Social Peer Interactions in Persons with Profound Intellectual and Multiple Disabilities: A Literature Review

Science.gov (United States)

Nijs, Sara; Maes, Bea

2014-01-01

Social interactions may positively influence developmental and quality of life outcomes. Research in persons with profound intellectual and multiple disabilities (PIMD) mostly investigated interactions with caregivers. This literature review focuses on peer interactions of persons with PIMD. A computerized literature search of three databases was…

The impact of visual impairment on the ability to perform activities of daily living for persons with severe/profound intellectual disability.

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Dijkhuizen, Annemarie; Hilgenkamp, Thessa I M; Krijnen, Wim P; van der Schans, Cees P; Waninge, Aly

2016-01-01

The ability to perform activities of daily living (ADL) as a component of participation is one of the factors that contribute to quality of life. The ability to perform ADL for persons experiencing severe/profound intellectual disability (ID) may be reduced due to their cognitive and physical capacities. However, until recently, the impact of the significantly prevalent visual impairments on the performance of activities of daily living has not yet been revealed within this group. The purpose of this prospective cross-sectional study was to investigate the impact of visual impairment on the performance of activities of daily living for persons with a severe/profound intellectual disability. The Barthel Index (BI) and Comfortable Walking Speed (CWS) were used to measure the ability of performing activities of daily living (ADL) in 240 persons with severe/profound ID and having Gross Motor Functioning Classification System (GMFCS) levels I, II or III; this included 120 persons with visual impairment. The impact of visual impairment on ADL was analyzed with linear regression. The results of the study demonstrated that visual impairment slightly affects the ability of performing activities of daily living (BI) for persons experiencing a severe/profound intellectual disability. GMFCS Levels II or III, profound ID level, and visual impairment each have the effect of lowering BI scores. GMFCS Levels II or III, and profound ID level each have the effect of increasing CWS scores, which indicates a lower walking speed. A main effect of visual impairment is present on CWS, but our results do show a substantive interaction effect between GMFCS level III and visual impairment on Comfortable Walking Speed in persons with a severe/profound intellectual disability. Visual impairment has a slight effect on ability to perform ADL in persons experiencing severe/profound ID. Copyright © 2015 Elsevier Ltd. All rights reserved.

How to Facilitate Transition to Adulthood? Innovative Solutions from Parents of Young Adults with Profound Intellectual Disability

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Gauthier-Boudreault, Camille; Couture, Mélanie; Gallagher, Frances

2018-01-01

Background: At age 21, access to specialised services for youth with profound intellectual disability is reduced. Few studies have focused on parents' views concerning potential solutions to ease the transition to adulthood, and most existing solutions target young adults with less severe intellectual disability. The aim of this study is to…

HEART RATE AND PHYSICAL ACTIVITY PATTERNS IN PERSONS WITH PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES

NARCIS (Netherlands)

Waninge, Aly; van der Putten, Annette A. J.; Stewart, Roy E.; Steenbergen, Bert; van Wijck, Ruud; van der Schans, Cees P.

2013-01-01

Because physical fitness and health are related to physical activity, it is important to gain an insight into the physical activity levels of persons with profound intellectual and multiple disabilities (PIMD). The purpose of this study was to examine heart rate patterns to measure the activity

Resettlement of Individuals with Learning Disabilities into Community Care: A Risk Audit

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Ellis, Roger; Hogard, Elaine; Sines, David

2013-01-01

This article describes a risk audit carried out on the support provided for 36 people with profound learning disabilities who had been resettled from hospital care to supported housing. The risks were those factors identified in the literature as associated with deleterious effects on quality of life. The audit was carried out with a specially…

Developing a questionnaire on physical activity support of people with (profound) intellectual (and multiple) disabilities : Experiences from the Netherlands

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Bossink, Leontien; van der Putten, Annette; Vlaskamp, Carla

2017-01-01

Introduction: People with intellectual disabilities (ID) undertake extremely low levels of physical activity, which is even more true in people with profound intellectual and multiple disabilities (PIMD). Physical activity approaches, particularly for people with PIMD, are more likely to be

Undernutrition in children with profound intellectual and multiple disabilities (PIMD): its prevalence and influence on quality of life.

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Holenweg-Gross, C; Newman, C J; Faouzi, M; Poirot-Hodgkinson, I; Bérard, C; Roulet-Perez, E

2014-07-01

To estimate the prevalence of undernutrition among children with profound intellectual and multiple disabilities (PIMD) and to explore its influence on quality of life. Seventy-two children with PIMD (47 male; 25 female; age range 2 to 15 years 4 months; mean age 8.6, SD 3.6) underwent an anthropometric assessment, including body weight, triceps skinfold thickness, segmental measures and recumbent length. Undernutrition was determined using tricipital skinfold percentile and z-scores of weight-for-height and height-for-age. The quality of life of each child was evaluated using the QUALIN questionnaire adapted for profoundly disabled children. Twenty-five children (34.7%) were undernourished and seven (9.7%) were obese. Among undernourished children only eight (32 %) were receiving food supplements and two (8%) had a gastrostomy, of which one was still on a refeeding programme. On multivariate analysis, undernutrition was one of the independent predictors of lower quality of life. Undernutrition remains a matter of concern in children with PIMD. There is a need to better train professionals in systematically assessing the nutritional status of profoundly disabled children in order to start nutritional management when necessary. © 2013 John Wiley & Sons Ltd.

Visual impairments in people with severe and profound multiple disabilities: An inventory of visual functioning

NARCIS (Netherlands)

van den Broek, E.G.C.; Janssen, C.G.C.; van Ramshorst, T.; Deen, L.

2006-01-01

Background: The prevalence of visual impairments in people with severe and profound multiple disabilities (SPMD) is the subject of considerable debate and is difficult to assess. Methods: In a typical Dutch care organization, all clients with SPMD (n = 76) participated in the study and specific

Interaction between Persons with Profound Intellectual and Multiple Disabilities and Their Partners: A Literature Review

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Hostyn, Ine; Maes, Bea

2009-01-01

Background: High quality interactions are of crucial importance for quality of life of persons with profound intellectual and multiple disabilities (PIMD). This literature review describes and synthesises studies addressing the interaction between persons with PIMD and their partners. Method: A computerised literature search using defined…

The Role of Sound in Residential Facilities for People With Profound Intellectual and Multiple Disabilities

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van den Bosch, Kirsten A.; Andringa, Tjeerd C.; Baskent, Deniz; Vlaskamp, Carla

2016-01-01

Attention to the auditory environment of people with profound intellectual and multiple disabilities (PIMD) is limited, both in research and practice. As there is a dynamic interplay between the quality of the auditory environment and well-being, a study was undertaken to test the validity of the

Generalist genes and learning disabilities.

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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.

Examining relationships between staff attributions of soundscapes and core affect in people with severe or profound intellectual and visual disabilities

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van den Bosch, Kirsten A.; Vlaskamp, Carla; Andringa, Tjeerd C.; Post, Wendy J.; Ruijssenaars, Wied A.J.J.M.

Background: People with profound intellectual disabilities experience a high prevalence of visual disabilities, making them more dependent on sound. However, research addressing the influence of the auditory environment is scarce. Method: Observations of the auditory environments (soundscapes) and

Determining alertness in individuals with profound intellectual and multiple disabilities : the reliability of an observation list

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Munde, V.S.; Vlaskamp, C.; Ruijssenaars, A.J.J.M.; Nakken, H.

In the support of individuals with profound intellectual and multiple disabilities (PIMD), assessing the level of alertness is a recurring issue for parents and other direct support persons. Although observations show clear advantages above and beyond other assessment methods, there are problems

Assumptions of Decision-Making Capacity: The Role Supporter Attitudes Play in the Realisation of Article 12 for People with Severe or Profound Intellectual Disability

Directory of Open Access Journals (Sweden)

Joanne Watson

2016-02-01

Full Text Available The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD was the first legally binding instrument explicitly focused on how human rights apply to people with disability. Amongst their obligations, consistent with the social model of disability, the Convention requires signatory nations to recognise that “…persons with disabilities enjoy legal capacity on an equal basis with others in all aspects of life” and mandates signatory nations to develop “…appropriate measures to provide access by persons with disability to the support they may require in exercising their legal capacity”. The Convention promotes supported decision-making as one such measure. Although Australia ratified the UNCRPD in 2008, it retains an interpretative declaration in relation to Article 12 (2, 3, 4, allowing for the use of substituted decision-making in situations where a person is assessed as having no or limited decision-making capacity. Such an outcome is common for people with severe or profound intellectual disability because the assessments they are subjected to are focused on their cognition and generally fail to take into account the interdependent nature of human decision-making. This paper argues that Australia’s interpretative declaration is not in the spirit of the Convention nor the social model of disability on which it is based. It starts from the premise that the intention of Article 12 is to be inclusive of all signatory nations’ citizens, including those with severe or profound cognitive disability. From this premise, arises a practical need to understand how supported decision-making can be used with this group. Drawing from evidence from an empirical study with five people with severe or profound intellectual disability, this paper provides a rare glimpse on what supported decision-making can look like for people with severe or profound intellectual disability. Additionally, it describes the importance of

Reliability of assessing the sensory perception of children with profound intellectual and multiple disabilities : a case study

NARCIS (Netherlands)

Vlaskamp, C.; Cuppen-Fonteine, H.

Background This study describes preliminary stages of developing a checklist to enable practitioners to determine the behavioural responses of children with profound intellectual and multiple disabilities to sensory stimuli. Reliability of currently used checklists is low, with a focus on the

Parental Adaptation to Out-of-Home Placement of a Child with Severe or Profound Developmental Disabilities

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Jackson, Jeffrey B.; Roper, Susanne Olsen

2014-01-01

Utilizing grounded theory qualitative research methods, a model was developed for describing parental adaptation after voluntary placement of a child with severe or profound developmental disabilities in out-of-home care. Interviews of parents from 20 families were analyzed. Parents' cognitive appraisals of placement outcomes were classified…

Attuning: A Communication Process between People with Severe and Profound Intellectual Disability and Their Interaction Partners

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Griffiths, Colin; Smith, Martine

2016-01-01

Background: People with severe and profound intellectual disability typically demonstrate a limited ability to communicate effectively. Most of their communications are non-verbal, often idiosyncratic and ambiguous. This article aims to identify the process that regulates communications of this group of people with others and to describe the…

From Long-Stay Hospitals to Community Care: Reconstructing the Narratives of People with Learning Disabilities

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Leaning, Brian; Adderley, Hope

2016-01-01

Raymond, a 62 year old gentleman diagnosed with severe and profound learning disabilities, autistic spectrum disorder and severe challenging behaviour, who had lived in long stay campus-based hospital accommodation for 46 years was supported to move to a community project developed to support people to live in their own bespoke flat. This…

Therapeutic interventions in the Netherlands and Belgium in support of people with profound intellectual and multiple disabilities

NARCIS (Netherlands)

Vlaskamp, Carla; Nakken, Han

For several reasons, people with profound and multiple disabilities may be offered a variety of therapeutic interventions. Thus far, researchers have shown a limited interest in providing an empirical base for these interventions. Research is needed on the theoretical rationale (if any), the

A Preliminary Investigation of the Suitability of Aquatics for People with Severe and Profound Intellectual Disabilities

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Aherne, Cian; Coughlan, Barry

2017-01-01

Background: Aquatics is an under-researched but possibly appropriate form of activity for people with severe to profound intellectual disabilities (SPIDs). Aim: The current pilot study investigates the suitability of an aquatics programme for service users with SPIDs. Method: Four service users with SPID completed an 8-12-session aquatics…

Attentional Processes in Interactions between People with Profound Intellectual and Multiple Disabilities and Direct Support Staff

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Ine, Hostyn; Heleen, Neerinckx; Bea, Maes

2011-01-01

Few studies have examined joint attention in interactions with persons with profound intellectual and multiple disabilities (PIMD), despite its important role in high-quality interaction. The purpose of this study is to describe the attention-directing behaviours of persons with PIMD and their direct support staff and the attention episodes…

Camera-based microswitch technology to monitor mouth, eyebrow, and eyelid responses of children with profound multiple disabilities

NARCIS (Netherlands)

Lancioni, G.E.; Bellini, D.; Oliva, D.; Singh, N.N.; O'Reilly, M.F.; Sigafoos, J.; Lang, R.B.; Didden, H.C.M.

