a critical paradigm for disability research which critiques the reification of…

  8. Learning Disabilities and Achieving High-Quality Education Standards

    Science.gov (United States)

    Gartland, Debi; Strosnider, Roberta

    2017-01-01

    This is an official document of the National Joint Committee on Learning Disabilities (NJCLD), of which Council for Learning Disabilities is a long-standing, active member. With this position paper, NJCLD advocates for the implementation of high-quality education standards (HQES) for students with learning disabilities (LD) and outlines the…

  9. Awareness on Learning Disabilities among Elementary School Teachers

    Science.gov (United States)

    Menon K. P., Seema

    2016-01-01

    The study aims to find out the awareness on learning disabilities among elementary school teachers. The sample for the present study consisted of 500 elementary school teachers of Kerala. In this study the investigator used an Awareness Test on Learning Disabilities to measure the Awareness on Learning Disabilities among Elementary School…

  10. 34 CFR 300.307 - Specific learning disabilities.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

  11. Inter-Judge Agreement in Classifying Students as Learning Disabled.

    Science.gov (United States)

    Epps, Susan; And Others

    Eighteen judges with backgrounds in assessment, decision making, and learning disabilities were asked to use an array of information to differentiate learning disabled (LD) and non-learning disabled students. Each judge was provided with forms containing information on 42 test or subtest scores of 50 school-identified LD students and 49 non-LD…

  12. Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities.

    Science.gov (United States)

    Krawec, Jennifer; Huang, Jia

    The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability (i.e., average-achieving [AA] students, low-achieving [LA] students, and students with LD) participated in the research study. Several features of the intervention were modified, including (a) explicitness of instruction, (b) emphasis on meta-cognition, (c) focus on problem-solving prerequisites, (d) extended duration of initial intervention, and (e) addition of visual supports. General education math teachers taught all instructional sessions to their inclusive classrooms. Curriculum-based measures (CBMs) of math problem solving were administered five times over the course of the year. A multilevel model (repeated measures nested within students and students nested within schools) was used to analyze student progress on CBMs. Though CBM scores in the intervention group were initially lower than that of the comparison group, intervention students improved significantly more in the first phase, with no differences in the second phase. Implications for instruction are discussed as well as directions for future research.

  13. People with Learning Disabilities and "Active Ageing"

    Science.gov (United States)

    Foster, Liam; Boxall, Kathy

    2015-01-01

    Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…

  14. Career Guidance for Learning-Disabled Youth

    Science.gov (United States)

    Chen, Charles P.; Chan, Janice

    2014-01-01

    Learning disabilities (LDs) describe a number of disorders that affect the way information is acquired, retained, organized, and understood. This article aims to address the critical issue of improving the career well-being of LD youth. It first examines several critical issues that affect LD high school students/youth in their career development.…

  15. Motor Tics, Tourette Syndrome, and Learning Disabilities.

    Science.gov (United States)

    Lerer, Robert J.

    1987-01-01

    Complex motor tics associated with vocal tics indicate a high likelihood of Tourette syndrome; children with this syndrome may also have learning disabilities and attentional disorders. Individuals may be treated with stimulant drugs which may precipitate or exacerbate tics. Pharmacotherapy is available for management of tics and attentional…

  16. Educating Students with Learning Disabilities in Taiwan

    Science.gov (United States)

    Hsiao, Yun-Ju

    2011-01-01

    In East Asia, Taiwan is one of only a few countries that has a clear definition of learning disabilities (LD) as well as operational criteria for the identification of LD. In Taiwan, special education services for students with LD are mandated in the Special Education Act of 1984. According to the official statistics from the Taiwanese Special…

  17. Learning Disability and Depression in Young Adulthood

    Science.gov (United States)

    MacInnes, Maryhelen; Broman, Clifford L.

    2013-01-01

    It is well established that children and adolescents with learning disabilities are more likely to experience depressed mood than are their peers. Many scholars explain this relationship as resulting from low self-esteem, stress, or social isolation. However, little work has explored whether this relationship continues to exist into young…

  18. Developmental Dyscalculia Is a Familial Learning Disability.

    Science.gov (United States)

    Shalev, Ruth S.; Manor, Orly; Kerem, Batsheva; Ayali, Mady; Badichi, Navah; Friedlander, Yechiel; Gross-Tsur, Varda

    2001-01-01

    Siblings and parents of 39 children with dyscalculia were assessed for arithmetic, reading, and attention disorders. Findings indicated a familial prevalence of dyscalculia almost tenfold higher than expected for the general population and suggest that dyscalculia, like other learning disabilities, has a significant familial aggregation,…

  19. Group Hypnotherapy With Learning Disabled Children.

    Science.gov (United States)

    Johnson, Lynn S.; And Others

    The impact of group hypnotic and self-hypnotic training on the academic performance and self-esteem of learning disabled children was explored. Three hypnotic training sessions and instructions for six weeks of daily self-hypnotic practice containing suggestions for imagery related to improvement in these areas were given to 15 children, their…

  20. Handbook of Learning Disabilities, Second Edition

    Science.gov (United States)

    Swanson, H. Lee, Ed.; Harris, Karen R., Ed.; Graham, Steve, Ed.

    2014-01-01

    Widely regarded as the standard reference in the field, this comprehensive handbook presents state-of-the-art knowledge about the nature and classification of learning disabilities (LD), their causes, and how individuals with these difficulties can be identified and helped to succeed. Best practices are described for supporting student performance…

  1. Greek Young Adults with Specific Learning Disabilities Seeking Learning Assessments

    Science.gov (United States)

    Bonti, Eleni; Bampalou, Christina E.; Kouimtzi, Eleni M.; Kyritsis, Zacharias

    2018-01-01

    The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults…

  2. Social Anxiety among Arab Adolescents with and without Learning Disabilities in Various Educational Frameworks

    Science.gov (United States)

    Peleg, Ora

    2011-01-01

    The aim of the current study is to examine differences in social anxiety between learning disabled (LD) and non-learning disabled (non-LD) students, taking into account educational placement. The present research is the first to consider the above relations among Christian Arab adolescents living in Israel as an Eastern collectivist minority. On…

  3. Health and Social Care Interventions Which Promote Social Participation for Adults with Learning Disabilities: A Review

    Science.gov (United States)

    Howarth, Sharon; Morris, David; Newlin, Meredith; Webber, Martin

    2016-01-01

    People with learning disabilities are among the most socially excluded in society. There is a significant gap in research evidence showing how health and social care workers can intervene to improve the social participation of adults with learning disabilities. A systematic review and modified narrative synthesis was used to appraise the quality…

  4. The "Double-Bind of Dependency": Early Relationships in Men with Learning Disabilities in Secure Settings

    Science.gov (United States)

    Rayner, Kelly; Wood, Harry; Beail, Nigel

    2015-01-01

    Although the development of secure attachments has been shown to be more problematic for people with learning disabilities, there is a shortage of research into the attachment experience of people with learning disabilities who have broken the law. The present study used thematic analysis to explore the attachment experiences of 10 men with…

  5. Exploring the Self-concept of Adults with Mild Learning Disabilities

    Science.gov (United States)

    Pestana, Claudio

    2015-01-01

    This qualitative study aimed to add to the research on the self-concept of adults with mild learning disabilities and to generate a deeper understanding of their self-perceptions rather than draw generalised quantitative conclusions. Eight adults diagnosed with mild learning disabilities receiving support from a supported living project were…

  6. Predicting the Motivation in College-Aged Learning Disabled Students Based on the Academic Motivation Scale

    Science.gov (United States)

    Luna, Alberto D.

    2013-01-01

    Given the paucity of research on factors associated with motivation in learning disabled college students, the present study investigated the motivation levels in college students with learning disabilities. The Academic Motivation Scale (AMS) has been validated cross-nationally and across all educational age groups of students having various…

  7. Moving On: Transitions out of Care for Young People with Learning Disabilities in England and Sweden

    Science.gov (United States)

    Roberts, Helen; Ingold, Anne; Liabo, Kristin; Manzotti, Grazia; Reeves, David; Bradby, Hannah

    2018-01-01

    Background: Young people with learning disabilities are frequently underrepresented in research accounts. This study describes the experiences of young people moving from the care system. Methods: We scoped the English and Swedish literature for first-hand accounts and interviewed four young people with learning disabilities leaving the English…

  8. Addressing Health Inequities: Coronary Heart Disease Training within Learning Disabilities Services

    Science.gov (United States)

    Holly, Deirdre; Sharp, John

    2014-01-01

    People with learning disabilities are at increased risk of coronary heart disease (CHD). Research suggests this may be due to inequalities in health status and inequities in the way health services respond to need. Little is known about the most effective way to improve health outcomes for people with learning disabilities. A previously developed…

  9. How Do People with Learning Disabilities Experience and Make Sense of the Ageing Process?

    Science.gov (United States)

    Newberry, Gayle; Martin, Carol; Robbins, Lorna

    2015-01-01

    Background: Not enough is currently known about how people with learning disabilities experience and understand the ageing process. This is particularly important as the population of older people with learning disabilities is growing due to increased life expectancy. This article draws on the first author's doctoral research study, which aimed to…

  10. Active Adult Lives for Persons with Learning Disabilities--The Perspectives of Professionals

    Science.gov (United States)

    Witsø, Aud Elisabeth; Kittelsaa, Anna M.

    2018-01-01

    Background: Living active adult lives is both a value and a right, but the right to do so is associated with restrictions among adults with learning disabilities. This research aimed to capture professionals' understanding and perception of active adult living for people with learning disabilities living in clustered housing in a Norwegian…

  11. Transforming Identities through Transforming Care: How People with Learning Disabilities Experience Moving out of Hospital

    Science.gov (United States)

    Head, Annabel; Ellis-Caird, Helen; Rhodes, Louisa; Parkinson, Kathie

    2018-01-01

    Background: People with learning disabilities are moving out of hospitals as part of the Transforming Care programme, although thus far their views on how they have experienced this have not been researched. Materials and Methods: A qualitative design was used to explore how people with learning disabilities experienced moving as part of…

  12. Punishing the Vulnerable: Exploring Suspension Rates for Students with Learning Disabilities

    Science.gov (United States)

    Brobbey, Gordon

    2018-01-01

    Students with learning disabilities are suspended at disproportionate rates in schools. Although research has shown the ineffectiveness of suspension as a disciplinary tool, school administrators continue to use it to combat behavior infractions. This column presents a review of the literature on suspension for students with learning disabilities,…

  13. Recognition, Expression, and Understanding Facial Expressions of Emotion in Adolescents with Nonverbal and General Learning Disabilities

    Science.gov (United States)

    Bloom, Elana; Heath, Nancy

    2010-01-01

    Children with nonverbal learning disabilities (NVLD) have been found to be worse at recognizing facial expressions than children with verbal learning disabilities (LD) and without LD. However, little research has been done with adolescents. In addition, expressing and understanding facial expressions is yet to be studied among adolescents with LD…

  14. Anxiety and Depression in Children with Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development

    Science.gov (United States)

    Mammarella, Irene C.; Ghisi, Marta; Bomba, Monica; Bottesi, Gioia; Caviola, Sara; Broggi, Fiorenza; Nacinovich, Renata

    2016-01-01

    The main goal of the present study was to shed further light on the psychological characteristics of children with different learning disability profiles aged between 8 and 11 years, attending from third to sixth grade. Specifically, children with nonverbal learning disabilities (NLD), reading disabilities (RD), or a typical development (TD) were…

  15. Language Disorders Are Learning Disabilities: Challenges on the Divergent and Diverse Paths to Language Learning Disability

    Science.gov (United States)

    Sun, Lei; Wallach, Geraldine P.

    2014-01-01

    This article takes readers along the pathway of language learning and disorders across childhood and adolescence, highlighting the complex relationship between early (preschool) language disorders and later (school age) learning disabilities. The discussion starts with a review of diagnostic labels widely used in schools and other professional…

  16. [Neurophysiological correlates of learning disabilities in Japan].

    Science.gov (United States)

    Miyao, M

    1999-05-01

    In the present study, we developed a new event-related potentials (ERPs) stimulator system applicable to simultaneous audio visual stimuli, and tested it clinically on healthy adults and patients with learning disabilities (LD), using Japanese language task stimuli: hiragana letters, kanji letters, and kanji letters with spoken words. (1) The origins of the P300 component were identified in these tasks. The sources in the former two tasks were located in different areas. In the simultaneous task stimuli, a combination of the two P300 sources was observed with dominance in the left posterior inferior temporal area. (2) In patients with learning disabilities, those with reading and writing disability showed low amplitudes in the left hemisphere in response to visual language task stimuli with kanji and hiragana letters, in contrast to healthy children and LD patients with arithmetic disability. (3) To evaluate the effect of methylphenidate (10 mg) on ADD, paired-associate ERPs were recorded. Methylphenidate increased the amplitude of P300.

  17. Students with Learning Disabilities in the Music Classroom

    Science.gov (United States)

    Darrow, Alice-Ann

    2012-01-01

    There are a number of disabilities that music educators may never encounter among their students in the music classroom; however, all music educators will have students with learning disabilities. Students with learning disabilities may have a variety of "presenting problems" that limit their academic and social success in the music classroom. The…

  18. Review of Mathematics Interventions for Secondary Students with Learning Disabilities

    Science.gov (United States)

    Marita, Samantha; Hord, Casey

    2017-01-01

    Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12…

  19. Academic Students' Attitudes toward Students with Learning Disabilities

    Science.gov (United States)

    Gonen, Ayala; Grinberg, Keren

    2016-01-01

    Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

  20. Danish disability research across half a century

    DEFF Research Database (Denmark)

    Bonfils, Inge Storgaard; Bengtsson, Steen

    2013-01-01

    . The present article outlines Danish disability research with the emphasis on social research in the last 10 years. It points to forces and framework conditions that have influenced the development of the field of research. It also presents central topics of research as well as some of its findings...

  1. Machine-Learning Research

    OpenAIRE

    Dietterich, Thomas G.

    1997-01-01

    Machine-learning research has been making great progress in many directions. This article summarizes four of these directions and discusses some current open problems. The four directions are (1) the improvement of classification accuracy by learning ensembles of classifiers, (2) methods for scaling up supervised learning algorithms, (3) reinforcement learning, and (4) the learning of complex stochastic models.

  2. The role of learning disability nurses in promoting cervical screening uptake in women with intellectual disabilities: A qualitative study.

    Science.gov (United States)

    Lloyd, Jennifer L; Coulson, Neil S

    2014-06-01

    Research suggests that the uptake of cervical screening by women with intellectual disabilities (commonly known as learning disabilities within UK policy frameworks, practice areas and health services) is poor compared to women without intellectual disabilities. The present study explored learning disability nurses' experiences of supporting women with intellectual disabilities to access cervical screening in order to examine their role in promoting attendance and elucidate potential barriers and facilitators to uptake. Ten participants recruited from a specialist learning disability service completed a semi-structured interview and data were analysed using experiential thematic analysis. Identified individual barriers included limited health literacy, negative attitudes and beliefs and competing demands; barriers attributed to primary care professionals included time pressures, limited exposure to people with intellectual disabilities and lack of appropriate knowledge, attitudes and skills. Attendance at cervical screening was facilitated by prolonged preparation work undertaken by learning disability nurses, helpful clinical behaviours in the primary care context and effective joint working. © The Author(s) 2014.

  3. Knowledge of results and learning to tell the time in an adult male with an intellectual disability: a single-subject research design.

    Science.gov (United States)

    Applegate, Samantha L; Rice, Martin S; Stein, Franklin; Maitra, Kinsuk K

    2008-01-01

    The present study investigated whether knowledge of results, in the form of visual and audible feedback, would increase the accuracy of time-telling in an individual with an intellectual disability. A 19-year-old male with mild intellectual disability participated in this A1-B1-A2-B2 single-subject study design. The task involved correctly identifying the time given on a computer. Data, based on the Wilcoxon signed-rank test, showed that the participant demonstrated a greater number of correct responses during the intervention phases. Incorporating knowledge of results into a learning strategy for this individual with intellectual disability resulted in an increased ability to accurately identify the correct time on an analogue clock. There is a need to replicate the study design to increase the external validity and generalization of results. The strategies described in the present study may also be useful for occupational therapists who teach individuals with intellectual disability to gain skills in their everyday activities of daily living (ADLs). (c) 2007 John Wiley & Sons, Ltd.

  4. Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

    Science.gov (United States)

    Nwachukwu, Bethel C.

    There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

  5. WA10 Working in partnership with people with learning disabilities: academics and people with learning disabilities working together to disseminate the findings of a confidential inquiry into deaths of people with learning disabilities through film.

    Science.gov (United States)

    Russ, Lesley

    2015-04-01

    In England, between 2010-2013, a Confidential Inquiry into premature Deaths of People with Learning Disabilities was commissioned by the Department of Health. This took place in SW England led by Norah Fry Research Centre at Bristol University. Findings from the investigations into 247 deaths included that men with learning disabilities die, on average 13 years sooner and women, on average 20 years sooner, than the general population. Over 1/3 (37%) were found to be avoidable, being amenable to good quality healthcare. A number of key recommendations were made which required understanding by a range of audiences including people with learning disabilities and their carers. This workshop will demonstrate how academics can work with actors with learning disabilities to disseminate research findings about a sensitive subject in a thought provoking and accessible way. Academics worked with the MISFITs theatre company to make a DVD about the findings and recommendations of the Confidential Inquiry. The DVD presents the findings of the Confidential Inquiry through the stories of John, Bill, Karen and Emily. It powerfully illustrates the importance of diagnosing and treating illness of people with learning disabilities in a timely and appropriate manner and highlights the measures that could be taken to reduce premature deaths in this population. The session provides an example of how the voices of people with learning disabilities can communicate research messages effectively to people with learning disabilities, health and social care practitioners and others who support the learning disability population. © 2015, Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  6. Meeting the health needs of older people with learning disabilities.

    Science.gov (United States)

    Jenkins, Robert

    The increasing population of older people with learning disabilities may lead to higher demand for contact with registered nurses. To date, little research has been undertaken regarding the role of registered nurses in meeting the health and care needs of this client group. In this article, the author reports on the second stage of a three-stage research study that used six case studies to explore this issue. Implications for nursing were identified in areas such as health needs, record keeping, medication, advocacy, social aspects, ageing in place, percutaneous endoscopic gastrostomy (PEG) feeding, spirituality and end-of-life care. The author concludes that registered nurses will need to continue to remain up to date to meet the complex needs of older individuals with learning disabilities.

  7. Maternal Depression and Developmental Disability: Research Critique

    Science.gov (United States)

    Bailey, Donald B., Jr.; Golden, Robert N.; Roberts, Jane; Ford, Amy

    2007-01-01

    Maternal depression in families having a child with a disability has been the subject of considerable research over the past 25 years. This review was designed to describe the literature on maternal depression, critique its research methodology, identify consensus findings across studies, and make recommendations for future research. A particular…

  8. Researching Learning Difficulties: A Guide for Practitioners

    Science.gov (United States)

    Porter, Jill; Lacey, Penny

    2005-01-01

    The aim of this book is to provide a source for teachers and other professionals working with children and adults with learning difficulties and disabilities that will enable them to: (1) access selected recent and relevant research in the field of learning difficulties, drawn from a range of disciplines and groups of people; (2) reflect on…

  9. Developing a service improvement initiative for people with learning disabilities in hospice settings.

    Science.gov (United States)

    Springall, Fiona

    2018-03-21

    People with learning disabilities are often marginalised in healthcare, including in hospice settings, and as a result may not receive effective end of life care. Research in hospice settings has identified that many staff lack confidence, skills and knowledge in caring for people with learning disabilities, which can have a negative effect on the care these individuals receive. To address these issues, the author has proposed a service improvement initiative, which she developed as part of her learning disability nursing degree programme. This proposed initiative aimed to enhance end of life care for people with learning disabilities through the implementation of a community learning disability link nurse in the hospice setting. ©2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

  10. Ecological Congruence and the Identification of Learning Disabilities

    Science.gov (United States)

    Riddle, Shayna

    2017-01-01

    Background: In the debate about how to evaluate students suspected of having a learning disability, the role of context in learning has been consistently minimized in the United States. Objective: This article explores the implications of the current, deficit-based approach to the definition and assessment of learning disabilities and offers a…

  11. The future of learning disabilities nursing in the UK.

    Science.gov (United States)

    Clapham, Anthony

    2014-07-02

    This article appraises the report Strengthening the Commitment, which is a UK-wide review of learning disabilities nursing by the UK's four chief nursing officers. Strengthening the Commitment has strategic importance in reviewing progress in the care of people with learning disabilities in the UK. It also has a role in helping to guide future strategies and initiatives addressing the continuing health inequalities experienced by people with learning disabilities throughout the UK.

  12. Multiple intelligences and underachievement: lessons from individuals with learning disabilities.

    Science.gov (United States)

    Hearne, D; Stone, S

    1995-01-01

    The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and their abysmally low "cure" rate. Several new theories have arisen that challenge traditional practices in both general and special education classrooms. Particularly influential has been the work of Howard Gardner, whose theory of multiple intelligences calls for a restructuring of our schools to accommodate modes of learning and inquiry with something other than deficit approaches. At least some current research in the field of learning disabilities has begun to focus on creativity and nontraditional strengths and talents that have not been well understood or highly valued by the schools. In this article, we briefly summarize the findings in our search for the talents of students labeled learning disabled, evidence of their abilities, implications of these for the schools, and a beginning set of practical recommendations.

  13. What Should Dental Services for People with Disabilities in Ireland Be Like? Agreed Priorities from a Focus Group of People with Learning Disabilities

    Science.gov (United States)

    Mac Giolla Phadraig, Caoimhin; Dougall, Alison; Stapleton, Siobhan; McGeown, Danielle; Nunn, June; Guerin, Suzanne

    2016-01-01

    Background: In Ireland, people with learning disabilities have poor oral health. This is in part due to inappropriate oral health services. Recognising the value of inclusive approaches to research and healthcare planning, this study sought to include a group of people with learning disabilities in priority setting for oral health services in…

  14. College Preparation for Students with Learning Disabilities: A Curriculum Approach.

    Science.gov (United States)

    Whinnery, Keith W.

    1992-01-01

    A college preparation curriculum relevant to the needs of students with learning disabilities is presented, focusing on early planning, instructional modifications, strategy instruction, and support services. (JDD)

  15. Learning Disabilities: Use of Paraprofessionals. A Report from the National Joint Committee on Learning Disabilities (NJCLD).

    Science.gov (United States)

    Learning Disability Quarterly, 1999

    1999-01-01

    This document offers a framework for use by education agencies in developing rules and guidelines for use of paraprofessionals within programs serving individuals with learning disabilities. Separate sections address principles, definitions, ethical responsibilities, education requirements for paraprofessionals, roles and responsibilities of…

  16. All black swans? : showcasing three U.S. postsecondary institution's disability support services for students with learning disabilities

    OpenAIRE

    Rice, Travis A.

    2010-01-01

    The main purpose of this study was to investigate the disability support service (DSS) office designs at three varying U.S. postsecondary institutions and their relationship to the experiences of students with a learning disability. The three postsecondary institutions represent a community college, a medium sized university and a large research university all-residing in a single bellwether state. Selection of the cases and postsecondary institutions was carefully done in order to investig...

  17. Note-Taking Skills of Middle School Students with and without Learning Disabilities

    Science.gov (United States)

    Boyle, Joseph R.

    2010-01-01

    For middle school students with learning disabilities (LD), one major component of learning in content area classes, such as science, involves listening to lectures and recording notes. Lecture learning and note-taking are critical skills for students to succeed in these classes. Despite the importance of note-taking skills, no research has been…

  18. The Future of Personalized Learning for Students with Disabilities

    Science.gov (United States)

    Worthen, Maria

    2016-01-01

    Personalized learning models can give each student differentiated learning experiences based on their needs, interests, and strengths, including students with disabilities. Personalized learning can pinpoint specific gaps in student learning, identify where a student is on his or her learning pathway, and provide the appropriate interventions to…

  19. How Can I Help My Students with Learning Disabilities in Mathematics?

    Science.gov (United States)

    Jiménez-Fernández, Gracia

    2016-01-01

    Learning Disabilities in Mathematics (LDM) or dyscalculia are a frequent and disruptive problem within schools. Nevertheless, this problem has received little attention from researchers and practitioners, if compared with the number of studies published on disabilities in reading. Therefore, teachers do not have enough guidance to help children…

  20. Emotional false memories in children with learning disabilities.

    Science.gov (United States)

    Mirandola, Chiara; Losito, Nunzia; Ghetti, Simona; Cornoldi, Cesare

    2014-02-01

    Research has shown that children with learning disabilities (LD) are less prone to evince associative illusions of memory as a result of impairments in their ability to engage in semantic processing. However, it is unclear whether this observation is true for scripted life events, especially if they include emotional content, or across a broad spectrum of learning disabilities. The present study addressed these issues by assessing recognition memory for script-like information in children with nonverbal learning disability (NLD), children with dyslexia, and typically developing children (N=51). Participants viewed photographs about 8 common events (e.g., family dinner), and embedded in each episode was either a negative or a neutral consequence of an unseen action. Children's memory was then tested on a yes/no recognition task that included old and new photographs. Results showed that the three groups performed similarly in recognizing target photographs, but exhibited differences in memory errors. Compared to other groups, children with NLD were more likely to falsely recognize photographs that depicted an unseen cause of an emotional seen event and associated more "Remember" responses to these errors. Children with dyslexia were equally likely to falsely recognize both unseen causes of seen photographs and photographs generally consistent with the script, whereas the other participant groups were more likely to falsely recognize unseen causes rather than script-consistent distractors. Results are interpreted in terms of mechanisms underlying false memories' formation in different clinical populations of children with LD. Copyright © 2013 Elsevier Ltd. All rights reserved.

  1. "I Don't Feel Trapped Anymore…i Feel Like a Bird": People with Learning Disabilities' Experience of Psychological Therapy

    Science.gov (United States)

    Lewis, Nicola; Lewis, Karin; Davies, Bronwen

    2016-01-01

    Background: There are very few studies that investigate the qualitative experiences of people with a learning disability who have engaged in psychological therapy. Indeed, having a learning disability has traditionally been an exclusion criterion for good quality research about psychological treatments ("Psychotherapy and Learning Disability.…

  2. Love in a Cold Climate: Changes in the Fortunes of LGBT Men and Women with Learning Disabilities?

    Science.gov (United States)

    Abbott, David

    2015-01-01

    "Secret Loves, Hidden Lives?" was a piece of research which explored the lives and loves of gay, lesbian and bisexual people with learning disabilities. The research arguably influenced the development of policy in that same sex relationships were subsequently mentioned in English government policy on learning disability. The research…

  3. Unanticipated Effects of Children with Learning Disabilities on Their Families

    Science.gov (United States)

    Dyson, Lily

    2010-01-01

    This study examined the unanticipated effects that children with learning disabilities have on the life of their families. Eleven parents of students aged 8 to 16 years old participated in two separate focus group interviews. Findings showed that children with learning disabilities had a range of effects on their families. These included family…

  4. School Shock: A Psychodynamic View of Learning Disability.

    Science.gov (United States)

    Zitani, E. Alfredo

    Learning disability is seen to be a dissociative disorder (school shock) similar to shell shock in wartime. The shell shock model is explained to focus diagnosis and treatment of learning disabilities around the dynamics of the predisposing unconscious conflict, the dynamics in the environment, the mechanism which allows these two conditions to…

  5. Learning Disabled College Writers Project, Evaluation Report, 1985-86.

    Science.gov (United States)

    Dunham, Trudy

    This report describes the Learning Disabled College Writer's Project, implemented at the University of Minnesota during the 1985-86 school year and designed to aid learning disabled college students master composition skills through training in the use of microcomputer word processors. Following an executive summary, an introduction states the…

  6. ESL Instruction and Adults with Learning Disabilities. ERIC Digest.

    Science.gov (United States)

    Schwarz, Robin; Terrill, Lynda

    This digest reviews what is known about adult English-as-a-Second-Language (ESL) learners and learning disabilities, suggests ways to identify and assess ESL adults who may have learning disabilities, and offers practical methods for both instruction and teacher training. Topics covered in some detail include identifying and diagnosing learning…

  7. Estate Planning for Parents of a Learning Disabled Child.

    Science.gov (United States)

    Whitman, Robert

    Considerations in estate planning for learning disabled children are presented from the perspective of an individual who is both a lawyer and the parent of a learning disabled child. It is suggested that an important goal for parents is to train the child to be able to deal with his/her financial situation. Early training in the habit of saving…

  8. Tanis Bryan: A Pioneer in the Field of Learning Disabilities

    Science.gov (United States)

    Curtis, Mary G.

    2016-01-01

    Dr. Tanis Bryan graduated from Northwestern University during the beginning of the field of learning disabilities. From this beginning, Tanis has provided invaluable insight into the field through her desire to understand the social dimensions of learning disabilities. The author wishes to thank Tanis for her assistance with this interview.

