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Sample records for providing learning disability

  1. Learning Disabilities

    Science.gov (United States)

    ... Situations Talking to Your Parents - or Other Adults Learning Disabilities KidsHealth > For Teens > Learning Disabilities Print A ... study engineering as he'd hoped? What Are Learning Disabilities? For someone diagnosed with a learning disability, ...

  2. Learning disabilities.

    Science.gov (United States)

    Lyon, G R

    1996-01-01

    phonological awareness, and greater identification of girls with learning disabilities. Unsound reasons for the increase include broad and vague definitions of learning disability, financial incentives to identify students for special education, and inadequate preparation of teachers by colleges of education, leading to overreferral of students with any type of special need. There is no clear demarcation between students with normal reading abilities and those with mild reading disability. The majority of children with reading disabilities have relatively mild reading disabilities, with a smaller number having extreme reading disabilities. The longer children with disability in basic reading skills, at any level of severity, go without identification and intervention, the more difficult the task of remediation and the lower the rate of success. Children with extreme deficits in basic reading skills are much more difficult to remediate than children with mild or moderate deficits. It is unclear whether children in the most severe range can achieve age- and grade-approximate reading skills, even with normal intelligence and with intense, informed intervention provided over a protracted period of time. Children with severe learning disabilities are likely to manifest an increased number of and increased severity of social and behavioral deficits. When children with disabilities in reading also manifest attention deficit disorder, their reading deficits are typically exacerbated, more severe, and more resistant to intervention. While severe reading disorders are clearly a major concern, even mild deficits in reading skills are likely to portend significant difficulties in academic learning. These deficits, too, are worthy of early identification and intervention. Even children with relatively subtle linguistic and reading deficits require the expertise of a teacher who is well trained and informed about the relationships between language development and reading development.

  3. Providing Strategies for Learning Disabled College Students: Continuous Assessment in Reading, Writing, and Reasoning.

    Science.gov (United States)

    Stracher, Dorothy A.

    1993-01-01

    Describes a program for potentially gifted learning-disabled (LD) college students that is designed to provide strategies for LD students to become autonomous learners and to supply graduate education students in-depth training in tutoring LD students. Provides case studies highlighting the individualized approach required to meet students' needs.…

  4. Learning Disabilities

    Science.gov (United States)

    Sittiprapaporn, Wichian, Ed.

    2012-01-01

    Learning disability is a classification that includes several disorders in which a person has difficulty learning in a typical manner. Depending on the type and severity of the disability, interventions may be used to help the individual learn strategies that will foster future success. Some interventions can be quite simplistic, while others are…

  5. Learning Disabilities.

    Science.gov (United States)

    McCarthy, James J.; McCarthy, Joan F.

    An attempt to collate basic knowledge concerning learning disabilities, the text discusses the background and definition of learning disabilities, and its identification, etiology, and epidemiology. Guidelines for diagnostic evaluation are presented as are approaches from perceptual motor, developmental, visual, neurophysiological, linguistic, and…

  6. 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 ...

  7. The Influence of Attitudes toward Students with Disabilities and Counselor Self-Efficacy on School Counselors' Perceptions of Preparedness to Provide Services to Students with Learning Disabilities

    Science.gov (United States)

    Torrence, Jamie N.

    2012-01-01

    The purpose of this quantitative survey study was to determine the influence of attitudes toward students with disabilities and counselor self-efficacy on school counselors' perceptions of preparedness to provide services to students with learning disabilities using the Theory of Planned Behavior (TPB; Ajzen, 1985). One hundred and sixteen…

  8. The Experiences and Perceptions of Five Elementary School Counselors: Providing Family Counseling to Families of Children with Learning Disabilities

    OpenAIRE

    Granato, Laura A,

    1999-01-01

    Family systems counseling is a powerful and beneficial counseling technique that has been effective in treating families of children with learning disabilities. Family counseling has been effective in many settings, but has not been explored as a school counselor intervention. This research is a qualitative study exploring school counselorsâ experiences and perceptions while providing family counseling to families of children with learning disabilities. This counseling included a minimum...

  9. Learning Disabilities and ADHD

    Science.gov (United States)

    ... disabilities Learning disabilities and ADHD Learning disabilities and ADHD Learning disabilities affect how you understand, remember, and ... learning skills, including memory tips from LD Online. Attention deficit hyperactivity disorder (ADHD) top ADHD is a medical condition that ...

  10. The Gifted Learning Disabled Student.

    Science.gov (United States)

    1994

    This collection of articles on gifted learning disabled students begins with an explanation of the philosophy of the Center for Talented Youth at Johns Hopkins University (Maryland), a list of characteristics of gifted disabled students, and three definitions of learning disabilities. The following papers are then provided: "Gifted but…

  11. 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 quality of life. Learn More If you are a parent or teacher of a child with a learning disability – or have learning disabilities yourself – you are not ...

  12. Science and Learning Disabilities.

    Science.gov (United States)

    Stanovich, Keith E.

    1988-01-01

    Reactions to H. Lee Swanson's paper "Toward a Metatheory of Learning Disabilities" are outlined, and his arguments are applied to reading disabilities, focusing on the importance of the scientific attitude, the misuse of ecological validity, interpretation of Thomas Kuhn's work, modularity and reading disability, and scientific progress…

  13. Conceptualizing RTI in 21st-Century Secondary Science Classrooms: Video Games' Potential to Provide Tiered Support and Progress Monitoring for Students with Learning Disabilities

    Science.gov (United States)

    Marino, Matthew T.; Beecher, Constance C.

    2010-01-01

    Secondary schools across the United States are adopting response to intervention (RTI) as a means to identify students with learning disabilities (LD) and provide tiered instructional interventions that benefit all students. The majority of current RTI research focuses on students with reading difficulties in elementary school classrooms.…

  14. Learning Disabilities. NICHCY Disability Fact Sheet #7

    Science.gov (United States)

    National Dissemination Center for Children with Disabilities, 2007

    2007-01-01

    "Learning disability" is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. Following a brief story about a child with a learning…

  15. The Complete Learning Disabilities Directory. 2011 Edition

    Science.gov (United States)

    Grey House Publishing, 2010

    2010-01-01

    Published for over a decade, this directory continues to be a successful, sought-after resource, providing valuable information to professionals, families, and individuals in the learning disabilities community. Supported by the National Center for Learning Disabilities, this 2011 edition brings together the most up-to-date information on LD…

  16. Nonverbal learning disability.

    Science.gov (United States)

    Volden, Joanne

    2013-01-01

    Nonverbal learning disability (NLD) is described as a subtype of specific learning disability where the source of the disability is a difficulty in processing nonverbal information. The child with NLD presents with problems in visual, spatial, and tactile perception but with strengths in rote verbal skills. Traditionally, these children were recognized by their difficulties in arithmetic which presented a stark contrast with their strengths in spelling and decoding text. They also exhibited a split between their verbal IQ (VIQ) and performance IQ (PIQ) scores with the VIQ being significantly higher than PIQ. Over time, however, diagnostic criteria have evolved and the broadened definition of the NLD syndrome has led many to question the utility and uniqueness of the NLD diagnosis. In addition, shifting diagnostic standards have made research results difficult to replicate. In short, the research to date leaves many unanswered questions about (1) the definition of the NLD syndrome, (2) the pervasiveness of the academic, social and psychopathological difficulties, (3) the source of the NLD syndrome, and (4) the degree to which it overlaps with other conditions. This chapter outlines a brief history of the NLD syndrome, how it is currently conceptualized, and some of the current debate about the unanswered questions above. Copyright © 2013 Elsevier B.V. All rights reserved.

  17. What Are the Symptoms of Learning Disabilities?

    Science.gov (United States)

    ... Pinterest Email Print What are the indicators of learning disabilities? Many children have difficulty with reading, writing, or ... point, but this does not mean they have learning disabilities. A child with a learning disability often has ...

  18. Learning Disabled and Gifted: Success or Failure?

    Science.gov (United States)

    Wolf, Joan; Gygi, Janice

    1981-01-01

    Many gifted learning disabled (LD) students are identified by their handicapping condition rather than by their giftedness. Some suggestions for dealing with these students include providing opportunities for concentration on strengths as well as weaknesses and finding ways to circumvent the specific disability so that enrichment can take place.…

  19. Treating obesity in people with learning disabilities.

    Science.gov (United States)

    Perry, M

    Obesity in people with learning disabilities should not be dismissed as untreatable. Such people have the same right to a healthy weight as the rest of the population. Equally, they should have the right to remain overweight if they so choose, provided their choice is an informed one. This paper reviews the reasons people with learning disabilities may become obese, addresses how this problem may be tackled and highlights some of the ethical issues involved in weight reduction for this client group.