2011-01-01

A camera-based microswitch technology was recently used to successfully monitor small eyelid and mouth responses of two adults with profound multiple disabilities (Lancioni et al., Res Dev Disab 31:1509-1514, 2010a). This technology, in contrast with the traditional optic microswitches used for

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…

Motor activation in people with profound intellectual and multiple disabilities: research in daily practice in residential facilities

NARCIS (Netherlands)

Bossink, Leontien; van der Putten, Annette; Vlaskamp, Carla

2014-01-01

Aim: The total study aims at generating knowledge about the best way to motor activate persons with profound intellectual and multiple disabilities (PIMD) in residential facilities. The purpose of the current poster presentation is to present the results of the first step executed in this project

Family matters : The experiences and opinions of family members of persons with (severe) or profound intellectual disabilities

NARCIS (Netherlands)

Luijkx, Jorien

2016-01-01

“I love my sister, but sometimes I don’t”. This is one of the statements made in the study focused on the experiences of family members of people with (profound) intellectual (and multiple) disabilities (both of individuals living in a residential facility as persons living at home). In recent

Catch the wave! Time-window sequential analysis of alertness stimulation in individuals with profound intellectual and multiple disabilities

NARCIS (Netherlands)

Munde, V. S.; Vlaskamp, C.; Maes, B.; Ruijssenaars, A. J. J. M.

BackgroundWhile optimally activities are provided at those moments when the individual with profound intellectual and multiple disabilities (PIMD) is focused on the environment' or alert', detailed information about the impact that the design and timing of the activity has on alertness is lacking.

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)

Agency in the Darkness: 'Fear of the Unknown', Learning Disability and Teacher Education for Inclusion

Science.gov (United States)

Robinson, Deborah; Goodey, Chris

2018-01-01

This paper proposes inclusion phobia as a sharper and more operative definition of the 'fear of the unknown' often cited as an explanation for resistance to inclusive education. Using 'severe and profound learning disability' as the paradigm case, we situate the phobia surrounding this label in its social and historical context. Our hypothesis is…

Learning Disabilities

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... 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 ...

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.

The documentation of health problems in relation to prescribed medication in people with profound intellectual and multiple disabilities

NARCIS (Netherlands)

van der Heide, D. C.; van der Putten, A. A. J.; van den Berg, P. B.; Taxis, K.; Vlaskamp, C.

Persons with profound intellectual and multiple disabilities (PIMD) suffer from a wide range of health problems and use a wide range of different drugs. This study investigated for frequently used medication whether there was a health problem documented in the medical notes for the drug prescribed.

Staff attributions of the causes of challenging behaviour in children and adults with profound intellectual and multiple disabilities

NARCIS (Netherlands)

Poppes, P.; van der Putten, A.A.J.; ten Brug, A.; Vlaskamp, C.

A study has shown that staff do not generally perceive challenging behaviour in people with profound intellectual and multiple disabilities (PIMD) as being of serious consequence. In this study we aimed to gain a better understanding of the causal explanations that direct care and support staff give

Quality-Enhancing Interventions for People with Profound Intellectual and Multiple Disabilities: A Review of the Empirical Research Literature

Science.gov (United States)

Maes, Bea; Lambrechts, Greet; Hostyn, Ine; Petry, Katja

2007-01-01

Background: This study provides an overview of empirical research on the effectiveness of quality-enhancing interventions for people with profound intellectual and multiple disabilities (PIMD). Method: Through computerised searches of the PsycINFO and ERIC databases, and using several search criteria specifically relating to the target group and…

An Evaluation of Social and Adaptive Skills in Adults with Bipolar Disorder and Severe/Profound Intellectual Disability

Science.gov (United States)

Matson, Johnny L.; Terlonge, Cindy; Gonzalez, Melissa L.; Rivet, Tessa

2006-01-01

The purpose of this study was to explore the interrelationship of social and adaptive skills in adults with bipolar disorder and severe or profound intellectual disability. A bipolar group (N=14), a severe psychopathology group without bipolar disorder (N=14), and a control group with no DSM-IV Axis I diagnosis (N=14) were compared on the…

Domains of quality of life of people with profound multiple disabilities : The perspective of parents and direct support staff

NARCIS (Netherlands)

Petry, K; Maes, B; Vlaskamp, C

Background This study considered the general validity of the basic domains of quality of life that appear in theoretical models, in relation to people with profound multiple disabilities. The authors examined how parents and direct support staff operationalized these basic domains for people with

The tell-tale: what do heart rate; skin temperature and skin conductance reveal about emotions of people with severe and profound intellectual disabilities?

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Vos, Pieter; De Cock, Paul; Munde, Vera; Petry, Katja; Van Den Noortgate, Wim; Maes, Bea

2012-01-01

Identifying emotions in people with severe and profound intellectual disabilities is a difficult challenge. Since self-reports are not available, behaviour is the most used source of information. Given the limitations and caveats associated with using behaviour as the sole source of information about their emotions, it is important to supplement behavioural information with information from another source. As it is accepted that emotions consist of language, behaviour and physiology, in this article we investigated if physiology could give information about the emotions of people with severe and profound intellectual disabilities. To this aim we tested hypotheses derived from the motivational model of Bradley, Codispoti, Cuthbert, and Lang (2001) about the relation between heart rate and the valence of emotions and between heart rate, skin conductance and skin temperature and behavioural expressions of emotions of people with severe and profound intellectual disability. We presented 27 participants with 4 staff-selected negative and 4 staff-selected positive stimuli. The situations were videotaped and their heart rate, skin conductance and skin temperature was measured. Each behaviour of the participant was coded using the observational method developed by Petry and Maes (2006). As hypothesized, we found a lower heart rate when participants were presented with negative stimuli than when they were presented with positive stimuli in the first 6s of stimuli presentation. Their skin temperature was higher for the expression of low intensity negative emotions compared to the expression of low intensity positive emotions. The results suggest that, as with people without disability, heart rate and skin temperature can give information about the emotions of persons with severe and profound ID. Copyright © 2012 Elsevier Ltd. All rights reserved.

Informal social networks of people with profound intellectual and multiple disabilities : Relationship with age, communicative abilities and current living arrangements

NARCIS (Netherlands)

Kamstra, A.; van der Putten, A.A.J.; Post, W.J.; Vlaskamp, C.

2015-01-01

BACKGROUND: People with profound intellectual and multiple disabilities (PIMD) have limited informal social contacts. Research to determine the factors which can positively influence establishing sound informal social contacts is required. MATERIALS AND METHODS: Regression analysis for 200 people

[Inadequacy of the paradigms of special education to subjects with severe and profound grade intellectual disability - the need for pragmatic realism in psychiatry and special pedagogy].

Science.gov (United States)

Sipowicz, Kasper; Żuraw, Hanna; Witusik, Andrzej; Mokros, Łukasz; Najbert, Edyta; Pietras, Tadeusz

2018-05-25

People with severe and profound grade disabilities are the subject of interest in psychiatry, clinical psychology and special pedagogy. Unfortunately, the paradigmatic approach to special education based on postmodern philosophy is in contrast to the biomedical approach that is based on the positivist and Cartesian models. The paper is an attempt to systematize the similarities and differences between the humanistic approach and the modern biomedical model, which, despite the apparent differences, do not differ so much from each other. Work with a person disabled intellectually in the severe or profound degree is governed by the principles of methodical realism, taking into account to an equal extent the principal deficits, the concomitant diseases, limitations and the social context. The deeper the impairment and disability is, the smaller is the role of the humanistic paradigm in work with the client in the medical management and educational process. Changing the paradigms of special pedagogy has drawn attention to the social context of disability, separating, however, special pedagogy from modern medicine and psychology, cognitive-oriented and psychometry-based. The postmodern paradigm has become an ideology, which makes it difficult to work with deeply disabled people. Only the multidirectional approach including a variety of paradigms makes it possible to provide integrational aid to people with severe and profound grade intellectual disabilities. Working with such a disabled person should take into account equally the biomedical and humanistic aspects. © 2018 MEDPRESS.

Look closer : The alertness of people with profound intellectual and multiple disabilities during multi-sensory storytelling, a time sequential analysis

NARCIS (Netherlands)

Ten Brug, Annet; Munde, Vera S.; van der Putten, Annette A. J.; Vlaskamp, Carla

2015-01-01

Introduction: Multi-sensory storytelling (MSST) is a storytelling method designed for individuals with profound intellectual and multiple disabilities (PIMD). It is essential that listeners be alert during MSST, so that they become familiar with their personalised stories. Repetition and the

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…

Specific needs of families of young adults with profound intellectual disability during and after transition to adulthood: What are we missing?

Science.gov (United States)

Gauthier-Boudreault, Camille; Gallagher, Frances; Couture, Mélanie

2017-07-01

At the age of 21, the trajectory of services offered to youth with profound intellectual disability (ID) change significantly since access to specialised services is more limited. Despite the desire of parents to avoid any impact on their child, several factors can influence the course of this transition. However, there is little research on facilitators and obstacles to the transition to adulthood, and impacts on people with a profound ID. It is therefore difficult to provide solutions that meet their specific needs. The study aimed to document the needs of parents and young adults with profound ID during and after the transition to adulthood by exploring their transitioning experience and factors that influenced it. Using a descriptive qualitative design, two individual semi-structured interviews were conducted with fourteen (14) parents of young adults aged between 18 and 26 with a profound ID. At this point, many material, informative, cognitive and emotional needs of young adults and their parents are not met. Obstacles, mainly organisational, persist and result in a particularly difficult transition to adulthood experience. By knowing the specific needs of these families, it is possible to develop and implement solutions tailored to their reality. WHAT THE PAPERS ADDS?: The transition to adulthood is a critical period for families with young adults with an intellectual disability (ID), a reality observed internationally. Current literature on all levels of ID suggests some barriers to transition that lead to negative impacts on both parents and young adults with ID. However, presently, very little research exists on the reality of families of young adults with profound ID and factors influencing transition to adult life. Most of studies target people with mild to moderate ID. Considering the significant disabilities of people with profound ID, it is possible to imagine that their experience of transition will be even more difficult and they will present

Supporting End of Life Decision Making: Case Studies of Relational Closeness in Supported Decision Making for People with Severe or Profound Intellectual Disability

Science.gov (United States)

Watson, Joanne; Wilson, Erin; Hagiliassis, Nick

2017-01-01

Background: The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) promotes the use of supported decision making in lieu of substitute decision making. To date, there has been a lack of focus on supported decision making for people with severe or profound intellectual disability, including for end of life decisions.…

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

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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)

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.

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.

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...

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...

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...

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)

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.

Informal Social Networks of People with Profound Intellectual and Multiple Disabilities: Relationship with Age, Communicative Abilities and Current Living Arrangements

Science.gov (United States)

Kamstra, A.; van der Putten, A. A. J.; Post, W. J.; Vlaskamp, C.

2015-01-01

Background: People with profound intellectual and multiple disabilities (PIMD) have limited informal social contacts. Research to determine the factors which can positively influence establishing sound informal social contacts is required. Materials and Methods: Regression analysis for 200 people with PIMD was used to analyse how age,…

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...

Look Closer: The Alertness of People with Profound Intellectual and Multiple Disabilities during Multi-Sensory Storytelling, a Time Sequential Analysis

Science.gov (United States)

Ten Brug, Annet; Munde, Vera S.; van der Putten, Annette A.J.; Vlaskamp, Carla

2015-01-01

Introduction: Multi-sensory storytelling (MSST) is a storytelling method designed for individuals with profound intellectual and multiple disabilities (PIMD). It is essential that listeners be alert during MSST, so that they become familiar with their personalised stories. Repetition and the presentation of stimuli are likely to affect the…

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…

Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature

Science.gov (United States)

Walton, Katherine M.; Ingersoll, Brooke R.

2013-01-01

Social skills are important treatment targets for individuals with autism spectrum disorders (ASD) across the lifespan. However, few treatments are available for adolescents and adults with ASD who also have severe to profound intellectual disability (S/PID). Several social skill interventions have been described that may improve social skills in…

The Role of the External Personal Assistants for Children with Profound Intellectual and Multiple Disabilities Working in the Children's Home

Science.gov (United States)

Axelsson, Anna Karin

2015-01-01

Background: Children with profound intellectual and multiple disabilities need support to function in an optimal way. However, there is a limited knowledge about the role of external personal assistants working in the children's home. Materials and Methods: A mixed method study was performed including qualitative data from interviews with 11…

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.

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 ...