  9. Role of cognitive theory in the study of learning disability in mathematics.

    Science.gov (United States)

    Geary, David C

    2005-01-01

    Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities (MD) in young children and the application of this research for the early identification and remediation of these forms of learning disability. As they acknowledge, the field of MD is in the early stages of development, and thus recommendations regarding identification measures and remedial techniques must be considered preliminary. I discuss the importance of maintaining a tight link between theoretical and empirical research on children's developing numerical, arithmetical, and mathematical competencies and future research on learning disabilities in mathematics. This link will provide the foundation for transforming experimental procedures into assessment measures, understanding the cognitive strengths and weaknesses of children with these forms of learning disability, and developing remedial approaches based on the pattern of cognitive strengths and weaknesses for individual children.

  10. ICTs and Music in Special Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Athanasios Drigas

    2016-10-01

    Full Text Available Τhis study is a critical review of published scientific literature on the use of Information and Communication Technologies (ICT, Virtual Reality, multimedia, music and their applications in children with special learning difficulties.  Technology and music are two factors that are recognized as tools which ensure quality of life, success and access to knowledge and learning resources. In the following papers of the last decade (2006-2015 are proposed models of music therapy for students with special learning difficulties in a psycho educational setting. There are also defined future research perspectives concerning the applications of technology in this particular research field.

  11. Prevalence of Behavioural and Psychological Symptoms of Dementia in Individuals with Learning Disabilities.

    Science.gov (United States)

    Devshi, Rajal; Shaw, Sarah; Elliott-King, Jordan; Hogervorst, Eef; Hiremath, Avinash; Velayudhan, Latha; Kumar, Satheesh; Baillon, Sarah; Bandelow, Stephan

    2015-12-02

    A review of 23 studies investigating the prevalence of Behavioural and psychological symptoms of dementia (BPSD) in the general and learning disability population and measures used to assess BPSD was carried out. BPSD are non-cognitive symptoms, which constitute as a major component of dementia regardless of its subtype Research has indicated that there is a high prevalence of BPSD in the general dementia population. There are limited studies, which investigate the prevalence of BPSD within individuals who have learning disabilities and dementia. Findings suggest BPSDs are present within individuals with learning disabilities and dementia. Future research should use updated tools for investigating the prevalence of BPSD within individuals with learning disabilities and dementia.

  12. The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students.

    Science.gov (United States)

    Meloy, Linda L.; Deville, Craig; Frisbie, David

    The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…

  13. Challenges faced by parents of children with learning disabilities in Opuwo, Namibia

    Directory of Open Access Journals (Sweden)

    Clever Taderera

    2017-07-01

    Conclusion: The researchers concluded that the participants in this study experience a range of challenges in parenting their children with learning disabilities. The main challenges emanate from financial instability, as well as lack of knowledge regarding services and programmes for children with learning disabilities. This lack of knowledge on the part of participants could indicate poor policy education by policy implementers at grass-roots level.

  14. Longitudinal models of reading achievement of students with learning disabilities and without disabilities.

    Science.gov (United States)

    Sullivan, Amanda L; Kohli, Nidhi; Farnsworth, Elyse M; Sadeh, Shanna; Jones, Leila

    2017-09-01

    Accurate estimation of developmental trajectories can inform instruction and intervention. We compared the fit of linear, quadratic, and piecewise mixed-effects models of reading development among students with learning disabilities relative to their typically developing peers. We drew an analytic sample of 1,990 students from the nationally representative Early Childhood Longitudinal Study-Kindergarten Cohort of 1998, using reading achievement scores from kindergarten through eighth grade to estimate three models of students' reading growth. The piecewise mixed-effects models provided the best functional form of the students' reading trajectories as indicated by model fit indices. Results showed slightly different trajectories between students with learning disabilities and without disabilities, with varying but divergent rates of growth throughout elementary grades, as well as an increasing gap over time. These results highlight the need for additional research on appropriate methods for modeling reading trajectories and the implications for students' response to instruction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  15. Note-Taking Techniques for Students with Disabilities: A Systematic Review of the Research

    Science.gov (United States)

    Boyle, Joseph R.; Rivera, Tina Z.

    2012-01-01

    This article provides a synthesis of note-taking research among students with learning disabilities or other high-incidence disabilities. A search of the professional literature between 1980 and 2010 yielded nine intervention studies, which were evaluated either in terms of effect size or percentage of nonoverlapping data. The studies examined…

  16. Disability Evaluation Systems Analysis and Research Annual Report 2015

    Science.gov (United States)

    2016-03-21

    Army and Air Force had higher percentages of reserve component disability evaluations, likely due to the inclusion of National Guard service members...Annual Report 2015 Disability Evaluation Systems Analysis and Research Prepared by Accession Medical Standards Analysis and Research Activity...Preventive Medicine Branch Walter Reed Army Institute of Research Silver Spring, Maryland Disability Evaluation Systems Analysis and Research

  17. Disability Evaluation System Analysis and Research Annual Report 2015

    Science.gov (United States)

    2016-03-11

    Inclusion of laboratory and diagnostic information on the medical condition or injury that precipitated the disability evaluation in each service’s...Annual Report 2015 Disability Evaluation Systems Analysis and Research Prepared by Accession Medical Standards Analysis and Research Activity...Preventive Medicine Branch Walter Reed Army Institute of Research Silver Spring, Maryland Disability Evaluation Systems Analysis and Research

  18. Special ways of knowing in science: expansive learning opportunities with bilingual children with learning disabilities

    Science.gov (United States)

    Martínez-Álvarez, Patricia

    2017-09-01

    The field of bilingual special education is currently plagued with contradictions resulting in a serious underrepresentation of emergent bilinguals with learning disabilities in professional science fields. This underrepresentation is due in large part to the fact that educational systems around the world are inadequately prepared to address the educational needs of these children; this inadequacy is rooted in a lack of understanding of the linguistic and cultural factors impacting learning. Accepting such a premise and assuming that children learn in unexpected ways when instructional practices attend to culture and language, this study documents a place-based learning experience integrating geoscience and literacy in a fourth-grade dual language classroom. Data sources include transcribed audio-taped conversations from learning experience sessions and interviews that took place as six focus children, who had been identified as having specific learning disabilities, read published science texts (i.e. texts unaltered linguistically or conceptually to meet the needs of the readers). My analysis revealed that participants generated responses that were often unexpected if solely analyzed from those Western scientific perspectives traditionally valued in school contexts. However, these responses were also full of purposeful and rich understandings that revealed opportunities for expansive learning. Adopting a cultural historical activity theory perspective, instructional tools such as texts, visuals, and questions were found to act as mediators impacting the learning in both activity systems: (a) teacher- researcher learning from children, and (b) children learning from teachers. I conclude by suggesting that there is a need to understand students' ways of knowing to their full complexity, and to deliberately recognize teachers as learners, researchers, and means to expansive learning patterns that span beyond traditional learning boundaries.

  19. End-of-life training for paid carers working with people with learning disabilities.

    Science.gov (United States)

    Codling, Mary; Knowles, Jane; Vevers, Ann

    2014-04-01

    People with learning disabilities are living longer lives. Over the past few years, research has explored the needs of people with learning disabilities, their families and learning disability professionals in relation to end-of-life care and death. However, little is known about the needs of paid carers and their experience of end-of-life care. This article discusses the development, implementation and evaluation of a study day about end-of-life care that was delivered to paid carers on two separate occasions in Berkshire Healthcare NHS Foundation Trust. A total of 43 paid carers attended and the days were well evaluated. The need for further training for paid carers who work with people with learning disabilities at the end of life was highlighted.

  20. Doing Research Together: A Study on the Views of Advisors with Intellectual Disabilities and Non-Disabled Researchers Collaborating in Research.

    Science.gov (United States)

    Puyalto, Carol; Pallisera, Maria; Fullana, Judit; Vilà, Montserrat

    2016-03-01

    Despite an increase in inclusive studies in recent years, research on the views of the people with and without disabilities who have participated in these studies is scarce. The aim of this study was to explore the perceptions and views of advisors with intellectual disabilities and non-disabled researchers who collaborated together on a joint project to study transition to adulthood. Two questionnaires were devised, one for advisors and one for researchers; two focus groups were held with people with intellectual disabilities, three focus groups with researchers, and one focus group with all participants together. Thematic analysis was used for the data analysis. The advisors valued this experience as an opportunity to learn new skills, freely express themselves on matters that affect them, and engage in a socially valued activity. The researchers considered that the participation of people with intellectual disabilities contributed to improving the quality of the research. The study provides a better understanding of inclusive research processes by taking into account participants' views. © 2015 John Wiley & Sons Ltd.

  1. Compiling a register of patients with moderate or severe learning disabilities: experience at one United Kingdom general practice

    Science.gov (United States)

    2011-01-01

    Background Identifying patients with learning disabilities within primary care is central to initiatives for improving the health of this population. UK general practitioners (GPs) receive additional income for maintaining registers of patients with learning disabilities as part of the Quality and Outcomes Framework (QOF), and may opt to provide Directed Enhanced Services (DES), which requires practices to maintain registers of patients with moderate or severe learning disabilities and offer them annual health checks. Objectives This paper describes the development of a register of patients with moderate or severe learning disabilities at one UK general practice. Methods A Read code search of one UK general practice's electronic medical records was conducted in order to identify patients with learning disabilities. Confirmation of diagnoses was sought by scrutinising records and GP verification. Cross-referencing with the practice QOF register of patients with learning disabilities of any severity, and the local authority's list of clients with learning disabilities, was performed. Results Of 15 001 patients, 229 (1.5%) were identified by the Read code search as possibly having learning disabilities. Scrutiny of records and GP verification confirmed 64 had learning disabilities and 24 did not, but the presence or absence of learning disability remained unclear in 141 cases. Cross-referencing with the QOF register (n=81) and local authority list (n=49) revealed little overlap. Conclusion Identifying learning disability and assessing its severity are tasks GPs may be unfamiliar with, and relying on Read code searches may result in under-detection. Further research is needed to define optimum strategies for identifying, cross-referencing and validating practice-based registers of patients with learning disabilities. PMID:22479290

  2. Compiling a register of patients with moderate or severe learning disabilities: experience at one United Kingdom general practice.

    Science.gov (United States)

    Lodge, Keri-Michèle; Milnes, David; Gilbody, Simon M

    2011-03-01

    Background Identifying patients with learning disabilities within primary care is central to initiatives for improving the health of this population. UK general practitioners (GPs) receive additional income for maintaining registers of patients with learning disabilities as part of the Quality and Outcomes Framework (QOF), and may opt to provide Directed Enhanced Services (DES), which requires practices to maintain registers of patients with moderate or severe learning disabilities and offer them annual health checks.Objectives This paper describes the development of a register of patients with moderate or severe learning disabilities at one UK general practice.Methods A Read code search of one UK general practice's electronic medical records was conducted in order to identify patients with learning disabilities. Confirmation of diagnoses was sought by scrutinising records and GP verification. Cross-referencing with the practice QOF register of patients with learning disabilities of any severity, and the local authority's list of clients with learning disabilities, was performed.Results Of 15 001 patients, 229 (1.5%) were identified by the Read code search as possibly having learning disabilities. Scrutiny of records and GP verification confirmed 64 had learning disabilities and 24 did not, but the presence or absence of learning disability remained unclear in 141 cases. Cross-referencing with the QOF register (n=81) and local authority list (n=49) revealed little overlap.Conclusion Identifying learning disability and assessing its severity are tasks GPs may be unfamiliar with, and relying on Read code searches may result in under-detection. Further research is needed to define optimum strategies for identifying, cross-referencing and validating practice-based registers of patients with learning disabilities.

  3. The oral health of people with learning disabilities - a user-friendly questionnaire survey.

    Science.gov (United States)

    Owens, J; Jones, K; Marshman, Z

    2017-03-01

    To conduct a user-friendly questionnaire survey of the oral health and service needs of adults with learning disabilities. Researchers collaborated with local self-advocacy services to develop a questionnaire adapted from one used in a regional postal survey. The questionnaire, which covered dental status, oral health and dental services use, was sent to a random sample of people from the learning disability case register. Of 2,000 questionnaires mailed, 117 were returned undelivered and 625 were completed (response rate 31.3%). The self-reported dental status of people with learning disabilities appeared similar to that of the 2008 postal survey of the general population in Sheffield. The major difference in dental status was 11.5% of people with learning disabilities wore upper dentures and 7.2% wore lower dentures, compared to 21.2% and 12.1% of the general population in Sheffield. Using the case register as a recruitment instrument may have excluded people with learning disabilities not registered. Time and finances only permitted one mailing. Analysis on the basis of deprivation could not be conducted. Contrary to current practice, it is possible to include people with learning disabilities in oral health surveys. A multidisciplinary team was essential for enabling the progression and implementation of inclusive research and for people with learning disabilities and their supporters to engage meaningfully. This level of collaboration appears necessary if we are committed to ensuring that people with learning disabilities and their supporters are made visible to policy and decision-makers. Copyright© 2017 Dennis Barber Ltd

  4. Increasing positive attitudes toward individuals with disabilities through community service learning.

    Science.gov (United States)

    Lawson, Janelle E; Cruz, Rebecca A; Knollman, Gregory A

    2017-10-01

    Providing equal-status contact between those with and without disabilities can improve attitudes and reduce discrimination toward individuals with disabilities. This study investigated community service learning as a means by which to provide college students with equal-status contact with individuals with disabilities and increase their positive attitudes toward those with disabilities. A total of 166 college students in one university in the United States enrolled in an Introduction to Disability course received content on disability in society and participated in community service involving 20h of direct contact with individuals with disabilities. Findings indicated that college students who had prior contact with individuals with disabilities had more positive attitudes toward individuals with disabilities than college students who did not have prior contact at the start of the course. For the college students who did not have any prior contact, their attitudes toward individuals with disabilities became significantly more positive at the end of the community service learning course. Implications and suggestions for future research are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

  5. How older people with learning disabilities perceive ageing.

    Science.gov (United States)

    Jenkins, Robert

    2010-07-01

    This article discusses the author's use of reflexivity in trying to gain a better understanding of ageing in older people with learning disabilities. In the general population ageing is viewed in rather negative terms and as a significant life transition. However, for some older people with learning disabilities this transition may go unnoticed because of their past negative life experiences and lack of opportunities. Reflexivity has the potential to provide nurses with greater understanding of the personal perspectives of older people with learning disabilities.

  6. Brain Research: Implications for Learning.

    Science.gov (United States)

    Soares, Louise M.; Soares, Anthony T.

    Brain research has illuminated several areas of the learning process: (1) learning as association; (2) learning as reinforcement; (3) learning as perception; (4) learning as imitation; (5) learning as organization; (6) learning as individual style; and (7) learning as brain activity. The classic conditioning model developed by Pavlov advanced…

  7. 75 FR 39423 - National Institute on Disability and Rehabilitation Research (NIDRR)-Disability and...

    Science.gov (United States)

    2010-07-08

    ... Policy and Measurement; Overview Information and Notice Inviting Applications for New Awards for Fiscal... Knowledge and Experts in Disability and Rehabilitation Research: Overview Information and Notice Inviting... between income support programs, poverty, disability, and employment success; the [[Page 39425...

  8. Disability and Gender: Reflections on Theory and Research

    OpenAIRE

    Thomas, Carol

    2007-01-01

    This paper reviews theory and research on disability and gender from a UK perspective. It reflects upon the theoretical perspectives and debates that are to be found in UK disability studies today, and considers their relevance for research on the gendered nature of disability. Themes in empirical research are noted, as is the representation and treatment of disability in mainstream feminism(s). The paper warns about the danger of exclusion through nominal inclusion.

  9. Researching workplace learning

    DEFF Research Database (Denmark)

    Jørgensen, Christian Helms; Warring, Niels

    2007-01-01

    This article presents a theoretical and methodological framework for understanding and researching learning in the workplace. The workplace is viewed in a societal context and the learner is viewed as more than an employee in order to understand the learning process in relation to the learner......'s life history.Moreover we will explain the need to establish a 'double view' by examining learning in the workplace both as an objective and as a subjective reality. The article is mainly theoretical, but can also be of interest to practitioners who wish to understand learning in the workplace both...

  10. Relations among Metamemory, Rehearsal Activity and Word Recall of Learning Disabled and Non-Disabled Readers.

    Science.gov (United States)

    Swanson, H.L.

    1983-01-01

    In free recall of word lists involving different rehearsal strategies, more words were recalled by older (as against younger) children and by nondisabled (as against learning disabled) readers. Disabled readers tended to be nonstrategic recallers and less accurate estimators of their memory capacity. Recall differences were attributed to semantic…

  11. Suggestopedia and Its Application to the Education of Children with Learning Disabilities.

    Science.gov (United States)

    Brownlee, Phyllis Perdew

    The author examines literature and research relating to the use of suggestopedia, suggestive-accelerative learning and teaching--SALT, with learning disabled children. Chapter I introduces the topic of suggestopedia with definitions of related terminology, and information on the purpose, significance, and limitations of the study to investigate…

  12. Virtual Manipulatives: Tools for Teaching Mathematics to Students with Learning Disabilities

    Science.gov (United States)

    Shin, Mikyung; Bryant, Diane P.; Bryant, Brian R.; McKenna, John W.; Hou, Fangjuan; Ok, Min Wook

    2017-01-01

    Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models)…

  13. Adult sibling experience, roles, relationships and future concerns - a review of the literature in learning disabilities.

    Science.gov (United States)

    Davys, Deborah; Mitchell, Duncan; Haigh, Carol

    2011-10-01

    This paper provides a review of the literature related to adult siblings of learning-disabled people. Siblings of learning-disabled people are often looked upon as next of kin when older parents die; however, there is little research regarding sibling views and wishes. A literature review of published peer-reviewed empirical research was undertaken. Electronic databases and citation tracking were used to collate data using key terms such as adult siblings and learning disability. Relevant articles were analysed, compared and contrasted. Six key themes emerged suggesting a varied impact of learning disability upon sibling lives in areas that include life choices, relationships, identity and future plans. Some siblings report a positive impact upon life, others state their lives are comparable with other adults who do not have a learning-disabled sibling and others still report a negative impact. Sibling roles and relationships are varied. Evidence suggests that sibling roles, relationships and experience are affected by life stage. Parents often have a primary care role for the disabled person, whilst siblings perform a more distant role; however, sibling involvement often rises when parents are no longer able to provide previous levels of support. Many factors appear to affect the sibling experience and uptake of roles including gender, life stage and circumstances, level of disability, health status and relationships between family members. Siblings are concerned about the future, particularly when parents are no longer able to provide support, and many appear to have expectations of future responsibilities regarding their disabled sibling. As siblings of people who have a learning disability are often expected by society to provide support, it is important that health and social care practitioners are aware of issues that may impact on this relationship. © 2011 Blackwell Publishing Ltd.

  14. High Self-Esteem as a Coping Strategy for Students with Learning Disabilities

    Science.gov (United States)

    Kumar, S. Praveen; Raja, B. William Dharma

    2009-01-01

    Children with learning disabilities are found in most schools. Learning disability is a widespread issue in today's society. A learning-disabled child is one whose achievement is less than his expected level of achievement despite having average or above average intelligence. Learning disability is nothing but a condition that affects the ability…

  15. Learning capacity in adolescents with mild intellectual disabilities

    NARCIS (Netherlands)

    Tiekstra, Marlous; Hessels, Marco G P; Minnaert, Alexander E M G

    2009-01-01

    Scores on a learning potential test (the Hessels Analogical Reasoning Test) were examined to assess how to provide a better estimate of the learning capacity of students with mild intellectual disabilities compared to IQ scores. As a criterion, a dynamic test of chemistry learning was used. 46

  16. Functioning and disability in recent research from Cameroon: a ...

    African Journals Online (AJOL)

    Introduction: People living with disabilities in Cameroon face many barriers to daily functioning and social participation. However, there is limited research on disabilities and their impact. We sought to examine the research related to disability from Cameroon. Methods: We conducted a systematic review, bibliometric ...

  17. Written cohesion in children with and without language learning disabilities.

    Science.gov (United States)

    Koutsoftas, Anthony D; Petersen, Victoria

    2017-09-01

    Cohesion refers to the linguistic elements of discourse that contribute to its continuity and is an important element to consider as part of written language intervention, especially in children with language learning disabilities (LLD). There is substantial evidence that children with LLD perform more poorly than typically developing (TD) peers on measures of cohesion in spoken language and on written transcription measures; however, there is far less research comparing groups on cohesion as a measure of written language across genres. The current study addresses this gap through the following two aims. First, to describe and compare cohesion in narrative and expository writing samples of children with and without language learning disabilities. Second, to relate measures of cohesion to written transcription and translation measures, oral language, and writing quality. Fifty intermediate-grade children produced one narrative and one expository writing sample from which measures of written cohesion were obtained. These included the frequency, adequacy and complexity of referential and conjunctive ties. Expository samples resulted in more complex cohesive ties and children with TD used more complex ties than peers with LLD. Different relationships among cohesion measures and writing were observed for narrative verse expository samples. Findings from this study demonstrate cohesion as a discourse-level measure of written transcription and how the use of cohesion can vary by genre and group (LLD, TD). Clinical implications for assessment, intervention, and future research are provided. © 2016 Royal College of Speech and Language Therapists.

  18. Learning Abilities and Disabilities: Generalist Genes, Specialist Environments.

    Science.gov (United States)

    Kovas, Yulia; Plomin, Robert

    2007-10-01

    Twin studies comparing identical and fraternal twins consistently show substantial genetic influence on individual differences in learning abilities such as reading and mathematics, as well as in other cognitive abilities such as spatial ability and memory. Multivariate genetic research has shown that the same set of genes is largely responsible for genetic influence on these diverse cognitive areas. We call these "generalist genes." What differentiates these abilities is largely the environment, especially nonshared environments that make children growing up in the same family different from one another. These multivariate genetic findings of generalist genes and specialist environments have far-reaching implications for diagnosis and treatment of learning disabilities and for understanding the brain mechanisms that mediate these effects.

  19. An adult learning perspective on disability and microfinance: The case of Katureebe.

    Science.gov (United States)

    Nuwagaba, Ephraim L; Rule, Peter N

    2016-01-01

    Despite Uganda's progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging

  20. From Disabled Students to Disabled Brains: The Medicalizing Power of Rhetorical Images in the Israeli Learning Disabilities Field.

    Science.gov (United States)

    Katchergin, Ofer

    2017-09-01

    The neurocentric worldview that identifies the essence of the human being with the material brain has become a central paradigm in current academic discourse. Israeli researchers also seek to understand educational principles and processes via neuroscientific models. On this background, the article uncovers the central role that visual brain images play in the learning-disabilities field in Israel. It examines the place brain images have in the professional imagination of didactic-diagnosticians as well as their influence on the diagnosticians' clinical attitudes. It relies on two theoretical fields: sociology and anthropology of the body and sociology of neuromedical knowledge. The research consists of three methodologies: ethnographic observations, in-depth interviews, and rhetorical analysis of visual and verbal texts. It uncovers the various rhetorical and ideological functions of brain images in the field. It also charts the repertoire of rhetorical devices which are utilized to strengthen the neuroreducionist messages contained in the images.

  1. Co-researching with people who have intellectual disabilities: insights from a national survey.

    Science.gov (United States)

    O'Brien, Patricia; McConkey, Roy; García-Iriarte, Edurne

    2014-01-01

    Inclusive research with people with intellectual disabilities is growing internationally but with few studies examining its feasibility. In undertaking a national study exploring what life was like in Ireland for people with intellectual disabilities, a community of practice was developed involving a core group of co-researchers: five people with intellectual disabilities, four university researchers and three service support staff. An additional cadre of 15 co-researchers with intellectual disabilities was recruited to undertake data gathering and analysis with 23 focus groups involving 168 participants. The research experience was documented through oral feedback, progress reports, minutes and a project review. The key learning is documented arising from the setting up of an inclusive advisory group and implementation of each of six research steps. The study demonstrates feasibility and the added value of university co-researchers recruiting and developing skills together with co-researchers with intellectual disabilities. Topics for further research and development are identified. This paper tells you about how people with intellectual disabilities worked with a group of university researchers. Both groups were called co-researchers and together they ran 23 focus groups across Ireland. People with intellectual disabilities talked about their lives and what could make them better. They said they needed to have a good place to live; a job; enough money; relationships; and acceptance as respected citizens. The university co-researchers wrote about what it was like doing research together and how people with intellectual disabilities joined the advisory group; decided on the questions; ran focus groups; and presented findings. Together they grew into a community of researchers where the university co-researchers shared their research skills and people with intellectual disabilities shared what it was like living with a disability. They both saw great value in

  2. The Learning Disabled, Hearing Impaired Students: Reality, Myth, or Overextension?

    Science.gov (United States)

    Laughton, Joan

    1989-01-01

    This paper focuses on definitions, incidence, and characteristics of the multihandicapping condition known as "learning disabled, hearing impaired," in order to provide a means of identifying these children and determining whether or not they require different teaching strategies. (JDD)

  3. Are We Exacerbating Students' Learning Disabilities? An Investigation of Preservice Teachers' Attributions of the Educational Outcomes of Students with Learning Disabilities

    Science.gov (United States)

    Woodcock, Stuart; Vialle, Wilma

    2011-01-01

    While claims of the importance of attribution theory and teachers' expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were…

  4. 75 FR 39429 - National Institute on Disability and Rehabilitation Research (NIDRR)-Disability and...

    Science.gov (United States)

    2010-07-08

    ... would deprive the disability and rehabilitation community in the U.S. of knowledge from many other... Project (DRRP)-- International Exchange of Knowledge and Experts in Disability and Rehabilitation Research... priority for a DRRP entitled International Exchange of Knowledge and Experts in Disability and...

  5. Prevalence and Patterns of Learning Disabilities in School Children.

    Science.gov (United States)

    Padhy, Susanta Kumar; Goel, Sonu; Das, Shyam Sinder; Sarkar, Siddharth; Sharma, Vijaylaxmi; Panigrahi, Mahima

    2016-04-01

    To assess the prevalence and patterns of learning disabilities (LD) in school going children in a northern city of India. The present cross-sectional study comprised of three-staged screening procedure for assessing learning disabilities of 3rd and 4th grade students studying in government schools. The first stage comprised of the teacher identifying at-risk student. In the second stage, teachers assessed at-risk students using Specific Learning Disability-Screening Questionnaire (SLD-SQ). The third stage comprised of assessment of the screen positive students using Brigance Diagnostic Inventory (BDI) part of NIMHANS Index of Specific Learning Disabilities for identifying the cases of LD. A total of 1211 (33.6%) children out of the total screened (n = 3600) were identified as at-risk by the teachers at the first stage. Of them, 360 were found to screen positive on the second stage using SLD-SQ. The most common deficits were missing out words or sentences while reading, misplacing letters or words while reading or writing, and making frequent mistake in spelling while writing or reading. Of these, 108 children were confirmed to have learning disability on the third stage using BDI, which represented 3.08% of the total population. Learning disability is an important concern in young school aged children. Early identification of such students can help in early institution of intervention and suitable modifications in teaching techniques.

  6. Learning disabilities: definitions, epidemiology, diagnosis, and intervention strategies.

    Science.gov (United States)

    Lagae, Lieven

    2008-12-01

    Learning problems occur in about 5% of school-aged children. Learning disabilities are specific and life-long but present with different school problems at different ages, depending on such factors as age, medical history, family history, and intelligence quotient. Proper individualized diagnosis and treatment plans are necessary to remediate these problems and to offer adequate coping strategies. Many children who have learning problems can be classified into one of two major categories: the dyslexia group or the nonverbal learning disability group. The role of the medical professional is important to guide parents in the diagnostic and therapeutic process.

  7. Care adjustments for people with learning disabilities in hospitals.

    Science.gov (United States)

    Blair, Jim

    2011-12-01

    Health inequalities start early in life for people with learning disabilities. In the UK, they can arise from various barriers that people experience when trying to access care that should be appropriate, timely and effective. Inequalities in health care are likely to result in many NHS organisations breaching their legal responsibilities, as outlined in the Disability Discrimination Acts 1995 and 2005, the Equality Act 2010 and the Mental Capacity Act 2005 (Emerson and Baines 2010). This article seeks to help nurses, healthcare professionals and hospital managers ensure that better services are delivered by encouraging them to explore how reasonable adjustments can improve outcomes for people with learning disabilities.

  8. 78 FR 22783 - Final Priority; National Institute on Disability and Rehabilitation Research-Disability and...

    Science.gov (United States)

    2013-04-17

    ... gaps; (5) identify mechanisms for integrating research and practice; and (6) disseminate findings. This... specified and defined in 34 CFR 350.13 through 350.19: Research, training, demonstration, development... Institute on Disability and Rehabilitation Research--Disability and Rehabilitation Research Projects and...

  9. An integrative conceptual framework of disability. New directions for research.

    Science.gov (United States)

    Tate, Denise G; Pledger, Constance

    2003-04-01

    Advances in research on disability and rehabilitation are essential to creating equal opportunity, economic self-sufficiency, and full participation for persons with disabilities. Historically, such initiatives have focused on separate and specific areas, including neuroscience, molecular biology and genetics, gerontology, engineering and physical sciences, and social and behavioral sciences. Research on persons with disabilities should examine the broader context and trends of society that affect the total environment of persons with disabilities. This article examines the various disability paradigms across time, assessing the relative contribution of the socioecological perspective in guiding research designed to improve the lives of persons with disabilities. The authors recommend new research directions that include a focus on life span issues, biomedicine, biotechnology, the efficacy and effectiveness of current interventions, an emphasis on consumer-driven investigations within a socioecological perspective of disability, and the implications for research and practice.