  20. 20 CFR 220.45 - Providing evidence of disability.

    Science.gov (United States)

    2010-04-01

    ... 20 Employees' Benefits 1 2010-04-01 2010-04-01 false Providing evidence of disability. 220.45... DETERMINING DISABILITY Evidence of Disability § 220.45 Providing evidence of disability. (a) General. The claimant for a disability annuity is responsible for providing evidence of the claimed disability and the...

  1. Learning Disabilities and Emotional Intelligence.

    Science.gov (United States)

    Zysberg, Leehu; Kasler, Jon

    2017-07-04

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

  2. 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.

  3. 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.

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

    Science.gov (United States)

    Canino, Frank J.

    1981-01-01

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

  5. Mathematics Synchronous Peer Tutoring System for Students with Learning Disabilities

    National Research Council Canada - National Science Library

    Mengping Tsuei

    2014-01-01

    ... with learning disabilities (LD). The system provided a learning activity management module for teachers to administer peer tutoring activities, and included various math representation objects, communication tools, and reward schema...

  6. Toward a Metatheory of Learning Disabilities.

    Science.gov (United States)

    Swanson, H. Lee

    1988-01-01

    This paper provides a rationale for basic research and metatheory development in the field of learning disabilities, outlines the steps and cognitive parameters involved in validating such a metatheory, and discusses integrating the findings of basic research with instructional manipulations and reasons for the poor integration of theory and…

  7. Personnel Preparation for the Learning Disabled Adolescent.

    Science.gov (United States)

    Houck, Cherry; Geller, Carol H.

    1983-01-01

    The Statewide (Virginia) Personnel Preparation Project, designed to provide training and ongoing support for teachers of learning disabled adolescents, consists of four major components: a summer institute, a full-year follow-through directed study program, a four-activity technical assistance program, and a preservice component. (CL)

  8. The Social Construction of Learning Disabilities

    Science.gov (United States)

    Dudley-Marling, Curt

    2004-01-01

    Underpinning the technical gaze that dominates learning disabilities theory and practice is the assumption that learning disabilities are a pathology that resides in the heads of individual students, with the corollary that remedial efforts also focus on what goes on in the heads of students classified as learning disabled. This article begins…

  9. 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)

  10. The Gifted/Learning Disabled Student.

    Science.gov (United States)

    Gunderson, Cheryl Walker; And Others

    1987-01-01

    This article discusses the identification of learning-disabled and gifted students as well as the characteristics of the gifted learning-disabled. The reasons for failure to identify gifted learning-disabled students are examined, and procedures to help ensure identification of this group are outlined. (Author/JDD)

  11. 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…

  12. Teaching Children with Learning Disabilities.

    Science.gov (United States)

    Epstein, Michael H.; Cullinan, Douglas

    1982-01-01

    Contrasts the "ability training" and "task-analytic" approaches in teaching learning disabled children. Describes the use of the task-analytic behavioral model in Project EXCEL, a Child Service Demonstration Center. Summarizes guiding principles of this approach, and indicates that participating students have shown dramatic…

  13. The Gifted/Learning Disabled.

    Science.gov (United States)

    Jacobson, Vivienne

    Identification and programing are central topics in the discussion of gifted learning disabled (LD) students. Characteristics of gifted LD students are described, including talent in the creative arts. Reasons for overlooking this population are noted, including their ability to compensate for their problems. The degree of giftedness and of…

  14. Systems for Providing Aids for Disabled People.

    Science.gov (United States)

    World Health Organization, Copenhagen (Denmark). Regional Office for Europe.

    The report summarizes a meeting of the World Health Organization's Working Group on Systems for Provision of Aids for Disabled Persons. The meeting was convened to discuss technical aids and ergonomic measures to bring greater independence to disabled people and the need to systematize services for the disabled in their own environments. Following…

  15. What Are Learning Disabilities?

    Science.gov (United States)

    ... the lines. 9 Apraxia of speech. Sometimes called verbal apraxia, this disorder involves problems with speaking. People with ... http://www.nidcd.nih.gov/health/voice/Pages/apraxia.aspx [top] Learning ... (n.d.). Non-verbal learning disorders . Retrieved June 15, 2012, from http:// ...

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

    Science.gov (United States)

    Curtis, Mary G.

    2016-01-01

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

  17. Basic Research and Basic Needs in Research on Learning Disabilities.

    Science.gov (United States)

    Cullinan, Douglas

    1988-01-01

    In rebuttal to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this article emphasizes that a bias toward applied research in learning disabilities is appropriate, that explanatory theories may not provide control over the phenomena explained, and that the field's orientation toward social consensus rather than…

  18. Gifted and Learning Disabled Students: Practical Considerations for Teachers.

    Science.gov (United States)

    Landrum, Timothy J.

    1989-01-01

    The article provides practical suggestions for teachers working with gifted learning-disabled students. It includes a discussion of whether students can be both gifted and learning disabled, and reviews service options, methods of identification, and programing for this population. (DB)

  19. Comprehension of Humor in Children with Nonverbal Learning Disabilities, Reading Disabilities, and without Learning Disabilities

    Science.gov (United States)

    Semrud-Clikeman, Margaret; Glass, Kimberly

    2008-01-01

    The normal development of humor in children has been well documented with a predictable course that is tied to social, cognitive, and linguistic development in children. This study explored humor comprehension in children with nonverbal learning disabilities (NVLD). Children with NVLD were compared with children with reading disabilities and a…

  20. Immersing Students in the Culture of Disability through Service Learning

    Science.gov (United States)

    Santos, Rosa Milagros; Ruppar, Andrea L.; Jeans, Laurie M.

    2012-01-01

    This article provides a description of service learning implemented in an introductory special education course focused on the culture of disability. Collaborating with liaisons from five community service organizations, students provided services to individuals with disabilities in a variety of projects across two semesters. Communication and…

  1. Learning disabilities: the need for neuropsychological evaluation.

    Science.gov (United States)

    Silver, Cheryl H; Ruff, Ronald M; Iverson, Grant L; Barth, Jeffrey T; Broshek, Donna K; Bush, Shane S; Koffler, Sandra P; Reynolds, Cecil R

    2008-03-01

    A learning disability (LD) is a neurobiological disorder that presents as a serious difficulty with reading, arithmetic, and/or written expression that is unexpected, given the individual's intellectual ability. A learning disability is not an emotional disorder nor is it caused by an emotional disorder. If inadequately or improperly evaluated, a learning disability has the potential to impact an individual's functioning adversely and produce functional impairment in multiple life domains. When a learning disability is suspected, an evaluation of neuropsychological abilities is necessary to determine the source of the difficulty as well as the areas of neurocognitive strength that can serve as a foundation for compensatory strategies and treatment options.

  2. New leadership model for learning disability nursing.

    Science.gov (United States)

    2016-07-06

    Could learning disability nurses hold the key to a new direction of care and leadership? Jim Blair, writing in Learning Disability Practice, says there must be a response to the inquiry into premature deaths of people with learning disabilities. One way for a new form of leadership could be band 8 nurses practising at consultant level. With their experiences of caring for people with learning disabilities, nurse consultants can shape service delivery and pathways to enhance quality of care, reduce poor practices and avoidable deaths.

  3. The learning-disabled medical student.

    Science.gov (United States)

    Accardo, P; Haake, C; Whitman, B

    1989-10-01

    Developmental pediatricians are being consulted by medical school promotion committees with regard to the course of action to be taken with learning-disabled medical students experiencing academic difficulties. Faculty attitude, a difficulty understanding the nature of learning disabilities, appears to be a major contributor to poor medical school performance on the part of learning-disabled adults. Utilizing the sequential-simultaneous information processing model as a simplified introduction to learning disability patterns, the authors argue that recommending intensive remediation of rote spelling and writing skills in students engaged in graduate education represents both a waste of time and a further emotional trauma to these young professionals.

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

    Science.gov (United States)

    Laughton, Joan

    1989-01-01

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

  5. Sensory Integration in the Learning Disabled

    Science.gov (United States)

    Baker, Georgia P.; Raskin, Larry M.

    1973-01-01

    Letter learning and recognition by 72 young (kindergarten or grades 1 or 2) learning disabled children were studied using visual, tactual, and visual plus tactual training and testing with 5- and 15-second exploration times. (Author)

  6. Toward a Megatheory of Learning Disabilities.

    Science.gov (United States)

    Bauer, Richard H.