The impact of visual impairment on the ability to perform activities of daily living for persons with severe/profound intellectual disability

NARCIS (Netherlands)

Dijkhuizen, Annemarie; Hilgenkamp, Thessa I. M.; Krijnen, Wim P.; Schans, van der Cees P.; Waninge, Aly

Background: The ability to perform activities of daily living (ADL) as a component of participation is one of the factors that contribute to quality of life. The ability to perform ADL for persons experiencing severe/profound intellectual disability (ID) may be reduced due to their cognitive and

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…

The Curriculum for Children with Severe and Profound Learning Difficulties at Stephen Hawking School

Science.gov (United States)

Rayner, Matthew

2011-01-01

The increasing number of children with profound and multiple learning difficulties means that many schools for children with severe learning difficulties are having to review the curriculum that they offer. In addition, these schools are continuing to question whether a subject-based approach, in line with the National Curriculum, is the most…

The impact of visual impairment on the ability to perform activities of daily living for persons with severe/profound intellectual disability

NARCIS (Netherlands)

Dijkhuizen, Annemarie; Hilgenkamp, Thessa I.M.; Krijnen, Wim; van der Schans, Cees; Waninge, Aly

2015-01-01

Background The ability to perform activities of daily living (ADL) as a component of participation is one of the factors that contribute to the quality of life. The ability to perform ADL for persons experiencing severe/profound intellectual disability (ID) may be reduced due to their cognitive and

Efforts in enhancing social contacts of persons with severe of profound intellectual and multiple disabilities : Analysing individual support plans in the Netherlands

NARCIS (Netherlands)

Kamstra, Aafke; van der Putten, Annette; Vlaskamp, Carla

2017-01-01

Most people with profound intellectual and multiple disabilities (PIMD) have limited social contact and it is unclear what is done to maintain or increase these contacts. Individual support planning (ISP) can be used in the systematic enhancement of social contacts. This study analyses the content

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…

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.

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…

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…

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…

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...

Month of Conception and Learning Disabilities: A Record-Linkage Study of 801,592 Children.

Science.gov (United States)

Mackay, Daniel F; Smith, Gordon C S; Cooper, Sally-Ann; Wood, Rachael; King, Albert; Clark, David N; Pell, Jill P

2016-10-01

Learning disabilities have profound, long-lasting health sequelae. Affected children born over the course of 1 year in the United States of America generated an estimated lifetime cost of $51.2 billion. Results from some studies have suggested that autistic spectrum disorder may vary by season of birth, but there have been few studies in which investigators examined whether this is also true of other causes of learning disabilities. We undertook Scotland-wide record linkage of education (annual pupil census) and maternity (Scottish Morbidity Record 02) databases for 801,592 singleton children attending Scottish schools in 2006-2011. We modeled monthly rates using principal sine and cosine transformations of the month number and demonstrated cyclicity in the percentage of children with special educational needs. Rates were highest among children conceived in the first quarter of the year (January-March) and lowest among those conceived in the third (July-September) (8.9% vs 7.6%; P disabilities, and learning difficulties (e.g., dyslexia) and were absent for sensory or motor/physical impairments and mental, physical, or communication problems. Seasonality accounted for 11.4% (95% confidence interval: 9.0, 13.7) of all cases. Some biologically plausible causes of this variation, such as infection and maternal vitamin D levels, are potentially amendable to intervention. © The Author 2016. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

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.

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.…

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…

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…

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.

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...

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.

Relabelling behaviour : The effects of psycho-education on the perceived severity and causes of challenging behaviour in people with profound intellectual and multiple disabilities

NARCIS (Netherlands)

Poppes, P.; Putten, van der Annette; Post, W.; Frans, N.; ten Brug, A.; van Es, A.; Vlaskamp, C.

2016-01-01

BackgroundPrevalence rates of challenging behaviour are high in children and adults with profound intellectual and multiple disabilities (PIMD). Moreover, many of these behaviours are observed daily. Direct support staff report that most challenging behaviour identified has little impact on the

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.

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.

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…

Feasibility, test-retest reliability, and interrater reliability of the Modified Ashworth Scale and Modified Tardieu Scale in persons with profound intellectual and multiple disabilities

NARCIS (Netherlands)

Waninge, A.; Rook, R.A.; Dijkhuizen, A.; Gielen, E.; van der Schans, C.P.

2011-01-01

Caregivers of persons with profound intellectual and multiple disabilities (PIMD) often describe the quality of the daily movements of these persons in terms of flexibility or stiffness. Objective outcome measures for flexibility and stiffness are muscle tone or level of spasticity. Two instruments

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…

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…

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...

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…

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…

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…

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…

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...

Differentiating characteristics of deafblindness and autism in people with congenital deafblindness and profound intellectual disability.

Science.gov (United States)

Hoevenaars-van den Boom, M A A; Antonissen, A C F M; Knoors, H; Vervloed, M P J

2009-06-01

In persons with deafblindness, it is hard to distinguish autism spectrum disorders from several deafblind specific behaviours caused by the dual sensory impairments, especially when these persons are also intellectually disabled. As a result, there is an over-diagnosis of autism in persons who are deafblind leading to unsuitable interventions. Autism as specified by the DSM-IV was studied in 10 persons with congenital deafblindness with profound intellectual disabilities. Behaviours of people with deafblindness and autism (n = 5) and of people with deafblindness without autism (n = 5) were observed in a semi-standardised assessment. All people with deafblindness showed impairments in social interaction, communication and language. In contrast to persons without autism, people with deafblindness and autism showed significantly more impairments in reciprocity of social interaction, quality of initiatives to contact and the use of adequate communicative signals and functions. No differences between the groups were found for quantity and persistence of stereotyped behaviour, quality of play and exploration and adequate problem-solving strategies. This study indicates that there are some possibilities to differentiate autism from behaviours specific for deafblindness. It also confirms the large overlap in overt behaviours between people with deafblindness and persons with autism.

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...

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 ...

Relabelling Behaviour. The Effects of Psycho-Education on the Perceived Severity and Causes of Challenging Behaviour in People with Profound Intellectual and Multiple Disabilities

Science.gov (United States)

Poppes, P.; van der Putten, A.; Post, W.; Frans, N.; ten Brug, A.; van Es, A.; Vlaskamp, C.

2016-01-01

Background: Prevalence rates of challenging behaviour are high in children and adults with profound intellectual and multiple disabilities (PIMD). Moreover, many of these behaviours are observed daily. Direct support staff report that most challenging behaviour identified has little impact on the person with PIMD and attribute challenging…

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.

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.

Developmental dysgraphia with profound hearing impairment: intervention by auditory methods enabled by cochlear implant.

Science.gov (United States)

Fukushima, Kunihiro; Kawasaki, Akihiro; Nagayasu, Rie; Kunisue, Kazuya; Maeda, Yukihide; Kariya, Shin; Kataoka, Yuko; Nishizaki, Kazunori

2008-06-01

Learning disability combined with hearing impairment (LDHI) is a poor prognostic factor for the language development of hearing impaired children after educational intervention. A typical example of a child with LDHI and effective interventions provided by cochlear implants are presented in this report. A case of congenital cytomegaloviral infection that showed dysgraphia as well as profound deafness was reported and an underlying visual processing problem diagnosed in the present case caused the patient's dysgraphia. The dysgraphia could be circumvented by the use of auditory memory fairly established by a cochlear implant.

Clinical psychologists' views of intensive interaction as an intervention in learning disability services.

Science.gov (United States)

Berry, Ruth; Firth, Graham; Leeming, Catherine; Sharma, Vishal

2014-01-01

Intensive Interaction was initially developed in the 1980s as an educational approach for developing social communication and engagement with people with severe or profound intellectual disabilities and/or autism. Intensive Interaction has subsequently been adopted by a range of practitioners and professionals working in learning disability services and has a broad multi-disciplinary acceptance, being recommended in a number of UK governmental guidance documents. Despite this, there has been limited work on developing a deeper psychological understanding of the approach. This study utilises a qualitative description/thematic analysis approach to explore how clinical psychologists conceptualise the approach with regard to currently accepted psychological theories, as well as looking at other factors that influence their adoption and advocacy. The sample deliberately consisted of eight NHS (National Health Service) clinical psychologists known to be using or advocating the use of Intensive Interaction with people with a learning disability. The results of this study indicate that although the participants referred to some theories that might explain the beneficial outcomes of Intensive Interaction, these theories were rarely explicitly or clearly referenced, resulting in the authors having to attribute specific theoretical positions on the basis of inductive analysis of the participants' responses. Moreover, the participants provided varying views on how Intensive Interaction might be conceptualised, highlighting the lack of a generally accepted, psychologically framed definition of the approach. In conclusion, it was felt that further research is required to develop a specifically psychological understanding of Intensive Interaction alongside the formation of a Special Interest Group, which might have this task as one of its aims. There appeared to be a limited recognition amongst the participants of the specific psychological theories that can be seen to explain

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…

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.

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.

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)

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…

A good read : A study into the use and effects of multi-sensory storytelling; a storytelling method for persons with profound intellectual and multiple disabilities.

NARCIS (Netherlands)

ten Brug, Annet

2015-01-01

In order to include persons with profound intellectual and multiple disabilities (PIMD) into our storytelling culture, multi-sensory storytelling (MSST) has been developed. In a multi-sensory book, verbal text is supported by sensory stimuli, the form and content of the book are adjusted to the

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…

Speech and language therapists' approaches to communication intervention with children and adults with profound and multiple learning disability.

Science.gov (United States)

Goldbart, Juliet; Chadwick, Darren; Buell, Susan

2014-11-01

People with profound intellectual and multiple disabilities (PMLD) have communication impairments as one defining characteristic. To explore speech and language therapists' (SLTs) decision making in communication interventions for people with PMLD, in terms of the intervention approaches used, the factors informing the decisions to use specific interventions and the extent to which the rationales underpinning these decisions related to the components of evidence based practice (EBP), namely empirical evidence, clinical experience and client/carer views and values. A questionnaire on communication assessment and intervention for people with PMLD was sent to SLTs in the UK to elicit information on: the communication intervention approaches they used; their rationales for their intervention choices; their use of published evidence to inform decision making. Intensive interaction and objects of reference were the communication interventions most often used with people with PMLD, with some differences between children and adults evident. Rationales provided conformed somewhat to the EBP framework though extension of the existing framework and addition of practical and organizational considerations led to a revised typology of rationale for decision making. Rationales most frequently related to the empowerment, development and behavioural preferences of the person with PMLD. Empirical research evidence was seldom mentioned by SLTs as informing intervention decision making leading to very diverse practice. There is a need for further research on the effectiveness of commonly used but under-evaluated interventions. There is also a need to alert SLTs to the evidence base supporting other approaches, particularly switch-based, cause and effect approaches. © 2014 Royal College of Speech and Language Therapists.

The future of learning disabilities nursing in the UK.

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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.

Feasibility, Test-Retest Reliability, and Interrater Reliability of the Modified Ashworth Scale and Modified Tardieu Scale in Persons with Profound Intellectual and Multiple Disabilities

Science.gov (United States)

Waninge, A.; Rook, R. A.; Dijkhuizen, A.; Gielen, E.; van der Schans, C. P.

2011-01-01

Caregivers of persons with profound intellectual and multiple disabilities (PIMD) often describe the quality of the daily movements of these persons in terms of flexibility or stiffness. Objective outcome measures for flexibility and stiffness are muscle tone or level of spasticity. Two instruments used to grade muscle tone and spasticity are the…

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.

Mathematics and Metacognition in Adolescents and Adults with Learning Disabilities

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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…

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

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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…

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.

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.

Improving access to screening for people with learning disabilities.

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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.

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…

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…

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.

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.)

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.

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…

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

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…

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)

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.

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…

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.

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…

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.

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.

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...

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…

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...

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.

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…

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…

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...

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...

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…

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…

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, ...

Learn and apply: using multi-sensory storytelling to gather knowledge about preferences and abilities of children with profound intellectual and multiple disabilities--three case studies.