  10. Research Paper: Effectiveness of Social Skills Training on Behavioral Problems in Adolescents with Intellectual Disability

    Directory of Open Access Journals (Sweden)

    Abbas Nesayan

    2016-07-01

    Conclusion This research showed that social skills training were not significantly effective on behavioral problems in adolescents with intellectual disability. Although our results were not effective, research evidence shows that people with cognitive delays (such as intellectual disability require social skill training programs that include all of their academic, career, daily life, and social skills. As social skills learning plays a role in personal and social adjustment, it is necessary to pay more attention to these skills.

  11. Disability, technology and e-learning: challenging conceptions

    Directory of Open Access Journals (Sweden)

    Jane Seale

    2006-12-01

    Full Text Available In considering the role that technology and e-learning can play in helping students access higher education and an effective learning experience, a large amount of the current research and practice literature focuses almost exclusively on accessibility legislation, guidelines and standards, and the rules contained within them (Abascal et al., 2004; Chisholm & Brewer, 2005; Gunderson & May, 2005; Paolucci, 2004; Reed et al., 2004; Slatin, 2005. One of the major problems of such an approach is that it has drawn higher education practitioners into thinking that their objective is to comply with rules. I argue that it is not (Seale, 2006. The objective should be to address the needs of students. The danger of only focusing on rules is that it can constrain thinking and therefore practice. We need to expand our thinking beyond that of how to comply with rules, towards how to meet the needs of students with disabilities, within the local contexts that students and practitioners are working. In thinking about how to meet the needs of students with disabilities, practitioners will need to develop their own tools. These tools might be user case studies, evaluation methodologies or conceptualizations:

  12. Screening for learning disabilities in young adult career counseling.

    Science.gov (United States)

    Kasler, Jon; Fawcett, Angela

    2009-01-01

    The Strengths and Weaknesses Academic Profile (SWAP) was constructed in Israel in response to the local need of career counselors for a valid, reliable, comprehensive, parsimonious, and computerized screening device for identifying those likely to be at risk of learning disabilities (LD). The method chosen was self-report. A set of cognitive items was written and divided into seven scales: reading, writing, attention and memory, computation, English as a foreign language (EFL), study skills, and self-image. The screening tool was validated on a research sample in Sheffield, UK, based on comparison of the results obtained from the screening with the results of standardized diagnosis of learning disabilities administered to the respondents. The questionnaire was administered to 39 students, half of them diagnosed for dyslexia and half tested and found to be free of dyslexia. Results indicate that SWAP is a reliable and valid questionnaire, with a classification power of approximately 90%. The questionnaire is now widely used in Israel, where an Internet site has been constructed to administer the questionnaire and provide immediate and direct results.

  13. Entangled ethnography: imagining a future for young adults with learning disabilities.

    Science.gov (United States)

    Ginsburg, Faye; Rapp, Rayna

    2013-12-01

    Our article draws on one aspect of our multi-sited long-term ethnographic research in New York City on cultural innovation and Learning Disabilities (LD). We focus on our efforts to help create two innovative transition programs that also became sites for our study when we discovered that young adults with disabilities were too often "transitioning to nowhere" as they left high school. Because of our stakes in this process as parents of children with learning disabilities as well as anthropologists, we have come to think of our method as entangled ethnography, bringing the insights of both insider and outsider perspectives into productive dialog, tailoring a longstanding approach in critical anthropology to research demedicalizing the experience of disability. Copyright © 2013 Elsevier Ltd. All rights reserved.

  14. University students with learning disabilities advocating for change.

    Science.gov (United States)

    Roer-Strier, D

    2002-11-20

    In recent decades Western psychology has conceptualized learning disabilities (LD) in terms of deficits and such related 'social emotional issues' as insecurity, low self-esteem and social isolation that can be rehabilitated through combined remedial teaching and psychological intervention. With increasing advocacy and legislation on behalf of people with disabilities in the US, UK and Australia, more resources are being made available to students with LD in institutions of higher education. Due to this increase in the quantity of services, written programmes and accommodations made to their needs, increased numbers of students with LD have been graduating successfully from institutions of higher education. This paper describes an option for treating students with LD that is based on a theoretical perspective that understands these students as an excluded population and emphasizes the importance of their empowerment. A project involving social work students with LD at Hebrew University in Jerusalem is presented as a case study. Case-study investigation, one of the common methods of qualitative research, explores social and human problems in their natural context. A 6-year evaluation of this project was conducted based on questionnaires, focus groups, documentation of all activities related to the project, in-depth interviews and outcome measures. The results suggest that the project developed in three stages: raising awareness, building partnerships, and lobbying for rights and services. Outcome measures indicate that the project was successful in lowering dropout rates and improving students' academic achievement. Analysis of interviews with students suggests that the project positively affected the students' perceptions by helping them reframe the social and emotional connotations of their learning disability. Students reported marked social and emotional change, including reduced stress and anxiety levels and increased self-esteem. Empowerment practices that are

  15. What Is Right? Ethics in Intellectual Disabilities Research

    Science.gov (United States)

    McDonald, Katherine E.; Kidney, Colleen A.

    2012-01-01

    There are important benefits to including adults with intellectual disabilities in research. Calls for their increased participation in research co-occur with notable discussion about how to conduct ethically strong research with adults with intellectual disabilities, a population widely considered vulnerable in the context of research. The…

  16. Bereavement and Loss: Developing a Memory Box to Support a Young Woman with Profound Learning Disabilities

    Science.gov (United States)

    Young, Hannah; Garrard, Brenda

    2016-01-01

    Supporting bereaved people with profound learning disabilities still remains an under-researched area. Moreover, the barriers of communication and disenfranchised grief mean that they often do not receive the support they require, leading to emotional and behavioural difficulties. This article describes research using a case study design, which…

  17. Foreign language aptitude of pupils with learning disabilities at the beginning of the foreign language acquisition at the elementary school

    OpenAIRE

    Špačková, Klára

    2011-01-01

    The dissertation is dealing with the issue of foreign language aptitude and foreign language abilities of pupils with learning disabilities at the beginning of the foreign language acquisition. The first part of the work describes general theories of the foreign language acquisition and introduces the current trends in education of pupils with learning disabilities in the process of foreign language learning. The second part of the work describes the research, which aim was to investigate the...

  18. CAPTCHA: Impact on User Experience of Users with Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Ruti Gafni

    2016-12-01

    Full Text Available CAPTCHA is one of the most common solutions to check if the user trying to enter a Website is a real person or an automated piece of software. This challenge-response test, implemented in many Internet Websites, emphasizes the gaps between accessibility and security on the Internet, as it poses an obstacle for the learning-impaired in the reading and comprehension of what is presented in the test. Various types of CAPTCHA tests have been developed in order to address accessibility and security issues. The objective of this study is to investigate how the differences between various CAPTCHA tests affect user experience among populations with and without learning disabilities. A questionnaire accompanied by experiencing five different tests was administered to 212 users, 60 of them with learning disabilities. Response rates for each test and levels of success were collected automatically. Findings suggest that users with learning disabilities have more difficulties in solving the tests, especially those with distorted texts, have more negative attitudes towards the CAPTCHA tests, but the response time has no statistical difference from users without learning disabilities. These insights can help to develop and implement solutions suitable for many users and especially for population with learning disabilities.

  19. Successful Strategies for College-Bound Students with Learning Disabilities.

    Science.gov (United States)

    Harris, Richard; Robertson, Jacqueline

    2001-01-01

    Discussion of support services for college students with learning disabilities presents the nine-step process used at Ball State University (Indiana) to encourage students to identify themselves, meet eligibility guidelines, learn about services and accommodations provided by the university, talk to professors about needed accommodations, use…

  20. Teaching Kids with Learning Disabilities to Take Public Transit

    Science.gov (United States)

    Schoenfeld, Jane

    2009-01-01

    Taking public transit can make anyone nervous, especially in a large or medium-sized city where there are many different bus lines going many different places. The author's daughter, Anna, has multiple learning disabilities and may never learn to drive, but she wants to be as independent as possible so the author taught her to ride the bus. This…

  1. Teaching Self-Control Procedures to Learning Disabled Youths.

    Science.gov (United States)

    Foster, Carol; And Others

    The study involving two learning disabled (LD) seventh graders was designed to develop and evaluate a self instructional booklet that teaches adolescents to change their behaviors with minimal intervention from other individuals. The first part of the study examined whether LD Ss could learn the principles of self monitoring, goal establishment,…

  2. Psychosocial and Adaptive Deficits Associated with Learning Disability Subtypes

    Science.gov (United States)

    Backenson, Erica M.; Holland, Sara C.; Kubas, Hanna A.; Fitzer, Kim R.; Wilcox, Gabrielle; Carmichael, Jessica A.; Fraccaro, Rebecca L.; Smith, Amanda D.; Macoun, Sarah J.; Harrison, Gina L.; Hale, James B.

    2015-01-01

    Children with specific learning disabilities (SLD) have deficits in the basic psychological processes that interfere with learning and academic achievement, and for some SLD subtypes, these deficits can also lead to emotional and/or behavior problems. This study examined psychosocial functioning in 123 students, aged 6 to 11, who underwent…

  3. Culturally Responsive Reading Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Kourea, Lefki; Gibson, Lenwood; Werunga, Robai

    2018-01-01

    As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students' learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and…

  4. Adolescent self-esteem, emotional learning disabilities, and significant others.

    Science.gov (United States)

    Peck, D G

    1981-01-01

    This paper will primarily examine four concepts: emotional learning disabilities, adolescence, self-esteem, and the social-psychological concept of "significant others." Problems of definition will be discussed, with a literature review, and an attempt will be made to integrate all four of the above-mentioned concepts. The emphasis will be in applying a sociological perspective to an educational and growing problem: how do we (sic) educate students with some type of learning disability? What, if any, extra-curricular factors potentially affect in school learning behavior(s) of adolescents?

  5. Extracurricular activities and the development of social skills in children with intellectual and specific learning disabilities.

    Science.gov (United States)

    Brooks, B A; Floyd, F; Robins, D L; Chan, W Y

    2015-07-01

    Children with intellectual disability and specific learning disabilities often lack age-appropriate social skills, which disrupts their social functioning. Because of the limited effectiveness of classroom mainstreaming and social skills training for these children, it is important to explore alternative opportunities for social skill acquisition. Participation in social activities is positively related to children's social adjustment, but little is known about the benefits of activity participation for children with intellectual and specific learning disabilities. This study investigated the association between frequency and type of social activity participation and the social competence of 8-11-year-old children with intellectual disability (n = 40) and specific learning disabilities (n = 53), in comparison with typically developing peers (n = 24). More time involved in unstructured activities, but not structured activities, was associated with higher levels of social competence for all children. This association was strongest for children with intellectual disability, suggesting that participation in unstructured social activities was most beneficial for these children. Future research on the quality of involvement is necessary to further understand specific aspects of unstructured activities that might facilitate social development. © 2014 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

  6. Learning from Lectures: The Implications of Note-Taking for Students with Learning Disabilities

    Science.gov (United States)

    Boyle, Joseph R.

    2006-01-01

    Students with learning disabilities lack effective note-taking skills for a variety of reasons. Despite the important role that notes play in helping students to understand lecture content information and serving as documents for later review, many students with learning disabilities are simply not effective note-takers. Many of these students…

  7. Family-Peer Linkages for Children with Intellectual Disability and Children with Learning Disabilities.

    Science.gov (United States)

    Floyd, Frank J; Olsen, Darren L

    2017-09-01

    Family interactions are potential contexts for children with intellectual and learning disabilities to develop skillful social behaviors needed to relate effectively with peers. This study examined problem solving interactions within families of elementary school-age children (7-11 years) with intellectual disability (n = 37), specific learning disabilities (n =48), and without disabilities (n = 22). After accounting for group differences in children's behaviors and peer acceptance, across all groups, mothers' behaviors that encouraged egalitarian problem solving predicted more engaged and skillful problem solving by the children. However, mothers' controlling, directive behaviors predicted fewer of these behaviors by the children. Fathers' behaviors had mixed associations with the children's actions, possibly because they were reactive to children's unengaged and negative behaviors. For the children, greater involvement, more facilitative behaviors, and less negativity with their families were associated with greater acceptance from their peers, supporting family-peer linkages for children at risk for peer rejection.

  8. 'Posture for Learning': meeting the postural care needs of children with physical disabilities in mainstream primary schools in England--a research into practice exploratory study.

    Science.gov (United States)

    Hutton, Eve; Coxon, Kirstie

    2011-01-01

     To explore teachers and teaching assistants' (TAs) views of how to manage the postural care needs of children with physical disabilities (PD) in mainstream primary schools, with the aim of developing strategies to support teachers and assistants in this role.  Qualitative data were gathered from a purposive sample of four primary schools in one county in the U.K. Individual and focus group interviews with 36 teachers and TAs were carried out and used to generate an explanatory framework around their experiences of managing the postural care needs of children with PD.  Teachers and TAs in schools were found to have limited understanding of postural management. Very few had personal experience of the benefits of postural care--instead, most appeared to think in terms of 'doing' rather than 'knowing' about postural care. When implementing therapy programmes, teaching staff followed therapists' instructions carefully, but did not understand the purpose of their actions. Participants described the emotional impact of caring for a child with PD and expressed anxieties about causing discomfort when using equipment such as specialist seating and standing frames. Equipment was viewed as bulky, uncomfortable and restrictive and not suited to the school environment. When asked which kinds of support would be valuable, participants identified practical solutions such as additional space or resources. Based on these findings, therapists, specialist teachers and parents developed an 'A-Z of postural care'. This information resource aimed to address the gaps in knowledge and understanding highlighted by teachers and TAs in the interviews and to acknowledge their anxieties when teaching and caring for children with PD. Stakeholder involvement in all aspects of the project from setting the research question to the development of the A-Z resource has assisted in the dissemination of the resource and its integration into the mainstream school system within the county.

  9. Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability

    Science.gov (United States)

    Tolar, Tammy D.; Fuchs, Lynn; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.

    2014-01-01

    Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods from these two traditions to form math problem solving LD groups. To evaluate group differences, we used MANOVA-based profile and canonical analyses to control for relations among the outcomes and regression to control for group definition variables. Results suggest that basic arithmetic is the key distinguishing characteristic that separates low-achieving problem solvers (including LD, regardless of definition) from typically achieving students. Word problem solving is the key distinguishing characteristic that separates IQ-achievement-discrepant from strictly low-achieving LD students, favoring the IQ-achievement-discrepant students. PMID:24939971

  10. Development and learning of young children with disabilities

    DEFF Research Database (Denmark)

    Bøttcher, Louise; Dammeyer, Jesper

    This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes th...... and degrees of disability through the lens of Vygotsky’s cultural-historical developmental theories. Some of the themes discussed are inclusion, mental health, communication, aids and family life.......This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes...... the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky’s cultural-historical ideas of developmental incongruence, implying that the disability emerges from the misfit between individual abilities and the cultural...

  11. People with learning disabilities who have cancer: an ethnographic study.

    Science.gov (United States)

    Tuffrey-Wijne, Irene; Bernal, Jane; Hubert, Jane; Butler, Gary; Hollins, Sheila

    2009-07-01

    Cancer incidence among people with learning disabilities is rising. There have been no published studies of the needs and experiences of people with learning disabilities and cancer, from their own perspective. To provide insight into the experiences and needs of people with learning disabilities who have cancer. Prospective qualitative study, using ethnographic methods. Participants' homes, hospitals, nursing homes, and hospices in London and surrounding areas. The participants were 13 people with learning disabilities ranging from mild to severe, who had a cancer diagnosis. The main method of data collection was participant observation (over 250 hours). The median length of participation was 7 months. Participants' cancer experiences were shaped by their previous experience of life, which included deprivation, loneliness, and a lack of autonomy and power. They depended on others to negotiate contact with the outside world, including the healthcare system. This could lead to delayed cancer diagnosis and a lack of treatment options being offered. Most participants were not helped to understand their illness and its implications. Doctors did not make an assessment of capacity, but relied on carers' opinions. Urgent action is warranted by findings of late diagnosis, possible discrimination around treatment options, and lack of patient involvement and assessment of capacity in decision making. There are significant gaps in knowledge and training among most health professionals, leading to disengaged services that are unaware of the physical, emotional, and practical needs of people with learning disabilities, and their carers.

  12. Evaluating a Research Training Programme for People with Intellectual Disabilities Participating in Inclusive Research: The Views of Participants.

    Science.gov (United States)

    Fullana, Judit; Pallisera, Maria; Català, Elena; Puyalto, Carolina

    2017-07-01

    This article presents the results of evaluating a research training programme aimed at developing the skills of people with intellectual disabilities to actively participate in inclusive research. The present authors opted for a responsive approach to evaluation, using a combination of interviews, questionnaires and focus groups to gather information on the views of students, trainers and members of the research team regarding how the programme progressed, the learning achieved and participants' satisfaction with the programme. The evaluation showed that most of the participants were satisfied with the programme and provided guidelines for planning contents and materials, demonstrating the usefulness of these types of programme in constructing the research group and empowering people with intellectual disabilities to participate in research. The evaluation revealed that the programme had been a positive social experience that fostered interest in lifelong learning for people with intellectual disabilities. © 2016 John Wiley & Sons Ltd.

  13. Managing specific learning disability in schools in India.

    Science.gov (United States)

    Karande, Sunil; Sholapurwala, Rukhshana; Kulkarni, Madhuri

    2011-07-01

    Specific learning disability (dyslexia, dysgraphia, and dyscalculia) afflicts 5-15% of school-going children. Over the last decade; awareness about this invisible handicap has grown in India. However, much needs to be done to ensure that each afflicted child gets an opportunity to achieve his or her full academic potential in regular mainstream schools. In order to achieve this ideal scenario, all regular classroom teachers should be sensitized to suspect, and trained to screen for this disability when the child is in primary school. School managements should become proactive to set up resource rooms and employ special educators to ensure that these children receive regular and affordable remedial education; and be diligent in ensuring that these children get the mandatory provisions both during school and board examinations. Once specific learning disability is recognized as a disability by the Government of India, these children with the backing of the Right to Education Act, would be able to benefit significantly.

  14. Reimagining Disability and Inclusive Education Through Universal Design for Learning

    Directory of Open Access Journals (Sweden)

    Jan Doolittle Wilson

    2017-06-01

    Full Text Available In 1975, Congress enacted a law eventually known as the Individuals with Disabilities Education Act (IDEA, which ensures that children with disabilities receive a free, appropriate, public education. Since then, scholarly and popular debates about the effectiveness of inclusive education have proliferated and typically focus on the ability or inability of students with disabilities to succeed in so-called regular classrooms. These debates reflect widespread assumptions that the regular classroom is rightly the province of nondisabled students and a neutral, value-free space that students with disabilities invade and disrupt via their very presence and their costly needs for adaptation. But as many scholars in the field of Disability Studies in Education (DSE have argued, these discussions often fail to recognize that the space of the regular classroom, far from neutral, is constructed for a nondisabled, neurotypical, white, male, middle-class "norm" that neither reflects nor accommodates the wide range of diverse learners within it, regardless of whether these learners have been diagnosed with a disability. A DSE perspective sees the educational environment, not students with disabilities, as the "problem" and calls for a Universal Design for Learning approach to education, or the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities and backgrounds. Agreeing with this DSE perspective, this article uses an autoethnographic approach to reexamine inclusive education and to consider how university classrooms, pedagogy, and curricular materials can be improved in order to accommodate all students, not just those with disabilities. Ultimately, the article argues that Universal Design for Learning has the potential to radically transform the meaning of inclusive education and the very concept of disability.

  15. 77 FR 33729 - Disability and Rehabilitation Research Projects and Centers Program-National Data and Statistical...

    Science.gov (United States)

    2012-06-07

    ... inclusion and integration of individuals with disabilities into society, and promote the employment... DEPARTMENT OF EDUCATION Disability and Rehabilitation Research Projects and Centers Program.... Final priority; National Institute on Disability and Rehabilitation Research (NIDRR)--Disability and...

  16. 75 FR 27324 - National Institute on Disability and Rehabilitation Research (NIDRR)-Disability and...

    Science.gov (United States)

    2010-05-14

    ... improve rehabilitation outcomes for underserved populations; (4) identify research gaps; (5) identify.... (CIRRIE, 2009). It has been used as a source of data for systematic reviews on diverse disability and... DEPARTMENT OF EDUCATION National Institute on Disability and Rehabilitation Research (NIDRR...

  17. Women with learning disabilities and access to cervical screening: retrospective cohort study using case control methods

    Science.gov (United States)

    Reynolds, Fiona; Stanistreet, Debbi; Elton, Peter

    2008-01-01

    Background Several studies in the UK have suggested that women with learning disabilities may be less likely to receive cervical screening tests and a previous local study in had found that GPs considered screening unnecessary for women with learning disabilities. This study set out to ascertain whether women with learning disabilities are more likely to be ceased from a cervical screening programme than women without; and to examine the reasons given for ceasing women with learning disabilities. It was carried out in Bury, Heywood-and-Middleton and Rochdale. Methods Carried out using retrospective cohort study methods, women with learning disabilities were identified by Read code; and their cervical screening records were compared with the Call-and-Recall records of women without learning disabilities in order to examine their screening histories. Analysis was carried out using case-control methods – 1:2 (women with learning disabilities: women without learning disabilities), calculating odds ratios. Results 267 women's records were compared with the records of 534 women without learning disabilities. Women with learning disabilities had an odds ratio (OR) of 0.48 (Confidence Interval (CI) 0.38 – 0.58; X2: 72.227; p.value learning disabilities. Conclusion The reasons given for ceasing and/or not screening suggest that merely being coded as having a learning disability is not the sole reason for these actions. There are training needs among smear takers regarding appropriate reasons not to screen and providing screening for women with learning disabilities. PMID:18218106

  18. Metacognitive reading strategies of children with learning disabilities.

    Science.gov (United States)

    Nicolielo-Carrilho, Ana Paola; Hage, Simone Rocha de Vasconcellos

    2017-05-15

    to check the use of metacognitive reading strategies in children with learning disabilities and determine whether there is a relationship between their use and text comprehension. the study was conducted on 30 children, aged 8 to 12 years, of both genders, divided into experimental group (EG) - 15 children with learning disabilities; and control group (CG) - 15 children without disability. All children were submitted to the Reading Strategies Scale and Prolec text comprehension subtest. The sample was described in mean, median, minimum and maximum values. Comparative analysis was performed between the groups using the Mann-Whitney test. The degree of correlation between variables was verified by Spearman Correlation Analysis. The significance level was set at 5%. across the total scores of the scale, EG performance was lower in all descriptive measures, with a significant difference compared to CG. The EG achieved a performance close to children without difficulties only in global strategies. The correlation between the use of metacognitive strategies and reading comprehension was positive. children with learning disabilities showed deficits in the use of metacognitive reading strategies when compared to children without learning disabilities. The better the performance in reading strategies, the better textual comprehension was and vice versa, suggesting that metacognitive reading skills contribute to reading comprehension.

  19. Disability and eLearning: Opportunities and Barriers

    Directory of Open Access Journals (Sweden)

    Mike Kent

    2015-02-01

    Full Text Available This paper explores the current rising rates of online learning in higher education. It examines how disability is activated differently online and the impact of this on learning and teaching through the internet and the accessibility of two of the most popular learning management systems, Blackboard and Moodle, and the different approaches, benefits and problems associated with each system. It then explores the eLearning environment beyond the structure of a LMS to a broader digital campus that includes social networks, video hosting sites and micro blogging, where students and staff are increasingly expanding the learning and social environment in higher education. It also questions the legal and moral responsibilities of universities to make all their online activities accessible to all students, regardless of disability.

  20. 78 FR 29234 - Final Priority; National Institute on Disability and Rehabilitation Research-Disability and...

    Science.gov (United States)

    2013-05-20

    ... and rehabilitation research field to measure environmental barriers to optimal outcomes for... individuals with disabilities through comprehensive programs of research, engineering, training, technical... data on the number [[Page 29235

  1. "I Know It Was Every Week, but I Can't Be Sure if It Was Every Day": Domestic Violence and Women with Learning Disabilities

    Science.gov (United States)

    McCarthy, Michelle; Hunt, Siobhan; Milne-Skillman, Karen

    2017-01-01

    Background: Domestic violence against women is well researched in the general population, but much less so in relation to women with learning disabilities. This qualitative research study interviewed 15 women with learning disabilities who had experienced domestic violence about their experiences, the impact of the violence on them and their…

  2. Perceived support among Iranian mothers of children with learning disability.

    Science.gov (United States)

    Kermanshahi, Sima Mohammad Khan; Vanaki, Zohreh; Ahmadi, Fazlollah; Azadfalah, Parviz

    2009-01-01

    This qualitative phenomenological study explores the lived experiences of perceived support by Iranian mothers who have children with learning disability. Twelve open interviews with six mothers of learning-disabled children (7-12 years of age) were audiotape-recorded with participants' consent. The interviews were transcribed and data were analyzed using Van Manen methodology. Two major themes emerged from 138 thematic sentences. The mothers'experiences could be interpreted as a sense of being in the light or being in the shade of support, with variations for different participants. The results indicate a need for more specialized and individually adjusted support for mothers in Iran.

  3. Doing Disability Research in a Southern Context: Challenges and Possibilities

    Science.gov (United States)

    Singal, Nidhi

    2010-01-01

    Research on disability issues in countries of the South is primarily dominated by a focus on generating large scale quantitative data sets. This paper discusses the many challenges, opportunities and dilemmas faced in designing and undertaking a qualitative research study in one district in India. The Disability, Education and Poverty Project…

  4. An Integrative Conceptual Framework of Disability: New Directions for Research.

    Science.gov (United States)

    Tate, Denise G.; Pledger, Constance

    2003-01-01

    Examines various disability paradigms across time, assessing the relative contribution of the socioecological perspective in guiding research designed to improve the lives of people with disabilities. Recommends new research directions that include a focus on life span issues, biomedicine, biotechnology, the efficacy and effectiveness of current…

  5. Linked Data: Opportunities and Challenges in Disability Research

    Science.gov (United States)

    Glasson, Emma J.; Hussain, Rafat

    2008-01-01

    Background: Disability research data often exist in the form of individual records located within discrete registers that may extend across sensitive political boundaries. Method: This paper discusses the opportunities and challenges associated with using linked health and administrative data for disability research, with examples from research…

  6. Computer-Assisted Mathematics Instruction for Students with Specific Learning Disability: A Review of the Literature

    Science.gov (United States)

    Stultz, Sherry L.

    2017-01-01

    This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific…

  7. Managing Chronic Pain in People with Learning Disabilities: A Case Study

    Science.gov (United States)

    Lewis, Sarah; Bell, Dorothy; Gillanders, David

    2007-01-01

    Chronic pain is a prevalent, under-diagnosed problem in the learning disability population. This is in part due to communication problems, unrecognized pain behaviours and the effects of medication. As a consequence, chronic pain often goes untreated and causes ongoing distress. This paper initially describes the main research that has been…

  8. People with Learning Disabilities' Experiences of Being Interviewed by the Police

    Science.gov (United States)

    Leggett, Janice; Goodman, Wendy; Dinani, Shamim

    2007-01-01

    This article describes a small qualitative study investigating the experiences of people with learning disabilities who have been interviewed by the police, including their views on Appropriate Adults (AAs). Of concern, but consistent with other research in this area, a significant proportion of this, albeit small, group were not afforded the…

  9. Junior / Community College Students with Learning Disabilities and Their Use of Information and Communication Technologies (ICTs)

    Science.gov (United States)

    Nguyen, Mai Nhu; Fichten, Catherine; King, Laura; Barile, Maria; Mimouni, Zohra; Havel, Alice; Raymond, Odette; Juhel, Jean-Charles; Jorgensen, Shirley; Chauvin, Alexandre; Gutberg, Jennifer; Budd, Jillian; Hewlett, Maureen; Heiman, Tali; Gaulin, Chris; Asuncion, Jennison

    2013-01-01

    Junior / community college students who have learning disabilities (LD), such as dyslexia, often do not maximize their use of information and communication technologies (ICTs) for school work. They do not use many of these technologies nor do they know as much about them as other students. These are the results of an Adaptech Research Network…

  10. Making Music, Making Friends: Long-Term Music Therapy with Young Adults with Severe Learning Disabilities

    Science.gov (United States)

    Pavlicevic, Mercédès; O'Neil, Nicky; Powell, Harriet; Jones, Oonagh; Sampathianaki, Ergina

    2014-01-01

    This collaborative practitioner research study emerged from music therapists' concerns about the value of improvisational, music-centred music therapy for young adults with severe learning disabilities (SLDs), given the long-term nature of such work. Concerns included the relevance, in this context, of formulating, and reporting on, therapeutic…

  11. Experiences of People with Learning Disabilities in the Criminal Justice System

    Science.gov (United States)

    Hyun, Elly; Hahn, Lyndsey; McConnell, David

    2014-01-01

    The aim of this review is to synthesise findings from research about the experiences of people with learning disabilities who have faced arrest and jail time. After an extensive search of the literature, four relevant articles were found. The first-person accounts presented in these four studies were pooled, and a thematic analysis was undertaken.…

  12. The Effects of EEG Biofeedback Training on Hyperactive and/or Learning Disabled Children.

    Science.gov (United States)

    Kassel, Steve

    The literature review presents an explanation of biofeedback and a critical evaluation of the research pertaining to electroencephalographic (EEG) biofeedback training for the hyperactive and/or learning disabled child. Three hypotheses are examined: whether EEG biofeedback training is efficacious; whether EEG biofeedback training is more…

  13. Lived Experiences of Secondary Instrumental Music Teachers Who Teach Students with Learning Disabilities

    Science.gov (United States)

    Vinciguerra, Salvatore

    2016-01-01

    Very little research is published on teaching music to students with learning disabilities. Nevertheless, federal law mandates that instruction of such students take place in all public schools. The purpose of this study was to investigate the lived experiences of four secondary instrumental music teachers who teach five students with learning…

  14. Students with Learning Disabilities Perspective on Reading Comprehension Instruction: A Qualitative Inquiry

    Science.gov (United States)

    Rose, Dale Rennard

    2017-01-01

    The three article dissertation was a presentation of students' with learning disabilities perspectives on reading comprehension instruction. Article 1 set out to provide an historical perspective of reading and reading comprehension instruction. Topics covered in this research review included: reading comprehension, reading and learning…

  15. Using Personal Construct Theory to Explore Self-Image with Adolescents with Learning Disabilities

    Science.gov (United States)

    Thomas, Samantha; Butler, Richard; Hare, Dougal Julian; Green, David

    2011-01-01

    A young person's construct of self can be fundamental to their psychological well being (Glick 1999; Emler 2001). However limited research has been conducted in the United Kingdom to explore self-image with adolescents with learning disabilities. Previous studies have demonstrated the effective use of personal construct theory with children…

  16. How to learn action research

    DEFF Research Database (Denmark)

    Nielsen, Kurt Aagaard; Svensson, Lennart

    2006-01-01

    The authors suggest routines and educational structures that could improve a succesfull learning and education of action research.......The authors suggest routines and educational structures that could improve a succesfull learning and education of action research....