    1988-01-01

    This response to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," argues that the field's development from social consensus has positive consequences and that the field is a "prenormal' science. A megatheory is suggested, incorporating metatheoretical aspects of the learning-disabled's information processing…

  7. Lessons from a learning disability service

    African Journals Online (AJOL)

    The literature on this subject is also biased towards mental health settings with learning disability services much neglected. 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 ...

  8. The Gifted Learning Disabled: Identification and Instruction.

    Science.gov (United States)

    Fedoruk, Genevieve; Yewchuk, Carolyn

    1986-01-01

    Examines how programs and educational alternatives for the gifted can be modified for learning disabled students. Reviews difficulties in identifying gifted learning disabled through teacher nomination, group achievement scores, group intelligence tests, and previously demonstrated accomplishments and placement in mainstreaming, resource room,…

  9. Learning Disability Problems Prevalent Among Elementary School ...

    African Journals Online (AJOL)

    ... identified various learning disability problems among their children/pupils. The learning disability problem that was identified by the largest proportion of parents and teachers (81.14%) was Mathematics problems and the one identified by the smallest proportion of parents and teachers (49.04%) was Hearing problems.

  10. Myths about Foreign Language Learning and Learning Disabilities

    Science.gov (United States)

    Sparks, Richard L.

    2016-01-01

    Conventional wisdom in education has suggested that students who are classified as learning disabled (LD) will exhibit inordinate difficulties learning a foreign language (FL). Even when not explicitly stated, the notion that those classified as LD have a disability for FL learning is implied. However, while beliefs about this purported disability…

  11. 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.

  12. [Early attention to learning disabilities].

    Science.gov (United States)

    Millá, M G

    2006-02-13

    In the early stages of their development, children acquire the skills and knowledge that provide them with the foundations on which they will later add what they learn at school, including skills such as reading, writing and mathematics. The presence of learning difficulties at the infantile stage can affect the development of these academic skills during the period of compulsory schooling. Some children show learning difficulties in their earliest years. Early learning difficulties refer specifically to those problems that occur in the time between birth and the age of six and which reduce the chances of accomplishing the skills and knowledge that are typically acquired during the stage of infancy. There is a correlation between these problems and difficulties linked to cognition, to attention, perception and memory processes, to language skills involving both comprehension and expression, and to visuospatial processing. Their aetiology involves neuropsychological, social and cultural factors, as well as others that derive from the actual learning processes themselves. Following an interdisciplinary model using development scales, psychometric tests and neurodevelopmental monitoring will allow an early diagnosis to be reached. The intervention will be carried out in the medical, social, educational and family areas, and will focus on the aspects that favour maturing, development and the learning of curricular material. The new socio-educational scenario makes it necessary to attend to early learning difficulties in infants' education. Prevention and early attention offer guidelines and strategies to deal with them in a satisfactory manner.

  13. 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…

  14. Preparing the Learning Disabled Adolescent for Adulthood.

    Science.gov (United States)

    Smith, Sally L.

    1988-01-01

    Maintains that caring adults can intervene in many ways to help learning-disabled adolescents acquire the planning, organizational, language, and socialization skills they need to make the transition into adulthood. (BB)

  15. Learning-Disabled Children as Conversational Partners.

    Science.gov (United States)

    Donahue, Mavis

    1983-01-01

    Research is reviewed on conversational competence in learning disabled (LD) children. LD children are viewed as eager to fulfill conversational responsibilities while compensating for linguistic inadequacies. Findings emphasize the importance of teaching conversational skills. (CL)

  16. Working Together: Computers and People with Learning Disabilities.

    Science.gov (United States)

    Washington Univ., Seattle.

    This brief paper considers ways in which people with learning disabilities can benefit from both mainstream and specialized computer hardware and software. First, definitions are provided of terminology, including terms such as dysgraphia, dyscalculia, dyspraxia, non-verbal learning disorder, and dyslexia. Discussion of the role of assistive…

  17. 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...

  18. A Two Hundred Year History of Learning Disabilities

    Science.gov (United States)

    Carlson, Shirley

    2005-01-01

    The purpose of this paper was to track the history of learning disabilities and collect intervention theories which might be helpful for adult college students suffering from any number of learning disabilities (LD). There is a vast difference between a learning difficulty and a learning disability; an individual with learning difficulty can learn…

  19. Learning Disability: Not Just a Problem Children Outgrow.

    Science.gov (United States)

    President's Committee on Employment of the Handicapped, Washington, DC.

    Three papers concerning learning disabled adults and a list of resources available for disabled people are presented. The first paper, "Colin's Own Story," was written by a 16 year old learning disabled individual, and recounts his struggles and what it is like to be learning disabled. Two poems by the author further describe his emotions and…

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

    DEFF Research Database (Denmark)

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

    2015-01-01

    Background: Healthcare providers caring for learning-disabled individuals in institutions face challenges of what is right or wrong in their daily work. Serving this group, it is of utmost importance for the healthcare staff to raise awareness and to understand how ethical values are at stake....... Research question: What ethical challenges are discussed among healthcare providers working with adults with learning disabilities? Research design: The study had a qualitative and investigative design. Participants and research context: The study was conducted in a community institution for adults...... with learning disabilities. Participants were healthcare providers joining regular focused group discussions. Two groups participated and each group consisted of six participants. The conversations were taped and transcribed. Ethical considerations: The study was reported to Norwegian Social Science Data...

  1. Learning and Coping Strategies of Learning Disabled ABE Students.

    Science.gov (United States)

    Ross, Jovita M.

    1988-01-01

    Interviews with 15 students identified learning and coping strategies for learning-disabled adult basic education students. A variety of learning strategies for dealing with reading, spelling, and life-skill tasks were uncovered. Learners were found to be contributing members of their social networks. (Author/JOW)

  2. Cooperative Learning and Peer Acceptance of Students with Learning Disabilities.

    Science.gov (United States)

    Putnam, Joanne; And Others

    1996-01-01

    Explores the effects of 417 regular education students' acceptance of 41 learning disabled classmates. Participants were upper elementary students enrolled in either cooperative or competitive learning classes. After eight months positive changes in peer ratings among the students occurred more frequently in the cooperative learning classes. (MJP)

  3. Preparing Students with Learning Disabilities To Participate in Inclusive Classrooms.

    Science.gov (United States)

    Monda-Amaya, Lisa E.; Dieker, Lisa; Reed, Fran

    1998-01-01

    A study investigated the effectiveness of a program that provided systematic training and support to ensure the successful inclusion of 5 seventh-grade students with learning disabilities into a general-education setting co-taught by general and special educators. A self-monitoring system was implemented to provide support to students. (Author/CR)

  4. Meeting the Needs of Learning Disabled Gifted Students.

    Science.gov (United States)

    Baum, Susan

    1984-01-01

    Intended to provide information about learning disabled gifted students, the article discusses a rationale for providing enrichment activities within the framework of a program for the gifted. Identification strategies are discussed and program ideas using the enrichment triad model are offered. (Author/CL)

  5. 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…

  6. You Don't Outgrow It: Living with Learning Disabilities.

    Science.gov (United States)

    Hayes, Marnell L.

    Written for adults with learning disabilities, this book is based on the premise that learning disabilities are not outgrown and thus adults need to learn practical strategies and coping mechanisms. Some of the topics addressed in the book are: what a learning disability (LD) is, terminology, inheritance of LD, kinds of LD, discovering the…

  7. 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.

  8. Personal Involvement with Learning Disability Children: Activities Groups Can Do for Personal Involvement with Learning Disability Children thru Movement Education.

    Science.gov (United States)

    Smith, Elizabeth I.

    Described are perceptual motor activities in the areas of coordination, agility, strength, balance, and endurance for use with learning disabled children. Provided are a rationale for movement education and definitions of 10 terms such as laterality and endurance. A sequence of activities is provided for the following skills: ball bouncing, rope…

  9. 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...

  10. 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...

  11. 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...

  12. Immediate Impressions of Nonverbal Ingratiation Attempts by Learning Disabled Boys.

    Science.gov (United States)

    Bryan, James H.; Sherman, Richard

    1980-01-01

    Learning disabled and nondisabled children (in grades 3 through 5) were videotaped while being administered a standardized interview by a young adult female. In general, it was found that observers judged learning disabled children more harshly than nondisabled youngsters. (Author)

  13. 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…

  14. 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.

  15. A Bypass Program of Supportive Instruction for Secondary Students with Learning Disabilities.

    Science.gov (United States)

    Mosby, Robert J.