Science.gov (United States)

Brug, Annet Ten; Van der Putten, Annette A J; Vlaskamp, Carla

2013-12-01

Knowledge about the preferences and abilities of children with profound intellectual and multiple disabilities (PIMDs) is crucial for providing appropriate activities. Multi-sensory storytelling (MSST) can be an ideal activity for gathering such knowledge about children with PIMDs. The aim of this study was to analyse whether using MSST did lead to changes in teachers' knowledge about preferences and abilities and whether this knowledge was then applied in practice. Three dyads of children with PIMDs and their teachers read an MSST book 20 times during a 10-week period. A questionnaire designed to identify the teachers' current knowledge was filled in before the 1st and again after the 10th and 20th reading sessions. Also, the teachers were asked for their opinion about their newly gathered knowledge. In all three cases, changes in the teachers' knowledge were observed. However, teachers are insufficiently aware of their new knowledge and do not apply it in practice.

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…

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…

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

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.

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.

[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.

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,…

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...

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 ...

Making a difference? A comparison between multi-sensory and regular storytelling for persons with profound intellectual and multiple disabilities.

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Ten Brug, A; Van der Putten, A A J; Penne, A; Maes, B; Vlaskamp, C

2016-11-01

Multi-sensory storytelling (MSST) was developed to include persons with profound intellectual and multiple disabilities in storytelling culture. In order to increase the listeners' attention, MSST stories are individualised and use multiple sensory stimuli to support the verbal text. In order to determine the value of MSST, this study compared listeners' attention under two conditions: (1) being read MSST books and (2) being read regular stories. A non-randomised control study was executed in which the intervention group read MSST books (n = 45) and a comparison group (n = 31) read regular books. Books were read 10 times during a 5-week period. The 1st, 5th and 10th storytelling sessions were recorded on video in both groups, and the percentage of attention directed to the book and/or stimuli and to the storyteller was scored by a trained and independent rater. Two repeated measure analyses (with the storytelling condition as a between-subject factor and the three measurements as factor) were performed to determine the difference between the groups in terms of attention directed to the book/stimuli (first analysis) and storyteller (second analysis). A further analysis established whether the level of attention changed between the reading sessions and whether there was an interaction effect between the repetition of the book and the storytelling condition. The attention directed to the book and/or the stimuli was significantly higher in the MSST group than in the comparison group. No significant difference between the two groups was found in the attention directed to the storyteller. For MSST stories, most attention was observed during the fifth reading session, while for regular stories, the fifth session gained least attentiveness from the listener. The persons with profound intellectual and multiple disabilities paid more attention to the book and/or stimuli in the MSST condition compared with the regular story telling group. Being more attentive towards

How Are Learning Disabilities Diagnosed?

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... 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 ...

Hyperactivity, Learning Disabilities, and Alcohol.

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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)

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

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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.

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

Communication training for centre-based carers of children with severe or profound disabilities in the Western Cape, South Africa

Directory of Open Access Journals (Sweden)

Martha Geiger

2012-09-01

Full Text Available The purpose of this paper is to provide a preliminary, qualitative review of an approach to training centre-based carers in supporting basic communication development and providing communication opportunities for the children with severe and profound disabilities in their care. In South Africa, these children are often the most neglected in terms of planning and providing appropriate interventions. For those with severe communication disabilities, an additional lack is in the area of the basic human right to meaningful interactions and communication. Sustainable strategies to provide opportunities for basic communication development of these children are urgently sought. Several effective international and local parent training programmes have been developed, but the urgent need remains to train centre-based carers who are taking care of groups of diversely disabled children in severely under-resourced settings. Non-profit organisations (NPOs have been exploring practical centre-based approaches to skills sharing in physical rehabilitation, activities for daily living, feeding and support for basic communication development. As a freelance speech therapist contracted by four NPOs to implement hands-on training in basic communication for centre-based carers of non-verbal children, the author describes a training approach that evolved over three years, in collaboration with the carers and centre managements. Implications for training (for speech therapists and for community-based rehabilitation workers and for further research are identified.

What parents find important in the support of a child with profound intellectual and multiple disabilities.

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Jansen, S L G; van der Putten, A A J; Vlaskamp, C

2013-05-01

The importance of a partnership between parents and professionals in the support of children with disabilities is widely acknowledged and is one of the key elements of 'family-centred care'. To what extent family-centred principles are also applied to the support of persons with profound intellectual and multiple disabilities (PIMD) is not yet known. The purpose of this exploratory study was to examine what parents with a child with PIMD find important in the support of their child. In addition, we examined which child or parent characteristics influence these parental opinions. In total, 100 parents completed an adapted version of the Measure of Processes of Care. Mean unweighted and weighted scale scores were computed. Non-parametric tests were used to examine differences in ratings due to child (gender, age, type and number of additional disabilities, type of services used and duration of service use) and parent characteristics (gender, involvement with support and educational level). Parents rated situations related to 'Respectful and Supportive Care' and 'Enabling and Partnership' with averages of 7.07 and 6.87 respectively on a scale from 1 to 10. They were generally satisfied with the services provided, expressed in a mean score of 6.88 overall. The age of the child significantly affected the scores for 'Providing Specific Information about the Child'. Parents of children in the '6-12 years' age group gave significantly higher scores on this scale than did parents of children in the '≥17 years' age group (U = 288, r = -0.34). This study shows that parents with children with PIMD find family-centred principles in the professional support of their children important. Although the majority of parents are satisfied with the support provided for their children, a substantial minority of the parents indicated that they did not receive the support they find important. © 2012 Blackwell Publishing Ltd.

Estate Planning for Parents of a Learning Disabled Child.

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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…

A problem with inclusion in learning disability research.

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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.

Greek Young Adults with Specific Learning Disabilities Seeking Learning Assessments

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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…

The 4C framework for making reasonable adjustments for people with learning disabilities.

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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

How musical engagement promotes well-being in education contexts: The case of a young man with profound and multiple disabilities

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McFerran, Katrina S.; Shoemark, Helen

2013-01-01

Students with profound intellectual disabilities disorders (IDDs) have the right to participate in educational opportunities that recognize their unique resources and needs, as do all children. Because of their specific communication challenges, positive relationships with attentive communication partners are critical for success. In fact, the power of positive relationships in schools is recognized to be connected to student well-being more broadly. This article examines the case of one young man with profound IDD and his relationship with his music therapist using a duo-ethnographic informed paradigmatic case study. Video analysis based on multi-voice perspectives is used to generate hermeneutic phenomenological findings to closely examine the relationship between a young man with profound IDD and a music therapist. The voices of four allied health researchers were also gathered to inform the authors’ construction of an informed commentary on the phenomenon. The results suggest that the essence lay in a combination of attentive, responsive and creative being with the other person over time. Four principles of musical engagement were identified in the video footage as critical to the meaningful relationships through music: the music therapist listens; the music therapist takes responsibility for structure; spontaneous initiation is sought from the young person; and the relationship is built over time. These concepts are contextualized within a discussion of student well-being that is underpinned by positive relationships and leads to students achieving their full potential within diverse school contexts. PMID:23930986

How musical engagement promotes well-being in education contexts: the case of a young man with profound and multiple disabilities.

Science.gov (United States)

McFerran, Katrina S; Shoemark, Helen

2013-08-07

Students with profound intellectual disabilities disorders (IDDs) have the right to participate in educational opportunities that recognize their unique resources and needs, as do all children. Because of their specific communication challenges, positive relationships with attentive communication partners are critical for success. In fact, the power of positive relationships in schools is recognized to be connected to student well-being more broadly. This article examines the case of one young man with profound IDD and his relationship with his music therapist using a duo-ethnographic informed paradigmatic case study. Video analysis based on multi-voice perspectives is used to generate hermeneutic phenomenological findings to closely examine the relationship between a young man with profound IDD and a music therapist. The voices of four allied health researchers were also gathered to inform the authors' construction of an informed commentary on the phenomenon. The results suggest that the essence lay in a combination of attentive, responsive and creative being with the other person over time. Four principles of musical engagement were identified in the video footage as critical to the meaningful relationships through music: the music therapist listens; the music therapist takes responsibility for structure; spontaneous initiation is sought from the young person; and the relationship is built over time. These concepts are contextualized within a discussion of student well-being that is underpinned by positive relationships and leads to students achieving their full potential within diverse school contexts.

Decoding Dyslexia, a Common Learning Disability

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... 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 ...

Evaluating the Quality of the Interaction between Persons with Profound Intellectual and Multiple Disabilities and Direct Support Staff: A Preliminary Application of Three Observation Scales from Parent-Infant Research

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Hostyn, Ine; Petry, Katja; Lambrechts, Greet; Maes, Bea

2011-01-01

Background: Affective and reciprocal interactions with others are essential for persons with profound intellectual and multiple disabilities (PIMD), but it is a challenge to assess their quality. This study aimed to investigate the usefulness of instruments from parent-infant research to evaluate these interactions. Method: Eighteen videotaped…

Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities.

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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.

Christianity, sport and disability: a case study of the role of long-distance running in the life of a father and his son who is congenitally blind and has profound intellectual disabilities

OpenAIRE

Watson, Nick J.; Parker, Andrew

2012-01-01

The aim of this qualitative case study was to explore the role of sport (longdistance running) in the lives of a father and his son who is congenitally blind and has profound intellectual disabilities. Drawing on the works of Jean Vanier, Stanley Hauerwas, Henri Nouwen and John Hull, the major themes explored are relational and religious trust, suffering, sacrificial love, embodiment and blindness. A series of one-to-one semi-structured interviews were conducted with the father (and mother) c...

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

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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…

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

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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…

Resettlement of individuals with learning disabilities into community care: a risk audit.

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Ellis, Roger; Hogard, Elaine; Sines, David

2013-09-01

This article describes a risk audit carried out on the support provided for 36 people with profound learning disabilities who had been resettled from hospital care to supported housing. The risks were those factors identified in the literature as associated with deleterious effects on quality of life. The audit was carried out with a specially designed tool that covered 24 possible risks and involved a support worker familiar with the service user choosing the most appropriate statement regarding each risk. Their judgements were verified by care managers and social needs assessors. Whilst one or more risks were identified for 32 of the 36 service users, the overall result showed relatively low risks for the group as a whole with 62 incidences (7%) from a possible 864, which nevertheless highlighted several areas that needed attention. The results of the audit have led to action plans for the provision and for the individual service users for whom risks were identified.

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

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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.…

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

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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)

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

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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)

Exploring the Self-concept of Adults with Mild Learning Disabilities

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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…

Conductive Hearing Loss in Autistic, Learning-Disabled, and Normal Children.

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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…

Tanis Bryan: A Pioneer in the Field of Learning Disabilities

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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.

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

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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

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.

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

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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.

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

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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?

Unanticipated Effects of Children with Learning Disabilities on Their Families

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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…

Visual Supports for the Learning Disabled: A Handbook for Educators

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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…

A Search for Meaning: Telling Your Life with Learning Disabilities

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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…

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

Controversial Issues in Learning Disability.

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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…

Learning Disability: Experience of Diagnosis

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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…

The Future of Personalized Learning for Students with Disabilities

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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…

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

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.

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…

An exploration of equitable science teaching practices for students with learning disabilities

Science.gov (United States)

Morales, Marlene

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The

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.

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

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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.

Learning Disabilities and the School Health Worker

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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…

Psychosocial Issues in Learning Disabilities.

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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)

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

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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…

Care adjustments for people with learning disabilities in hospitals.

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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.

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

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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…

Involving people with learning disabilities in nurse education: towards an inclusive approach.

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Bollard, Martin; Lahiff, John; Parkes, Neville

2012-02-01

There is limited evidence that explores how to effectively include people with learning disabilities in nurse education in the U.K. The majority of reported work relates to mental health nursing and social work training (Morgan and Jones, 2009). This paper specifically reports on the processes and activities undertaken by the authors with people with learning disabilities in the development of a new BSc learning disability nursing programme, a specific branch of nursing in the U.K. In doing so, findings and discussion from two separate projects involving students and people with learning disabilities will be integrated into the paper. EPICURE (Engagement, Processing, Interpretation, Critique, Usefulness, Relevance and Ethics (Stige et al. 2009) is adopted as a qualitative framework throughout the paper to evaluate the reported work that took place between September 2006 and October 2010. Suggestions are therefore made regarding the benefits and challenges of striving towards an inclusive approach to user involvement in nurse education, with particular reference to learning disability. The work presented in the paper demonstrates how through careful involvement of this population, deeper learning opportunities for all nursing students can be created. Copyright © 2011 Elsevier Ltd. All rights reserved.

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

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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.

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

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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.

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

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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…

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.

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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.

Simulation as a learning strategy: supporting undergraduate nursing students with disabilities.