  17. Fit for life: promoting healthy lifestyles for adults with learning disabilities.

    Science.gov (United States)

    Howe, Phill; Hancox, Linda

    People with learning disabilities often experience health inequalities and poorer health than the general population. This article describes the development of an exercise group for people with learning disabilities in North Devon.

  18. Learning Disabilities in Neurofibromatosis Type 1

    Directory of Open Access Journals (Sweden)

    J Gordon Millichap

    2006-12-01

    Full Text Available The frequency of specific leaning disabilities (SLD in neurofibromatosis type 1 (NF1 was determined in a cohort of 81 patients (43 males, 38 females; mean age 11 years 6 months; age range 8-16 followed at Children's Hospital, Westmead, NSW, Australia.

  19. 78 FR 35758 - Final Priority; National Institute on Disability and Rehabilitation Research-Rehabilitation...

    Science.gov (United States)

    2013-06-14

    ... Institute on Disability and Rehabilitation Research--Rehabilitation Research and Training Centers AGENCY... for the Disability and Rehabilitation Research Projects and Centers Program administered by the National Institute on Disability and Rehabilitation Research (NIDRR). Specifically, we announce a priority...

  20. Setting Global Research Priorities for Developmental Disabilities, Including Intellectual Disabilities and Autism

    Science.gov (United States)

    Tomlinson, M.; Yasamy, M. T.; Emerson, E.; Officer, A.; Richler, D.; Saxena, S.

    2014-01-01

    Objectives: The prevalence of intellectual disabilities (ID) has been estimated at 10.4/1000 worldwide with higher rates among children and adolescents in lower income countries. The objective of this paper is to address research priorities for development disabilities, notably ID and autism, at the global level and to propose the more rational…

  1. Discussion Paper Social and emotional learning for children with Learning Disability: Implications for inclusion.

    Directory of Open Access Journals (Sweden)

    Valeria Cavioni

    2017-11-01

    Full Text Available This paper discusses the key role of social and emotional learning programmes for children with Learning Disability (LD. The first part of the paper discusses the difficulties students with learning disability may encounter in their education, such as issues related to peer group acceptance, friendship and social isolation, low self-efficacy and self-esteem, and externalized and internalized behavior problems. The relationship between social and emotional learning programmes and learning disability is then discussed, underlining the benefits of social and emotional learning for students with LD. The paper concludes by highlighting the need for universal social and emotional learning as a vehicle for the academic and social inclusion of students with LD.

  2. Longitudinal mathematics development of students with learning disabilities and students without disabilities: a comparison of linear, quadratic, and piecewise linear mixed effects models.

    Science.gov (United States)

    Kohli, Nidhi; Sullivan, Amanda L; Sadeh, Shanna; Zopluoglu, Cengiz

    2015-04-01

    Effective instructional planning and intervening rely heavily on accurate understanding of students' growth, but relatively few researchers have examined mathematics achievement trajectories, particularly for students with special needs. We applied linear, quadratic, and piecewise linear mixed-effects models to identify the best-fitting model for mathematics development over elementary and middle school and to ascertain differences in growth trajectories of children with learning disabilities relative to their typically developing peers. The analytic sample of 2150 students was drawn from the Early Childhood Longitudinal Study - Kindergarten Cohort, a nationally representative sample of United States children who entered kindergarten in 1998. We first modeled students' mathematics growth via multiple mixed-effects models to determine the best fitting model of 9-year growth and then compared the trajectories of students with and without learning disabilities. Results indicate that the piecewise linear mixed-effects model captured best the functional form of students' mathematics trajectories. In addition, there were substantial achievement gaps between students with learning disabilities and students with no disabilities, and their trajectories differed such that students without disabilities progressed at a higher rate than their peers who had learning disabilities. The results underscore the need for further research to understand how to appropriately model students' mathematics trajectories and the need for attention to mathematics achievement gaps in policy. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  3. Orthographic learning and the role of text-to-speech software in Dutch disabled readers.

    Science.gov (United States)

    Staels, Eva; Van den Broeck, Wim

    2015-01-01

    In this study, we examined whether orthographic learning can be demonstrated in disabled readers learning to read in a transparent orthography (Dutch). In addition, we tested the effect of the use of text-to-speech software, a new form of direct instruction, on orthographic learning. Both research goals were investigated by replicating Share's self-teaching paradigm. A total of 65 disabled Dutch readers were asked to read eight stories containing embedded homophonic pseudoword targets (e.g., Blot/Blod), with or without the support of text-to-speech software. The amount of orthographic learning was assessed 3 or 7 days later by three measures of orthographic learning. First, the results supported the presence of orthographic learning during independent silent reading by demonstrating that target spellings were correctly identified more often, named more quickly, and spelled more accurately than their homophone foils. Our results support the hypothesis that all readers, even poor readers of transparent orthographies, are capable of developing word-specific knowledge. Second, a negative effect of text-to-speech software on orthographic learning was demonstrated in this study. This negative effect was interpreted as the consequence of passively listening to the auditory presentation of the text. We clarify how these results can be interpreted within current theoretical accounts of orthographic learning and briefly discuss implications for remedial interventions. © Hammill Institute on Disabilities 2013.

  4. National Institute on Disability and Rehabilitation Research

    Science.gov (United States)

    ... assistance and related activities to maximize the full inclusion and integration into society, employment, independent living, family support, and economic and social self-sufficiency of individuals with disabilities of all ages; promoting the transfer of, use ...

  5. "Our Journey through Time": An Oral History Project Carried out by Young People with Learning Disabilities

    Science.gov (United States)

    Bentley, Sarah; Nicholls, Rickie; Price, Maxine; Wilkinson, Aaron; Purcell, Matthew; Woodhall, Martin; Walmsley, Jan

    2011-01-01

    We are five young people with learning disabilities who found out about the history of hospitals for people with learning disabilities in our area, and made a film about the project. The project taught us what life had been like for some people with learning disabilities only 30 years ago. It was very different to our lives; we have more choice,…

  6. The Application of a Communication Model to the Problems of Learning Disabled Children.

    Science.gov (United States)

    Florio-Forslund, Evelyn

    This paper examines the problems of learning disabled children and discusses possibilities for improving their self-concept and attitude toward school. It first notes the suspected link between juvenile delinquency and learning disabilities and suggests that initial efforts to help learning disabled children be directed at the lower-class urban…

  7. A Study of Perceived Admission and Achievement Barriers of Learning-Disabled Students in Postsecondary Institutions

    Science.gov (United States)

    Lamberg, Catherine Denise

    2012-01-01

    Learning-disabled students face ongoing challenges in higher education. Despite efforts to promote recruitment and retention of students with learning disabilities to trade schools, colleges, and universities, barriers to enrollment and academic achievement persist. Barriers for learning-disabled students are not fully understood and might be…

  8. Handwriting Development in Spanish Children with and without Learning Disabilities: A Graphonomic Approach

    Science.gov (United States)

    Barrientos, Pablo

    2017-01-01

    The central purpose of this study was to analyze the dynamics of handwriting movements in real time for Spanish students in early grades with and without learning disabilities. The sample consisted of 120 children from Grades 1 through 3 (primary education), classified into two groups: with learning disabilities and without learning disabilities.…

  9. Wordless intervention for epilepsy in learning disabilities (WIELD): study protocol for a randomized controlled feasibility trial.

    Science.gov (United States)

    Durand, Marie-Anne; Gates, Bob; Parkes, Georgina; Zia, Asif; Friedli, Karin; Barton, Garry; Ring, Howard; Oostendorp, Linda; Wellsted, David

    2014-11-20

    Epilepsy is the most common neurological problem that affects people with learning disabilities. The high seizure frequency, resistance to treatments, associated skills deficit and co-morbidities make the management of epilepsy particularly challenging for people with learning disabilities. The Books Beyond Words booklet for epilepsy uses images to help people with learning disabilities manage their condition and improve quality of life. Our aim is to conduct a randomized controlled feasibility trial exploring key methodological, design and acceptability issues, in order to subsequently undertake a large-scale randomized controlled trial of the Books Beyond Words booklet for epilepsy. We will use a two-arm, single-centre randomized controlled feasibility design, over a 20-month period, across five epilepsy clinics in Hertfordshire, United Kingdom. We will recruit 40 eligible adults with learning disabilities and a confirmed diagnosis of epilepsy and will randomize them to use either the Books Beyond Words booklet plus usual care (intervention group) or to receive routine information and services (control group). We will collect quantitative data about the number of eligible participants, number of recruited participants, demographic data, discontinuation rates, variability of the primary outcome measure (quality of life: Epilepsy and Learning Disabilities Quality of Life scale), seizure severity, seizure control, intervention's patterns of use, use of other epilepsy-related information, resource use and the EQ-5D-5L health questionnaire. We will also gather qualitative data about the feasibility and acceptability of the study procedures and the Books Beyond Words booklet. Ethical approval for this study was granted on 28 April 2014, by the Wales Research Ethics Committee 5. Recruitment began on 1 July 2014. The outcomes of this feasibility study will be used to inform the design and methodology of a definitive study, adequately powered to determine the impact of

  10. Effectiveness of Dysphagia Training for Adult Learning Disabilities Support Workers

    Science.gov (United States)

    Tredinnick, Gerlind; Cocks, Naomi

    2014-01-01

    This study investigated the effectiveness of a 1-day dysphagia training package delivered to support workers who work with adults with a learning disability. Thirty-eight support staff took part in this study. Twenty-five support staff received training, and 13 did not receive training and therefore acted as a control group. Three questionnaires…

  11. The Management'of a Child with a Learning Disability

    African Journals Online (AJOL)

    1974-04-13

    Apr 13, 1974 ... Diagnostic facilities for children with learning disabilities are essential and can be ... peers and teachers, as well as his recreational opportunities ... Full diagnostic assessments of 57 pupils were .... viour patterns are removal from the stress situation with .... in relation to his peer group in the classroom.

  12. A Narrative Approach to Supporting Students Diagnosed with Learning Disabilities

    Science.gov (United States)

    Lambie, Glenn W.; Milsom, Amy

    2010-01-01

    Students diagnosed with learning disabilities experience many challenges that school counselors may address through narrative therapy. Narrative therapy is a postmodern, social constructionist approach based on the theoretical construct that individuals create their notions of truth and meaning of life through interpretive stories. This article…

  13. Learning Disabilities and the Auditory and Visual Matching Computer Program

    Science.gov (United States)

    Tormanen, Minna R. K.; Takala, Marjatta; Sajaniemi, Nina

    2008-01-01

    This study examined whether audiovisual computer training without linguistic material had a remedial effect on different learning disabilities, like dyslexia and ADD (Attention Deficit Disorder). This study applied a pre-test-intervention-post-test design with students (N = 62) between the ages of 7 and 19. The computer training lasted eight weeks…

  14. Influencing Memory Performance in Learning Disabled Students through Semantic Processing.

    Science.gov (United States)

    Walker, Stephen C.; Poteet, James A.

    1989-01-01

    Thirty learning-disabled and 30 nonhandicapped intermediate grade children were assessed on memory performance for stimulus words, which were presented with congruent and noncongruent rhyming words and semantically congruent and noncongruent sentence frames. Both groups performed significantly better on words encoded using deep level congruent…

  15. Growth in Emotional Intelligence. Psychotherapy with a Learning Disabled Girl

    Science.gov (United States)

    Chantrell, Sue

    2009-01-01

    This paper describes the once-weekly psychoanalytic psychotherapy of a girl, called Ellie, aged eight at the start of her treatment. Ellie had a learning disability and displayed difficult behaviour at school and at home. In her therapy, Ellie grew in emotional intelligence, more in touch with and able to express her feelings. Her behaviour…

  16. Employment Satisfaction of University Graduates with Learning Disabilities

    Science.gov (United States)

    Madaus, Joseph W.; Zhao, Jiarong; Ruban, Lilia

    2008-01-01

    Because of its significant impact on overall life satisfaction, employment satisfaction is one marker for determining successful adult outcomes. The present investigation reports the perceptions of employment satisfaction for 500 graduates with learning disabilities from three postsecondary institutions. The graduates reported high levels of…

  17. Anxiety and Self-Concept of Learning Disabled Children.

    Science.gov (United States)

    Margalit, Malka; Zak, Itai

    1984-01-01

    One hundred learning disabled (LD) and 118 nondisabled children (six-13 years old) participated in the study which demonstrated significantly higher anxiety and lower self-concept in the first group. The differences emphasized the self-dissatisfaction of the LD group and their pawning related anxiety. (Author/CL)

  18. A Computer-Aided Writing Program for Learning Disabled Adolescents.

    Science.gov (United States)

    Fais, Laurie; Wanderman, Richard

    The paper describes the application of a computer-assisted writing program in a special high school for learning disabled and dyslexic students and reports on a study of the program's effectiveness. Particular advantages of the Macintosh Computer for such a program are identified including use of the mouse pointing tool, graphic icons to identify…

  19. Nonverbal Learning Disability Explained: The Link to Shunted Hydrocephalus

    Science.gov (United States)

    Rissman, Barbara

    2011-01-01

    A nonverbal learning disability is believed to be caused by damage, disorder or destruction of neuronal white matter in the brain's right hemisphere and may be seen in persons experiencing a wide range of neurological diseases such as hydrocephalus and other types of brain injury (Harnadek & Rourke 1994). This article probes the relationship…

  20. Special Delivery Systems. Self-Esteem Exercises. Learning Disabilities Curriculum.

    Science.gov (United States)

    Molek, Carol

    This publication contains self-esteem exercises and a learning disabilities (LD) curriculum for students with LD in adult basic education programs. The 37 student exercises are designed to build the self-esteem of students with LD. They include self-evaluations, profiles, and checklists. Topics covered are success, decision making, problem…

  1. Written Narratives of Normal and Learning Disabled Children.

    Science.gov (United States)

    Johnson, Doris J.; Grant, James O.

    1989-01-01

    Writing samples of 295 primary school children improved in productivity, syntax, and level of abstraction from grade one through three. The writing of learning-disabled children who were matched with average reading ability primary-school children indicated no significant differences in productivity, but problems in syntax (especially morphology),…

  2. Academic Achievement and Memory Differences among Specific Learning Disabilities Subtypes

    Science.gov (United States)

    Carmichael, Jessica A.; Fraccaro, Rebecca L.; Miller, Daniel C.; Maricle, Denise E.

    2014-01-01

    Reading, writing, and math are academic skills involving a number of different executive functions, particularly working memory. Children with specific learning disabilities (SLD) may present myriad academic difficulties, depending on their specific area(s) of processing weakness. is study examined differences in academic achievement and working…

  3. Parenting a Child with a Learning Disability: A Qualitative Approach

    Science.gov (United States)

    Fernández-Alcántara, Manuel; Correa-Delgado, Cayetana; Muñoz, Ángela; Salvatierra, María Teresa; Fuentes-Hélices, Tadeo; Laynez-Rubio, Carolina

    2017-01-01

    The present study describes experiences associated with parenting children diagnosed with learning disabilities. Parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder, dyslexia/language problems, and Asperger syndrome, related to poor performance at school, took part in the study. A qualitative study design was…

  4. Otitis Media and Learning Disabilities: More Than a Relationship?

    Science.gov (United States)

    Quick, Carol; Mandell, Colleen

    The relationship between recurrent otitis media (middle ear infection characterized by the presence of middle ear fluid and possibly leading to a temporary conductive hearing loss) and learning disabilities (LD) is examined. Traditional treatment approaches (antibiotic medication and surgery) are reviewed. The definition of LD is presented and the…

  5. The Gross Motor Skills of Children with Mild Learning Disabilities

    Science.gov (United States)

    Nonis, Karen P.; Jernice, Tan Sing Yee

    2014-01-01

    Many international studies have examined the gross motor skills of children studying in special schools while local studies of such nature are limited. This study investigated the gross motor skills of children with Mild Learning Disabilities (MLD; n = 14, M age = 8.93 years, SD = 0.33) with the Test of Gross Motor Development-2 (TGMD-2, Ulrich,…

  6. Ethical challenges in everyday work with adults with learning disabilities

    DEFF Research Database (Denmark)

    Solvoll, Betty-Ann; Hall, Elisabeth; Støre Brinchmann, Berit

    2015-01-01

    Background: Healthcare providers caring for learning-disabled individuals in institutions face challenges of what is right or wrong in their daily work. Serving this group, it is of utmost importance for the healthcare staff to raise awareness and to understand how ethical values are at stake...

  7. The Management of a Child with a Learning Disability | Machanick ...

    African Journals Online (AJOL)

    Diagnostic facilities for children with learning disabilities are essential and can be made available, even in smaller centres. Parents must be made aware of the child's needs, and details of treatment such as medication should be carefully explained to them. The remedial programme must be selected according to the ...

  8. Managing Resistance: An Essential Consulting Skill for Learning Disabilities Teachers.

    Science.gov (United States)

    Friend, Marilyn; Bauwens, Jeanne

    1988-01-01

    The article explores characteristics of resistance by general educators to special education consultation programs. It offers teachers of learning disabled students strategies for managing specific types of resistance as well as a general plan for minimizing resistance as well as suggestions for evaluating the impact of resistance management…

  9. Verbal Analogical Reasoning in Children with Language-Learning Disabilities.

    Science.gov (United States)

    Masterson, Julie J.; And Others

    1993-01-01

    Children (ages 9-13) with language-learning disabilities were administered 5 types of verbal analogies: synonyms, antonyms, linear order, category membership, and functional relationship. Subjects performed worse than mental age-matched children on all types of analogies and performed worse than language age-matched children on all types except…

  10. Variability of Performance: A "Signature" Characteristic of Learning Disabled Children?

    Science.gov (United States)

    Fuchs, Douglas; And Others

    Two studies were conducted to compare the performance instability of children (grades 3-9) labeled learning disabled/brain injured (LD/BI) to the performance instability of emotionally handicapped (EH) children. In the first study, 50 LD/BI and 37 EH students were measured on three third grade reading passages twice, once within one sitting and…

  11. Interaction of Neurological and Emotional Factors in Learning Disability.

    Science.gov (United States)

    Abrams, Jules C.

    1984-01-01

    The article proposes a dynamic-developmental-interaction approach to individuals with learning disabilities (LD) which addresses the absence of certain fundamental ego skills. Emotional conomitants to LD (such as low frustration tolerance and overcompensation) are noted, and intervention techniques based on the dynamic-developmental interaction…

  12. The Uses of Hypnotherapy with Learning Disabled Children.

    Science.gov (United States)

    Johnson, Lynn S.; And Others

    1981-01-01

    Explored the impact of group hypnotic and self-hypnotic training on the academic performance and self-esteem of learning disabled (LD) children. Important predictors of self-esteem improvement were the child's hypnotic susceptibility score and self-hypnotic practice by children and parents. Hypnotherapy is of potential benefit to self-esteem…

  13. English Learners with Learning Disabilities: What Is the Current State?

    Science.gov (United States)

    Rodríguez, Ashley; Rodríguez, Diane

    2017-01-01

    As the demographics across the United States continues to change, specifically with increases in school age English Learners who speak a home language other than English, it is imperative that schools meet the diverse needs of these children. This article summarizes studies about English Learners with learning disabilities. It reports on the…

  14. The Importance of Romantic Love to People with Learning Disabilities

    Science.gov (United States)

    Bates, Claire; Terry, Louise; Popple, Keith

    2017-01-01

    Background: Love is important aspect of life, including to people with learning disabilities both historically and more recently. Participants value the companionship, support and social status associated with a partner. Relationships are considered mechanisms to meet certain needs including feeling loved, company, intimacy and enabling…

  15. Do Multimedia Applications Benefit Learning-Disabled Children?

    Science.gov (United States)

    Raja, B. William Dharma; Kumar, S. Praveen

    2010-01-01

    This paper focusses on the need and benefit of using multimedia applications to cater to the needs of children with learning disabilities. The children with special educational needs found in various schools may face difficulties in acquiring academic skills such as reading, spelling, writing, speaking, understanding, listening, thinking or…

  16. Auditory Processing Learning Disability, Suicidal Ideation, and Transformational Faith

    Science.gov (United States)

    Bailey, Frank S.; Yocum, Russell G.

    2015-01-01

    The purpose of this personal experience as a narrative investigation is to describe how an auditory processing learning disability exacerbated--and how spirituality and religiosity relieved--suicidal ideation, through the lived experiences of an individual born and raised in the United States. The study addresses: (a) how an auditory processing…

  17. Triadic Moral Learning and Disability Awareness

    Science.gov (United States)

    Leicester, Mal

    2011-01-01

    Since moral action often requires understanding the nature of justice and the development of empathy and compassion, moral education involves the learner's intellect, emotions and will. The lifelong learning involved is thus multifaceted and plausibly benefits from the integration of personal and political with professional learning. I explore…

  18. Inclusion of Children with Disabilities in Mainstream Child Development Research

    Science.gov (United States)

    Feldman, Maurice A.; Battin, Susan M.; Shaw, Olivia A.; Luckasson, Ruth

    2013-01-01

    This study investigated whether children with disabilities are excluded from mainstream child development research. Fifteen per cent of 533 articles from "Child Development" and "Developmental Psychology" (1996-2010) were randomly selected. The exclusion rate was 89.9% when no mention of participants with disabilities was…

  19. Ugandan-Canadian partnership advances research on disability ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    20 août 2012 ... In Uganda, statistics show that 20% of the country's population has some form of physical disability. Despite these numbers, little research has been conducted to provide a window into the lives of people with disabilities.

  20. Emancipatory Research and Disabled People: Some Observations and Questions

    Science.gov (United States)

    Barton, Len

    2005-01-01

    Many factors contribute to the oppression and discrimination of disabled people and to their exclusion from key decisions affecting the quality of their lives. In the last two decades in particular there has been an increasing interest in many societies over the role of research in relation to the empowerment and thus inclusion of disabled people.…

  1. Never Too Late: Approaches to Reading Instruction for Secondary Students with Disabilities. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.

    Science.gov (United States)

    Clapper, Ann T.; Bremer, Christine D.; Kachgal, Mera M.

    This research brief discusses two reading instruction models for teaching secondary school students with disabilities. The first, Collaborative Strategic Reading (CSR), is designed specifically for students with learning disabilities and students who are at risk of reading failure. This strategy adapts reciprocal reading and incorporates…

  2. Ethical and methodological issues in research with Sami experiencing disability.

    Science.gov (United States)

    Melbøe, Line; Hansen, Ketil Lenert; Johnsen, Bjørn-Eirik; Fedreheim, Gunn Elin; Dinesen, Tone; Minde, Gunn-Tove; Rustad, Marit

    2016-01-01

    A study of disability among the indigenous Sami people in Norway presented a number of ethical and methodological challenges rarely addressed in the literature. The main study was designed to examine and understand the everyday life, transitions between life stages and democratic participation of Norwegian Sami people experiencing disability. Hence, the purpose of this article is to increase the understanding of possible ethical and methodological issues in research within this field. The article describes and discusses ethical and methodological issues that arose when conducting our study and identifies some strategies for addressing issues like these. The ethical and methodological issues addressed in the article are based on a qualitative study among indigenous Norwegian Sami people experiencing disability. The data in this study were collected through 31 semi-structured in-depth interviews with altogether 24 Sami people experiencing disability and 13 next of kin of Sami people experiencing disability (8 mothers, 2 fathers, 2 sister and 1 guardian). The researchers identified 4 main areas of ethical and methodological issues. We present these issues chronologically as they emerged in the research process: 1) concept of knowledge when designing the study, 2) gaining access, 3) data collection and 4) analysis and accountability. The knowledge generated from this study has the potential to benefit future health research, specifically of Norwegian Sami people experiencing disability, as well as health research concerning indigenous people in general, providing scientific-based insight into important ethical and methodological issues in research with indigenous people experiencing disability.

  3. Studying web usability with people with Learning Disabilities: what the literature tells us

    Directory of Open Access Journals (Sweden)

    Peter Edward Williams

    2015-09-01

    Full Text Available Introduction: It is well-recognised that the Internet may be an appropriate vehicle to provide information for people with Learning Disabilities. A small but growing body of research has studied the usability of the Internet for this purpose. This review examines the literature relating to this issue. Objectives: The objective of the paper is to examine current research and thinking around the issue of web design for people with Learning Disabilities, including an exploration both of methods used and key findings. Methods: A comprehensive literature review was undertaken encompassing material from the fields of education, computer science and health. Literature was elicited from various appropriate bibliographic databases. In examining the literature, an analytical proforma was used to elicit information, evaluate and compare studies. Results: A large number of methods by which usability has been studied with this cohort were elicited, including using a mainstream website; comparing an especially adapted website against an equivalent ‘’mainstream’ version and comparing various ‘accessible’ website designs. Similarly, studies included those comparing the performance of people with Learning Disabilities with a ‘mainstream’ cohort and on their own. Findings overall suggest that ‘accessible sites’ are easier to use for people with Learning Disabilities. Difficulties encountered include in reading, finding content from a large quantity of text and scrolling. Work examining the efficacy of images or icons has had contradictory findings, from having little or no benefit in terms of access to information, to significantly aiding the understanding of text. Conclusions: Contradictory or inconclusive findings suggest both a need for further research and for greater participation by people with Learning Disabilities themselves in studying the usability of web sites and other IT applications.

  4. What does good look like? A guide for observing in services for people\\ud with learning disabilities and/or autism

    OpenAIRE

    Beadle-Brown, Julie; Murphy, Bev; Positive Behaviour Support Academy; Mencap

    2016-01-01

    This resource provides an overview of what good support looks like in services for people with learning disabilities and/or autism. The definition of “good” is based on both research and good practice and emphasises the nature and quality of the support needed to ensure good quality of life outcomes for people with learning disabilities and/or autism.

  5. The Influence of Early Parent Involvement and Depression on Academic Achievement, Psychosocial Behaviors, and Motivation in Children with Learning Disabilities across Elementary School

    Science.gov (United States)

    Mahdavi, Seema

    2017-01-01

    Children with learning disabilities represent the largest category of students served within special education systems in schools, and are at increased risk for academic and psychosocial problems in comparison to peers without learning disabilities. While much of clinical practice and research focus has been on academic interventions,…

  6. Specific learning disability in mathematics: a comprehensive review.

    Science.gov (United States)

    Soares, Neelkamal; Evans, Teresa; Patel, Dilip R

    2018-01-01

    Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described.

  7. Physics, Dyslexia and Learning: A Collaboration for Disabled Students

    Science.gov (United States)

    Moskal, Barbara M.; Wright, Lyndsey; Taylor, P. C.

    2014-03-01

    Researchers have found that children with dyslexia reason differently with respect to language from those who do not have dyslexia. Dyslexic students' brains work differently than do students without dyslexia. Some researchers speculate that these differences provide dyslexic students with an advantage in science. The presentation will describe an outreach activity which developed and delivered instructional modules in physics to students in grades kindergarten through sixth. These modules were tested on thirty students who attended a summer camp designed for students who have been diagnosed with dyslexia. Eighty percent of students who have learning disabilities have dyslexia. Many of the students who attended this camp have experienced repeated failure in the traditional school system, which emphasizes literacy with little attention to science. A number of science and engineering professors collaborated with this camp to build instructional modules that were delivered one hour per day, during two weeks of this five week summer camp (ten hours of hands-on physics instruction). Both quantitative and qualitative data were collected with respect to the impact that this camp had on students' understanding and interests in science. The results of these efforts will be presented.