    1979-01-01

    The developmental bypass teaching technique (which provides students an opportunity to bypass their learning deficits) was studied with regard to social studies achievement and classroom behaviors in 50 learning disabled junior high school students. (Author/PHR)

  16. Math Peer Tutoring for Students with Specific Learning Disabilities.

    Science.gov (United States)

    Miller, April D.; And Others

    1996-01-01

    Reasons to use students as tutors to teach mathematics to students with specific learning disabilities are discussed. Descriptions of types of tutoring and training procedures for tutors are included. A guide for implementing math peer tutoring is provided, including procedures for getting ready, running the program, and enrichment and extension.…

  17. Setting Up SHOP: A Program for Gifted Learning Disabled Students.

    Science.gov (United States)

    Huntley, Loisann B.

    1990-01-01

    SHOP, or Search Handicapped Outreach Program, identifies gifted/learning-disabled students, develops enrichment activities using J. Renzulli's Triad Model, and implements effective delivery models to provide an environment in which the students can utilize their strengths and interact with gifted peers. (JDD)

  18. Mentoring Empowers Gifted/Learning Disabled Students To Soar!

    Science.gov (United States)

    Shevitz, Betty; Weinfeld, Rich; Jeweler, Sue; Barnes-Robinson, Linda

    2003-01-01

    This article describes the Wings Mentor Program in Maryland, a program developed to provide additional support to students with gifts who also have learning disabilities and highly able students who were not succeeding in the classroom. Students realize their creative and intellectual potential when paired with mentors who nurture them. (Contains…

  19. Teaching the History of Science to Students with Learning Disabilities.

    Science.gov (United States)

    Appelget, Jeanne; Matthews, Catherine E.; Hildreth, David P.; Daniel, Michael L.

    2002-01-01

    This article offers a guide to teaching the history of science to students with learning disabilities and provides a lesson template designed to engage students in a specific science event from the past. Activities including hypothesis testing and an historical role-play teach the vocabulary of natural selection and evolution using the landmarked…

  20. 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…

  1. 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.

  2. 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…

  3. Legitimizing the Field of Learning Disabilities: Does Research Orientation Matter?

    Science.gov (United States)

    Scruggs, Thomas E.; Mastropieri, Margo A.

    1988-01-01

    In response to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this article argues that the field of learning disabilities does not need to be legitimized and that basic research in learning disabilities is not necessarily the prerequisite vehicle by which theoretical progress can be made. (JDD)

  4. 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…

  5. Coping Styles of Learning Disabled Adolescents and Their Parents.

    Science.gov (United States)

    Shulman, Shmuel; And Others

    1995-01-01

    Coping styles of 50 learning-disabled and non-learning-disabled adolescents and their parents were compared. Learning-disabled adolescents showed less ability to appraise a source of stress and to seek information about their stressful situations and showed greater pessimism about academic concerns. Coping patterns of parents did not clearly…

  6. The Challenge of Identifying Gifted/Learning Disabled Students

    Science.gov (United States)

    Krochak, Linda A.; Ryan, Thomas G.

    2007-01-01

    The following contemporary review illuminates several of the "best methods" to accurately identify gifted/learning disabled (GLD) students? Explanations which clearly define what it means to be gifted, learning disabled (LD) and gifted/learning disabled (GLD) are included and incorporated into a typology of three identities of GLD…

  7. Learning Disabilities - Programs: Exceptional Child Bibliography Series.

    Science.gov (United States)

    Council for Exceptional Children, Reston, VA. Information Center on Exceptional Children.

    One in a series of over 50 similar selected listings relating to handicapped and gifted children, the bibliography contains 96 references selected from Exceptional Child Education Abstracts concerning programing for children with learning disabilities. References include conference papers, journal articles, texts for parents and teachers, and…

  8. 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…

  9. Learning Disabilities Existing Concomitantly with Communication Disorder.

    Science.gov (United States)

    Schoenbrodt, Lisa; And Others

    1997-01-01

    A discussion of language disorders that often occur with learning disabilities focuses on definitions, characteristics, alternative assessment methods, and service delivery models and interventions. Use of standardized test batteries, curriculum-based language assessment, and portfolio assessment is reviewed. Principles and methods to enhance…

  10. Learning Disability and Depression in Young Adulthood

    Science.gov (United States)

    MacInnes, Maryhelen; Broman, Clifford L.

    2013-01-01

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

  11. The Learning Disability of Attention Deficit Disorder.

    Science.gov (United States)

    Cherkes-Julkowski, Miriam; Stolzenberg, Jonathan

    1991-01-01

    Two discriminant function analyses were conducted to determine the cognitive/educational profile which differentiated 4 groups of 68 elementary/secondary level students: attention deficit disorder (ADD), with and without medication; learning disabilities (LD); and nonhandicapped. By treating the LD and nonmedicated ADD subjects as one group, a…

  12. 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…

  13. The Learning Disabled Girl: A Profile.

    Science.gov (United States)

    Hassett, Irene D.; Gurian, Anita

    The learning disabilities literature of the past 15 years pertaining to sex differences is reviewed, including prevalence in children, socialization effects, physiological vulnerability, family patterns, differing expectations of parents and teachers, and differing patterns of response to failure. Analysis of data obtained over the last 2 years on…

  14. Educating Children with Learning Disabilities in Africa

    Science.gov (United States)

    Abosi, Okey

    2007-01-01

    The increase in the number of slow learners and children with learning disabilities in schools in Africa has become a major issue and concern. The situation is reflected in various school-leaving examinations, where an average of 30 percent of the results are below average or failures each year. Although there are no statistical records available…

  15. Developmental Dyscalculia Is a Familial Learning Disability.

    Science.gov (United States)

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

    2001-01-01

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

  16. Contextualism as an Alternative Worldview of Learning Disabilities: A Response to Swanson's "Toward a Metatheory of Learning Disabilities."

    Science.gov (United States)

    Gavelek, James R.; Palincsar, Annemarie Sullivan

    1988-01-01

    In response to a previous article, the paper finds weaknesses in the mechanistic worldview represented by the emphasis on information processing research in constructing a metatheory for learning disabilities. An alternative--contextualist--world view is proposed which is holistic, social, and developmental providing insight into processes of…

  17. An Evaluation of the Disabled Students Learning Project at Deakin University.

    Science.gov (United States)

    Gough, J. Eric; McBeath, Clare

    A project to adapt learning materials and provide support services for severely disabled persons 22-76 years old in Australia is described and evaluation data presented. Disabilities of the eight students included total blindness, severe physical disability, and partial deafness. Three courses were chosen for adaptation: "Images of…

  18. Comprehensive Assessment and Evaluation of Students with Learning Disabilities: A Paper Prepared by the National Joint Committee on Learning Disabilities

    Science.gov (United States)

    Learning Disability Quarterly, 2011

    2011-01-01

    The National Joint Committee on Learning Disabilities (NJCLD) strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities. Comprehensive assessment of individual students requires the use of multiple data…

  19. About Learning Disabilities and NF

    Science.gov (United States)

    ... Areas of weakness in the child’s learning and cognition can be strengthened with proper inter- vention. It ... a flexible manner. • Monitor and evaluate behavior and emotions. • Manipulate information in immediate memory (working memory). While ...

  20. 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.

  1. Cognitive impulsivity in specific learning disabilities.

    Science.gov (United States)

    Donfrancesco, Renato; Mugnaini, Daniele; Dell'Uomo, Andrea

    2005-08-01

    Many studies on cognitive impulsivity in learning disabled children have been criticized for their methodological limitations, and they have not dealt with the different types of learning disability. The aim of this study was to overcome these limitations and to assess if there was a significant cognitive impulsivity in reading disorder and/or spelling disorder by using the 20-item Matching Familiar Figures Test (MFF20). A total of 110 children (second through eighth grades) were recruited from a cohort of children assessed for the first time in a National Health clinic specialized in the study of specific learning disabilities. In all, 30 dyslexic children and 25 children with spelling disorder (all children without an ADHD comorbidity) were compared with 55 children of a control group on the MMF20 (accuracy and time latency). Results showed that the children with reading disorder were less accurate than the children with spelling disability (pdata seem to confirm the idea that, similar to ADHD children, dyslexic children have impaired frontal/prefrontal functions. Clinical and treatment implications are discussed.

  2. Learning Differences--Not Disabilities.

    Science.gov (United States)

    Armstrong, Thomas

    1988-01-01

    Concentrating on linguistic and logical-mathematical intelligence in elementary school classrooms ignores the dominant strengths of most children, who may possess alternative spatial, bodily kinesthetic, interpersonal, or intrapersonal intelligence. Explains how elementary teachers can transform "dysteachea" into learning strategies for…

  3. Reading Interventions for Students with Learning Disabilities in the Upper Elementary Grades

    Science.gov (United States)

    Wanzek, Jeanne; Kent, Shawn C.