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Azzopardi, Toni; Johnson, Amanda; Phillips, Kirrilee; Dickson, Cathy; Hengstberger-Sims, Cecily; Goldsmith, Mary; Allan, Trevor

2014-02-01

To promote simulation as a learning strategy to support undergraduate nursing students with disabilities. Supporting undergraduate nursing students with disabilities has gained further momentum because of amendments to the Disability Discrimination Act in 2009. Providers of higher education must now ensure proactive steps to prevent discrimination against students with a disability are implemented to assist in course progression. Simulation allows for the impact of a student's disability to be assessed and informs the determination of reasonable adjustments to be implemented. Further suitable adjustments can then be determined in a safe environment and evaluated prior to scheduled placement. Auditing in this manner, offers a risk management strategy for all while maintaining the academic integrity of the program. Discursive. Low, medium and high fidelity simulation activities critically analysed and their application to support undergraduate nursing students with disabilities assessed. With advancing technology and new pedagogical approaches simulation as a learning strategy can play a significant role. In this role, simulation supports undergraduate nursing students with disabilities to meet course requirements, while offering higher education providers an important risk management strategy. The discussion recommends simulation is used to inform the determination of reasonable adjustments for undergraduate nursing students with disabilities as an effective, contemporary curriculum practice. Adoption of simulation, in this way, will meet three imperatives: comply with current legislative requirements, embrace advances in learning technologies and embed one of the six principles of inclusive curriculum. Achieving these imperatives is likely to increase accessibility for all students and offer students with a disability a supportive learning experience. Provides capacity to systematically assess, monitor, evaluate and support students with a disability. The students

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.

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

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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.

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

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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)

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

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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,…

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

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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).

Skilled interaction among professional carers in special accommodations for adult people with learning disabilities.

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Antonsson, H; Aström, S; Lundström, M; Graneheim, U H

2013-09-01

Communicative difficulties affect interactions between people with learning disabilities and their carers. Despite such difficulties, however, some carers seem to interact successfully with people who have limited ability to communicate verbally and exhibit challenging behaviour. This study aims to illuminate skilled interaction among carers working in special accommodations for people with learning disabilities. Interactions between 16 caregivers and 11 residents with learning disabilities were recorded on video. Verbal and non-verbal interaction skills among the carers were identified. Four caring situations with people with learning disabilities were chosen to illuminate skilled interaction. The transcribed text was subjected to qualitative content analysis and core stories were created. The results show that skilled interaction between the carers and the people with learning disabilities is based upon being confirming, sharing daily life experience, giving time and space, and using congruent and distinct language. In this paper we present examples that offer concrete suggestions of how to promote successful interaction and create meaning in the shared day-to-day life in special accommodations for people with learning disabilities. © 2012 John Wiley & Sons Ltd.

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

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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.

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

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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…

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

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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.

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

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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.

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

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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…

'It's got so politically correct now': parents' talk about empowering individuals with learning disabilities.

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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.

Memory Deficits in Learning Disabled.

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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…

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

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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…

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

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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.

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

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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…

Incontinentia pigmenti: learning disabilities are a fundamental hallmark of the disease.

Directory of Open Access Journals (Sweden)

Maria Rosa Pizzamiglio

Full Text Available Studies suggest that genetic factors are associated with the etiology of learning disabilities. Incontinentia Pigmenti (IP, OMIM#308300, which is caused by mutations of the IKBKG/NEMO gene, is a rare X-linked genomic disorder (1:10000/20:000 that affects the neuroectodermal tissues. It always affects the skin and sometimes the hair, teeth, nails, eyes and central nervous system (CNS. Data from IP patients demonstrate the heterogeneity of the clinical phenotype; about 30% have CNS manifestations. This extreme variability suggests that IP patients might also have learning disabilities. However, no studies in the literature have evaluated the cognitive profile of IP patients. In fact, the learning disability may go unnoticed in general neurological analyses, which focus on major disabling manifestations of the CNS. Here, we investigated the neuropsychological outcomes of a selected group of IP-patients by focusing on learning disabilities. We enrolled 10 women with IP (7 without mental retardation and 3 with mild to severe mental retardation whose clinical diagnosis had been confirmed by the presence of a recurrent deletion in the IKBKG/NEMO gene. The participants were recruited from the Italian patients' association (I.P.A.SS.I. Onlus. They were submitted to a cognitive assessment that included the Wechsler Adult Intelligence scale and a battery of tests examining reading, arithmetic and writing skills. We found that 7 patients had deficits in calculation/arithmetic reasoning and reading but not writing skills; the remaining 3 had severe to mild intellectual disabilities. Results of this comprehensive evaluation of the molecular and psychoneurological aspects of IP make it possible to place "learning disabilities" among the CNS manifestations of the disease and suggest that the IKBKG/NEMO gene is a genetic determinant of this CNS defect. Our findings indicate the importance of an appropriate psychoneurological evaluation of IP patients, which

Incontinentia pigmenti: learning disabilities are a fundamental hallmark of the disease.

Science.gov (United States)

Pizzamiglio, Maria Rosa; Piccardi, Laura; Bianchini, Filippo; Canzano, Loredana; Palermo, Liana; Fusco, Francesca; D'Antuono, Giovanni; Gelmini, Chiara; Garavelli, Livia; Ursini, Matilde Valeria

2014-01-01

Studies suggest that genetic factors are associated with the etiology of learning disabilities. Incontinentia Pigmenti (IP, OMIM#308300), which is caused by mutations of the IKBKG/NEMO gene, is a rare X-linked genomic disorder (1:10000/20:000) that affects the neuroectodermal tissues. It always affects the skin and sometimes the hair, teeth, nails, eyes and central nervous system (CNS). Data from IP patients demonstrate the heterogeneity of the clinical phenotype; about 30% have CNS manifestations. This extreme variability suggests that IP patients might also have learning disabilities. However, no studies in the literature have evaluated the cognitive profile of IP patients. In fact, the learning disability may go unnoticed in general neurological analyses, which focus on major disabling manifestations of the CNS. Here, we investigated the neuropsychological outcomes of a selected group of IP-patients by focusing on learning disabilities. We enrolled 10 women with IP (7 without mental retardation and 3 with mild to severe mental retardation) whose clinical diagnosis had been confirmed by the presence of a recurrent deletion in the IKBKG/NEMO gene. The participants were recruited from the Italian patients' association (I.P.A.SS.I. Onlus). They were submitted to a cognitive assessment that included the Wechsler Adult Intelligence scale and a battery of tests examining reading, arithmetic and writing skills. We found that 7 patients had deficits in calculation/arithmetic reasoning and reading but not writing skills; the remaining 3 had severe to mild intellectual disabilities. Results of this comprehensive evaluation of the molecular and psychoneurological aspects of IP make it possible to place "learning disabilities" among the CNS manifestations of the disease and suggest that the IKBKG/NEMO gene is a genetic determinant of this CNS defect. Our findings indicate the importance of an appropriate psychoneurological evaluation of IP patients, which includes early

From changeling to citizen: learning disability and its representation in museums

Directory of Open Access Journals (Sweden)

Kathy Allday

2009-03-01

Full Text Available This paper examines why museums, both currently and historically, have excluded material relating to people with intellectual impairments. The national picture is examined briefly before the focus shifts to three UK museums in York, Leeds and Colchester where curatorial attitudes to including and presenting material on learning disability are compared and contrasted. Curatorial anxieties about the subject, a lack of national guidance on how to address learning disability in museum collections and displays and the elusive nature of available sources of material appears to discourage museums addressing the issue. Nevertheless, a few examples show that with organizational and professional commitment and the adoption of facilitative and consultative approaches, museums can present the history of learning disability in exciting and thought provoking ways that challenge pre-conceptions about intellectually impaired people. Given museums’ responsibilities under the Disability Discrimination Act (2005, the significance of the social inclusion agenda and calls for new museological practices, there has never been a better time for museums to reevaluate their approaches to learning impairment.

Access to oral health care services among adults with learning disabilities: a scoping review.

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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.

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

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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…

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

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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.

Learning Disabilities and Emotional Intelligence.

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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.

Evaluating the relation between memory and intelligence in children with learning disabilities.

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Hoerig, Dianne C; David, Andrew S; D'Amato, Rik Carl

2002-12-01

Although both intelligence tests and memory tests are commonly used in neuropsychological examinations, the relationship between memory and intelligence has not been fully explored, particularly for children having learning disabilities. Memory, or the ability to retain information, was evaluated using the Test of Memory and Learning, a recently released test that gives a comprehensive measure of global memory functioning. This, and the Wechsler Intelligence Scale for Children-Third Edition, used to assess intelligence, were given to 80 students with learning disabilities. The correlation between a global measure of memory and a global measure f intelligence was significant (r = .59), indicating that memory should be viewed as an important component when evaluating children with learning disabilities.

Strategies that facilitate participation in family activities of children and adolescents with profound intellectual and multiple disabilities: parents' and personal assistants' experiences.

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Axelsson, Anna Karin; Imms, Christine; Wilder, Jenny

2014-01-01

Participation throughout one's life plays a significant role for development and emotional well-being. For this reason, there is a need to identify ways to facilitate participation in family activities for children and adolescents with profound intellectual and multiple disabilities (PIMD). The study design was qualitative and explorative, based on semi structured interviews with 11 parents and 9 personal assistants of children with PIMD. The interviews revealed participation-facilitating strategies relating to the children's/adolescent's proximal environment, such as "Availability and acceptability of the activity", "Good knowledge about the child" and a "A positive attitude of people close to the child", as well as strategies related to the children/adolescents themselves: "Sense of belonging", "Possible for the child/adolescent to understand", "Opportunities to influence" and "Feeling of being needed". Children and adolescents with PIMD are dependent on support obtained through their environment. The identified strategies, individually adapted through awareness and knowledge by the parents and the personal assistants, provide important evidence to assist our understanding in gaining understanding about how to improve participation in family activities of children and adolescents with PIMD. Participation-facilitating strategies related to the child/adolescent and his or her proximal environments are identified to improve participation in children and adolescents with profound intellectual and multiple disabilities (PIMD). Examples of strategies for the child's/adolescents' proximal environment include "good knowledge about the child/adolescent", and, for the child/adolescent, include creating "sense of belonging" and "opportunities to influence". Identifying and making these strategies explicit may assist in enhancing the participation of children and adolescents with PIMD in family activities. People in the child's/adolescent's proximal environment need to set

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.

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...

Interactivity in work with disabled

DEFF Research Database (Denmark)

Brooks, Tony; Petersson, Eva; Hasselblad, Stefan

2006-01-01

This paper reflects upon a case study where exploration, play and empowerment in interactive therapy sessions with audio and visual stimuli resulted in achievement, self-esteem and a shared pride between a young adult with profound and multiple learning disabilities (PMLD), his mother...... and the special teacher that conducted the sessions. Following the gift to the mother of a video recording that depicted the young adult’s progress as a result of the sessions it was found that upon viewing he was able to recognize himself and associate to his activities. Further, when watching alongside his...

Neuraxial labor analgesia for vaginal delivery and its effects on childhood learning disabilities.

Science.gov (United States)

Flick, Randall P; Lee, Kunmoo; Hofer, Ryan E; Beinborn, Charles W; Hambel, Ellen M; Klein, Melissa K; Gunn, Paul W; Wilder, Robert T; Katusic, Slavica K; Schroeder, Darrell R; Warner, David O; Sprung, Juraj

2011-06-01

In prior work, children born to mothers who received neuraxial anesthesia for cesarean delivery had a lower incidence of subsequent learning disabilities compared with vaginal delivery. The authors speculated that neuraxial anesthesia may reduce stress responses to delivery, which could affect subsequent neurodevelopmental outcomes. To further explore this possibility, we examined the association between the use of neuraxial labor analgesia and development of childhood learning disabilities in a population-based birth cohort of children delivered vaginally. The educational and medical records of all children born to mothers residing in the area of 5 townships of Olmsted County, Minnesota from 1976 to 1982 and remaining in the community at age 5 years were reviewed to identify those with learning disabilities. Cox proportional hazards regression was used to compare the incidence of learning disabilities between children delivered vaginally with and without neuraxial labor analgesia, including analyses adjusted for factors of either potential clinical relevance or that differed between the 2 groups in univariate analysis. Of the study cohort, 4684 mothers delivered children vaginally, with 1495 receiving neuraxial labor analgesia. The presence of childhood learning disabilities in the cohort was not associated with use of labor neuraxial analgesia (adjusted hazard ratio, 1.05; 95%confidence interval, 0.85-1.31; P = 0.63). The use of neuraxial analgesia during labor and vaginal delivery was not independently associated with learning disabilities diagnosed before age 19 years. Future studies are needed to evaluate potential mechanisms of the previous finding indicating that the incidence of learning disabilities is lower in children born to mothers via cesarean delivery under neuraxial anesthesia compared with vaginal delivery.