  8. Children's thoughts on the social exclusion of peers with intellectual or learning disabilities.

    Science.gov (United States)

    Nowicki, E A; Brown, J; Stepien, M

    2014-04-01

    Previous research has shown that children with intellectual or learning disabilities are at risk for social exclusion by their peers but little is known of children's views on this topic. In this study, we used concept mapping to investigate elementary school children's thoughts on why they believe their peers with intellectual or learning disabilities are sometimes socially excluded at school. Participants were 49 grade five and six children who attended inclusive classrooms. Interviews were digitally recorded and transcribed. We extracted 49 unique statements from the transcribed data, and then invited participants to sort the statements into meaningful categories. Sorted data were entered into matrices, which were summed and analysed with multi-dimensional scaling and cluster analysis. A four-cluster solution provided the best conceptual fit for the data. Clusters reflected themes on (1) the thoughts and actions of other children; (2) differences in learning ability and resource allocation; (3) affect, physical characteristics and schooling; and (4) negative thoughts and behaviours. The overarching reason for social exclusion focused on differences between children with and without disabilities. This study also provided evidence that children are effective, reliable and competent participants in concept mapping. Educational and research implications are discussed. © 2013 The Authors. Journal of Intellectual Disability Research © 2013 John Wiley & Sons Ltd, MENCAP & IASSIDD.

  9. Effect of Modifying Intervention Set Size with Acquisition Rate Data among Students Identified with a Learning Disability

    Science.gov (United States)

    Haegele, Katherine; Burns, Matthew K.

    2015-01-01

    The amount of information that students can successfully learn and recall at least 1 day later is called an acquisition rate (AR) and is unique to the individual student. The current study extended previous drill rehearsal research with word recognition by (a) using students identified with a learning disability in reading, (b) assessing set sizes…

  10. 75 FR 27327 - National Institute on Disability and Rehabilitation Research (NIDRR)-Disability and...

    Science.gov (United States)

    2010-05-14

    ... action to focus research attention on areas of national need. We intend this priority to improve... seeks to: (1) Improve the quality and utility of disability and rehabilitation research; (2) foster an... programs to improve rehabilitation outcomes for underserved populations; (4) identify research gaps; (5...

  11. Research about citizenship and disability: a scoping review.

    Science.gov (United States)

    Sépulchre, Marie

    2017-05-01

    To identify the characteristics of peer-reviewed literature on citizenship and disability published in English from 1985 to 2015. A scoping review was conducted using the Arksey and O'Malley framework. Several databases were searched for peer-reviewed journal articles including the terms citizenship and disability, impairment or handicap in their abstract or title; published between 1985 and 2015; in English. A total of 295 articles were included. Key findings are (1) the number of articles about disability and citizenship increased dramatically over the past three decades, (2) the meaning of citizenship is often left undiscussed, (3) citizenship is more often discussed in terms of access to social rights and less so in regards to contributions to society and participation in family life, technology and culture, (4) disabled people tend to be represented as a homogeneous category, (5) most studies are qualitative and non-participatory. To broaden knowledge about the situation, membership and participation of persons with disabilities in society, further research should develop the conceptual use of citizenship in relation to disability, explore different research designs, investigate various citizenship sectors and take into account the complexity of personal and social situations of persons with disabilities. Implications for Rehabilitation The notion of citizenship is closely related to the goals of rehabilitation as it touches upon issues of membership and participation in society; Understanding the multiple dimensions of citizenship will help practitioners to design and improve rehabilitation treatments and connect these not only to social citizenship rights but also to the various social roles and contributions of persons with disabilities; A better understanding of the complex relationship between citizenship and disability on the part of practitioners is crucial since strategies and policy documents about persons with disabilities often mention citizenship.

  12. Learning What Works in Sensory Disabilities: Establishing Causal Inference

    Science.gov (United States)

    Cooney, John B.; Young, John, III; Luckner, John L.; Ferrell, Kay Alicyn

    2015-01-01

    This article is intended to assist teachers and researchers in designing studies that examine the efficacy of a particular intervention or strategy with students with sensory disabilities. Ten research designs that can establish causal inference (the ability to attribute any effects to the intervention) with and without randomization are discussed.

  13. "It's Just a Disability" or Is It?: Stigma, Psychological Needs, and Educational Outcomes in African American Adolescents with Learning-Related Disabilities

    Science.gov (United States)

    Kizzie, Karmen Tamika

    2009-01-01

    The purpose of this dissertation project was to examine the extent to which the special education context, riddled with labeling and teasing, affected the motivation, academic self-concept, grades, and academic achievement of African American adolescents with learning-related disabilities. This dissertation research is situated within two…

  14. Specific learning disabilities in children: deficits and neuropsychological profile.

    Science.gov (United States)

    Kohli, Adarsh; Malhotra, Savita; Mohanty, Manju; Khehra, Nitasha; Kaur, Manreet

    2005-06-01

    The public is gradually becoming aware of specific learning disabilities (SLDs), which are very often the cause of academic difficulties. The aim of the study was to assess the SLDs in the clinic population at the Child and Adolescent Psychiatry Clinic at the Postgraduate Institute of Medical Education and Research (PGIMER), Chandigarh using the National Institute of Mental Health and Neurosciences SLD index and subsequently to assess the children's neuropsychological functions using a battery of tests. Thirty-five children in the age range of 7-14 years (both boys and girls) were recruited as the cohort, diagnosed clinically and assessed using the battery of tests for SLDs and neuropsychological tests consisting of the PGIMER memory scale for children, the Wisconsin card sorting test, the Bender visuo-motor gestalt test and Malin's intelligence scale for Indian children. The study revealed deficits in language and writing skills and impairments in specific areas of memory, executive functions and perceptuo-motor tasks. Identification of SLDs is useful in drawing up a treatment plan specific for a particular child.

  15. Intraindividual differences in motivation and cognition in students with and without learning disabilities.

    Science.gov (United States)

    Pintrich, P R; Anderman, E M; Klobucar, C

    1994-01-01

    The present study examines several cognitive and motivational variables that distinguish children with learning disabilities (n = 19) from children without learning disabilities (n = 20). The total sample included 30 males and 9 females and was composed of white, fifth-grade students from a middle-class community in the Midwest. Results showed that although the students with learning disabilities displayed lower levels of metacognitive knowledge and reading comprehension, they did not differ from the students without learning disabilities on self-efficacy, intrinsic orientation, or anxiety. In addition, they did not show any signs of learned helplessness, although they did tend to attribute success and failure to external causes more often than the students without learning disabilities. Using a cluster analysis that grouped individuals, we found that differences in the motivational and cognitive variables cut across a priori categories of children with and without learning disabilities. Three clusters were formed: one with high comprehension, motivation, and metacognition (mostly children without learning disabilities); one with low levels of comprehension and metacognition but high intrinsic motivation (all children with learning disabilities); and one with low intrinsic motivation but average comprehension, metacognition, and attributional style (approximately equal numbers of children with and without learning disabilities). Implications for diagnosis and intervention for students with learning disabilities are discussed.

  16. The Fragile X Syndrome: Behavioral Phenotype and Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Claudia GRAU RUBIO

    2016-04-01

    Full Text Available In this article, we describe the behavioral phenotype of individuals with Fragile X Syndrome and its impact in the educational scope. This syndrome is characterized by difficulties in sensory integration, cognitive deficits (verbal reasoning, abstract/ visual and cuantitative skills, short term memory, sequential processing, attention and executive processes, language disorders (phonetic-phonologicals, semanticals, morphosyntacticals and pragmaticals and communication disorders, social anxiety, general hyperarousal, autism, non autistic social difficulties, attention deficit and hyperactivity, and learning disabilities. The behavioral phenotype is highly variable and depends on sex, age, and mutation status (full mutation or premutation. The behavioural phenotype has important repercussions in education, as it enables us to understand the learning disabilities and to develop specific intervention strategies.

  17. Wage differentials between college graduates with and without learning disabilities.

    Science.gov (United States)

    Dickinson, David L; Verbeek, Roelant L

    2002-01-01

    Wage differential studies examining legally protected groups typically focus on gender or racial differences. Legislation also fully protects individuals with learning disabilities (LD). This article is the first to decompose wage differentials between adults with and without LD. An original data set of college graduates with documented LD was constructed, and these individuals were compared to a control group from the National Longitudinal Survey of Youth (NLSY). Our results show that much of the observed lower wages for individuals with LD is due to differences in productivity characteristics. However, there is an unexplained portion of the wage gap that could possibly be considered wage discrimination against individuals with LD. This possibility seems smaller due to the fact that the subsample of the employers who knew of the employee's learning disabilities did not appear to pay significantly lower wages to these individuals. Alternative hypotheses are discussed, as are sample-specific issues.

  18. The Development of Research Skills in Young Adults with Intellectual Disability in Participatory Research

    Science.gov (United States)

    Morgan, Michelle F.; Moni, Karen B.; Cuskelly, Monica

    2015-01-01

    There is limited information about specific research constructs developed by adults with intellectual disability in undertaking research despite increasing involvement in research "with" rather than "on" these individuals. Participatory research was used with three young adults with intellectual disability to collaboratively…

  19. Students with Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

    Science.gov (United States)

    Wight, Mary Caitlin S.

    2015-01-01

    This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with…

  20. Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners

    Science.gov (United States)

    Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

    2018-01-01

    The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71…

  1. Computer-Mediated Intersensory Learning Model for Students with Learning Disabilities

    Science.gov (United States)

    Seok, Soonhwa; DaCosta, Boaventura; Kinsell, Carolyn; Poggio, John C.; Meyen, Edward L.

    2010-01-01

    This article proposes a computer-mediated intersensory learning model as an alternative to traditional instructional approaches for students with learning disabilities (LDs) in the inclusive classroom. Predominant practices of classroom inclusion today reflect the six principles of zero reject, nondiscriminatory evaluation, appropriate education,…

  2. Women with learning disabilities and access to cervical screening: retrospective cohort study using case control methods

    OpenAIRE

    Reynolds, Fiona; Stanistreet, Debbi; Elton, Peter

    2008-01-01

    Abstract Background Several studies in the UK have suggested that women with learning disabilities may be less likely to receive cervical screening tests and a previous local study in had found that GPs considered screening unnecessary for women with learning disabilities. This study set out to ascertain whether women with learning disabilities are more likely to be ceased from a cervical screening programme than women without; and to examine the reasons given for ceasing women with learning ...

  3. Risk Factors of Learning Disabilities in Chinese Children in Wuhan

    Institute of Scientific and Technical Information of China (English)

    BIN YAO; HAN-RONG WU

    2003-01-01

    Objective To investigate prevalence rate of learning disabilities (LD) in Chinese children, and to explore related risk factors, and to provide theoretical basis for preventing such disabilities.Methods One thousand and one hundred fifty one children were randomly selected in primary schools. According to criteria set by ICD-10, 118 children diagnosed as LD were classified into the study group. Four hundred and ninety one children were classified into the normal control group. Five hundred and forty two children were classified into the excellent control group. The study instruments included PRS (The pupil rating scale revised screening for learning disabilities), Conners' children behavior check-list taken by parents and YG-WR character check-list. Results The prevalence rate of LD in Chinese children was 10.3%. Significant differences were observed between LD and normally learning children, and between the LD group and the excellent group, in terms of scores of Conners' behavior check-list (P<0.05). The study further showed that individual differences in character between the LD group and the control groups still existed even after controlling individual differences in age, IQ, and gender. Some possible causal explanations contributing to LD were improper teaching by parents, low educational level of the parents, and children's characteristics and social relationships. Conclusion These data underscore the fact that LD is a serious national public health problem in China. LD is resulted from a number of factors. Good studying and living environments should be created for LD children.

  4. Continuity, commitment and context: adult siblings of people with autism plus learning disability.

    Science.gov (United States)

    Tozer, Rosemary; Atkin, Karl; Wenham, Aniela

    2013-09-01

    Sibling relationships are usually lifelong and reciprocal. They can assume particular significance when a brother or sister has a learning disability. Until recently, adult siblings of people with disabilities such as severe autism have been ignored by policy, practice and research. This qualitative study contributes to an emerging literature by exploring how adult siblings, who have a brother or sister with autism (plus learning disability) and living in England, give meaning to their family (and caring) relationships and engage with service delivery. We spoke to 21 adult siblings using semi-structured interviews and met with 12 of their siblings with autism. Our analysis, using a broad narrative approach, demonstrates the continuity of the sibling relationship and an enduring personalised commitment. The nature of this relationship, however, is sensitive to context. How non-disabled adult siblings relate to their childhood experience is fundamental when making sense of this, as is their need to fulfil other social and family obligations, alongside their 'sense of duty' to support their disabled brother or sister. Sibling experience was further mediated by negotiating their 'perceived invisibility' in social care policy and practice. Our work concludes that by understanding the way relationships between siblings have developed over time, adult siblings' contribution to the lives of their brother or sister with autism can be better supported for the benefit of both parties. Such an approach would support current policy developments. © 2013 John Wiley & Sons Ltd.

  5. Recruitment to Intellectual Disability Research: A Qualitative Study

    Science.gov (United States)

    Nicholson, L.; Colyer, M.; Cooper, S. -A.

    2013-01-01

    Background: Difficulties in the recruitment of adults with intellectual disability (ID) to research studies are well described but little studied. The aim of this study was to investigate the difficulties in recruiting to a specific research project, in order to inform future recruitment to ID research. Methods: Individual semi-structured…

  6. Informed consent to healthcare interventions in people with learning disabilities--an integrative review.

    Science.gov (United States)

    Goldsmith, Lesley; Skirton, Heather; Webb, Christine

    2008-12-01

    This paper is a report of an integrative review of informed consent to healthcare interventions in people with learning disabilities. Consent to treatment lies at the heart of the relationship between patient and healthcare professional. In order for people with learning disabilities to have equity of access to health care, they need to be able to give informed consent to health interventions--or be assessed as incompetent to give consent. The British Nursing Index (BNI), CINAHL, MEDLINE, Social Care Online, ERIC and ASSIA and PsycINFO databases were searched using the search terms: Consent or informed choice or capacity or consent to treat* or consent to examin* AND Learning disab* or intellectual* disab* or mental* retard* or learning difficult* or mental* handicap*. The search was limited to papers published in English from January 1990 to March 2007. An integrative review was conducted and the data analysed thematically. Twenty-two studies were reviewed. The main themes identified were: life experience, interaction between healthcare professionals and participants, ability to consent, and psychometric variables. A consensus seemed to emerge that capacity to consent is greater in people with higher cognitive ability and verbal skills, but that the attitudes and behaviour of healthcare professionals was also a crucial factor. The findings support use of the functional approach to assessing mental capacity for the purpose of obtaining informed consent. Future research into informed consent in people with learning disabilities is needed using real life situations rather than hypothetical vignettes.

  7. Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes.

    Science.gov (United States)

    Johnson, Samantha; Strauss, Victoria; Gilmore, Camilla; Jaekel, Julia; Marlow, Neil; Wolke, Dieter

    2016-12-01

    Children born extremely preterm are at high risk for intellectual disability, learning disabilities, executive dysfunction and special educational needs, but little is understood about the comorbidity of intellectual and learning disabilities in this population. This study explored comorbidity in intellectual disability (ID) and learning disabilities (LD) in children born extremely preterm (EP; disabilities. LD were associated with a 3 times increased risk for SEN. However, EP children with ID alone had poorer neuropsychological abilities and curriculum-based attainment than children with no disabilities, yet there was no increase in SEN provision among this group. EP children are at high risk for comorbid intellectual and learning disabilities. Education professionals should be aware of the complex nature of EP children's difficulties and the need for multi-domain assessments to guide intervention. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  8. Mathematics and metacognition in adolescents and adults with learning disabilities

    Directory of Open Access Journals (Sweden)

    Annemie Desoete

    2009-10-01

    Full Text Available A majority of studies on learning disabilities have focused on elementary grades. Although problems with learning disabilities are life-affecting only a few studies focus on deficits in adults. In this study adults with isolated mathematical disabilities (n=101 and adults with combined mathematical and reading disabilities (n=130 solved tests on procedural calculation and number knowledge, numerical facility and visuospatial skills. Metacognitive skilfulness was assessed through calibration measures, a questionnaire, stimulated recall, and thematic analyses after a qualitative interactive interview with a flexible agenda to discover the interviewee’s own framework of meanings and to avoid imposing the researcher’s structures and assumptions. In our dataset the isolated group (MD did worse than the comorbid group (M+RD on mental representation, dealing with contextual information and number knowledge. However the comorbid group did worse on the number sense tasks. No significant differences were found between the MD and M+RD adults for fact retrieval, procedural calculation and visuo spatial tasks. In addition adults with MD overestimated their mathematics results, whereas individuals with M+RD underestimated their results in the calibration task. Moreover, adults with M+RD thought that they were worse on the evaluation of the own results, the evaluation of the own capacities and on monitoring when things went wrong compared with adults in the M+RD group. Thematic analyses revealed that many adults had problems with planning and keeping track of steps and that supporting surroundings were important protective factors towards the chances of success. Consequences for the assessment of metacognition in adults and for the support of adults with mathematical disabilities are discussed.

  9. Impact of Computer Aided Learning on Children with Specific Learning Disabilities

    OpenAIRE

    The Spastic Society Of Karnataka , Bangalore

    2004-01-01

    Study conducted by The Spastics Society of Karnataka on behalf of Azim Premji Foundation to assess the effectiveness of computers in enhancing learning for children with specific learning disabilities. Azim Premji Foundation is not liable for any direct or indirect loss or damage whatsoever arising from the use or access of any information, interpretation and conclusions that may be printed in this report.; Study to assess the effectiveness of computers in enhancing learning for children with...

  10. Learning Disabilities in Children: Epidemiology, Risk Factors and Importance of Early Intervention

    Directory of Open Access Journals (Sweden)

    Beena Johnson

    2017-01-01

    Full Text Available Children with learning disabilities have significant impairment in reading, writing and mathematics, in spite of normal intelligence and sensory abilities. In reading disability, children will have difficulties in phonemic sensitivity, phonetic decoding, word recognition, word decoding skills and reading comprehension. The lifetime prevalence of learning disability is about 10%. Learning disabilities are more frequently seen in boys compared to girls. There are several risk factors for learning disabilities. Low birth weight, preterm birth, neonatal complications, language delay and epilepsy are important risk factors for learning disabilities in children. Students with learning disabilities have poor scholastic performance, anxiety and significant stress. They have more social, emotional and behavioural problems than those without learning problems. If not remedied at the earliest, learning disabilities will lead to failure in exams and these children may develop stress related disorders. Hence all children with learning problems should be evaluated scientifically at the earliest, for identification of learning disability. By providing scientific guidance and intensive one to one remedial training, learning problems of children can be managed successfully.

  11. Research, Boundaries, and Policy in Networked Learning

    DEFF Research Database (Denmark)

    This book presents cutting-edge, peer reviewed research on networked learning organized by three themes: policy in networked learning, researching networked learning, and boundaries in networked learning. The "policy in networked learning" section explores networked learning in relation to policy...... networks, spaces of algorithmic governance and more. The "boundaries in networked learning" section investigates frameworks of students' digital literacy practices, among other important frameworks in digital learning. Lastly, the "research in networked learning" section delves into new research methods...

  12. Research Ethics and the Use of Visual Images in Research with People with Intellectual Disability

    Science.gov (United States)

    Boxall, Kathy; Ralph, Sue

    2009-01-01

    The aim of this paper is to encourage debate about the use of creative visual approaches in intellectual disability research and discussion about Internet publication of photographs. Image-based research with people with intellectual disability is explored within the contexts of tighter ethical regulation of social research, increased interest in…

  13. How do adults with mild learning disabilities experience bereavement and grief? A qualitative exploration.

    OpenAIRE

    McRitchie, Robyn

    2012-01-01

    Background: The vast majority of research into the experiences of people with learning disabilities (LD) in regard to bereavement and grief involves the collection of data from second-hand sources, or via quantitative measures. This qualitative study aimed to explore the lived experiences of bereavement and grief in a group of adults with mild LD. Methods: Semi-structured interviews were carried out with 13 adults (aged 20-72 years) with mild LD who had experienced bereaveme...

  14. The Effectiveness of Brain Based Teaching on the Executive Functions of the Students with Mathematics Learning Disability

    OpenAIRE

    Salar Faramarzi; Maryam Samadi; Ahmad Yarmohammadian; Salman Dezhara

    2014-01-01

    Target: With advances in cognitive neuroscience and the developing connection between neuroscience and education in recent years, new windows has been opened in the realm of teaching and learning for the education experts. So education has vastly benefited from the results of researches in neuroscience to improve learning. The study strived to investigate the effectiveness of “brain based teaching” on the executive functions of the students with mathematics learning disability in Isfahan city...

  15. Issues Using the Life History Calendar in Disability Research

    Science.gov (United States)

    Scott, Tiffany N.; Harrison, Tracie

    2011-01-01

    Background Overall, there is a dearth of research reporting mixed-method data collection procedures using the LHC within disability research. Objective This report provides practical knowledge on use of the life history calendar (LHC) from the perspective of a mixed-method life history study of mobility impairment situated within a qualitative paradigm. Methods In this paper the method related literature referring to the LHC was reviewed along with its epistemological underpinnings. Further, the uses of the LHC in disability research were illustrated using preliminary data from reports of disablement in Mexican American and Non-Hispanic White women with permanent mobility impairment. Results From our perspective, the LHC was most useful when approached from an interpretive paradigm when gathering data from women of varied ethnic and socioeconomic strata. While we found the LHC the most useful tool currently available for studying disablement over the life course, there were challenges associated with its use. The LHC required extensive interviewer training. In addition, large segments of time were needed for completion depending on the type of participant responses. Conclusions Researchers planning to conduct a disability study may find our experience using the LHC valuable for anticipating issues that may arise when the LHC is used in mixed-method research. PMID:22014674

  16. Intellectual disability in Africa: implications for research and service development.

    Science.gov (United States)

    McKenzie, Judith Anne; McConkey, Roy; Adnams, Colleen

    2013-09-01

    Although intellectual disability (ID) is probably the largest impairment grouping on the African continent, few indigenous research and evaluation studies have been undertaken. This article is an initial attempt to relate service delivery issues to an African research agenda. We critically analysed the available literature, drawing on academic publications and those of non-governmental agencies. In this process we identified several key issues for further investigation, namely: understanding ID in African contexts, access to education and health care, the provision of appropriate assistance and support, and income generation. We relate our analysis to the recommendations made in the World Report on Disability but with a specific focus on ID in Africa. The need for mainstreaming and prioritising ID in non-disability related and across impairment programmes is highlighted. We note the importance of families and emphasise the need to draw on informal and traditional forms of care and participation. The need for reliable research evidence to support practice is highlighted. We conclude with a call to action by and on behalf of individuals with ID to be included in the development priorities of the continent. Implications for Rehabilitation Service provision for people with intellectual disabilities in Africa is not always well served by insights obtained from western research agendas. Appropriate and effective rehabilitation requires an understanding of the context and the environment in which the disabled person operates. Indigenous research into the provision of support to families and the inclusion of persons with intellectual disability into mainstream programmes as well as disability specific provision is recommended.

  17. Music research with children and youth with disabilities and typically developing peers: a systematic review.

    Science.gov (United States)

    Brown, Laura S; Jellison, Judith A

    2012-01-01

    Systematic reviews of research provide pertinent information to both practitioners and researchers. While there are several recent reviews of music research and children with specific disabilities (primarily autism), there is no current review of music research with children with a wide variety of disabilities. The aim of the current study is to identify and systematically review music research with children and youth published in peer reviewed journals for the years 1999 through 2009. Research questions focused on participant characteristics; research purposes, methodologies, and findings; as well as the presence of ideas from special education policies, and practices. We also asked how results have changed from those from an earlier review (Jellison, 2000). Using computer and hand-searches, we identified 45 articles that met our criteria for inclusion. Once identified, through a process of consensus we analyzed articles based on criteria, categories, and codes used in the earlier review. Additionally we analyzed measurement instruments and effectiveness of interventions as reported by the authors. Primary findings show a large majority of studies were experimental with most reporting effective or partially effective interventions, particularly for social variables. Compared to the earlier review, increases were found for participants with autism and for reports including ideas from special education. Percentages of articles measuring generalization and examining high-incident disability populations (specific learning disabilities) were low. The findings from this review and comparisons to the earlier review reveal important implications for practices with children with autism and preparation of researchers to design and conduct studies in inclusive music settings.

  18. Classification Framework for ICT-Based Learning Technologies for Disabled People

    Science.gov (United States)

    Hersh, Marion

    2017-01-01

    The paper presents the first systematic approach to the classification of inclusive information and communication technologies (ICT)-based learning technologies and ICT-based learning technologies for disabled people which covers both assistive and general learning technologies, is valid for all disabled people and considers the full range of…

  19. The Effects of Being Diagnosed with a Learning Disability on Children's Self-Esteem.

    Science.gov (United States)

    MacMaster, Keith; Donovan, Leslie A.; MacIntyre, Peter D.

    2002-01-01

    This study used a quasi-experimental design to examine the effect of being diagnosed with a learning disability on elementary school children's self-esteem. Findings indicated that self-esteem increased significantly above prediagnosis of a learning disability while self-esteem levels in a control group of children without learning disabilities…

  20. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    Science.gov (United States)

    Kitchens, Vivian D.; Deris, Aaron R.; Simon, Marilyn K.

    2016-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. The study examined the effects of a mathematics intervention known as Cover, Copy, and Compare for learning basic…

  1. Forensic learning disability nursing skills and competencies: a study of forensic and non-forensic nurses.

    Science.gov (United States)

    Mason, Tom; Phipps, Dianne

    2010-11-01

    This paper reports on an investigation into the skills and competencies of forensic learning disability nurses in the United Kingdom. The two sample populations were forensic learning disability nurses from the high, medium, and low secure psychiatric services and non-forensic learning disability nurses from generic services. An information gathering schedule was used to collect the data; of 1200 schedules, 643 were returned for a response rate of 53.5%. The data identified the "top ten" problems that forensic learning disability nurses may encounter, the skills and competencies necessary to overcome them, and the areas that need to be developed in the future. The results indicated that the forensic learning disability nurses tended to focus on the physical aspects to the role whilst the non-forensic learning disability nurses tended to perceive the forensic role in relational terms. This has implications for practice, policy, and procedures.

  2. Enhancing Writing Self-Efficacy Beliefs of Students with Learning Disabilities Improves Their Writing Processes and Products

    Science.gov (United States)

    de Caso, Ana Maria; Garcia, Jesus Nicasio; Diez, Carmen; Robledo, Patricia; Alvarez, Maria Lourdes

    2010-01-01

    Introduction: The use of self efficacy has been suggested as an effective classroom intervention procedure. The present research examined the use of self-efficacy training on the writing of Spanish elementary student with learning disabilities. Objectives: We present a research study focused on the improvement of the writing product and the…

  3. Consequences of Learned Helplessness and Recognition of the State of Cognitive Exhaustion in Persons with Mild Intellectual Disability.

    Science.gov (United States)

    Gacek, Michał; Smoleń, Tomasz; Pilecka, Władysława

    2017-01-01

    Persons with intellectual disability are a group at risk of being exposed to overly demanding problem-solving situations, which may produce learned helplessness . The research was based on the informational model of learned helplessness. The consequences of exposure to an unsolvable task and the ability to recognize the symptoms of cognitive exhaustion were tested in 120 students with mild intellectual disability. After the exposure to the unsolvable task, persons in the experimental group obtained lower results than the control group in the escape/avoidance learning task, but a similar result was found in the divergent thinking fluency task. Also, participants in the experimental group had difficulties recognizing the symptoms of the cognitive exhaustion state. After a week's time, the difference in escape/avoidance learning performance was still observed. The results indicate that exposure to unsolvable tasks may negatively influence the cognitive performance in persons with intellectual disability, although those persons may not identify the cognitive state related to lowered performance.

  4. Disability Evaluation System Analysis and Research Annual Report 2017

    Science.gov (United States)

    2017-11-20

    females, other race, enlisted and active duty service members for all services and time periods. • Rates increase as age increases in the Army. For the...Annual Report 2017 Disability Evaluation Systems Analysis and Research Prepared by Accession Medical Standards Analysis and Research Activity ...50 History of hospitalization among active duty service

  5. National Institute on Disability and Rehabilitation Research Program Directory, 1999.

    Science.gov (United States)

    National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC.

    This directory lists all projects funded by the National Institute of Disability and Rehabilitation Research (NIDRR) during the 1999 fiscal year. It includes summaries, funding data, and contact information for a broad range of programs. Programs are grouped into the following research priorities: (1) employment outcomes; (2) health and function;…

  6. Campus Climate and Students with Disabilities. NCCSD Research Brief. Volume 1, Issue 2

    Science.gov (United States)

    Harbour, Wendy S.; Greenberg, Daniel

    2017-01-01

    This research brief summarizes issues related to campus climate issues and disability, to improve social and educational outcomes for students with disabilities, support faculty and staff with disabilities, and increase understanding of disability among nondisabled members of the campus community. Instead of relying on disability services offices…

  7. Caring for vulnerable ostomists: learning disabilities and stoma care.

    Science.gov (United States)

    Parker, Michaela

    It is without doubt that people with learning difficulties are considered vulnerable and meeting the healthcare needs of this group in society is now recognised as a challenging task. This case study examines the implications of life with a stoma for one particular man with learning difficulties and reflects on the key issues that have influenced his care: stigma and isolation, general healthcare needs for people with learning disabilities and the association with stoma care, and the provision of care and whose role it is. Key findings include inconsistencies between primary, secondary and social care, resulting in lack of integration and flexibility in provision of care; lack of responsibility for care, with a 'pass the buck' response; lack of knowledge about stoma care in most care settings; and, as a stoma care nurse, the importance of personal instinct, along with persistence in advocating appropriate levels of care for vulnerable ostomists.