    2012-01-01

    For students with learning disabilities, the upper elementary grades may represent a unique opportunity to provide successful remediation for lessening a reading difficulty and preventing students with learning disabilities from falling behind in other content areas. This article discusses effective reading interventions for students with learning…

  4. Fathers of Adults Who Have a Learning Disability: Roles, Needs and Concerns

    Science.gov (United States)

    Davys, Deborah; Mitchell, Duncan; Martin, Rachel

    2017-01-01

    Background: There is little research that specifically relates to fathers of adults with a learning disability despite the social expectation that fathers will provide a supportive role over the lifespan. Methods: Semi-structured interviews were carried out with seven fathers of adults with a learning disability to explore their roles, needs and…

  5. AIDS-Related Knowledge, Attitudes, and Beliefs of Learning Disabled, Gifted, and Average Students.

    Science.gov (United States)

    Yong, Fung L.; And Others

    1992-01-01

    Provides quantitative research on the AIDS-related knowledge, attitudes, and beliefs of learning-disabled, gifted, and average students in high schools. Finds that gifted students obtained a higher mean score on knowledge of AIDS compared with learning-disabled and average students. Finds no significant difference in attitudes and beliefs…

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

    Science.gov (United States)

    Lees, Carolyn; Poole, Helen; Brennan, Michelle; Irvine, Fiona

    2017-01-01

    Background: The government alongside other health and social care organisation have identified the need to improve the care provided for people with learning disabilities. Materials and Methods: This service evaluation aimed to explore the experiences of people with learning disabilities and their carers who accessed community dental services…

  7. 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…

  8. 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…

  9. At sea with disability! Transformative learning in medical undergraduates voyaging with disabled sailors.

    Science.gov (United States)

    Thompson, Trevor; Lamont-Robinson, Catherine; Williams, Val

    2016-08-01

    Attitudinal objectives are difficult to formulate, teach and assess; yet good attitudes are fundamental to good practice. For instance, studies highlight negative attitudes to disability in the medical student community that contrast with the self-conceptions of disabled persons. This study was designed to better understand attitudinal learning, inadequately addressed by contemporary programmes, through the application of Mezirow's 'transformative learning theory' (TLT) to a novel educational intervention. Participating students went to sea, for voyages of 5-7 days, in tall ships operated by the Jubilee Sailing Trust. Each student was buddied with another sailor living with disability. Disabilities included cerebral palsy, loss of sight, loss of limbs and paraplegia. Students recorded their experiences using audio diaries, written logs, formal voyage reports and art work and in post-voyage seminars. The data were analysed using interpretive phenomenological analysis, and the results are considered under five themes suggested by Mezirow. Sixteen students were recruited, with four students sailing on each of four separate voyages. Each student recorded audio-diary entries, which had a total duration of between 10 and 212 minutes. For seven of the 16 students, the five key elements of TLT were demonstrable, suggesting that transformative learning, as described by Mezirow, was occurring. Drawing on diverse qualitative data, insights into different aspects of this transformation are provided. TLT can be used to characterise, and thus design, educational interventions to meet attitudinal learning objectives. Students can be helped to discover their less helpful frames of reference. In safe environments these frames can be challenged and subjected to personal and communal reflection. Drawing on audio diaries and other evidence, and in answer to critiques of contemporary medical teaching on disability, we demonstrate such transformation in students 'at sea with

  10. Adolescents with learning disabilities: a comparative life-stream interpretation.

    Science.gov (United States)

    McPhail, J C

    1993-11-01

    The subjective experiences of adolescents with learning disabilities (LD) were compared to those of their low-achieving and normally achieving peers. Three groups of juniors and seniors from one suburban high school district, 18 students with learning disabilities (15 males, 3 females), 17 low-achieving students (12 males, 5 females), and 20 average-achieving students (12 males, 8 females), were given electronic pagers and booklets for 1 week. They were signaled every 40 minutes during school hours, and every 2 hours after school. As soon as possible after receiving a signal, they responded to questions in their booklets. The questions provided subjective measures on levels of affect, activation, cognitive efficiency self-esteem, motivation, and feedback from others. The students with learning disabilities reported feeling more positive and active than either of the other groups during school hours, while after school there were no differences on any of the subjective measures for the three groups. Specific LD school practices are high-lighted for their probable impact on the heightened affect and activation of the students with learning disabilities.

  11. 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…

  12. 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…

  13. Academic Programs for Gifted and Talented/Learning Disabled Students.

    Science.gov (United States)

    Weinfeld, Rich; Barnes-Robinson, Linda; Jeweler, Sue; Shevitz, Betty

    2002-01-01

    This article discusses a comprehensive program for gifted students with learning disabilities in Maryland's Montgomery Country Public Schools (MCPS). MCPS has developed special self-contained classes for gifted students with severe learning disabilities while those with moderate and mild disabilities receive gifted instruction and services in…

  14. Learning disability in rural primary school children.

    Science.gov (United States)

    Agarwal, K N; Agarwal, D K; Upadhyay, S K; Singh, M

    1991-04-01

    In rural primary school children observed for two years, 12.97 per cent of those having IQ greater than or equal to 90 were found to have poor achievement in arithmetic test and teacher's assessment. These learning disabled children had impaired perceptual maturity and conceptual grasp as observed on MISIC (Indian modification of WISC), Bender Gestalt test and Piaget's test. On WISC Bannatyne categories learning disabled children scored highest in verbal conceptualization (similarities, vocabulary, comprehension), followed by spatial (picture completion, object assembly, block design) and sequencing (arithmetic, digit span, coding) abilities. These children on Bender Gestalt test made more errors particularly distortions (distortion of parts, incorrect number of dots, shape of design lost etc). They also showed delayed development on Piagetian tasks class inclusion, conservation (for length, substance, liquid and number) ordinal relation and one to one correspondence. These observations indicate impaired perceptual maturity, conception and information processing deficit.

  15. Mathematics education and learning disabilities in Spain.

    Science.gov (United States)

    Casas, Ana Miranda; Castellar, Rosa García

    2004-01-01

    In the first part of this article, we describe the basic objectives of the math curriculum in Spain as well as the basic contents, teacher resources, and obstacles perceived in mathematics instruction. Second, we briefly describe the concept of learning disabilities (LD) as they are currently defined in Spain. As stated in the recent educational reform, a student with LD is any student with special educational needs. The emphasis is placed on the educational resources that these students need in order to achieve the curricular objectives that correspond to their age group or grade. Third, we comment specifically on the educational services model and the evaluation and instructional procedures for students with math learning disabilities. Finally, we describe some lines of research that have appeared in the last few years in Spain that have led to the development of new evaluation and intervention procedures for students with LD in computation and problem solving.

  16. Auditory Processing Training in Learning Disability

    OpenAIRE

    Nívea Franklin Chaves Martins; Hipólito Virgílio Magalhães Jr

    2006-01-01

    The aim of this case report was to promote a reflection about the importance of speech-therapy for stimulation a person with learning disability associated to language and auditory processing disorders. Data analysis considered the auditory abilities deficits identified in the first auditory processing test, held on April 30,2002 compared with the new auditory processing test done on May 13,2003,after one year of therapy directed to acoustic stimulation of auditory abilities disorders,in acco...

  17. Experiential Learning through a Physical Activity Program for Children with Disabilities

    Science.gov (United States)

    Richards, K. Andrew R.; Eberline, Andrew D.; Padaruth, Sookhenlall; Templin, Thomas J.

    2015-01-01

    Service-learning has become a popular pedagogical tool to promote academic and civic learning. One form of service-learning provides physical activity for underrepresented community groups, including children with disabilities. Using experiential learning theory, the purpose of this descriptive case study was to evaluate college students'…

  18. A Learning Paradox: Students Who Are Gifted and Learning Disabled

    Science.gov (United States)

    Welsh, Cecilia Rose

    2010-01-01

    The purpose of this generic qualitative study was to determine how and to what extent educational programming affects the success of middle school students experiencing the contemporary phenomenon identified as gifted learning disabled (GLD). The research took place within the real-life context of the middle school these GLD students attended.…

  19. Decoding Dyslexia, a Common Learning Disability | NIH MedlinePlus the Magazine

    Science.gov (United States)

    ... JavaScript on. Feature: Dyslexia Decoding Dyslexia, a Common Learning Disability Past Issues / Winter 2016 Table of Contents What Are Learning Disabilities? Learning disabilities affect how someone learns to read, ...

  20. Memory processes in learning disability subtypes of children born preterm.

    Science.gov (United States)

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

    2013-01-01

    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 or visual memory performances between language and perceptual-motor learning disability groups. Within-group comparisons revealed that both learning disability groups performed significantly lower on a task of immediate memory when the mode of stimulus presentation and mode of response were visual.