Comparative Evaluation of Auditory Attention in 7 to 9 Year Old Learning Disabled Students

Directory of Open Access Journals (Sweden)

Fereshteh Amiriani

2011-06-01

Full Text Available Background and Aim: Learning disability is a term referes to a group of disorders manifesting listening, reading, writing, or mathematical problems. These children mostly have attention difficulties in classroom that leads to many learning problems. In this study we aimed to compare the auditory attention of 7 to 9 year old children with learning disability to non- learning disability age matched normal group.Methods: Twenty seven male 7 to 9 year old students with learning disability and 27 age and sex matched normal conrols were selected with unprobable simple sampling. 27 In order to evaluate auditory selective and divided attention, Farsi versions of speech in noise and dichotic digit test were used respectively.Results: Comparison of mean scores of Farsi versions of speech in noise in both ears of 7 and 8 year-old students in two groups indicated no significant difference (p>0.05 Mean scores of 9 year old controls was significant more than those of the cases only in the right ear (p=0.033. However, no significant difference was observed between mean scores of dichotic digit test assessing the right ear of 9 year-old learning disability and non learning disability students (p>0.05. Moreover, mean scores of 7 and 8 year- old students with learning disability was less than those of their normal peers in the left ear (p>0.05.Conclusion: Selective auditory attention is not affected in the optimal signal to noise ratio, while divided attention seems to be affected by maturity delay of auditory system or central auditory system disorders.

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

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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…

Barriers to Learning Online Experienced by Students with a Mental Health Disability

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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…

The Learning Disabled Adolescent: Eriksonian Psychosocial Development, Self-Concept, and Delinquent Behavior.

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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…

Does visual impairment lead to additional disability in adults with intellectual disabilities?

NARCIS (Netherlands)

Sjoukes, L.; Koot, H. M.; Kooijman, A. C.; Evenhuis, H.

This study addresses the question to what extent visual impairment leads to additional disability in adults with intellectual disabilities (ID). In a multi-centre cross-sectional study of 269 adults with mild to profound ID, social and behavioural functioning was assessed with observant-based

Does visual impairment lead to additional disability in adults with intellectual disabilities?

NARCIS (Netherlands)

Evenhuis, H.M.; Sjoukes, L.; Koot, H.M.; Kooijman, A.C.

2009-01-01

Background: This study addresses the question to what extent visual impairment leads to additional disability in adults with intellectual disabilities (ID). Method: In a multi-centre cross-sectional study of 269 adults with mild to profound ID, social and behavioural functioning was assessed with

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

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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…

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

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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…

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

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

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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.

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

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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.

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

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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.

Psychotherapy with people with developmental disabilities

Directory of Open Access Journals (Sweden)

Barbara Zafošnik

2011-08-01

Full Text Available People with developmental disabilities can experience any psychological abnormalitiy and psychiatric illness as do people without developmental disabilities. Due to different diagnostic criteria, assessment procedures and instruments, we lack definite prevalence rates for people with developmental disabilities, also suffering from mental health problems, eventhough most studies place the rate at 20 to 40%. One of the possible treatment alternatives for augmenting psychological well-being is psychotherapy, but is extremely rarely used for people with severe and profound disabilities, where speech cannot be the main therapeutic medium. So, those that are included in the psychotherapuetic process are predominantly clients with mild developmental disabilities, and they are mostly in cognitive-behavioral therapy. Recently, two models of (psychotherapy for persons with severe and profound developmental disabilities were developed: developmental-dynamic relationship therapy and attachment-based behaviour therapy for children. Conceptually, they both originate form developmental psychoanalytic theories.

Teaching Self-Control Procedures to Learning Disabled Youths.

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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,…

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

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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…

Healthcare for Men and Women with Learning Disabilities: Understanding Inequalities in Access

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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…

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…

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.

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

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.

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…

Comparison on testability of visual acuity, stereo acuity and colour vision tests between children with learning disabilities and children without learning disabilities in government primary schools.

Science.gov (United States)

Abu Bakar, Nurul Farhana; Chen, Ai-Hong

2014-02-01

Children with learning disabilities might have difficulties to communicate effectively and give reliable responses as required in various visual function testing procedures. The purpose of this study was to compare the testability of visual acuity using the modified Early Treatment Diabetic Retinopathy Study (ETDRS) and Cambridge Crowding Cards, stereo acuity using Lang Stereo test II and Butterfly stereo tests and colour perception using Colour Vision Test Made Easy (CVTME) and Ishihara's Test for Colour Deficiency (Ishihara Test) between children in mainstream classes and children with learning disabilities in special education classes in government primary schools. A total of 100 primary school children (50 children from mainstream classes and 50 children from special education classes) matched in age were recruited in this cross-sectional comparative study. The testability was determined by the percentage of children who were able to give reliable respond as required by the respective tests. 'Unable to test' was defined as inappropriate response or uncooperative despite best efforts of the screener. The testability of the modified ETDRS, Butterfly stereo test and Ishihara test for respective visual function tests were found lower among children in special education classes ( P learning disabilities. Modifications of vision testing procedures are essential for children with learning disabilities.

Neuropsychology of Learning Disabilities: The Past and the Future.

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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).

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.

Attentional processes in interactions between people with profound intellectual and multiple disabilities and direct support staff.

Science.gov (United States)

Hostyn, Ine; Ine, Hostyn; Neerinckx, Heleen; Heleen, Neerinckx; Maes, Bea; Bea, Maes

2011-01-01

Few studies have examined joint attention in interactions with persons with profound intellectual and multiple disabilities (PIMD), despite its important role in high-quality interaction. The purpose of this study is to describe the attention-directing behaviours of persons with PIMD and their direct support staff and the attention episodes resulting from their interactions, and to understand how these variables relate to each other. Video observations of 17 staff-client dyads were coded using partial interval recording. The results showed considerable variation across individuals and dyads. In general, persons with PIMD directed the attention of staff members infrequently. The staff members frequently directed their clients' attention towards a topic of interest but did not often use the tactile modality. Within the staff-client dyad, there was not much joint attention; however, shared attention episodes occurred frequently. Shared attention and joint attention are strongly correlated. A negative correlation was found between clients not using attention-directing behaviours and staff members using tactile methods to direct the attention, and joint attention episodes. This study presents both directions for future research and practical implications. Copyright © 2010 Elsevier Ltd. All rights reserved.

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…

A palliative care resource for professional carers of people with learning disabilities.

Science.gov (United States)

Reddall, C

2010-07-01

People with learning disabilities who have a life-threatening illness, are as entitled as other members of the population to receive good palliative care in their home of choice. However, professional carers of people with learning disability are generally unaware of the meaning of palliative care, and how they can access palliative care support. More importantly, they may feel they are not capable of caring for a resident with a life-threatening illness in the home environment. This article uses a case study to help illustrate the value of compiling a resource booklet for professional carers of people with learning disabilities. By providing information on palliative care, that is easy to understand and easily accessible, professional carers of these people can have a valuable resource which will enable them to provide general palliative care when needed. (I use the term professional carers to refer to carers who are paid to look after people with learning disabilities either in care homes, or in supported living homes in the general community).

Dentists' attitude to provision of care for people with learning disabilities in Udaipur, India.

Science.gov (United States)

Nagarajappa, Ramesh; Tak, Mridula; Sharda, Archana J; Asawa, Kailash; Jalihal, Sagar; Kakatkar, Gauri

2013-03-01

This study determines and compares the attitudes of dentists to the provision of care for people with learning disabilities according to gender, qualification, previous experience of treating patients with learning disabilities and work experience of dentists. A cross-sectional study was conducted among 247 dentists (166 men and 81 women) using a pretested structured questionnaire. This questionnaire assessed the respondent's attitude towards learning-disabled patients in five categories: beliefs about treating them, their capabilities, discrimination against these patients, their social behaviour and quality of care to be received by these patients. The information on dentist's gender, qualification, work experience and previous experience of treating patients with learning disabilities was also collected through questionnaire. The Student's t-test and anova test were used for statistical analysis. The mean attitude score was found to be 71.13 ± 8.97. A statistically significant difference was found in the mean attitude scores of dentists with work experience (p = 0.000). Study subjects with postgraduate qualification and previous experience of treating patients with learning disabilities had significantly greater mean attitude score than their counterparts (p = 0.000). The overall attitude of dentists towards provision of care for people with learning disabilities was favourable, which increased with higher qualification and past experience. © 2012 The Authors. Scandinavian Journal of Caring Sciences © 2012 Nordic College of Caring Science.

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

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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.

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.

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'…

Career Guidance for Learning-Disabled Youth

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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.…

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.

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…

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…

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…

Sharing Power with Parents: Improving Educational Decision Making for Students with Learning Disabilities

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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…

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…

"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,…

What is profound?

DEFF Research Database (Denmark)

Sobisch, Jan-Ulrich

2013-01-01

Discussing the question, which elements on the path are to be considered profound. While a general view is that the most subtle practises are also the most profound, 'Jig-rten-mgon-po maintains that the most fundamental one's are to be considered the most profound....

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 ...

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.

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)

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…

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

People with Learning Disabilities and "Active Ageing"

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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…

Developmental Dyscalculia Is a Familial Learning Disability.

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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,…

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.

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

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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…

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.

Motor Tics, Tourette Syndrome, and Learning Disabilities.

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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…

Do Multimedia Applications Benefit Learning-Disabled Children?

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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…

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.

Perceived support among Iranian mothers of children with learning disability.

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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.

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…

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.

Thinking Ahead: Improving Support for People with Learning Disabilities and Their Families to Plan for the Future

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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…

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…

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…

Learning Disability and Depression in Young Adulthood

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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…

"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…

Graphic Organizers and Students with Learning Disabilities: A Meta-Analysis

Science.gov (United States)

Dexter, Douglas D.; Hughes, Charles A.

2011-01-01

This meta-analysis reviews experimental and quasi-experimental studies in which upper-elementary, intermediate, and secondary students with learning disabilities learned from graphic organizers. Following an exhaustive search for studies meeting specified design criteria, 55 standardized mean effect sizes were extracted from 16 articles involving…

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…

Does visual impairment lead to additional disability in adults with intellectual disabilities? A cross-sectional study

NARCIS (Netherlands)

Evenhuis, H.M.; Sjoukes, L.; Koot, H.M.; Kooijman, A.C.

2009-01-01

Background: This study addresses the question to what extent visual impairment leads to additional disability in adults with intellectual disabilities (ID). Method: In a multi-centre cross-sectional study of 269 adults with mild to profound ID, social and behavioural functioning was assessed with

Indicators of choking risk in adults with learning disabilities: a questionnaire survey and interview study.

Science.gov (United States)

Thacker, Alice; Abdelnoor, Adam; Anderson, Claire; White, Sarah; Hollins, Sheila

2008-01-01

Feeding and swallowing impairments are key predictors of increased morbidity and mortality in adults with learning disabilities. This postal survey and interview study sought to identify risk factors in adults with learning disabilities who have histories of choking. A total of 2000 questionnaires were sent to carers of all adults with learning disabilities registered as service users by three local health authorities. (A 'service user' may be using any specialist learning disability health or social care facility with day, residential or therapeutic services). Of the 674 service users for whom surveys were returned, 47 were living in hospital, 396 were living in residential or group homes and 208 were living with relatives, or in their own homes. Eighteen subjects who had reported serious or repeated episodes of choking were interviewed in depth in their residences or workplaces. Responses were subjected to frequency analyses. Personal characteristics were analysed. Choking patterns were differentiated by food texture. A total of 34% of questionnaires on 674 service users were returned; 42% of respondents reported one or more choking episodes. There was a significantly greater occurrence of choking among people with more severe learning disability, with Down syndrome, people who had an incomplete dentition or were taking a greater number of psychotropic drugs. Antisocial eating habits learnt in institutional settings presented an additional choking hazard for some individuals. Choking is a serious hazard for many adults with learning disabilities. This study establishes many of the characteristics associated with swallowing problems in this population. Clinicians and carers should benefit from awareness of these predictors, leading to better management of eating behaviours and habits. A choking and swallowing risk assessment should be included in routine health assessments of adults with learning disability, paying especial attention to the condition of a person

Comparison of self-esteem and maternal attitude between children with learning disability and unaffected siblings.