  8. Women with learning disabilities and access to cervical screening: retrospective cohort study using case control methods

    Directory of Open Access Journals (Sweden)

    Stanistreet Debbi

    2008-01-01

    Full Text Available Abstract Background Several studies in the UK have suggested that women with learning disabilities may be less likely to receive cervical screening tests and a previous local study in had found that GPs considered screening unnecessary for women with learning disabilities. This study set out to ascertain whether women with learning disabilities are more likely to be ceased from a cervical screening programme than women without; and to examine the reasons given for ceasing women with learning disabilities. It was carried out in Bury, Heywood-and-Middleton and Rochdale. Methods Carried out using retrospective cohort study methods, women with learning disabilities were identified by Read code; and their cervical screening records were compared with the Call-and-Recall records of women without learning disabilities in order to examine their screening histories. Analysis was carried out using case-control methods – 1:2 (women with learning disabilities: women without learning disabilities, calculating odds ratios. Results 267 women's records were compared with the records of 534 women without learning disabilities. Women with learning disabilities had an odds ratio (OR of 0.48 (Confidence Interval (CI 0.38 – 0.58; X2: 72.227; p.value X2: 24.236; p.value X2: 286.341; p.value Conclusion The reasons given for ceasing and/or not screening suggest that merely being coded as having a learning disability is not the sole reason for these actions. There are training needs among smear takers regarding appropriate reasons not to screen and providing screening for women with learning disabilities.

  9. An external focus of attention enhances motor learning in children with intellectual disabilities.

    Science.gov (United States)

    Chiviacowsky, S; Wulf, G; Avila, L T G

    2013-07-01

    The present study examined whether the learning benefits of an external focus of attention (i.e., on the movement effect) relative to an internal focus (i.e. on the movement), found previously in non-disabled children and adults would also be found in children with intellectual disabilities (IDs). Participants (n = 24; average age: 12.2 years) with mild intellectual deficiency (IQ = 51-69) practiced throwing beanbags at a target. In the external focus group, participants were instructed to direct their attention to the movement of the beanbag, while in the internal focus group, participants were asked to direct their attention to the movement of their hand. The practice phase consisted of 40 trials, and attentional focus reminders were given after every third trial. Learning was assessed 1 day later by retention and transfer (greater target distance) tests, each consisting of 10 trials. No focus reminders were given on that day. The external focus group demonstrated more effective learning than the internal focus group, as evidenced by more accurate tosses on the transfer test. The present findings show that instructions that induce an external focus of attention can enhance motor learning in children with IDs. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

  10. Teaching generatively: Learning about disorders and disabilities.

    Science.gov (United States)

    Alter, Margaret M; Borrero, John C

    2015-01-01

    Stimulus equivalence procedures have been used to teach course material in higher education in the laboratory and in the classroom. The current study was a systematic replication of Walker, Rehfeldt, and Ninness (2010), who used a stimulus equivalence procedure to train information pertaining to 12 disorders. Specifically, we conducted (a) a written posttest immediately after each training unit and (b) booster training sessions for poor performers. Results showed immediate improvement from pretest to posttest scores after training, but problems with maintenance were noted in the final examination. Implications of poor maintenance are discussed in the context of the current study and stimulus equivalence research in higher education generally. © Society for the Experimental Analysis of Behavior.

  11. Supporting medical students with learning disabilities in Asian medical schools

    Directory of Open Access Journals (Sweden)

    Md. Anwarul Azim Majumder

    2010-10-01

    Full Text Available Md. Anwarul Azim Majumder1, Sayeeda Rahman2, Urban JA D’Souza3, Gad Elbeheri4, Khalid Bin Abdulrahman5, M Muzaherul Huq61,2Department of Clinical Sciences, School of Life Sciences, University of Bradford, West Yorkshire, Bradford, UK; 3School of Medicine, University Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia; 4Centre for Child Evaluation and Teaching, Kuwait; 5College of Medicine, Al-Imam University, Riyadh, Saudi Arabia; 6Centre for Medical Education (CME, Mohakhali, Dhaka, BangladeshAbstract: Learning disabilities (LDs represent the largest group of disabilities in higher education (HE institutes, including medical schools, and the numbers are continuing to rise. The worrying concern is that two-thirds to half of these students with LDs remain undiagnosed when they start their undergraduate education and may even graduate without having their disabilities diagnosed. These students struggle with their academic abilities, receive poor grades and, as a result, develop lower perceptions of their intellectual abilities than do those students without LDs. All these ultimately hamper their professional practice, employment, and career progression. Appropriate and adequate educational policies, provisions, and practices help students to progress satisfactorily. In Asian countries, public and professional awareness about LDs is low, supportive provisions are limited, legislations are inadequate, data are scarce, and equal-opportunity/widening-participation policies are not implemented effectively in the HE sector. This article discusses the issues related to LDs in medical education and draws policy, provision, and practice implications to identify, assess, and support students with LDs in medical schools, particularly in an Asian context.Keywords: medical education, learning disabilities, dyslexia, Asia

  12. Best practice in caring for adults with dementia and learning disabilities.

    Science.gov (United States)

    Strydom, André; Al-Janabi, Tamara; Houston, Marie; Ridley, James

    2016-10-05

    People with learning disabilities, particularly Down's syndrome, are at increased risk of dementia. At present, services and care tailored to people with both dementia and a learning disability are unsatisfactory. This article reviews the literature specific to dementia in people with learning disabilities, including: comprehensive screening, diagnosis, management, environmental considerations, end of life care and training issues for nursing staff. Recommendations for best practice and service improvement are made to improve the quality of life for individuals with dementia and learning disabilities, pre and post-diagnosis.

  13. Community action research in disability (CARD): An inclusive research programme in Uganda

    NARCIS (Netherlands)

    Hartley, S.D.; Yousafzai, A.K.; Kaahwa, M.G.; H.J. Finkenflügel (Harry); Wade, A.; Bazirake, G.; Drachler, M.L.; Seeley, J.; Alavi, Y.; Mataze, W.; Mucuriguzi, E.

    2017-01-01

    textabstractThe ideology of Emancipatory Disability Research (EDR) reflected in the phrase ‘Nothing about us without us’, was first put forward in the 1990s. Although it aimed to place research control in the hands of the ‘researched’, i.e., people with disability, this rarely happens even today, 25

  14. Research evaluation and organizational learning

    DEFF Research Database (Denmark)

    Hansson, Finn

    The paper will address the role of the recent implementation of systems of research evaluation in universities. The role of classic quality control system, the peer review, is to produce the most trustworthy knowledge and at the same time function as a learning system in a peer-to-peer learning p...

  15. Technology supporting written productivity in children with learning disabilities: a critical review.

    Science.gov (United States)

    Batorowicz, Beata; Missiuna, Cheryl A; Pollock, Nancy A

    2012-10-01

    Occupational therapists working with school-aged children are often in the position of recommending technology to enhance written productivity. The outcome of using technology on the writing of children with learning disabilities has not been reviewed critically, and this knowledge is necessary for evidence-based practice. To review evidence regarding the use of technology to support written productivity in children with learning disabilities. A systematic search of seven databases, plus a manual search, retrieved 864 papers published between 1985 and March 2012. Twenty-seven papers (28 studies) met inclusion criteria. The evidence is of a moderately low level and results are inconclusive; however, trends suggest a positive influence of some technology on children's performance and behaviour. Methodological limitations exist in most studies and the description of specific technology intervention is often combined with teaching instructions. The available research is encouraging, but high-quality investigations with newer technologies are needed.

  16. Design for All in Social Research on Persons with Disabilities

    Directory of Open Access Journals (Sweden)

    Mario Toboso-Martín

    2012-01-01

    Full Text Available Social studies on disability have increased in number and importance in Spain and other countries over the last few years. Nevertheless, the majority of the available sources and studies do not adequately represent this heterogeneous group, which currently makes up about 9 per cent of the Spanish population. The implementation of social measures requires representative sources and studies containing relevant information. The aim of this paper is to identify the main diffi culties involved in designing and developing social research methods concerning persons with disabilities, and offer proposals and recommendations in order to advance towards a more inclusive social research using the concepts of accessibility and design for all.

  17. Improving Learning Outcomes: The iPad and Preschool Children with Disabilities

    Directory of Open Access Journals (Sweden)

    Linda Chmiliar

    2017-05-01

    Full Text Available The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles.

  18. Improving Learning Outcomes: The iPad and Preschool Children with Disabilities.

    Science.gov (United States)

    Chmiliar, Linda

    2017-01-01

    The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles.

  19. Ethical challenges in everyday work with adults with learning disabilities.

    Science.gov (United States)

    Solvoll, Betty-Ann; Hall, Elisabeth O C; Brinchmann, Berit Støre

    2015-06-01

    Healthcare providers caring for learning-disabled individuals in institutions face challenges of what is right or wrong in their daily work. Serving this group, it is of utmost importance for the healthcare staff to raise awareness and to understand how ethical values are at stake. What ethical challenges are discussed among healthcare providers working with adults with learning disabilities? The study had a qualitative and investigative design. The study was conducted in a community institution for adults with learning disabilities. Participants were healthcare providers joining regular focused group discussions. Two groups participated and each group consisted of six participants. The conversations were taped and transcribed. The study was reported to Norwegian Social Science Data Services and was approved by the regional ethics committee. Findings are presented in four themes: (a) feeling squeezed between conflicting actions, (b) being the client's spokesman, (c) searching shared responsibility, and (d) expecting immediate and fixed solutions. The healthcare providers wanted to be the clients' advocates. They felt obliged to speak up for the clients, however, seeking for someone with whom to share the heavily experienced responsibility. Data likewise revealed that the group discussions created expectations among the healthcare providers; they expected smart and final solutions to the problems they discussed. The discussion focuses on everyday ethical challenges, the meaning of being in-between and share responsibility, and the meaning of ethical sensitivity. Ethical challenges can be demanding for the staff; they might feel squeezed in-between contradictory attitudes or feel alone in decision-making. Frequent conversations about ethical challenges do not solve the ethical problems here-and-now, but they do visualize them. This also visualizes the staff's need for support. © The Author(s) 2014.

  20. A Child With Learning Disability:A Case Study

    Directory of Open Access Journals (Sweden)

    Mahin Sedaie

    2003-09-01

    Full Text Available This case can be placed in a neurologic classification. The patient is a child with learning disability in school activities. He was first referred to an audiological clinic because of a central auditory processing disorder (CAPD. His mother has noticed several hearing problems and this led us to the evaluations for his central auditory processing disorder. He has problems in hearing speech in noise and speech processing and need his friends repeat words during communication. no vestibular disorder was noticed nor any localization problem. The child has a good progress in school and only suffered problems in reading tasks. Intelligence quotient(IQ was also normal.

  1. Epilepsy and Learning Disabilities: Part 1--Diagnosing and Solving School Learning Disabilities in Epilepsy

    Science.gov (United States)

    Mittan, Robert J.

    2010-01-01

    This is a six part article intended to give parents the information and strategies they need to cope with their child with epilepsy who may have school learning problems. Epilepsy and seizures affect the classroom in unique ways that can make the learning experience especially challenging for some kids. Fortunately, much can be done to give the…

  2. Graduation Prospects of College Students with Specific Learning Disorder and Students with Mental Health Related Disabilities

    Science.gov (United States)

    Jorgensen, Mary; Budd, Jillian; Fichten, Catherine S.; Nguyen, Mai N.; Havel, Alice

    2018-01-01

    This study's goal was to compare aspects related to academic persistence of two groups of college students with non-visible disabilities: 110 Canadian two and four-year college students--55 with mental health related disabilities and 55 with Specific Learning Disorder (LD). Results show that students with mental health related disabilities were…

  3. Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

    Science.gov (United States)

    Bryant, D P; Bryant, B R

    1998-01-01

    Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

  4. Including People with Intellectual Disabilities in Qualitative Research

    Science.gov (United States)

    Hall, Sarah A.

    2013-01-01

    The voice of people with intellectual disabilities (ID) is needed in the literature to best understand their unique experiences and perspectives. Researchers face challenges in conducting interviews with people with ID who are limited in conceptual and verbal language skills. It can also be difficult to obtain participants with ID because of…

  5. Self-esteem at school and self-handicapping in childhood: comparison of groups with learning disabilities.

    Science.gov (United States)

    Alesi, Marianna; Rappo, Gaetano; Pepi, Annamaria

    2012-12-01

    Recent research has focused on the role of self-esteem and self-handicapping strategies in the school domain. Self-handicapping refers to maladaptive strategies employed by adults and children for protection and maintenance of positive school self esteem. In this study the self-esteem and the self-handicapping strategies of children with dyslexia, reading comprehension disabilities, and mathematical disabilities were compared to a control group with normal learning. There were 56 children whose mean age was 8 (23 girls, 33 boys), attending Grade 3 of primary school. These pupils were selected by scores on a battery of learning tests commonly used in Italy for assessment of learning disabilities. Analyses suggested these children with dyslexia, reading comprehension disabilities, and mathematical disabilities had lower ratings of self-esteem at school and employed more self-handicapping strategies than did children whose learning was normal. More research is required to identify and examine in depth the factors that promote adaptive strategies to cope with children's reading difficulties.

  6. Schooling and Achievement: A Discussion on African American Students from Low Socio-Economic Households and Their Over-Diagnoses of Learning Disabilities

    Science.gov (United States)

    Hankerson, Pamela S.

    2011-01-01

    The following is a discussion on student level of academic achievement, specifically that of African American learners. The misdiagnosis of Black students having learning disabilities and other disabilities will be examined, and the factors as to why this misdiagnosis occurs so often. Research will be provided as evidence to support this claim, as…

  7. Definition of a visuospatial dimension as a step forward in the diagnostic puzzle of nonverbal learning disability.

    Science.gov (United States)

    Poletti, Michele

    2017-01-01

    Although clinically recognized for almost 50 years, the categorical distinction of specific learning disabilities due to an impairment of the nonverbal domain (nonverbal learning disability [NLD]) is still debated and controversial. Unsolved issues involve theoretical models, diagnostic criteria, rehabilitative interventions, and moderator factors. These issues are briefly overviewed to sustain the need for a shift toward dimensional approaches, as suggested by research domain criteria, as a step forward in the diagnostic puzzle of NLD. With this aim, a visuospatial dimension, or spectrum, is proposed, and then clinical conditions that may fit with its impaired side are systemized, while specifying in which conditions a visuospatial impairment may be considered an NLD.

  8. Final priority; National Institute on Disability and Rehabilitation Research--Disability and Rehabilitation Research Projects and Centers Program--Rehabilitation Engineering Research Centers. Final priority.

    Science.gov (United States)

    2013-06-14

    The Assistant Secretary for Special Education and Rehabilitative Services announces a priority for a Rehabilitation Engineering Research Center (RERC) on Universal Interfaces and Information Technology Access under the Disability and Rehabilitation Research Projects and Centers Program administered by the National Institute on Disability and Rehabilitation Research (NIDRR). The Assistant Secretary may use this priority for a competition in fiscal year (FY) 2013 and later years. We take this action to focus research attention on areas of national need. We intend to use this priority to improve outcomes for individuals with disabilities.

  9. Teaching Young Adults with Disabilities through Service Learning

    Science.gov (United States)

    Woodruff, Elizabeth A.; Sinelnikov, Oleg A.

    2015-01-01

    While many scholars agree that service learning is beneficial to both the student and the community, the research on service learning in the physical education setting is limited. However, there are courses that can be aligned with the professional preparation needs of students and the broader needs of the community. Drawing on theory which has…

  10. Effects of multimedia vocabulary instruction on adolescents with learning disabilities.

    Science.gov (United States)

    Kennedy, Michael J; Deshler, Donald D; Lloyd, John Wills

    2015-01-01

    The purpose of this experimental study is to investigate the effects of using content acquisition podcasts (CAPs), an example of instructional technology, to provide vocabulary instruction to adolescents with and without learning disabilities (LD). A total of 279 urban high school students, including 30 with LD in an area related to reading, were randomly assigned to one of four experimental conditions with instruction occurring at individual computer terminals over a 3-week period. Each of the four conditions contained different configurations of multimedia-based instruction and evidence-based vocabulary instruction. Dependent measures of vocabulary knowledge indicated that students with LD who received vocabulary instruction using CAPs through an explicit instructional methodology and the keyword mnemonic strategy significantly outperformed other students with LD who were taught using the same content, but with multimedia instruction that did not adhere to a specific theoretical design framework. Results for general education students mirrored those for students with LD. Students also completed a satisfaction measure following instruction with multimedia and expressed overall agreement that CAPs are useful for learning vocabulary terms. © Hammill Institute on Disabilities 2013.

  11. The Effect of the Video Game Quizlet on the Acquisiton of Science Vocabulary for Children With Learning Disabilities

    Science.gov (United States)

    Donovan, Kelsey Claire

    The purposes of this study were (a) to determine if using the video learning game Quizlet in a middle school resource classroom increases science vocabulary acquisition of students with learning disabilities, (b) to determine if using the video learning game Quizlet in a middle school resource classroom increases the student engagement/on-task behavior of students with learning disabilities, and (c) to evaluate student comfort and satisfaction in using the video learning game Quizlet in a middle school resource classroom. Six middle school students, three female and three male participated in the study. A single subject design with ABAB phases was utilized over eight weeks. Results show that all students increased their science vocabulary acquisition and increased their on-task behaviors. A follow-up student satisfaction survey determined that the intervention was acceptable to all students. Further research to assess the effects of Quizlet is recommended.

  12. Intersectionality Dis/ability Research: How Dis/ability Research in Education Engages Intersectionality to Uncover the Multidimensional Construction of Dis/abled Experiences

    Science.gov (United States)

    Hernández-Saca, David I.; Gutmann Kahn, Laurie; Cannon, Mercedes A.

    2018-01-01

    The purpose of this chapter is to systematically review the research within the field of education that explicitly examined how various social constructions of identity intersect with dis/ability to qualitatively affect young adults' experiences by asking the following question: What are the key findings in education research focusing on youth and…

  13. Placement and Achievement of Urban Hispanic Middle Schoolers with Specific Learning Disabilities

    Science.gov (United States)

    Barrocas, Lisa; Cramer, Elizabeth D.

    2014-01-01

    This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

  14. Blind Evaluation of Body Reflexes and Motor Skills in Learning Disability.

    Science.gov (United States)

    Freides, David; And Others

    1980-01-01

    Twelve 6 to 10 year old boys with learning disability were blindly compared with paired controls on measures of postural and equilibrium reflexes as well as skills. Learning disabled children as a group showed significant deficits on all measures; a few, however, were totally without deficit. (Author/SBH)

  15. Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success

    Science.gov (United States)

    Williams, Donna Elizabeth

    2012-01-01

    Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success. Donna Elizabeth Williams, 2011: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Learning Disabilities, Community Based Instruction, Academic Advising, Career Counseling, Career Planning. This…

  16. Raising end of life care issues for patients with learning disabilities.

    Science.gov (United States)

    Sander, Ruth

    2012-11-30

    This qualitative study explored the views of three learning disability nurses, and three district nurses, caring for people with learning disabilities at the end of their lives. Although they saw some good practice, the nurses identified several difficulties associated with end of life care.

  17. A New Approach for the Quantitative Evaluation of Drawings in Children with Learning Disabilities

    Science.gov (United States)

    Galli, Manuela; Vimercati, Sara Laura; Stella, Giacomo; Caiazzo, Giorgia; Norveti, Federica; Onnis, Francesca; Rigoldi, Chiara; Albertini, Giorgio

    2011-01-01

    A new method for a quantitative and objective description of drawing and for the quantification of drawing ability in children with learning disabilities (LD) is hereby presented. Twenty-four normally developing children (N) (age 10.6 [plus or minus] 0.5) and 18 children with learning disabilities (LD) (age 10.3 [plus or minus] 2.4) took part to…

  18. Impact of Chess Training on Mathematics Performance and Concentration Ability of Children with Learning Disabilities

    Science.gov (United States)

    Scholz, Markus; Niesch, Harald; Steffen, Olaf; Ernst, Baerbel; Loeffler, Markus; Witruk, Evelin; Schwarz, Hans

    2008-01-01

    The aim of this study is to evaluate the benefit of chess in mathematics lessons for children with learning disabilities based on lower intelligence (IQ 70-85). School classes of four German schools for children with learning disabilities were randomly assigned to receive one hour of chess lesson instead of one hour of regular mathematics lessons…

  19. Experiences of Two Multidisciplinary Team Members of Systemic Consultations in a Community Learning Disability Service

    Science.gov (United States)

    Johnson, Clair; Viljoen, Nina

    2017-01-01

    Background: Systemic approaches can be useful in working with people with learning disabilities and their network. The evidence base for these approaches within the field of learning disabilities, however, is currently limited. Materials and Methods: This article presents part of a service evaluation of systemic consultations in a Community…

  20. Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior.

    Science.gov (United States)

    Margalit, Malka; Almougy, Katrina

    1991-01-01

    Questioning of teachers and mothers of 84 Israeli students (ages 7-10) classified as either hyperactive, learning disabled, both, or neither, found higher distractibility and hostility among hyperactive children whose families were also reported as less supportive. Learning-disabled students were characterized by dependent interpersonal relations…

  1. WISC-R Subtest Pattern Stability and Learning Disabilities: A Profile Analysis.

    Science.gov (United States)

    Mealor, David J.; Abrams, Pamela F.

    Profile analysis was performed on Wechsler Intelligence Scale for Children-Revised (WISC-R) scores of 29 learning disabled students (6-10 years old) in a Specific Learning Disabilities (SLD) program, to determine whether subtest patterns for initial and re-evaluation WISC-R administrations would differ significantly. Profile analysis was applied…

  2. Using Contact Work in Interactions with Adults with Learning Disabilities and Autistic Spectrum Disorders

    Science.gov (United States)

    Brooks, Sharon; Paterson, Gail

    2011-01-01

    This article describes a project about using contact work with people with learning disabilities and autistic spectrum disorder. People with learning disabilities and additional autistic spectrum disorder are at risk of becoming socially isolated because of their difficulties in interacting with others. Contact work is a form of Pre-Therapy, which…

  3. How Would Blackstone Teach Today's Law Students with Learning Disabilities?: A Proposal

    Science.gov (United States)

    Schmitz, Suzanne J.

    2007-01-01

    Although Sir William Blackstone would not have known if he had been lecturing to students with learning disabilities, today's law professors are. Law schools are legally required to accommodate students with learning disabilities unless the requested accommodation would alter the fundamental nature of the program. Courts give great deference to…

  4. Barriers to Learning Online Experienced by Students with a Mental Health Disability

    Science.gov (United States)

    McManus, Dean; Dryer, Rachel; Henning, Marcus

    2017-01-01

    Online education is widely regarded as increasing accessibility to higher education to individuals with disadvantage and disability, including those with a mental health disability. However, the learning challenges these students experience within the online learning environment are not well understood. The purpose of this qualitative case study…

  5. The Effects of Stimulus Presentation Rate on the Short-Term Memory of Learning Disabled Children.

    Science.gov (United States)

    Tarver, Sara G.; Ellsworth, Patricia S.

    To test the hypothesis that the developmental lag in verbal rehearsal which has been documented for the learning disabled is due to a naming speed deficit (i.e., slow retrieval of stimulus names), the serial recall performance of 64 learning disabled children at four grade levels (1, 3, 5, and 7) was compared under three stimulus presentation…

  6. Noncognitive characteristics of gifted students with learning disabilities: An in-depth systematic review.

    NARCIS (Netherlands)

    Beckmann, Else; Minnaert, Alexander

    2018-01-01

    Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification

  7. Comparison of Visual-Spatial Performance Strategy Training in Children with Turner Syndrome and Learning Disabilities.

    Science.gov (United States)

    Williams, Janet K.; And Others

    1992-01-01

    Thirteen females with Turner syndrome, 13 females with nonverbal learning disabilities, and 14 males with nonverbal learning disabilities, ages 7-14, were taught via a cognitive behavioral modification approach to verbally mediate a spatial matching task. All three groups showed significant task improvement after the training, with no significant…

  8. Conductive Hearing Loss in Autistic, Learning-Disabled, and Normal Children.

    Science.gov (United States)

    Smith, Donald E. P.; And Others

    1988-01-01

    Repeated impedance measures were given over five weeks to 11 autistic, 20 learning-disabled, and 20 normal children. A repeated measures analysis of variance led to the conclusion that fluctuating, negative middle ear pressure greater than normal characterizes both autistic and learning-disabled children with the more abnormal pressures typical in…

  9. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    Science.gov (United States)

    Kitchens, Vivian D.

    2012-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. Using the theoretical framework of behaviorism, the purpose of this quantitative one group pre post test design…

  10. A Resource Manual for Community College Faculty to Support Students with Learning Disabilities

    Science.gov (United States)

    Cheng, Laura

    2013-01-01

    According to the 23rd Annual Report to Congress, U.S. Department of Education, one out of every five people in the United States has a learning disability (LD). The dropout rate among these students is high, and students with learning disabilities are also less likely to attend 4-year colleges and universities. Although a majority of students with…

  11. Learning Disabilities: Current Policy and Directions for Community Involvement among the Arab Community in Israel

    Science.gov (United States)

    Jabareen-Taha, Samaher; Taha, Haitham

    2016-01-01

    This article seeks to identify and review the basic characteristics of learning disability which are specifically mentioned in the literature. In addition, the article intends to conduct a brief analysis on learning disability policy in Israel and the differentiation problems at the level of awareness among the Arab society in Israel. Despite the…

  12. Loaded Pistols: The Interplay of Social Intervention and Anti-Aesthetic Tradition in Learning Disabled Performance

    Science.gov (United States)

    Calvert, Dave

    2010-01-01

    This article considers the aesthetics of applied performance with people with learning disabilities. Focusing on the integrated punk band Heavy Load, it explores how the aesthetic structure reconstructs notions of learning disability and intervenes in its social experience. It argues that this is facilitated through the punk form which positions…

  13. Evaluation and Effectiveness of Pain Recognition and Management Training for Staff Working in Learning Disability Services

    Science.gov (United States)

    Mackey, Ellen; Dodd, Karen

    2011-01-01

    Following Beacroft & Dodd's (2009) audit of pain recognition and management within learning disability services in Surrey, it was recommended that learning disability services should receive training in pain recognition and management. Two hundred and seventy-five services were invited to participate, of which 197 services in Surrey accepted…

  14. School-Related Stress and Depression in Adolescents with and without Learning Disabilities: An Exploratory Study

    Science.gov (United States)

    Feurer, D. Paige; Andrews, Jac J. W.

    2009-01-01

    This study examined school-related stress and depression in adolescents with and without learning disabilities. A total of 87 students (38 learning-disabled and 49 nondisabled) from secondary schools in Calgary completed questionnaires on depressive symptoms and on school-related stress. Results indicated that the adolescents with LD reported…

  15. In Business: Developing the Self Employment Option for People with Learning Disabilities. Programme Report

    Science.gov (United States)

    Bates, Keith

    2009-01-01

    People with learning disabilities have talents and skills, but rarely do they get the chance to start their own business. In Business was designed to challenge this and to make self employment a realistic option for some by setting out to support and capture the journey to business for people with a learning disability and those who support them.…

  16. The use of observation on patients who self-harm: Lessons from a learning disability service

    Directory of Open Access Journals (Sweden)

    Peter Thomas Sandy

    2016-12-01

    Conclusion: Observation is a useful practice in in-patient learning disability services, which can be used to prevent or reduce the incidence of self-harm in these settings. This approach should therefore be an integral part of nurses' daily therapeutic activities in in-patient learning disability services.

  17. The Learning Disabled Adolescent: Eriksonian Psychosocial Development, Self-Concept, and Delinquent Behavior.

    Science.gov (United States)

    Pickar, Daniel B.; Tori, Christopher D.

    1986-01-01

    Using a developmental perspective, this study contrasted learning and nonlearning disabled adolescents on three variables: Erikson's stages of psychosocial development; self-concept; and delinquent behavior. The results indicated that the learning disabled subjects, due to years of failing, were unable to develop a sense of industry and…

  18. Exposure Therapy for Fear of Spiders in an Adult with Learning Disabilities: A Case Report

    Science.gov (United States)

    Cowdrey, Felicity A.; Walz, Linda

    2015-01-01

    The evidence-base for exposure therapy in people with learning disabilities experiencing specific phobias is sparse. This case study describes the assessment, formulation and treatment of spider phobia in a woman with learning disabilities using an exposure-based intervention augmented with mindfulness practice and bereavement work. To evaluate…

  19. Looking Backward to Look Forward: Reflections of Past Presidents of the Council for Learning Disabilities

    Science.gov (United States)

    Poch, Apryl L.