  1. Disability-Aware Adaptive and Personalised Learning for Students with Multiple Disabilities

    Science.gov (United States)

    Nganji, Julius T.; Brayshaw, Mike

    2017-01-01

    Purpose: The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is…

  2. 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…

  3. Guide to Learning Disabilities for the ESL Classroom.

    Science.gov (United States)

    Root, Christine

    1994-01-01

    Discusses the possibility that many English-as-a-Second-Language learners who are viewed as poor language learners are in fact struggling because they have a learning disability. This article is a basic primer on learning disabilities. It describes classroom behaviors associated with several common learning problems, and the results of research…

  4. 34 CFR 300.307 - Specific learning disabilities.

    Science.gov (United States)

    2010-07-01

    ... between intellectual ability and achievement for determining whether a child has a specific learning... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities..., criteria for determining whether a child has a specific learning disability as defined in § 300.8(c)(10...

  5. Locus of Control and Learning Disabilities: A Review and Discussion.

    Science.gov (United States)

    Dudley-Marling, Curtis C.; And Others

    1982-01-01

    A literature review reveals that learning disabled children are more likely than normal achievers to attribute successes, but not failures, to external factors. The implications of locus of control for the field of learning disabilities are discussed in terms of its relation to academic achievement, learned helplessness, and remediation programs.…

  6. Specific learning disability and its newest definition: which is comprehensive? And which is insufficient?

    Science.gov (United States)

    Scanlon, David

    2013-01-01

    The American Psychiatric Association's proposed definition of specific learning disability ("specific learning disorder") for the DSM-5 reflects current thinking and best practice in learning disabilities. It continues the core conceptualization of learning disability (LD) as well as proposes identification criteria to supplant the discredited aptitude-achievement discrepancy formula. Improvements can be found along with long-standing and new controversies about the nature of LD. The proposed definition both provides a model of a currently acceptable definition and reflects critical issues in the operationalization of LD that the field continues to neglect.

  7. 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…

  8. Students Perception of Ability Scale: comparison of scores for gifted, average, and learning disabled students.

    Science.gov (United States)

    Chapman, J W; Boersma, F J

    1986-08-01

    On the Student's Perception of Ability Scale, comparison of scores for gifted, average, and learning disabled students differentiated the groups, thereby providing some construct validity as well as confirming the ceiling is high enough for use.

  9. Teaching of Spanish language to students with specific learning disabilities

    OpenAIRE

    Mattasová, Monika

    2008-01-01

    When teacher of spanish language meets in his professional life some students with problem called specific learning disabilities, it`s important for him to be informed about their difficulties with learning foreign language. For these students is characteristic the deficit in their visual and auditive perception. They need tailor-made approach of the teacher. Among the specific learning disabilities, which complicates learning of foreign language, are counted foremost dyslexia, dysgraphia and...

  10. Strategic instruction for a secondary school student with learning disabilities

    OpenAIRE

    Lončar, Simona

    2011-01-01

    Adolescents with learning disabilities are at leaving primary school and entering secondary school faced with increased autonomy expectations, mainly mastering the basic learning skills and their effective use at acquiring new subject material. However, because of their learning disabilities in the learning, social, cognitive and motivational areas, they often do not manage to reach the increased autonomy expectations. Firstly, at the beginning of my diploma I introduced the results of st...

  11. Providing For The Gifted And Talented Children With Disability In ...

    African Journals Online (AJOL)

    This paper focuses attention on the education of gifted and talented children with one form of disability or the other. It discusses the major problems facing the education of gifted children with disability in Nigeria. It also points to the need for a way forward in assisting this category of children to measure up with other children ...

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

    Science.gov (United States)

    Marsden, Daniel; Giles, Rachel

    2017-01-18

    Background People with learning disabilities experience significant inequalities in accessing healthcare. Legal frameworks, such as the Equality Act 2010, are intended to reduce such disparities in care, and require organisations to make 'reasonable adjustments' for people with disabilities, including learning disabilities. However, reasonable adjustments are often not clearly defined or adequately implemented in clinical practice. Aim To examine and synthesise the challenges in caring for people with learning disabilities to develop a framework for making reasonable adjustments for people with learning disabilities in hospital. This framework would assist ward staff in identifying and managing the challenges of delivering person-centred, safe and effective healthcare to people with learning disabilities in this setting. Method Fourth-generation evaluation, collaborative thematic analysis, reflection and a secondary analysis were used to develop a framework for making reasonable adjustments in the hospital setting. The authors attended ward manager and matron group meetings to collect their claims, concerns and issues, then conducted a collaborative thematic analysis with the group members to identify the main themes. Findings Four main themes were identified from the ward manager and matron group meetings: communication, choice-making, collaboration and coordination. These were used to develop the 4C framework for making reasonable adjustments for people with learning disabilities in hospital. Discussion The 4C framework has provided a basis for delivering person-centred care for people with learning disabilities. It has been used to inform training needs analyses, develop audit tools to review delivery of care that is adjusted appropriately to the individual patient; and to develop competencies for learning disability champions. The most significant benefit of the 4C framework has been in helping to evaluate and resolve practice-based scenarios. Conclusion Use of

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

    Science.gov (United States)

    Sells, Leighan

    2013-01-01

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

  14. Learning Disabilities Research: The Need, the Integrity, and the Challenge.

    Science.gov (United States)

    Harris, Karen R.

    1988-01-01

    In response to a previous article, the paper notes additional reasons for the deficit in basic research and theory in learning disabilities, stresses the need for more good systematic research using multiple methods, and suggests that a metatheory for learning disabilities is not yet possible or profitable. (DB)

  15. Effective Spelling Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Sayeski, Kristin L.

    2011-01-01

    Difficulty with spelling is a perennial challenge for students with learning disabilities. Several decades of research, however, have identified both fundamental linguistic concepts and instructional approaches that, when understood by a teacher, can be applied to teach students with learning disabilities to spell. In this article, a brief history…

  16. Gifted Learning Disabilities: Is It Such a Bright Idea?

    Science.gov (United States)

    Vaughn, Sharon

    1989-01-01

    Literature related to the definition, identification, characteristics, and intervention for gifted learning-disabled students is reviewed. Under-researched areas revealed include identification of characteristics and effectiveness of specific interventions. Issues in gifted/learning-disabled education and suggestions for future research are…

  17. Definitional and Theoretical Issues and Research on Learning Disabilities.

    Science.gov (United States)

    Siegel, Linda S.

    1988-01-01

    In response to a previous article, the paper stresses that, in addition to theory development, the field of learning disabilities needs to resolve definitional issues involving disability specificity, intelligence, measurement concepts, and the continua of abilities. Suggestions for developing operational definitions of both learning disabilities…

  18. The Dilemma of Identifying Learning Disabled Hearing-Impaired Students.

    Science.gov (United States)

    Powers, Ann

    1988-01-01

    A teacher, speech-language pathologist, school principal, and audiologist rated 27 hearing-impaired elementary students on effective use of language, speech, and sign language and on presence of a learning disability and/or behavior problem. Ratings were compared with each other and with test scores purporting to identify learning disabilities or…

  19. Learning Disabled Children's Syntactic Proficiency on a Communicative Task.

    Science.gov (United States)

    Donahue, Mavis; And Others

    1982-01-01

    The syntactic proficiency of 67 learning disabled children was evaluated during a task requiring them to convey information to a listener. Learning disabled children in all grades were found to produce shorter mean main clauses than nondisabled children even on this relatively simple communicative task. (Author/SEW)

  20. Language Processing Deficits in Learning Disabled Children and Adolescents.

    Science.gov (United States)

    Semel, Eleanor M.; Wiig, Elisabeth H.

    The authors summarize results of their own and others' research of auditory language processing deficits associated with learning disabilities in children and adolescents. Among findings reported are that learning disabled children exhibit delays in the acquisition of morphological and syntactic rules, delays in logical growth, short-term memory…

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

    Science.gov (United States)

    Horn, Jaime Helena; Moss, Duncan

    2015-01-01

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

  2. Social comparisons of learning disabled and nonexceptional adolescents.

    Science.gov (United States)

    Johnsen, E P; Tracy, D B

    1994-08-01

    36 learning disabled high school subjects rated themselves lower on academic, psychomotor, and verbal performance on a social comparisons task than a control group of 53 nonexceptional peers. Learning disabled students tended to see themselves as less able in most areas involving school achievement but not in areas involving extracurricular activities.