Science.gov (United States)

Lahane, Sandeep; Shah, Henal; Nagarale, Vivek; Kamath, Ravindra

2013-09-01

To compare self-esteem and maternal attitude between children with learning disability and their unaffected siblings. This cross sectional study was conducted at a tertiary care hospital in an urban setting. It comprised of 31 pairs of children with a learning disability, their unaffected siblings and input from their mothers. All children were assessed with Rosenberg self-esteem scale. Mothers were asked to fill Index of parental attitude (IPA) and semi structured proforma with demographic data and questionnaire about her children with a learning disability and his/her unaffected sibling. Self-esteem was found to be lower in children with learning disability. They felt they do not have much to be proud of and have a fewer number of good qualities. They are also inclined to consider themselves as failures. In factors affecting self-esteem, index of parental attitude was found to be unfavorable towards children with learning disability. Mothers felt child was interfering with their activities and was getting on their nerves. In addition, they also felt that they do not understand their child, feel like they do not love their child and wished that child was more like others they know off. More academic failures, academic difficulties and negative school report were also perceived by mother as lowering child's self-esteem. Self-esteem was lower in children with learning disability. In factors affecting self-esteem maternal attitude, academic difficulties, academic failure and negative school reports was found to be unfavorable.

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…

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…

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…

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…

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

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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…

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…

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…

Transvestism in a person with learning disabilities presenting with behavioural problems.

Science.gov (United States)

Thomas, P R; DeAlwis, K

1995-10-01

A case of transvestism is reported in a 47-year-old man with learning disabilities. He had developed encephalitis in childhood, which had resulted in moderate learning disabilities and epilepsy, and had been living in institutions from the age of six. He did not have any chance to express his sexual desire and this frustration manifested as aggressive behaviour. Recently, he moved to a community home and his deviant sexual behaviour became apparent. Management of his problems involves organizing a behavioural programme linking his cross dressing with aggressive behaviour.

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.

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…

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

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

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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…

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

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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…

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.

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…

Efforts to increase social contact in persons with profound intellectual and multiple disabilities: Analysing individual support plans in the Netherlands.

Science.gov (United States)

Kamstra, Aafke; van der Putten, Annette Aj; Vlaskamp, Carla

2017-06-01

Most people with profound intellectual and multiple disabilities (PIMD) have limited social contact and it is unclear what is done to maintain or increase these contacts. Individual support planning (ISP) can be used in the systematic enhancement of social contacts. This study analyses the content of ISPs with respect to the social contacts of people with PIMD. ISPs for 60 persons with PIMD in the Netherlands were inductively coded and illustrated with quotations. It turned out that every ISP contained information about social contacts. Of all the quotations extracted, 71.2% were about current conditions, 6.2% were about the future and less than 1% concerned actual goals. The social contacts of people with PIMD are mentioned in their ISPs, but this is rarely translated into goals. The results of the current study suggest that attention should be paid to ensuring that professionals understand the importance of social contacts and their application in practice.

Communication strategies and intensive interaction therapy meet the theology of the body: bioethics in dialogue with people with profound disabilities.

Science.gov (United States)

Matthews, Pia

2013-01-01

Academic bioethics does not appear to be interested in communication and its ethical concerns unless communication is to do with issues such as capacity, consent, truth telling and confidentiality. In contrast practitioners are interested in actually communicating with their patients and they are often particularly perplexed when it comes to people with profound disabilities where communication appears disrupted. Although some new and not so new communication strategies, and especially intensive interaction, are available, little has been written on either the ethical concerns these may present or the deeper concepts that underpin them. This article explores the practical applications of some of these communication strategies. By engaging these strategies with theology, and specifically Pope John Paul's Theology of the Body, this article identifies and addresses some significant ethical issues that may arise, notably the risk of dualism and of objectifying the human person. Moreover it provides communication strategies with a rationale that goes beyond practicalities to one based on respect for human dignity, justice and solidarity.

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…

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…

Employment Satisfaction of University Graduates with Learning Disabilities

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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…

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.

Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.

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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.

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

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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.…

How to Support Children with Mathematical Learning Disabilities Learning to Play an Instrument?

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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.

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

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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.

Analogical Problem Solving in Children with Verbal and Nonverbal Learning Disabilities

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Schiff, Rachel; Bauminger, Nirit; Toledo, Idit

2009-01-01

Analogical reasoning--perceiving similarities in different situations and the transfer of such information--facilitates learning and understanding. However, children with learning disabilities (LD) typically demonstrate deficits in such information processing strategies. In this study, we investigated the analogical problem-solving differences…

Learning and Skills: Opportunities or Threats for Disabled Learners? FEDA Responds.

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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)…

A Vibrotactile Interface to Motivate Movement for Children with Severe to Profound Disabilities

DEFF Research Database (Denmark)

Manresa-Yee, Cristina; Morrison, Ann; Larsen, Jeppe Veirum

2014-01-01

V-Sense is a vibrotactile interface that encourages children with severe or profound cognitive, sensory and physical impairments to move. The interface makes use of touch, in particular vibrations, as a supportive function to motivate users' actions. Specifically, we propose a vibrotactile...

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

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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…

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

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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…

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

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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…

The use of observation on patients who self-harm: Lessons from a learning disability service

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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.

Comparing Three Patterns of Strengths and Weaknesses Models for the Identification of Specific Learning Disabilities

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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…

Anxiety and Self-Concept of Learning Disabled Children.

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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)

The use of observation on patients who self-harm: Lessons from a learning disability service

Directory of Open Access Journals (Sweden)

Peter T. Sandy

2016-10-01

Aim: To explore nurses' knowledge and understanding of the use of observation on patients who self-harm in a learning disability service in the United Kingdom. Design: and methods: This study adopted a qualitative approach, and utilised interpretative phenomenological analysis as a design and as a tool of analysis. The study was conducted in a secure learning disability service in the United Kingdom. Data were obtained from registered nurses using individual interviews (n = 20 and focus groups (n = 3 x 5 = 15. Data were analysed thematically using the principles of interpretative phenomenological analysis. Results: Three superordinate themes emerged from data analysis: 1 observation: its meaning, 2 observation: does it prevent self-harm? 3 Observation: making it work. 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 inpatient learning disability services.

Specific learning disability in mathematics: a comprehensive review.

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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.

Impact of interactive online units on learning science among students with learning disabilities and English learners

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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.

Flashcards and Guided Visual Vocabulary Practice: Experiences of Students with Learning Disabilities When Introduced to Concrete Spanish Nouns

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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…

Career Development and Learning Pathways of Paralympic Coaches With a Disability.

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Douglas, Scott; Falcão, William R; Bloom, Gordon A

2018-01-01

The purpose of this study was to gain an understanding of the career development and learning pathways of Paralympic head coaches who previously competed as Paralympic athletes. Each coach participated in a semistructured interview. A thematic analysis of the data revealed three higher order themes, which were called becoming a coach, learning to coach, and lifelong learning and teaching. Across these themes, participants discussed interactions with other coaches and athletes with a disability, learning from mentors and coaching clinics, as well as limited formal educational opportunities they experienced transitioning from athlete to head coach. The findings revealed that they acquired most of their knowledge from a combination of knowledge gained as athletes and informal sources, including trial and error. They also stressed the need for enhanced recruiting of parasport coaches and parasport coach education opportunities that would enhance programs for athletes with physical disabilities, from grassroots to Paralympic levels.

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

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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)

Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

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Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

2013-01-01

Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

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

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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…

Comparison of Visual-Spatial Performance Strategy Training in Children with Turner Syndrome and Learning Disabilities.

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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…

School-Related Stress and Depression in Adolescents with and without Learning Disabilities: An Exploratory Study

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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…

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

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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…

Exposure Therapy for Fear of Spiders in an Adult with Learning Disabilities: A Case Report

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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…

Adults with Learning Disabilities Experiences of Using Community Dental Services: Service User and Carer Perspectives

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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…

Written Narratives of Normal and Learning Disabled Children.

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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),…

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

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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)…

In Business: Developing the Self Employment Option for People with Learning Disabilities. Programme Report

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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.…

Loaded Pistols: The Interplay of Social Intervention and Anti-Aesthetic Tradition in Learning Disabled Performance

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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…

The Impact of Irish Policy and Legislation on How Adults with Learning Disabilities Make Choices

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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…

Service user perspectives on palliative care education for health and social care professionals supporting people with learning disabilities.

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McLaughlin, Dorry; Barr, Owen; McIlfatrick, Sonja; McConkey, Roy

2015-12-01

Evidence from European and American studies indicates limited referrals of people with learning (intellectual) disabilities to palliative care services. Although professionals' perceptions of their training needs in this area have been studied, the perceptions of people with learning disabilities and family carers are not known. This study aimed to elicit the views of people with learning disabilities, and their family carers concerning palliative care, to inform healthcare professional education and training. A qualitative, exploratory design was used. A total of 17 people with learning disabilities were recruited to two focus groups which took place within an advocacy network. Additionally, three family carers of someone with a learning disability, requiring palliative care, and two family carers who had been bereaved recently were also interviewed. Combined data identified the perceived learning needs for healthcare professionals. Three subthemes emerged: 'information and preparation', 'provision of care' and 'family-centred care'. This study shows that people with learning disabilities can have conversations about death and dying, and their preferred end-of-life care, but require information that they can understand. They also need to have people around familiar to them and with them. Healthcare professionals require skills and knowledge to effectively provide palliative care for people with learning disabilities and should also work in partnership with their family carers who have expertise from their long-term caring role. These findings have implications for educators and clinicians. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Examining Teaching Based on Errors in Mathematics Amongst Pupils with Learning Disabilities

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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…

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...

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:

The Uses of Hypnotherapy with Learning Disabled Children.

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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…

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

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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…

Learning Disabilities: Current Policy and Directions for Community Involvement among the Arab Community in Israel

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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…

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

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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…

Self-Esteem among Boys with and without Specific Learning Disabilities.

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Bingham, Grace

1980-01-01

The self-esteem of 120 males with and without specific learning disabilities, at each of two levels of development (preadolescent and adolescent) was measured using Coopersmith Self-esteem Inventory. (MP)

Meeting the health needs of older people with learning disabilities.

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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.

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...

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

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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.

COMPARISONS OF SELF-EFFICACY AND HOPE AMONG STUDENTS WITH AND WITHOUT LEARNING DISABILITIES

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Mohammad HOJATI

2013-03-01

Full Text Available Learning disability is a life-long condition that can affect academic functioning, everyday life and social life. In multiple areas, academic and other, students with LD often underachieve, and often with pervasive negative consequences. This study compared self-efficacy and hope in 30 elementary school (sixth grade children with learning disabilities (LD and 30 their peers without LD. An ex post facto design was used. Statistical population comprised of all students in elementary schools (sixth grade in, Harsin, Iran, during the 2012-2013 academic year. Students with learning disabilities were randomly selected. The students with LD had been diagnosed by Colorado Learning Difficulties Questionnaire (CLDQ. The students completed the Wechsler Memory Scale, General Self-Efficacy Scale, and Children’s Hope Scale. Data were analyzed using analysis of variance. The Statistical Package for Social Sciences (SPSS 20 was used for computing descriptive statistics and analysis of variance. Differences were found between the groups on the self-efficacy and hope. The study demon­strated the important role of self-efficacy and hope for students with LD.

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…

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…

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.

Looking Backward to Look Forward: Reflections of Past Presidents of the Council for Learning Disabilities

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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…

Understanding Impulsivity among Children with Specific Learning Disabilities in Inclusion Schools

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Al-Dababneh, Kholoud Adeeb; Al-Zboon, Eman K.

2018-01-01

Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers' perspectives. A 31-item questionnaire that addressed four subscales was…

WISC-R Scatter and Patterns in Three Types of Learning Disabled Children.

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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…

Siblings' Understanding of Learning Disability: A Longitudinal Study

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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…

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

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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…

An Exploration of Community Learning Disability Nurses' Therapeutic Role

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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…

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

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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…

The Effects of Stimulus Presentation Rate on the Short-Term Memory of Learning Disabled Children.

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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…

A Review of Mathematical Learning Disabilities in Children with Fragile X Syndrome

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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…

Nonverbal Learning Disabilities : What kind of communication challenges do parents face when communicating with their children with Nonverbal Learning Disabilities, and what kind of strategies the parents use to overcome the challenges?