    2018-01-01

    Anniversaries offer a time for reflection, celebration, validation, and sometimes, simply a candid conversation on the current state of a field. In the field of learning disabilities, anniversaries offer a time to consider how far the field has come and just how far is left to go to understand what a learning disability is. Definitional…

  20. Sharing Power with Parents: Improving Educational Decision Making for Students with Learning Disabilities

    Science.gov (United States)

    Connor, David J.; Cavendish, Wendy

    2018-01-01

    In this closing commentary to the special edition of "Learning Disability Quarterly" ("LDQ") on parent voice in educational decision making for students with learning disabilities, we briefly survey main topics from each article, illuminating important findings from the authors, along with several questions they raise, and…

  1. Adults with Learning Disabilities Experiences of Using Community Dental Services: Service User and Carer Perspectives

    Science.gov (United States)

    Lees, Carolyn; Poole, Helen; Brennan, Michelle; Irvine, Fiona

    2017-01-01

    Background: The government alongside other health and social care organisation have identified the need to improve the care provided for people with learning disabilities. Materials and Methods: This service evaluation aimed to explore the experiences of people with learning disabilities and their carers who accessed community dental services…

  2. When Average Is Not Good Enough: Students with Learning Disabilities at Selective, Private Colleges

    Science.gov (United States)

    Weis, Robert; Erickson, Celeste P.; Till, Christina H.

    2017-01-01

    Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensive and selective postsecondary…

  3. Non-cognitive characteristics of gifted students with learning disabilities : An in-depth systematic review

    NARCIS (Netherlands)

    Beckmann, Else; Minnaert, Alexander

    2018-01-01

    Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification

  4. Comparing Three Patterns of Strengths and Weaknesses Models for the Identification of Specific Learning Disabilities

    Science.gov (United States)

    Miller, Daniel C.; Maricle, Denise E.; Jones, Alicia M.

    2016-01-01

    Processing Strengths and Weaknesses (PSW) models have been proposed as a method for identifying specific learning disabilities. Three PSW models were examined for their ability to predict expert identified specific learning disabilities cases. The Dual Discrepancy/Consistency Model (DD/C; Flanagan, Ortiz, & Alfonso, 2013) as operationalized by…

  5. The Impact of Irish Policy and Legislation on How Adults with Learning Disabilities Make Choices

    Science.gov (United States)

    Carey, Eileen; Griffiths, Colin

    2016-01-01

    This paper reflects the impact of policy and legislation in the context of how adults with learning disabilities make choices. Following an overview of policies which have improved choice for people with learning disability in the United Kingdom, this paper reviews "choice" in current Irish policy and legislation. This paper, while…

  6. Healthcare for Men and Women with Learning Disabilities: Understanding Inequalities in Access

    Science.gov (United States)

    Redley, Marcus; Banks, Carys; Foody, Karen; Holland, Anthony

    2012-01-01

    Healthcare for men and women with learning disabilities (known internationally as intellectual disabilities) has risen up the political agenda in the United Kingdom, propelled by a report from the charity Mencap. This report has resulted in renewed efforts, set out in "Valuing People Now", to ensure that people with learning disabilities…

  7. Effects of Adaptive Training on Working Memory and Academic Achievement of Children with Learning Disabilities: A School-Based Study

    Science.gov (United States)

    Cunningham, Rhonda Phillips

    2013-01-01

    Research has suggested many children with learning disabilities (LD) have deficits in working memory (WM) that hinder their academic achievement. Cogmed RM, a computerized intervention, uses adaptive training over 25 sessions and has shown efficacy in improving WM in children with attention deficit hyperactivity disorder (ADHD) and a variety of…

  8. Response to Intervention for Specific Learning Disabilities Identification: The Impact of Graduate Preparation and Experience on Identification Consistency

    Science.gov (United States)

    Maki, Kathrin E.

    2018-01-01

    Response to intervention (RTI) is increasingly being implemented in schools as a means to identify students with specific learning disabilities (SLD). Despite its wide use, there is limited research regarding school psychologists' graduate preparation in and familiarity with RTI for SLD identification. This study examined how school psychologists'…

  9. Identifying Subtypes among Children with Developmental Coordination Disorder and Mathematical Learning Disabilities, Using Model-Based Clustering

    Science.gov (United States)

    Pieters, Stefanie; Roeyers, Herbert; Rosseel, Yves; Van Waelvelde, Hilde; Desoete, Annemie

    2015-01-01

    A relationship between motor and mathematical skills has been shown by previous research. However, the question of whether subtypes can be differentiated within developmental coordination disorder (DCD) and/or mathematical learning disability (MLD) remains unresolved. In a sample of children with and without DCD and/or MLD, a data-driven…

  10. Degree of Stereotypic Responding by Hyperactive, Learning Disabled, and Unselected Children in a Computer-Controlled Task.

    Science.gov (United States)

    Metzger, Mary Ann; Freund, Lisa

    The present research assessed the ability to attend to relevant information in the presence of irrelevant distraction in hyperactive (H), learning disabled (LD), and unselected (US) children. A total of 20 LD, 20 H, and 20 US children divided into younger and older age groups participated in the study. Younger children were between 94 and 104…

  11. Comprehension and Time Expended for a Doctoral Student with a Learning Disability when Reading with and without an Accommodation

    Science.gov (United States)

    Tanners, Adam; McDougall, Dennis; Skouge, Jim; Narkon, Drue

    2012-01-01

    The purpose of this alternating treatment, single-case research study was to compare reading comprehension and time expended reading, of a doctoral student with learning disabilities, under two reading conditions. In condition one, the student used a self-discovered accommodation, that is, listening, on an iPod, to an audiobook version…

  12. Long-Term Metacognitive Effects of a Strategic Learning Course for Postsecondary Students with and without Disabilities

    Science.gov (United States)

    Burchard, Melinda S.

    2010-01-01

    This dissertation examined long-term metacognitive effects of participation in a Strategic Learning course for postsecondary students with and without disabilities. The researcher integrated existing archival data from three sources, a university-wide assessment program, assessments of 114 students who took a postsecondary Strategic Learning…

  13. Using Repertory Grid Techniques to Measure Change Following Dialectical Behaviour Therapy with Adults with Learning Disabilities: Two Case Studies

    Science.gov (United States)

    McNair, Louisa; Woodrow, Ceri; Hare, Dougal

    2016-01-01

    Background: Government strategy indicates that individuals with learning disabilities should have access to adapted psychological therapies. Dialectical behaviour therapy (DBT) is recommended for the treatment of borderline personality disorder (BPD); however, there is little published research regarding whether it can be appropriately adapted for…

  14. Understanding Problem-Solving Errors by Students with Learning Disabilities in Standards-Based and Traditional Curricula

    Science.gov (United States)

    Bouck, Emily C.; Bouck, Mary K.; Joshi, Gauri S.; Johnson, Linley

    2016-01-01

    Students with learning disabilities struggle with word problems in mathematics classes. Understanding the type of errors students make when working through such mathematical problems can further describe student performance and highlight student difficulties. Through the use of error codes, researchers analyzed the type of errors made by 14 sixth…

  15. Disability research in the Nordic context – progress and challenges in investment welfare states 1970–2013

    OpenAIRE

    Roulstone, Alan

    2013-01-01

    Disability research and disability studies in the twenty-first century are almost unrecognisable compared to, for example, work that was completed on disability only 20–30 years ago. Disability research and disability studies may still be constructed as different entities: disability research shading into medical and rehabilitation studies, while disability studies is almost entirely concerned with the social aspects of disability. However, the terrain is now firmly stamped by the imprint of ...

  16. Brain Research and Learning.

    Science.gov (United States)

    Claycomb, Mary

    Current research on brain activity has many implications for educators. The triune brain concept and the left and right hemisphere concepts are among the many complex theories evolving from experimentation and observation. The triune brain concept suggests that the human forebrain has expanded while retaining three structurally unique formations…

  17. Impact of interactive online units on learning science among students with learning disabilities and English learners

    Science.gov (United States)

    Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

    2018-03-01

    The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units.

  18. Postsecondary STEM Education for Students with Disabilities: Lessons Learned from a Decade of NSF Funding

    Science.gov (United States)

    Thurston, Linda P.; Shuman, Cindy; Middendorf, B. Jan; Johnson, Cassandra

    2017-01-01

    The Research in Disabilities Education Synthesis Project (RDE-SP), a four-year mixed methods research project, assessed a decade of funded projects (2001-2011) under the National Science Foundation's Research in Disabilities Education program which is aimed at increasing participation and retention of students with disabilities (SWD) in Science,…

  19. Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities.

    Science.gov (United States)

    Theobald, Roddy J; Goldhaber, Dan D; Gratz, Trevor M; Holden, Kristian L

    2018-05-01

    We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.

  20. Spatial short-term memory in children with nonverbal learning disabilities: impairment in encoding spatial configuration.

    Science.gov (United States)

    Narimoto, Tadamasa; Matsuura, Naomi; Takezawa, Tomohiro; Mitsuhashi, Yoshinori; Hiratani, Michio

    2013-01-01

    The authors investigated whether impaired spatial short-term memory exhibited by children with nonverbal learning disabilities is due to a problem in the encoding process. Children with or without nonverbal learning disabilities performed a simple spatial test that required them to remember 3, 5, or 7 spatial items presented simultaneously in random positions (i.e., spatial configuration) and to decide if a target item was changed or all items including the target were in the same position. The results showed that, even when the spatial positions in the encoding and probe phases were similar, the mean proportion correct of children with nonverbal learning disabilities was 0.58 while that of children without nonverbal learning disabilities was 0.84. The authors argue with the results that children with nonverbal learning disabilities have difficulty encoding relational information between spatial items, and that this difficulty is responsible for their impaired spatial short-term memory.

  1. Maladaptive Schemas and Affective Control in Students with Learning Disability: Benefits of Mindfulness-Based Cognitive Therapy

    OpenAIRE

    Nasrollah Vaisi; Mohammad Rostami; Zohreh Zangooei; Mohammad-Ali Khaksar-Beldachi

    2015-01-01

    Objectives: This study intended to examine the effectiveness of mindfulness-based cognitive therapy on moderating maladaptive schemas and affective control in students suffering from learning disabilities. Methods: This experimental research was conducted using pretest-posttest and a control group. The population included all the female students who  were studying in the Koohdasht's middle schools (academic year: 2012-2013). The sample included 40 female students suffering from learn...

  2. Online Learning for Students from Diverse Backgrounds: Learning Disability Students, Excellent Students and Average Students

    Directory of Open Access Journals (Sweden)

    Miri Shonfeld

    2015-09-01

    Full Text Available The perceived contribution of science education online course to pre-service students (N=121 from diverse backgrounds - students with learning disabilities (25 LD students, 28 excellent students and 68 average students is presented in this five years research. During the online course students were asked to choose a scientific subject; to map it and to plan teaching activities; to carry out the proposed activities with students in a classroom experience; and to reflect the process. The assumption was that adapting the online course by using information and communication technology following formative assessment will improve students' self-learning ability as well as broaden their science knowledge, their lab performance and teaching skills. Data were collected using quantitative and qualitative tools including: pre and post questionnaires and nine (three students from each group depth interviews upon completion of the course. Findings, based on students` perceived evaluation, pinpointed on the advantages of the online course for students of the three groups. LD students’ achievements were not inferior to those of their peers, excellent students and average students. Yet, it carefully reports on a slight but explicitly marginal perceived evaluation of the LD students in comparison to excellent students and average students regarding: forum participation, authentic task and water lab performance. The article discusses the affordance of the online course via additional features that can be grouped into two categories: knowledge construction and flexibility in time, interaction and knowledge. Further research is suggested to extend the current study by examine the effect of other courses and different contents and by considering various evaluation methods of online courses, such as: observation, the think aloud, text and tasks analysis, and reflection.

  3. Test Anxiety Research: Students with Vision Impairments and Students with Mild Intellectual Disabilities

    Science.gov (United States)

    Datta, Poulomee

    2014-01-01

    There is an absence of research on test anxiety in students with disabilities although such testing is taken for granted among students without disabilities. This study investigated the test anxiety of the students in each of the two disability groups, those with vision impairments and those with intellectual disabilities who are placed in…

  4. Thinking Ahead: Improving Support for People with Learning Disabilities and Their Families to Plan for the Future

    Science.gov (United States)

    Towers, Christine

    2013-01-01

    The increasing life expectancy of people with learning disabilities makes it imperative that families plan for the future. The number of people with learning disabilities over the age of 65 is predicted to double over the next two decades. The greatest increase in life expectancy will be amongst people with mild learning disabilities who will have…

  5. The Role of Parenting for the Adjustment of Children with and without Learning Disabilities: A Person-Oriented Approach

    Science.gov (United States)

    Barkauskiene, Rasa

    2009-01-01

    A person-oriented approach was used to examine the role of parenting in the associations between single learning disabilities and multiple learning disabilities and the adjustment difficulties in 8-11-year-olds. The results revealed that multiple, but not single, learning disabilities were associated with greater difficulties in emotional and…

  6. General Information about Learning Disabilities (Fact Sheet Number 7) = Informacion General sobre Impedimentos en el Aprendizaje (Fact Sheet Number 19).

    Science.gov (United States)

    Interstate Research Associates, Inc., Washington, DC.

    This fact sheet providing general information about learning disabilities is presented in both English and Spanish versions. It begins with the federal definition of learning disabilities and a discussion of its implications followed by estimates of incidence. Typical characteristics of students with learning disabilities are then summarized as…

  7. Screening for Diabetic Retinopathy in Adults with Learning Disability: Current Uptake and Adjustments to Facilitate Equality of Access

    Science.gov (United States)

    Pilling, Rachel F.

    2015-01-01

    Equality of access to health care for adults with learning disability has been in the spotlight in the UK in recent years due to publication of several reports. Adults with learning disability are thought to account for a significant proportion of the diabetic population in the UK. A list of adults known to the learning disability health…

  8. Jordan-3: measuring visual reversals in children as symptoms of learning disability and attention-deficit/hyperactivity disorder.

    Science.gov (United States)

    Jordan, Brian T; Martin, Nancy; Austin, J Sue

    2012-12-01

    The purpose of this research was to establish new norms for the Jordan-3 for children ages 5 to 18 years. The research also investigated the frequency of visual reversals in children previously identified as having reading disability, attention-deficit/hyperactivity disorder, and broader learning disabilities. Participants were regular education students, ages 5 through 18 years, and special education students previously diagnosed with attention-deficit/hyperactivity disorder, reading disability, or broader learning disability. Jordan-3 Accuracy and Error raw scores were compared to assess if there was a significant difference between the two groups. Mean Accuracy and Error scores were compared for males and females. Children with learning disability and attention-deficit/hyperactivity disorder had higher reversals when compared to regular education children, which lends continued support to the Jordan-3 as a valid and reliable measure of visual reversals in children and adolescents. This study illustrates the utility of the Jordan-3 when assessing children who may require remediation to reach their academic potential.

  9. Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.

    Science.gov (United States)

    Geary, David C

    2013-02-01

    Children's quantitative competencies upon entry into school can have lifelong consequences. Children who start behind generally stay behind, and mathematical skills at school completion influence employment prospects and wages in adulthood. I review the current debate over whether early quantitative learning is supported by (a) an inherent system for representing approximate magnitudes, (b) an attentional-control system that enables explicit processing of quantitative symbols, such as Arabic numerals, or (c) the logical problem-solving abilities that facilitate learning of the relations among numerals. Studies of children with mathematical learning disabilities and difficulties have suggested that each of these competencies may be involved, but to different degrees and at different points in the learning process. Clarifying how and when these competencies facilitate early quantitative learning and developing interventions to address their impact on children have the potential to yield substantial benefits for individuals and for society.

  10. K--12 science educator perception of instructing students with learning disabilities in the regular classroom

    Science.gov (United States)

    Holliday-Cashwell, Janet Rose

    2000-10-01

    Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of

  11. Visual acuity and visual skills in Malaysian children with learning disabilities

    Directory of Open Access Journals (Sweden)

    Muzaliha MN

    2012-09-01

    Full Text Available Mohd-Nor Muzaliha,1 Buang Nurhamiza,1 Adil Hussein,1 Abdul-Rani Norabibas,1 Jaafar Mohd-Hisham-Basrun,1 Abdullah Sarimah,2 Seo-Wei Leo,3 Ismail Shatriah11Department of Ophthalmology, 2Biostatistics and Research Methodology Unit, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia; 3Paediatric Ophthalmology and Strabismus Unit, Department of Ophthalmology, Tan Tock Seng Hospital, SingaporeBackground: There is limited data in the literature concerning the visual status and skills in children with learning disabilities, particularly within the Asian population. This study is aimed to determine visual acuity and visual skills in children with learning disabilities in primary schools within the suburban Kota Bharu district in Malaysia.Methods: We examined 1010 children with learning disabilities aged between 8–12 years from 40 primary schools in the Kota Bharu district, Malaysia from January 2009 to March 2010. These children were identified based on their performance in a screening test known as the Early Intervention Class for Reading and Writing Screening Test conducted by the Ministry of Education, Malaysia. Complete ocular examinations and visual skills assessment included near point of convergence, amplitude of accommodation, accommodative facility, convergence break and recovery, divergence break and recovery, and developmental eye movement tests for all subjects.Results: A total of 4.8% of students had visual acuity worse than 6/12 (20/40, 14.0% had convergence insufficiency, 28.3% displayed poor accommodative amplitude, and 26.0% showed signs of accommodative infacility. A total of 12.1% of the students had poor convergence break, 45.7% displayed poor convergence recovery, 37.4% showed poor divergence break, and 66.3% were noted to have poor divergence recovery. The mean horizontal developmental eye movement was significantly prolonged.Conclusion: Although their visual acuity was satisfactory, nearly 30% of the

  12. Evaluation of motor development in children with learning disabilities

    Directory of Open Access Journals (Sweden)

    Josiane Medina-Papst

    2010-01-01

    Full Text Available The aim of this study was to determine whether children with learning disabilities present any impairment in the components of motor development. Thirty children (21 boys and 9 girls, aged 8 to 10 years, with learning difficulties in school were studied. The Motor Development Scale was used to evaluate the development of the children in terms of fine motor control, gross motor control, balance, body scheme, spatial organization, and temporal organization. A deficit in the development of the body scheme component was observed for all three age groups, as well as a delayed motor development in terms of balance and gross motor control. No significant differences in general motor age were observed between (age groups. In conclusion, the children studied, especially older ones, presented motor deficits in most of the components evaluated. The inclusion of tasks that assist in the development of motor components, in addition to regular school tasks, is recommended to improve the process of learning in these children..

  13. Neurocognitive profiles of learning disabled children with neurofibromatosis type 1

    Directory of Open Access Journals (Sweden)

    Miladys eOrraca-Castillo

    2014-06-01

    Full Text Available Neurofibromatosis 1 (NF1 is a genetic condition generally associated with intellectual deficiency and learning disabilities. Although there have been groundbreaking advances in the understanding of the molecular, cellular, and neural systems underlying learning deficits associated to NF1 in animal models, much remains to be learned about the spectrum of neurocognitive phenotype associated with the NF1 clinical syndrome. In the present study, 32 children with NF1 ranging from 7 to 14 years were evaluated with neurocognitive tests dedicated to assess basic capacities which are involved in reading and mathematical achievement. Deficits in lexical and phonological strategies and poor number facts retrieval were found underlying reading and arithmetic disorders, respectively. Additionally, efficiencies in lexical/phonological strategies and mental arithmetic were significant predictors of individual differences in reading attainment and math. However, deficits in core numeric capacities were not found in the sample, suggesting that it is not responsible for calculation dysfluency. The estimated prevalence of Developmental Dyscalculia was 18.8%, and the male:female ratio was 5:1. On the other hand, the prevalence of Developmental Dyslexia was almost 3 times as high (50%, and no gender differences were found (male:female ratio=1:1. This study offers new evidence to the neurocognitive phenotype of NF1 contributing to an in depth understanding of this condition, but also to possible treatments for the cognitive deficits associated with NF1.

  14. [Specific learning disabilities - from DSM-IV to DSM-5].

    Science.gov (United States)

    Schulte-Körne, Gerd

    2014-09-01

    The publication of the DSM-5 means changes in the classification and recommendations for diagnosis of specific learning disabilities. Dyslexia and dyscalculia have been reintroduced into the DSM. Three specific learning disorders - impairment in reading, impairment in the written expression, and impairment in mathematics, described by subskills - are now part of the DSM-5. Three subcomponents of the reading disorder are expressly differentiated: word reading accuracy, reading rate, and fluency and reading comprehension. Impaired subskills of the specific learning disorder with impairment in written expression are spelling accuracy, grammar and punctuation accuracy, and clarity and organization of written expression. Four subskills are found in the mathematics disorder: number sense, memorization of arithmetic facts, accurate or fluent calculation, and accurate math reasoning. Each impaired academic domain and subskill should be recorded. A description of the severity degree was also included. The diagnosis is based on a variety of methods, including medical history, clinical interview, school report, teacher evaluation, rating scales, and psychometric tests. The IQ discrepancy criterion was abandoned, though that of age or class discrepancy criterion was retained. The application of a discrepancy is recommended by 1 to 2.5 SD. All three specific developmental disorders are common (prevalence 5 %-15 %), occur early during the first years of formal schooling, and persist into adulthood.

  15. The 4C framework for making reasonable adjustments for people with learning disabilities.

    Science.gov (United States)

    Marsden, Daniel; Giles, Rachel

    2017-01-18

    Background People with learning disabilities experience significant inequalities in accessing healthcare. Legal frameworks, such as the Equality Act 2010, are intended to reduce such disparities in care, and require organisations to make 'reasonable adjustments' for people with disabilities, including learning disabilities. However, reasonable adjustments are often not clearly defined or adequately implemented in clinical practice. Aim To examine and synthesise the challenges in caring for people with learning disabilities to develop a framework for making reasonable adjustments for people with learning disabilities in hospital. This framework would assist ward staff in identifying and managing the challenges of delivering person-centred, safe and effective healthcare to people with learning disabilities in this setting. Method Fourth-generation evaluation, collaborative thematic analysis, reflection and a secondary analysis were used to develop a framework for making reasonable adjustments in the hospital setting. The authors attended ward manager and matron group meetings to collect their claims, concerns and issues, then conducted a collaborative thematic analysis with the group members to identify the main themes. Findings Four main themes were identified from the ward manager and matron group meetings: communication, choice-making, collaboration and coordination. These were used to develop the 4C framework for making reasonable adjustments for people with learning disabilities in hospital. Discussion The 4C framework has provided a basis for delivering person-centred care for people with learning disabilities. It has been used to inform training needs analyses, develop audit tools to review delivery of care that is adjusted appropriately to the individual patient; and to develop competencies for learning disability champions. The most significant benefit of the 4C framework has been in helping to evaluate and resolve practice-based scenarios. Conclusion Use of

  16. Learning of grammar-like visual sequences by adults with and without language-learning disabilities.

    Science.gov (United States)

    Aguilar, Jessica M; Plante, Elena

    2014-08-01

    Two studies examined learning of grammar-like visual sequences to determine whether a general deficit in statistical learning characterizes this population. Furthermore, we tested the hypothesis that difficulty in sustaining attention during the learning task might account for differences in statistical learning. In Study 1, adults with normal language (NL) or language-learning disability (LLD) were familiarized with the visual artificial grammar and then tested using items that conformed or deviated from the grammar. In Study 2, a 2nd sample of adults with NL and LLD were presented auditory word pairs with weak semantic associations (e.g., groom + clean) along with the visual learning task. Participants were instructed to attend to visual sequences and to ignore the auditory stimuli. Incidental encoding of these words would indicate reduced attention to the primary task. In Studies 1 and 2, both groups demonstrated learning and generalization of the artificial grammar. In Study 2, neither the NL nor the LLD group appeared to encode the words presented during the learning phase. The results argue against a general deficit in statistical learning for individuals with LLD and demonstrate that both NL and LLD learners can ignore extraneous auditory stimuli during visual learning.

  17. Learning disabilities in neuromuscular disorders: a springboard for adult life.

    Science.gov (United States)

    Astrea, Guja; Battini, Roberta; Lenzi, Sara; Frosini, Silvia; Bonetti, Silvia; Moretti, Elena; Perazza, Silvia; Santorelli, Filippo M; Pecini, Chiara

    2016-10-01

    Although the presence of cognitive deficits in Duchenne muscular dystrophy or myotonic dystrophy DM1 is well established in view of brain-specific expression of affected muscle proteins, in other neuromuscular disorders, such as congenital myopathies and limb-girdle muscular dystrophies, cognitive profiles are poorly defined. Also, there are limited characterization of the cognitive profile of children with congenital muscular dystrophies, notwithstanding the presence of cerebral abnormality in some forms, and in spinal muscular atrophies, with the exception of distal spinal muscular atrophy (such as the DYN1CH1- associated form). Starting from the Duchenne muscular dystrophy, which may be considered a kind of paradigm for the co-occurrence of learning disabilities in the contest of a progressive muscular involvement, the findings of neuropsychological (or cognitive) dysfunctions in several forms of neuromuscular diseases will be examined and reviewed.

  18. Mathematics education and students with learning disabilities: introduction to the special series.

    Science.gov (United States)

    Rivera, D P

    1997-01-01

    The prevalence of students with mathematics learning disabilities has triggered an interest among special education researchers and practitioners in developing an understanding of the needs of this group of students, and in identifying effective instructional programming to foster their mathematical performance during the school years and into adulthood. Research into the characteristics of students with mathematics learning disabilities is being approached from different perspectives, including developmental, neurological and neuropsychological, and educational. This diversity helps us develop a broader understanding of students' learning needs and difficulties. Special education assessment practices encompass a variety of approaches, including norm-referenced, criterion-referenced, and nonstandardized procedures, depending on the specific assessment questions professionals seek to answer. Students' mathematical knowledge and conceptual understanding must be examined to determine their strengths and weaknesses, curriculum-based progress, and use of cognitive strategies to arrive at mathematical solutions. Research findings have identified empirically validated interventions for teaching mathematics curricula to students with mathematics learning disabilities. Research studies have been grounded in behavioral theory and cognitive psychology, with an emergent interest in the constructivist approach. Although research studies have focused primarily on computational performance, more work is being conducted in the areas of story-problem solving and technology. These areas as well as other math curricular skills require further study. Additionally, the needs of adults with math LD have spurred educators to examine the elementary and secondary math curricula and determine ways to infuse them with life skills instruction accordingly. As the field of mathematics special education continues to evolve, special educators must remain cognizant of the developments in and

  19. Comparison of executive functions in students with and without specific learning disability with the characteristic reading and writing

    Directory of Open Access Journals (Sweden)

    Saba Hasanvandi

    2017-03-01

    Full Text Available Background: The aim of present study was to investigate executive functions included of working memory, organization-planning and reasoning in the children with and without specific learning disability with the characteristic reading and writing. Materials and methods: The design of this research was Ex-Post Facto design. Statistical population was all male students of third grade primary schools in Tehran which were referred to education institution with diagnosis special learning disorders in educational centers. The sample included of 90 students chosen and assigned into 3 groups of 30 students, included of: children who had specific learning disability with characteristic reading, children who had specific learning disability with characteristic writing, normal children were selected by systematic randomized sampling and 3 groups were compared. The data instruments were: Wechsler’ subtests of similarities and digit differences, Andre Ray test, in formal (unofficial reading and dictation test. The obtained data were analyzed with ANOVA. Results: The results showed that there was difference between the group of normal children and other group in executive functions including working memory, organization-planning and reasoning (P<0.05. Also there was difference between two children groups with specific learning disability with  characteristic reading and writing in working memory and reasoning, whereas for organization-planning parameter there were not seen any differences between these two groups (P<0.05. Conclusion: Regarding to obtained results, it is recommended to adoption some ways for improvements of working memory, organization-planning and reasoning

  20. Adaptations and accommodations: The use of the WAIS III with people with a Learning Disability

    OpenAIRE

    McKenzie, Karen; Murray, George; Wright, Jenny

    2004-01-01

    Evidence of significant impairment in cognitive functioning has always been one of the main criteria of a learning disability (Pulsifer, 1996) and intellectual assessment is, therefore, one of the tasks of clinical psychologists working within learning disability services. Such assessments are commonly used to help establish of an individual’s cognitive strengths and weaknesses, support needs and more specifically, to help determine if an individual falls within the remit of learning disabili...

  1. 34 CFR 350.1 - What is the Disability and Rehabilitation Research Projects and Centers Program?

    Science.gov (United States)

    2010-07-01

    ...) Rehabilitation Engineering Research Centers. (Authority: Sec. 204; 29 U.S.C. 762) ... 34 Education 2 2010-07-01 2010-07-01 false What is the Disability and Rehabilitation Research... DISABILITY AND REHABILITATION RESEARCH PROJECTS AND CENTERS PROGRAM General § 350.1 What is the Disability...