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

    Science.gov (United States)

    Bryant, D P; Bryant, B R

    1998-01-01

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

  4. 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…

  5. What can I learn from this interaction? A qualitative analysis of medical student self-reflection and learning in a standardized patient exercise about disability.

    Science.gov (United States)

    Duggan, Ashley; Bradshaw, Ylisabyth S; Carroll, Shannon E; Rattigan, Sara H; Altman, Wayne

    2009-12-01

    Patients with disabilities receive fewer health services than the general population, yet they have greater health needs. Similarly, physicians report limited training in disability. The current project examines medical students' learning about disability in a project using individuals with disabilities as medical educators. Family medicine clerkship students (N = 138) across an academic year were videotaped during interviews with standardized patient educators with disabilities and during feedback sessions following the interactions. Qualitative analysis of feedback transcripts identifies three primary areas of integrating learning, reflective practice, and disability: (1) learning how disability impacts the treatment plan, (2) self-reflection and recognizing attitudes about disability, and (3) learning about the practice of medicine generally from the disability exercise. Themes are identified within each of the primary learning areas. Medical student reflection provides evidence of learning to connect disability with pain, everyday life, and treatment. Medical students learned to recognize patients' expertise in their own condition and in health care navigation. Medical students also examined how their language implies attitude. The current investigation provided evidence of the ways examining disability can serve as a cornerstone for building relationship-centered patient care and encouraging reflective practice overall.

  6. Research teaching in learning disability nursing: Exploring the views of student and registered learning disability nurses.

    Science.gov (United States)

    Northway, Ruth; Parker, Michelle; James, Neil; Davies, Lynsey; Johnson, Kaye; Wilson, Sally

    2015-12-01

    Whilst there is a need to develop the research base within learning disability nursing it is also significant that currently there is little published data as to how research is taught to this group of nurses. To increase understanding of how research is currently taught to learning disability nurses within the UK. A survey design was used. The research was undertaken at a conference held in the UK in March 2014. 310 learning disability nurses attending the conference of which 212 completed the free text question. This comprised student nurses (n=158), registered nurses working in practice settings (n=25) and registered nurses working in educational institutions (n=24). Five participants did not specify their background. Participants were invited to complete a questionnaire that included a free text question regarding the teaching of research to learning disability nurses: it is the responses to this question that are reported in this paper. Responses were transcribed and thematically analysed. Eight themes emerged: Teaching approach--the good and the bad; finding the right level; right from the start; we need more time; generic versus specialist; there's not enough; getting research into practice; and what should we focus on? Variations exist in terms of the timing of research education, the teaching approaches used, and hence the quality of student experience. Of particular concern is the apparent gap between research teaching and the use of research in practice, and the reported lack of support for research within practice settings. However, enthusiasm for research is evident and hence recommendations are made both to enhance teaching and to strengthen links with practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

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

    2017-09-01

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

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

    Science.gov (United States)

    Naseem, Mustafa; Shah, Altaf H; Khiyani, Muhammad Faheem; Khurshid, Zohaib; Zafar, Muhammad Sohail; Gulzar, Shabnam; AlJameel, AlBandary H; Khalil, Hesham S

    2016-01-01

    The prevalence of oral diseases including dental caries and periodontal conditions is remarkably higher in people with disabilities. The provision of accessible oral health services for people with learning disabilities may be challenging. The objectives of the review were to identify barriers in accessing oral health care that persists within society, enabling or disabling people with learning disabilities. Using the Arksey O'Malley framework, a scoping review was conducted on PubMed/Medline, OVIDSP, and EMBASE. Studies were evaluated and short-listed based on the inclusion criteria, which consisted of: (1) study participants or population with learning disabilities, (2) aged 16 years or over, (3) reporting on access to oral health services, (4) published in the English language. Those that justified the inclusion criteria were carefully chosen after a blind peer-reviewed process when relevance and quality were debated. Nine studies were eventually included from searches. Tabulation of data was done under the heading of study type, outcomes, the year of publication and patient selection. The majority of studies provided a biomedical overview of access for adults with learning disabilities. The concept of access for people with disability is still ill-defined and obscure. Access to oral health care and needs of people with learning disabilities are complex and multi-facet.

  9. 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…

  10. ICT Learning Technologies for Disabled People: Recommendations for Good Practice.

    Science.gov (United States)

    Hersh, Marion

    2015-01-01

    The use of ICT in education is becoming increasingly important and has potential advantages to disabled learners if the technologies are appropriately designed, including for accessibility and usability, and used. This paper presents the first sets of recommendations for learning technologies for disabled people aimed at disabled learners, teachers, developers and educational institutions respectively. They were developed as part of the work of the Enable Network for ICT Learning for Disabled People and involved input from both experts and end-users. The concise format facilitates production in a variety of formats and languages for accessibility and wide distribution. The paper discusses the recommendations and their relationship to existing guidelines.

  11. Children with learning disabilities and their participation in judicial procedures – what can disability advocacy offer?

    OpenAIRE

    Petri, Gabor

    2017-01-01

    Purpose – The purpose of this paper is to provide a commentary on the paper titled “The Zone of Parental Control, The ‘Gilded Cage’ and The Deprivation of a Child’s Liberty: Getting Around Article 5”. Design/methodology/approach – This paper uses the original article as a jumping off point to assess what aids advocacy organisations and human rights instruments can give to children with learning disabilities who\\ud enter legal procedures.\\ud Findings – Existing human rights laws such as the UN...

  12. Learning disabilities and social problem solving skills

    Directory of Open Access Journals (Sweden)

    Pina Filippello

    2013-09-01

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

  13. [Research into learning disabilities: a documentary analysis].

    Science.gov (United States)

    Soriano-Ferrer, M

    Our current understanding of learning disabilities (LD) is essentially limited by their actual definition, the heterogeneity of the samples and the unsuitability of the control groups. This study offers an overview of the methodological aspects and the areas of research in LD. From a bibliographical search conducted in the Psychological Abstracts database, PsycINFO, we identified and selected the studies the review was to focus on, and this was completed with previous reviews. Quantitative research methods are preferred in 99.7% of cases, whereas the remaining 0.3% opted for qualitative methods. There was in increase in the number of research reviews, as well as longitudinal studies and those aimed at determining the effectiveness of the interventions, with the resulting interest in new techniques for data analysis such as meta-analysis, path analysis and latent growth curves. The research topics that aroused most interest were LD-related problems (16.7%), difficulties in learning to read (15.82%), studies focusing on intervention (10.15%) and diagnostics in LD. The primary objectives of the research appear to be the characterisation of LD and the problems they cause throughout the patient's life cycle, together with their identification and early treatment. Research is also extended towards other, more practical matters, with a special emphasis on the school setting.

  14. Confronting Similar Challenges? Disabled and Non-Disabled Students' Learning and Assessment Experiences

    Science.gov (United States)

    Madriaga, Manuel; Hanson, Katie; Heaton, Caroline; Kay, Helen; Newitt, Sarah; Walker, Ann

    2010-01-01

    The article presents evidence from a systematic survey of disabled (n = 172) and non-disabled (n = 312) students regarding their learning and assessment experiences within one higher education institution in the UK. This study builds upon previous work in the sector, with the aim of gathering evidence to inform inclusive policy and practice for…

  15. Visual Literacy: A Concrete Language for the Learning Disabled.

    Science.gov (United States)

    Sinatra, Richard

    The role of the right hemisphere of the brain in learning is examined, and the possibility of using visuals to improve verbal learning in right brain dominant learning disabled students is suggested. Approaches to stimulate oral language production, aid in the recall of written language, and achieve organizational style in writing through…

  16. An Exploratory Study of the Relationship between Emotional Intelligence and IQ: Implications for Students with Learning Disabilities

    Science.gov (United States)

    Saenz, Tracy Johnson

    2009-01-01

    The current study was an exploratory study to investigate the relationship between emotional intelligence and IQ scores in a research sample of students with learning disabilities. Emotional intelligence (EI) may provide information about non-intellective factors in the achievement and adjustment of students with learning disabilities. The…

  17. E-Learning--A Provider's Prospective.

    Science.gov (United States)

    Cheong, Chew Seong

    2001-01-01

    Discusses the use of the Internet for electronic lifelong learning services. Highlights include electronic learning as a business; globalization and the knowledge economy; advantages of electronic learning; lifelong electronic learning; and the experiences of one global corporation that developed a Web Site to facilitate lifelong learning. (LRW)

  18. Social and Emotional Learning for Children with Learning Disability: Implications for Inclusion

    Science.gov (United States)

    Cavioni, Valeria; Grazzani, Ilaria; Ornaghi, Veronica

    2017-01-01

    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…

  19. Learning Disability Documentation in Higher Education: What Are Students Submitting?

    Science.gov (United States)

    Sparks, Richard L.; Lovett, Benjamin J.