OpenAIRE

Ramos, Alexandra Jacinta

2011-01-01

This is a qualitative study that explores and tries to understand what kind of communicational challenges do parents face when communicating with their children with Nonverbal Learning Disabilities, and to comprehend what kind of strategies these parents use to overcome these challenges. The designation of the Nonverbal Learning Disabilities (NLD) was formerly proposed by Johnson and Myklebust. NLD were firstly described by Myklebust as an inability to read and understand nonverbal aspect...

Time use of parents raising children with severe or profound intellectual and multiple disabilities.

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Luijkx, J; van der Putten, A A J; Vlaskamp, C

2017-07-01

Raising children with severe or profound intellectual and multiple disabilities (PIMD) is expected to put extreme pressure on parental time use patterns. The aim of this study was to examine the total time use of mothers and fathers raising children with PIMD and compare it with the time use of parents of typically developing children. Twenty-seven fathers and 30 mothers raising children with PIMD completed a time use diary on a mobile phone or tablet app, as did 66 fathers and 109 mothers of typically developing children. Independent t-tests and Mann-Whitney tests were performed to compare mean time use. There are no differences in the time use of parents of children with PIMD on contracted time (paid work and educational activities) and necessary time (personal care, eating and drinking and sleeping) when compared with parents of typically developing children. There are significant differences between the parents of children with PIMD and the parents of typically developing children in terms of committed time (time for domestic work and the care and supervision of their children) and free time. The mothers of children with PIMD spend significantly less time on domestic work and more time on care and supervision than mothers of typically developing children. This study shows that the parents of children with PIMD have to spend a significant amount of time on care tasks and have on average 1.5 h less free time per day than parents of typically developing children. This is a striking difference, because leisure time can substantially contribute to well-being. Therefore, it is important not only to consider a child with PIMD's support needs but also to identify what parents need to continue their children's daily care and supervision. © 2017 John Wiley & Sons Ltd.

Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life.

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Brabcová, Dana; Zárubová, Jana; Kohout, Jiří; Jošt, Jiří; Kršek, Pavel

2015-01-01

Academic self-concept could significantly affect academic achievement and self-confidence in children with epilepsy. However, limited attention has been devoted to determining factors influencing academic self-concept of children with epilepsy. We aimed to analyze potentially significant variables (gender, frequency of seizures, duration of epilepsy, intellectual disability, learning disability and attention deficit hyperactivity disorder) in relation to academic self-concept in children with epilepsy and to additional domains of their quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the SPAS (Student's Perception of Ability Scale) questionnaire determining their academic self-concept and the modified Czech version of the CHEQOL-25 (Health-Related Quality of Life Measure for Children with Epilepsy) questionnaire evaluating their health-related quality of life. Using regression analysis, we identified learning disability as a key predictor for academic-self concept of children with epilepsy. While children with epilepsy and with no learning disability exhibited results comparable to children without epilepsy, participants with epilepsy and some learning disability scored significantly lower in almost all domains of academic self-concept. We moreover found that children with epilepsy and learning disability have significantly lower quality of life in intrapersonal and interpersonal domains. In contrast to children with epilepsy and with no learning disability, these participants have practically no correlation between their quality of life and academic self-concept. Our findings suggest that considerable attention should be paid to children having both epilepsy and learning disability. It should comprise services of specialized counselors and teaching assistants with an appropriate knowledge of epilepsy and ability to empathize with these children as well as educational interventions focused on their teachers

THE ROLE OF SUPPORT GROUPS IN THE COOPERATION BETWEEN PARENTS OF PEOPLE WITH INTELLECTUAL DISABILITIES AND PROFESSIONAL STAFF

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Metka NOVAK

2014-09-01

Full Text Available Introduction: One of the ways of building and developing a better cooperative relationship between parents of people with severe and profound intellectual disabilities and professional staff is the inclusion of parents in support groups for parents and staff in support groups for staff. Goal: To examine the correlation of the level of cooperative relationship between the parents of people with severe and profound intellectual disabilities and professional staff with the inclusion of parents in support groups for parents and staff in support groups for staff. Methodology: Respondents: parents (296 of people with severe and profound learning disabilities and staff (298 in five centres across Slovenia; Methods: descriptive statistics, test of homogeneity, the rankit method, one-way analysis of variance; Procedures: survey questionnaires for parents and staff. The data was processed using SPSS software for personal computers. Results: The difference between the variances of the groups (parent found is statistically significant (F = 6.16; p = 0.01. Staff included in support groups have a significantly lower level of cooperative relationship with parents (f=10; M = - 0.12 than staff not included in these groups (f = 191; M = 0.04. Conclusion:In contrast to theoretical findings the results indicated less successful cooperation for professional staff included in support groups. The results furthermore did not confirm any differences in the cooperative relationship of parents included in support groups and those who are not. We suggest an in-depth analysis of the workings of support groups.

Evaluation and Effectiveness of Pain Recognition and Management Training for Staff Working in Learning Disability Services

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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…

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

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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…

Interaction of Neurological and Emotional Factors in Learning Disability.

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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…

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

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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.

Nonverbal learning disabilities and developmental dyscalculia: Differential diagnosis of two Brazilian children

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Magda Solange Vanzo Pestun

Full Text Available Nonverbal learning disabilities (NVLD, a clinical condition still little reported in Brazil, are characterized by damages in the visual spatial domains, visual motor integration, fine motor skills, math skills and social and emotional difficulties. Developmental Dyscalculia (DD is a neurodevelopmental disorder that affects basic arithmetic skills acquisition, including storage and recovery of arithmetic facts, calculation fluency and precision and number sense domain. Although both are persistent Math learning disorder/disability, they cause different damages. The objective of this case report is to describe, compare and analyze the neuropsychological profile of two Brazilian children with similar complaints but distinct diagnosis.

Identifying Learning Patterns of Children at Risk for Specific Reading Disability

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Barbot, Baptiste; Krivulskaya, Suzanna; Hein, Sascha; Reich, Jodi; Thuma, Philip E.; Grigorenko, Elena L.

2016-01-01

Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural…

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

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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…

Effects of Dog-Assisted Therapy on Communication and Basic Social Skills of Adults With Intellectual Disabilities: A Pilot Study.

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Scorzato, Ivano; Zaninotto, Leonardo; Romano, Michela; Menardi, Chiara; Cavedon, Lino; Pegoraro, Alessandra; Socche, Laura; Zanetti, Piera; Coppiello, Deborah

2017-06-01

Thirty-nine adults with severe to profound intellectual disability (ID) were randomly assigned to either an experimental group (n = 21) or a control group (n = 18). Assessment was blinded and included selected items from the International Classification of Functioning, Disability and Health (ICF), the Behavioral Assessment Battery (BAB), and the Learning Accomplishment Profile (LAP). The experimental group, who attended a dog-assisted treatment intervention over a 20-week period, showed significant improvements in several cognitive domains, including attention to movement (BAB-AM), visuomotor coordination (BAB-VM), exploratory play (BAB-EP), and motor imitation (BAB-CO-MI), as well as in some social skills, as measured by LAP items. Effects were specific to the intervention and independent of age or basic level of disability.

Understanding the Social Exclusion and Stalled Welfare of Citizens with Learning Disabilities

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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…

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

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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.

The Actuarial Turn in the Science of Learning Disabilities

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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…

Training School Psychologists to Identify Specific Learning Disabilities: A Content Analysis of Syllabi

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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…

The Role of Counseling Services in Understanding the Characteristics and Etiology of Learning Disabilities among Primary School Pupils in Nigeria

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Guyit Ruth

2016-05-01

Full Text Available This paper focused on the pivotal role of counseling services for parents, teachers and children with learning disabilities in primary schools with reference to Nigeria. This is with the view to educate the teachers to become more informed about what learning disabilities are and to create awareness and instill hope in the bewildered parents/guardians of children with learning disabilities to appreciate and serve as advocates for their wards. Consequently, a brief historical perspective of learning disabilities in terms of its origin, the need, characteristics and causes has been presented. It is discovered that learning disabilities is a condition with many manifestations and may be compounded by environmental factors such as the home and school. Contrary to people’s conception of the condition, individuals with learning disabilities are of above average intelligence and can be gifted and talented. The paper went further to examine specific areas of counseling services that are needed by pupils, parents and teachers of children with learning disabilities. These include but not limited to personal, social, and academic spheres. Possible challenges of providing effective guidance and counseling services in primary schools are highlighted. Among them are inadequate trained and certified counselors, poor facilities and non patronage by pupils and teachers in addition to parental ignorance. The paper then concluded with suggestions as a way forward.

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

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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…

Valuing the Place of Young People with Learning Disabilities in the Arts

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Goddard, Jennifer

2015-01-01

Methodologies of embodied learning, radical pedagogies and applied drama offer a lens through which to investigate the empowerment of young people with learning disabilities in Northern Ireland, thus counteracting more traditional, disempowering methods. According to Helen Nicholson, the "participatory, dialogic and dialectic qualities as…

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

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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.

Auditory Evoked Potential: a proposal for further evaluation in children with learning disabilities

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Ana Claudia Figueiredo Frizzo

2015-06-01

Full Text Available The information presented in this paper demonstrates the author's experience in previews cross-sectional studies conducted in Brazil, in comparison with the current literature. Over the last ten years, AEP has been used in children with learning disabilities. This method is critical to analyze the quality of the processing in time and indicates the specific neural demands and circuits of the sensorial and cognitive process in this clinical population. Some studies with children with dyslexia and learning disabilities were shown here to illustrate the use of AEP in this population.

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.

Self-Disclosure Decisions of University Students with Learning Disabilities

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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…

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.

Otitis Media and Learning Disabilities: More Than a Relationship?

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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…

Verbal Analogical Reasoning in Children with Language-Learning Disabilities.

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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…

Teachers' Educational Beliefs about Students with Learning Disabilities

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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…

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

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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…

A fast track path improves access to palliative care for people with learning disabilities.

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Whitington, Jane; Ma, Peng

People with learning disabilities often experience inequalities in accessing general health services. This group, their families and carers need access to effective palliative care when facing a life limiting illness. This article describes the development and implementation of a fast track referral pathway for people with learning disabilities at St Francis Hospice in Essex. Our aim is to share this pathway so others can replicate the collaborative working to improve access to palliative care services for this group.

Autoconceito e dificuldades de aprendizagem na escrita Self-concept and learning disabilities of writing

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Fermino Fernandes Sisto

2003-01-01

Full Text Available O autoconceito vem sendo considerado na literatura como um constructo multidimensional e um dos aspectos afetivo-emocionais relacionados às dificuldades de aprendizagem. Considerando a importância desse constructo, o objetivo deste estudo foi verificar se haveria diferenças significativas entre níveis de dificuldade de aprendizagem na escrita e o autoconceito geral, escolar, social, familiar e pessoal de crianças do ensino fundamental. Utilizou-se uma escala para avaliar a dificuldade de aprendizagem na escrita e outra para avaliação do autoconceito. A amostra foi composta por 277 estudantes, de ambos os sexos, com idade entre 9 e 10 anos, da 3ª série do ensino fundamental. Os resultados evidenciaram que a dificuldade de aprendizagem na escrita está significativamente relacionada com o autoconceito geral e com o escolar, verificando-se que conforme aumenta o nível de dificuldade de aprendizagem na escrita diminui o autoconceito.The self-concept as the individual's perception of himself has been considered in the literature as a multidimensional construct and as one of the most influential emotional aspect in learning disabilities. So, the aim of this study was to verify if there were significant differences between the levels of learning disabilities related to writing and general, school, social, family and personal self-concepts. Two scales were used, the first assessing the level of learning disabilities of writing and the other assessing self-concept. The sample was composed by 277 9-10 years old students, of both genders, from the third grade of elementary school. The results showed that the learning disabilities of writing are significantly related with general self-concept and with school self-concept, suggesting that the increase of learning disabilities levels means decrease of general and school self-concepts.

Attitudes of Staff Nurse Preceptors Related to the Education of Nurses with Learning Disabilities in Clinical Settings

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L'Ecuyer, Kristine Marie

2014-01-01

This dissertation presents a quantitative study of the attitudes of staff nurse preceptors toward nursing students with learning disabilities. There are an increased number of nursing students with learning disabilities. These students may have additional challenges in clinical settings, particularly if clinical settings do not understand or…

Mathematics and metacognition in adolescents and adults with learning disabilities

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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.