  2. How to Support Children with Mathematical Learning Disabilities Learning to Play an Instrument?

    Directory of Open Access Journals (Sweden)

    Annemie Desoete

    2012-01-01

    Full Text Available In this study, children with a mathematical learning disability (=14 and age-matched peers without learning disabilities (=14 as well as their parents and teachers were interviewed on how they experienced playing an instrument (guitar, drum, flute, violin, trombone, horn, and piano and on what helped them using a qualitative interactive interview with a flexible agenda to discover the interviewee’s own framework of meanings. Thematic analyses mentioned intrinsic motivation, extrinsic motivation, and self-efficacy as important. Some children with MLD were found to have a real musical talent and a very good musical ear and memory for sounds. However, all children with MLD seemed more dependent on the aid of parents, sibling, peers, and teachers. They had to study harder and needed more time to study, more practice, and a more structured approach.

  3. A scoping review of personalisation in the UK: approaches to social work and people with learning disabilities.

    Science.gov (United States)

    Sims, David; Cabrita Gulyurtlu, Sandra S

    2014-01-01

    There have been rapid developments in personalisation of health and social care in the UK over the past 5 years to develop a more flexible model of provision based upon greater choice and control for service users. This has been important for people with learning disabilities who are often dependent on others such as social workers to support their autonomy and independence. This article discusses a study carried out to explore the impact of personalisation on people with learning disabilities and the role of social workers to support this. A scoping review of the UK literature from 1996 to 2011 was conducted. It was found that there has not been a significant amount of empirical research in this area. Some studies, such as reports by InControl, have suggested that when implemented well, personalisation can have a positive impact on the lives of people with learning disabilities. Other literature highlighted the limitations and critiques of personalisation. Without the right support to manage budgets and autonomy, people with learning disabilities could be left vulnerable. In respect of the social workers, the finding of the review was that there was a lack of guidance on how to implement personalisation and a perceived threat to their traditional practice role, resulting in barriers to implementation. Although the literature emphasises the need for choice, control and autonomy in personalisation, the conclusion of this study is that more research needs to be carried out into how professional roles fit into and can support this process. © 2013 John Wiley & Sons Ltd.

  4. Comprehensive Cognitive Assessments are not Necessary for the Identification and Treatment of Learning Disabilities.

    Science.gov (United States)

    Fletcher, Jack M; Miciak, Jeremy

    2017-02-01

    There is considerable controversy about the necessity of cognitive assessment as part of an evaluation for learning and attention problems. The controversy should be adjudicated through an evaluation of empirical research. We review five sources of evidence commonly provided as support for cognitive assessment as part of the learning disability (LD) identification process, highlighting significant gaps in empirical research and where existing evidence is insufficient to establish the reliability and validity of cognitive assessments used in this way. We conclude that current evidence does not justify routine cognitive assessment for LD identification. As an alternative, we offer an instructional conceptualization of LD: a hybrid model that directly informs intervention and is based on documenting low academic achievement, inadequate response to intensive interventions, and a consideration of exclusionary factors. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  5. The relationship among self-determination, self-concept, and academic achievement for students with learning disabilities.

    Science.gov (United States)

    Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M; Noonan, Patricia M

    2014-01-01

    Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities. © Hammill Institute on Disabilities 2012.

  6. 'It's got so politically correct now': parents' talk about empowering individuals with learning disabilities.

    Science.gov (United States)

    Jingree, Treena; Finlay, W M L

    2012-03-01

    Over the last decade the UK Government has made proposals to empower individuals with learning disabilities. Strategies have been implemented to reduce institutionalisation and social segregation. Consequently, some learning disability services are being phased out and the focus of care has moved away from institutions and into the community and family domain. Focusing on discourse as a site for social action and identity construction, we used critical discursive psychology to examine focus group discussions between family carers about facilitating the independence of adult family members with learning disabilities. Unlike official UK Government and learning disability services' constructions of empowerment policy, we found that parents invoked empowerment talk: (1) as a resource to construct the facilitation of independence as an abstract, irresponsible, politically correct professional trend; (2) dilemmatically with meritocratic or practical arguments to undermine notions of facilitating choices; and (3) as a resource to construct new service developments as contrary to the preferences of people with learning disabilities. Parents also described individuals with learning disabilities as unable to cope, and drew stark contrasts between their practice and those of service-professionals when expressing concerns about empowerment. We discuss possible implications of such discourses and contrasts on opportunities for empowering individuals with learning disabilities. © 2011 The Authors. Sociology of Health & Illness © 2011 Foundation for the Sociology of Health & Illness/Blackwell Publishing Ltd.

  7. Effect of coping with stress training on the social adjustment of students with learning disability

    Directory of Open Access Journals (Sweden)

    Saifolah Khodadadi

    2017-06-01

    Full Text Available Learning disability includes wide range of educational problems which treating these problems need child's social, emotional and behavior treatment. As prevalence of learning disabilities among children and their difficulties, the purpose of this study was to investigate the effect of coping with stress training on social adjustment of students with learning disabilities. The statistical population consists of all boy student with learning disabilities in learning disabilities center, in which 34 students were selected by convenience sampling. The social adjustment questionnaire was used. The experimental group had coping strategies training in 9 sessions for 90 minutes every week. Covariance analysis was used to compare the scores. The results showed that there was significant difference in pretest and posttest of experimental group. The findings also indicated that coping strategies training increased social adjustment, affective and educational adjustments of experimental group in comparison of control group. Appropriate strategies can be used for dealing with stress in students with learning disabilities. Coping training can be used as supplemental program in schools and centers of learning disabilities to improve the adjustment problems of these students.

  8. Final priority; National Institute on Disability and Rehabilitation Research--Disability and Rehabilitation Projects and Centers Program--Rehabilitation Engineering Research Centers. Final priority.

    Science.gov (United States)

    2013-06-19

    The Assistant Secretary for Special Education and Rehabilitative Services announces a priority for a Rehabilitation Engineering Research Center (RERC) on Technologies to Support Successful Aging with Disability under the Disability and Rehabilitation Research Projects and Centers Program administered by the National Institute on Disability and Rehabilitation Research (NIDRR). The Assistant Secretary may use this priority for a competition in fiscal year (FY) 2013 and later years. We take this action to focus research attention on areas of national need. We intend to use this priority to improve outcomes for individuals with disabilities.

  9. Targeted Learning in Healthcare Research.

    Science.gov (United States)

    Gruber, Susan

    2015-12-01

    The increasing availability of Big Data in healthcare encourages investigators to seek answers to big questions. However, nonparametric approaches to analyzing these data can suffer from the curse of dimensionality, and traditional parametric modeling does not necessarily scale. Targeted learning (TL) combines semiparametric methodology with advanced machine learning techniques to provide a sound foundation for extracting information from data. Predictive models, variable importance measures, and treatment benefits and risks can all be addressed within this framework. TL has been applied in a broad range of healthcare settings, including genomics, precision medicine, health policy, and drug safety. This article provides an introduction to the two main components of TL, targeted minimum loss-based estimation and super learning, and gives examples of applications in predictive modeling, variable importance ranking, and comparative effectiveness research.

  10. The relationship between gross motor skills and academic achievement in children with learning disabilities.

    Science.gov (United States)

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. Copyright © 2011 Elsevier Ltd. All rights reserved.

  11. Access to oral health care services among adults with learning disabilities: a scoping review.

    Science.gov (United States)

    Naseem, Mustafa; Shah, Altaf H; Khiyani, Muhammad Faheem; Khurshid, Zohaib; Zafar, Muhammad Sohail; Gulzar, Shabnam; AlJameel, AlBandary H; Khalil, Hesham S

    2016-01-01

    The prevalence of oral diseases including dental caries and periodontal conditions is remarkably higher in people with disabilities. The provision of accessible oral health services for people with learning disabilities may be challenging. The objectives of the review were to identify barriers in accessing oral health care that persists within society, enabling or disabling people with learning disabilities. Using the Arksey O'Malley framework, a scoping review was conducted on PubMed/Medline, OVIDSP, and EMBASE. Studies were evaluated and short-listed based on the inclusion criteria, which consisted of: (1) study participants or population with learning disabilities, (2) aged 16 years or over, (3) reporting on access to oral health services, (4) published in the English language. Those that justified the inclusion criteria were carefully chosen after a blind peer-reviewed process when relevance and quality were debated. Nine studies were eventually included from searches. Tabulation of data was done under the heading of study type, outcomes, the year of publication and patient selection. The majority of studies provided a biomedical overview of access for adults with learning disabilities. The concept of access for people with disability is still ill-defined and obscure. Access to oral health care and needs of people with learning disabilities are complex and multi-facet.

  12. Mentoring Experiences of Aging and Disability Rehabilitation Researchers

    Directory of Open Access Journals (Sweden)

    Mary Egan

    2010-01-01

    Full Text Available Objectives. To explore research mentoring experiences and perceived mentoring needs of aging and disability researchers at different career stages. Design. Focus group and individual interviews with rehabilitation researchers at various career stages based in hospitals, universities, and hospital-based research institutes in Ontario, Canada. Results. The overall theme was mentoring for transition. Participants across career stages referred to helpful mentoring experiences as those that assisted them to move from their previous stage into the present stage or from the present stage into their next career progression. Unhelpful mentoring experiences were characterized by mentor actions that were potentially detrimental to transition. Subsumed under this theme were three categories. The first, “hidden information” referred to practical information that was difficult to access. The second “delicate issues” referred to helping the participant work through issues related to sensitive matters, the discussion of which could put the participants or their colleagues in a vulnerable position. The third category was “special challenges of clinician-researchers”. Conclusions. Helpful mentoring for rehabilitation researchers working on concerns related to aging and disability appears to be characterized by interaction with more experienced individuals who aid the researcher work through issues related to career transition.

  13. Learning abilities and disabilities: generalist genes in early adolescence.

    Science.gov (United States)

    Davis, Oliver S P; Haworth, Claire M A; Plomin, Robert

    2009-01-01

    The new view of cognitive neuropsychology that considers not just case studies of rare severe disorders but also common disorders, as well as normal variation and quantitative traits, is more amenable to recent advances in molecular genetics, such as genome-wide association studies, and advances in quantitative genetics, such as multivariate genetic analysis. A surprising finding emerging from multivariate quantitative genetic studies across diverse learning abilities is that most genetic influences are shared: they are "generalist", rather than "specialist". We exploited widespread access to inexpensive and fast Internet connections in the United Kingdom to assess over 5000 pairs of 12-year-old twins from the Twins Early Development Study (TEDS) on four distinct batteries: reading, mathematics, general cognitive ability (g) and, for the first time, language. Genetic correlations remain high among all of the measured abilities, with language as highly correlated genetically with g as reading and mathematics. Despite developmental upheaval, generalist genes remain important into early adolescence, suggesting optimal strategies for molecular genetic studies seeking to identify the genes of small effect that influence learning abilities and disabilities.

  14. Making reasonable and achievable adjustments: the contributions of learning disability liaison nurses in 'Getting it right' for people with learning disabilities receiving general hospitals care.

    Science.gov (United States)

    MacArthur, Juliet; Brown, Michael; McKechanie, Andrew; Mack, Siobhan; Hayes, Matthew; Fletcher, Joan

    2015-07-01

    To examine the role of learning disability liaison nurses in facilitating reasonable and achievable adjustments to support access to general hospital services for people with learning disabilities. Mixed methods study involving four health boards in Scotland with established Learning Disability Liaison Nurses (LDLN) Services. Quantitative data of all liaison nursing referrals over 18 months and qualitative data collected from stakeholders with experience of using the liaison services within the previous 3-6 months. Six liaison nurses collected quantitative data of 323 referrals and activity between September 2008-March 2010. Interviews and focus groups were held with 85 participants included adults with learning disabilities (n = 5), carers (n = 16), primary care (n = 39), general hospital (n = 19) and liaison nurses (n = 6). Facilitating reasonable and achievable adjustments was an important element of the LDLNs' role and focussed on access to information; adjustments to care; appropriate environment of care; ensuring equitable care; identifying patient need; meeting patient needs; and specialist tools/resources. Ensuring that reasonable adjustments are made in the general hospital setting promotes person-centred care and equal health outcomes for people with a learning disability. This view accords with 'Getting it right' charter produced by the UK Charity Mencap which argues that healthcare professionals need support, encouragement and guidance to make reasonable adjustments for this group. LDLNs have an important and increasing role to play in advising on and establishing adjustments that are both reasonable and achievable. © 2015 John Wiley & Sons Ltd.

  15. Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework.

    Science.gov (United States)

    Shifrer, Dara; Callahan, Rebecca

    2010-09-01

    Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework-traditionally considered non-academic coursework-than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

  16. Is It Worth It? Benefits in Research with Adults with Intellectual Disability

    Science.gov (United States)

    McDonald, Katherine E.; Conroy, Nicole E.; Olick, Robert S.

    2016-01-01

    Including adults with intellectual disability in research promotes direct benefits to participants and larger societal benefits. Stakeholders may have different views of what count as benefits and their importance. We compared views on benefits in research with adults with intellectual disability among adults with intellectual disability, family…

  17. Sex Offenders with Intellectual Disabilities and Their Academic Observers: Popular Methodologies and Research Interests

    Science.gov (United States)

    Hollomotz, A.

    2014-01-01

    Background: Over the past two decades, disability activists and scholars have developed research paradigms that aim to place (some of the) control over the research process in the hands of disabled people. This paper discusses the appropriateness of applying such paradigms to sex offenders with intellectual disabilities (ID). It exposes to what…

  18. Promoting the health, safety and welfare of adults with learning disabilities in acute care settings: a structured literature review.

    Science.gov (United States)

    Bradbury-Jones, Caroline; Rattray, Janice; Jones, Martyn; Macgillivray, Stephen

    2013-06-01

    To present the findings of a structured literature review that aimed to identify the influences on the health, safety and welfare of adults with learning disabilities in acute hospitals. There is increasing evidence regarding the inadequacy of care for people with learning disabilities in acute care settings. However, few studies have specifically addressed their health, safety and welfare in such contexts. Four key electronic databases (Medline; PsycINFO; British Nursing Index and archive; Cumulative Index to Nursing and Allied Health Literature) were searched for relevant literature published between 2000 and 2011. Publications assessed as meeting the inclusion criteria were retrieved in full. Data were extracted regarding methods used; primary aims of the study being reported; and key findings. Of the 3505 papers identified in the initial search, eight met the inclusion criteria. Analysis revealed six areas of influence on the health, safety and welfare of adults with learning disabilities in acute hospitals: care provision (meeting health and personal needs); communication; staff attitudes; staff knowledge; supporters; and carers (valuing their role); physical environment. We represent these six areas diagrammatically, as concentric rings. These influence on health, safety and welfare form an inner (direct) layer and an outer (indirect) layer consisting of liaison services and education/training. This new conceptualisation of influences as being multi-layered assists in the identification of similarly multi-layered improvement strategies. Adults with learning disabilities can exert their own influence on health, safety and welfare and should be supported to make decisions about their own care. More broadly they should be involved with policy development, nurse education and research. This can be achieved through inclusive approaches, for example, inviting people with learning disabilities to input into nursing curricula or to engage in research as

  19. Anxiety levels in mothers of children with specific learning disability

    Directory of Open Access Journals (Sweden)

    Karande S

    2009-01-01

    Full Text Available Background : Parents of children with specific learning disability (SpLD undergo stress in coping with their child′s condition. Aim : To measure the levels of anxiety and find out the cause of anxiety in mothers of children with SpLD at time of diagnosis. Settings and Design : Prospective rating-scale and interview-based study conducted in our clinic. Materials and Methods : One hundred mothers of children (70 boys, 30 girls with SpLD were interviewed using the Hamilton anxiety rating scale (HAM-A and a semi-structured questionnaire. Detailed clinical and demographic data of mothers were noted. Statistical Analysis : Chi-square test or unpaired student′s t-test was applied wherever applicable. Results : The mean age of mothers was 40.14 years (±SD 4.94, range 25.07-54.0, 73% belonged to upper or upper middle socioeconomic strata of society, 67% were graduates or postgraduates, 58% were full-time home-makers, and 33% lived in joint families. Levels of anxiety were absent in 24%, mild in 75%, and moderate in 1% of mothers. Their mean total anxiety score was 5.65 (±SD 4.75, range 0-21, mean psychic anxiety score was 3.92 (±SD 3.11, range 0-13, and mean somatic anxiety score was 1.76 (±SD 2.05, range 0-10. Their common worries were related to child′s poor school performance (95%, child′s future (90%, child′s behavior (51%, and visits to our clinic (31%. Conclusion : Most mothers of children with SpLD have already developed mild anxiety levels by the time this hidden disability is diagnosed. These anxieties should be addressed by counseling to ensure optimum rehabilitation of these children.

  20. Anxiety levels in mothers of children with specific learning disability.

    Science.gov (United States)

    Karande, S; Kumbhare, N; Kulkarni, M; Shah, N

    2009-01-01

    Parents of children with specific learning disability (SpLD) undergo stress in coping with their child's condition. To measure the levels of anxiety and find out the cause of anxiety in mothers of children with SpLD at time of diagnosis. Prospective rating-scale and interview-based study conducted in our clinic. One hundred mothers of children (70 boys, 30 girls) with SpLD were interviewed using the Hamilton anxiety rating scale (HAM-A) and a semi-structured questionnaire. Detailed clinical and demographic data of mothers were noted. Chi-square test or unpaired student's t-test was applied wherever applicable. The mean age of mothers was 40.14 years (+/-SD 4.94, range 25.07-54.0), 73% belonged to upper or upper middle socioeconomic strata of society, 67% were graduates or postgraduates, 58% were full-time home-makers, and 33% lived in joint families. Levels of anxiety were absent in 24%, mild in 75%, and moderate in 1% of mothers. Their mean total anxiety score was 5.65 (+/-SD 4.75, range 0-21), mean psychic anxiety score was 3.92 (+/-SD 3.11, range 0-13), and mean somatic anxiety score was 1.76 (+/-SD 2.05, range 0-10). Their common worries were related to child's poor school performance (95%), child's future (90%), child's behavior (51%), and visits to our clinic (31%). Most mothers of children with SpLD have already developed mild anxiety levels by the time this hidden disability is diagnosed. These anxieties should be addressed by counseling to ensure optimum rehabilitation of these children.

  1. Learning and Skills: Opportunities or Threats for Disabled Learners? FEDA Responds.

    Science.gov (United States)

    Mace, Jackie, Ed.

    Challenges will be created by proposed changes to post-school education and training for people with learning difficulties and disabilities. Two important bills have been proposed. The Learning and Skills Bill (LSB) changes the whole architecture of the post-school education and training sector. LSB sets up the Learning and Skills Council (LSC)…

  2. Note-Taking and Secondary Students with Learning Disabilities: Challenges and Solutions

    Science.gov (United States)

    Boyle, Joseph R.

    2012-01-01

    As more secondary students with learning disabilities (LD) enroll in advanced content-area classes and are expected to pass state exams, they are faced with the challenge of mastering difficult concepts and abstract vocabulary while learning content. Once in these classes, students must learn from lectures that move at a quick pace, record…

  3. Examining Teaching Based on Errors in Mathematics Amongst Pupils with Learning Disabilities

    Science.gov (United States)

    Magen-Nagar, Noga

    2016-01-01

    Teaching mathematics while learning from students' mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed to examine their knowledge of assessment of errors in mathematics amongst pupils with learning disabilities, and their use as a…

  4. Research on Hippotherapy Effects in Children whith Disabilities

    Directory of Open Access Journals (Sweden)

    Zamfir MARCHIS

    2017-05-01

    Full Text Available This paper presents a study on the interaction of children with special needs and horses, which attempts to demonstrate the effects of hipoterapy in helping children with disabilities. The research was conducted on a group of 20 children with disabilities who participated in this type of therapy for 8 months (January-August 2015 in Leorinţ Leisure Center and Riding Therapy, which owns 6 horses. This study was conducted by a psychologist pre- and post-evaluation and there were followed skills and cognitive function, motor skills, spatial-temporal orientation skills, sensory-perceptual organization, examining language and personality of children. In the first stage an initial assessment of children was made representing the starting point to see to what extent children are, what special needs they have and what gaps need to be recovered or what skills and qualities may be based in therapy. After 3 months of hippotherapy, in April 2015, there was made intermediar evaluation of beneficiaries to see if the intended results were achieved and where to optimise the therapy. The final evaluation was conducted in August 2015, after four months from the intermediar evaluation. Applying hippotherapy for children with various disabilities, it was found that children moving better, move better, speak more easily, communicate and become more careful. Besides outcomes of hippotherapy and results are measurable and easily to observe such as satisfaction to participate in hippotherapy sessions and getting  into contact with the horses.

  5. Flashcards and Guided Visual Vocabulary Practice: Experiences of Students with Learning Disabilities When Introduced to Concrete Spanish Nouns

    Science.gov (United States)

    Tolbert, Joshua B. L.; Lazarus, Belinda Davis; Killu, Kim

    2017-01-01

    Successful inclusion of students with learning disabilities in foreign language courses has been problematic, likely due to factors such as heightened anxiety and individualized learning challenges which are characteristic of those with learning disabilities. These learning characteristics often necessitate that multisensory strategies be employed…

  6. Methodological Challenges for Collaborative Learning Research

    Science.gov (United States)

    Strijbos, Jan-Willem; Fischer, Frank

    2007-01-01

    Research on collaborative learning, both face-to-face and computer-supported, has thrived in the past 10 years. The studies range from outcome-oriented (individual and group learning) to process-oriented (impact of interaction on learning processes, motivation and organisation of collaboration) to mixed studies. Collaborative learning research is…

  7. Extracurricular Activities and the Development of Social Skills in Children with Intellectual and Specific Learning Disabilities

    Science.gov (United States)

    Brooks, B. A.; Floyd, F.; Robins, D. L.; Chan, W. Y.

    2015-01-01

    Background: Children with intellectual disability and specific learning disabilities often lack age-appropriate social skills, which disrupts their social functioning. Because of the limited effectiveness of classroom mainstreaming and social skills training for these children, it is important to explore alternative opportunities for social skill…

  8. WISC-R Scatter and Patterns in Three Types of Learning Disabled Children.

    Science.gov (United States)

    Tabachnick, Barbara G.; Turbey, Carolyn B.

    Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest scatter and Bannatyne recategorization scores were investigated with three types of learning disabilities in children 6 to 16 years old: visual-motor and visual-perceptual disability (N=66); auditory-perceptual and receptive language deficit (N=18); and memory deficit (N=12). Three…

  9. The Legal Meaning of Specific Learning Disability for IDEA Eligibility: The Latest Case Law

    Science.gov (United States)

    Zirkel, Perry A.

    2013-01-01

    Specific learning disability (SLD), although moderately declining in recent years, continues to be the largest of the eligibility classifications under the Individuals with Disabilities Education Act (IDEA; NCES, 2012). The recognition of response to intervention (RTI) in the 2004 amendments of the IDEA as an approach for identifying students with…

  10. Parents of Children with Asperger Syndrome or with Learning Disabilities: Family Environment and Social Support

    Science.gov (United States)

    Heiman, Tali; Berger, Ornit

    2008-01-01

    The study examined the family environment and perceived social support of 33 parents with a child diagnosed with Asperger syndrome and 43 parents with a child with learning disability, which were compared to 45 parents of children without disabilities as a control group. Parents completed the Family Environment Scale and Social Support Scale…

  11. Training School Psychologists to Identify Specific Learning Disabilities: A Content Analysis of Syllabi

    Science.gov (United States)

    Barrett, Courtenay A.; Cottrell, Joseph M.; Newman, Daniel S.; Pierce, Benjamin G.; Anderson, Alisha

    2015-01-01

    Approximately 2.4 million children receive special education services for specific learning disabilities (SLDs), and school psychologists are key contributors to the SLD eligibility decision-making process. The Individuals with Disabilities Education Act (2004) enabled local education agencies to use response to intervention (RTI) instead of the…

  12. Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

    Science.gov (United States)

    Kellems, Ryan O.; Edwards, Sean

    2016-01-01

    Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

  13. Understanding the Social Exclusion and Stalled Welfare of Citizens with Learning Disabilities

    Science.gov (United States)

    Redley, Marcus

    2009-01-01

    Despite the UK's recent history of promoting the social inclusion and equality of men and women with learning disabilities they remain a significantly disadvantaged group. Compared with their non-disabled peers they are more likely to be unemployed, less likely to own their own homes and are at a significantly greater risk of physical and mental…

  14. Taking Action toward Inclusion: Organizational Change and the Inclusion of People with Disabilities in Museum Learning

    Science.gov (United States)

    Reich, Christine A.

    2014-01-01

    This study examined organizational change in science museums toward practices that are inclusive of people with disabilities. Guided by two overarching frameworks, organizational learning and the social model of disability, this study sought to answer the following: What are the contexts and processes that facilitate, sustain, or impede a science…

  15. A Review of Mathematical Learning Disabilities in Children with Fragile X Syndrome

    Science.gov (United States)

    Murphy, Melissa M.

    2009-01-01

    The prevalence rate of mathematical learning disabilities (MLD) among children with fragile X syndrome who do not meet criteria for intellectual and developmental disabilities ([approximately equal to] 50% of female children) exceeds the rate reported in the general population. The purpose of this article is two-fold: (1) to review the findings on…

  16. Wordless intervention for people with epilepsy and learning disabilities (WIELD): a randomised controlled feasibility trial

    Science.gov (United States)

    Mengoni, Silvana E; Gates, Bob; Parkes, Georgina; Wellsted, David; Barton, Garry; Ring, Howard; Khoo, Mary Ellen; Monji-Patel, Deela; Friedli, Karin; Zia, Asif; Irvine, Lisa; Durand, Marie-Anne

    2016-01-01

    Objective To investigate the feasibility of a full-scale randomised controlled trial of a picture booklet to improve quality of life for people with epilepsy and learning disabilities. Trial design A randomised controlled feasibility trial. Randomisation was not blinded and was conducted using a centralised secure database and a blocked 1:1 allocation ratio. Setting Epilepsy clinics in 1 English National Health Service (NHS) Trust. Participants Patients with learning disabilities and epilepsy who had: a seizure within the past 12 months, meaningful communication and a carer with sufficient proficiency in English. Intervention Participants in the intervention group used a picture booklet with a trained researcher, and a carer present. These participants kept the booklet, and were asked to use it at least twice more over 20 weeks. The control group received treatment as usual, and were provided with a booklet at the end of the study. Outcome measures 7 feasibility criteria were used relating to recruitment, data collection, attrition, potential effect on epilepsy-related quality of life (Epilepsy and Learning Disabilities Quality of Life Scale, ELDQOL) at 4-week, 12-week and 20-week follow-ups, feasibility of methodology, acceptability of the intervention and potential to calculate cost-effectiveness. Outcome The recruitment rate of eligible patients was 34% and the target of 40 participants was reached. There was minimal missing data and attrition. An intention-to-treat analysis was performed; data from the outcome measures suggest a benefit from the intervention on the ELDQOL behaviour and mood subscales at 4 and 20 weeks follow-up. The booklet and study methods were positively received, and no adverse events were reported. There was a positive indication of the potential for a cost-effectiveness analysis. Conclusions All feasibility criteria were fully or partially met, therefore confirming feasibility of a definitive trial. Trial registration number ISRCTN

  17. Final priorities; National Institute on Disability and Rehabilitation Research--Disability and Rehabilitation Research Projects and Centers Program--Rehabilitation Engineering Research Centers. Final priorities.

    Science.gov (United States)

    2013-06-11

    The Assistant Secretary for Special Education and Rehabilitative Services announces priorities under the Disability and Rehabilitation Research Projects and Centers Program administered by the National Institute on Disability and Rehabilitation Research (NIDRR). Specifically, we announce priorities for a Rehabilitation Engineering Research Center (RERC) on Rehabilitation Strategies, Techniques, and Interventions (Priority 1), Information and Communication Technologies Access (Priority 2), Individual Mobility and Manipulation (Priority 3), and Physical Access and Transportation (Priority 4). The Assistant Secretary may use one or more of these priorities for competitions in fiscal year (FY) 2013 and later years. We take this action to focus research attention on areas of national need. We intend these priorities to improve community living and participation, health and function, and employment outcomes of individuals with disabilities.

  18. Exploring the lived experiences of people with learning disabilities who are dying of cancer.

    Science.gov (United States)

    Tuffrey-Wijne, Irene; Bernal, Jane; Hubert, Jane; Butler, Gary; Hollins, Sheila

    Growing numbers of people with learning disabilities are living longer and dying of age related illnesses such as cancer. To explore the experiences of people with learning disabilities who have cancer. The study used participant observation with 13 people with learning disabilities. All had a cancer diagnosis and 10 were terminally ill. Participants were visited regularly at home and in other settings, including hospitals. The main themes were: dependent lives; deprived lives; truth telling and understanding; the importance of families; inexperienced carers and unprepared services; and resilience. To understand the experiences of people with learning disabilities who are dying of cancer, it is important to understand their previous life experiences and key relationships. Healthcare professionals who treat people with respect, dignity and openness can make a positive difference to their care.

  19. One size fits all: palliative care for people with learning disabilities.

    Science.gov (United States)

    Matthews, Dorothy; Gibson, Lynn; Regnard, Claud

    2010-01-01

    The End of Life Care Strategy takes as inclusive an approach as possible, but can it make a difference for people with learning disabilities who are dying? Therefore we must ask ourselves 'Does one size fit all?'

  20. High School Students with Learning Disabilities: Mathematics Instruction, Study Skills, and High Stakes Tests

    Science.gov (United States)

    Steele, Marcee M.

    2010-01-01

    This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.