    2014-01-01

    This study examined the supporting documentation submitted by students with learning disability (LD) diagnoses. The participants were 210 students who were enrolled in a college support program for students with disabilities at a private liberal arts college. Findings showed that although most students submitted a psychoeducational evaluation,…

  20. Summer Learning Loss among Elementary School Children with Reading Disabilities

    Science.gov (United States)

    Menard, Jessica; Wilson, Alexander M.

    2014-01-01

    This study investigated whether students with reading disabilities (RD) showed greater regression in reading skills than did non-RD students over the summer vacation. The RD group consisted of 30 students in grades 4 to 6 from a private school for students with learning disabilities and a comparison group of 30 average readers in grades 4 to 6…

  1. 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.

  2. Assessment of Learning Disabilities: A Case-Typing Approach.

    Science.gov (United States)

    Rosner, Stanley L.; Selznick, Richard

    1982-01-01

    The case typing, or student profile, method of assessing learning disabilities is discussed, along with guidelines for adequate assessment, obstacles to adequate assessment, the characteristics of good remedial instruction, and pitfalls of individualized education programs. (SEW)

  3. The brain of a learning-disabled individual.

    Science.gov (United States)

    Geschwind, N

    1984-01-01

    The concept of learning disability is less absolute than is usually realized. In a nonliterate society only the advantages of many dyslexics may be evident without the disadvantages. By contrast markedly unmusical individuals can go through modern educational systems with little difficulty, although in some particular social conditions they could correctly be regarded as severely learning disabled. These considerations lead to a fresh look at the evolutionary significance of brain changes found in learning disorders, and their relationship not only to disability, but also to giftedness. This paper considers many of these issues in the context of the life of an individual who is not at all dyslexic but suffers from a severe form of another neglected learning disability, i.e., dysmusia.

  4. Decline in degree places for learning disability nursing.

    Science.gov (United States)

    Jones-Berry, Stephanie

    2017-04-19

    The number of places on learning disability nursing undergraduate programmes have either decreased or remained unchanged at 21 out of 24 universities in England in the past two academic years, Nursing Standard can reveal.

  5. Telling Tales: Narratives and Learning-Disabled Children.

    Science.gov (United States)

    Garnett, Katherine

    1986-01-01

    The article examines the social-academic nature of storytelling, reviews studies of narrative ability of learning disabled students, and offers suggestions for developing narratives in the classroom setting. (CL)

  6. Oral Narrative Abilities of Learning-Disabled Students.

    Science.gov (United States)

    Roth, Froma P.

    1986-01-01

    The literature on oral narrative comprehension, memory, and production abilities of language-learning-disabled students is reviewed. The relationship of these abilities to academic success is noted. (Author/DB)

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

    Science.gov (United States)

    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

  8. People with learning disabilities in rural Scotland: review of policy.

    Science.gov (United States)

    Clapham, Anthony

    2015-10-14

    People with learning disabilities may have additional healthcare needs compared to the general population, and the NHS faces challenges in addressing these needs. Scotland has many remote and rural communities, and residents of these communities can encounter difficulties in accessing healthcare resources. This article considers Scotland's healthcare policy in relation to remote and rural areas, and how effective it is in meeting the needs of people with learning disabilities in these communities.

  9. Perceptions of learning disability nurses and support staff towards people with a diagnosis of schizophrenia.

    Science.gov (United States)

    McCorkindale, S; Fleming, M P; Martin, C R

    2017-06-01

    WHAT IS KNOWN ABOUT THE SUBJECT?: People with learning disability are more likely than the general population to develop schizophrenia. Personal recovery philosophies are based on positive attitudes and an optimism that recognizes and values people and their strengths and capacity to achieve goals. Little is known from previous studies about the illness perceptions of learning disability practitioners who work with people that experience both a learning disability and schizophrenia. The illness beliefs of learning disability practitioners about schizophrenia may mediate the potential for social exclusion and limit recovery outcomes. WHAT THIS STUDY/PAPER ADDS TO EXISTING KNOWLEDGE?: The findings show that the illness beliefs of learning disability practitioners and support workers regarding schizophrenia are pessimistic in terms of the consequences for people with schizophrenia and learning disability and their relatives as well as the chronic course of the illness. WHAT ARE THE IMPLICATIONS FOR CLINICAL PRACTICE?: This study identifies the nature of LD practitioner perceptions about schizophrenia and provides guidance about how personal recovery philosophies can be applied to the management of LD and schizophrenia. The beliefs of learning disability practitioners and support workers regarding schizophrenia need to be reframed to support better recovery outcomes and social inclusion for this group. The findings from this study can inform the development of training in bio-psycho-social models of schizophrenia, recovery approaches, family/carer interventions, clinical supervision, mentorship and reflection on clinical practice, which could be potentially useful strategies to help facilitate a reframing of beliefs. Background and purpose of study The prevalence of schizophrenia in people with learning disability is 3-4%. This is the first study to investigate the illness perceptions of learning disability (LD) practitioners towards people with schizophrenia. Methods

  10. Pitch perception deficits in nonverbal learning disability.

    Science.gov (United States)

    Fernández-Prieto, I; Caprile, C; Tinoco-González, D; Ristol-Orriols, B; López-Sala, A; Póo-Argüelles, P; Pons, F; Navarra, J

    2016-12-01

    The nonverbal learning disability (NLD) is a neurological dysfunction that affects cognitive functions predominantly related to the right hemisphere such as spatial and abstract reasoning. Previous evidence in healthy adults suggests that acoustic pitch (i.e., the relative difference in frequency between sounds) is, under certain conditions, encoded in specific areas of the right hemisphere that also encode the spatial elevation of external objects (e.g., high vs. low position). Taking this evidence into account, we explored the perception of pitch in preadolescents and adolescents with NLD and in a group of healthy participants matched by age, gender, musical knowledge and handedness. Participants performed four speeded tests: a stimulus detection test and three perceptual categorization tests based on colour, spatial position and pitch. Results revealed that both groups were equally fast at detecting visual targets and categorizing visual stimuli according to their colour. In contrast, the NLD group showed slower responses than the control group when categorizing space (direction of a visual object) and pitch (direction of a change in sound frequency). This pattern of results suggests the presence of a subtle deficit at judging pitch in NLD along with the traditionally-described difficulties in spatial processing. Copyright © 2016. Published by Elsevier Ltd.

  11. An Independent Investigation of the Utility of the Learning Disability Screening Questionnaire (LDSQ) within a Community Learning Disability Team

    Science.gov (United States)

    Stirk, Steven; Field, Bryony; Black, Jessica

    2018-01-01

    Background: The Learning Disability Screening Questionnaire (LDSQ) has been shown to have high sensitivity and specificity to identify those who are likely to meet intellectual disability diagnostic criteria (McKenzie, et al. [McKenzie K., 2015]). However, there is no independent research to date to support these findings. Materials and Methods:…

  12. Residential immersive life skills programs for youth with disabilities: service providers' perceptions of change processes.

    Science.gov (United States)

    King, Gillian; McPherson, Amy; Kingsnorth, Shauna; Stewart, Debra; Glencross-Eimantas, Tanya; Jones-Galley, Kimberlea; Morrison, Andrea; Isihi, Ana Maria; Gorter, Jan Willem

    2015-05-01

    Residential immersive life skills (RILS) programs are designed to equip youth with physical disabilities with the foundational life skills required to assume adult roles. The objective was to determine RILS service providers' perceptions of the active ingredients of the intervention change process. Thirty-seven service providers from various disciplines completed measures to assess expertise status and participated in qualitative interviews. Qualitative themes were derived, and similarities and differences in themes were identified for blinded groups of novices, intermediates, and experts. The three main themes, reflecting change processes, were: (a) creating a supportive program atmosphere with multiple opportunities for learning, (b) using strategies to support, encourage, and engage youth, and (c) intentionally fostering youth experiences of skill development, social interaction, and pride in accomplishment. In contrast to the novices, experts displayed a more holistic perspective and paid attention to higher-order issues such as providing opportunities and enabling youth. The findings indicate how RILS service providers work to create a program atmosphere and employ strategies to intentionally foster particular youth experiences. The findings explicate service providers' theories of practice, the intentional design of RILS program environments to bring about client change, and the value of service provider expertise. Implications for Rehabilitation Service providers of youth independence-oriented life skills programs can intentionally create a learning-oriented and supportive program atmosphere by using non-directive, coaching/guiding, and engagement strategies Youth experiences of skill development, shared experience with others, and pride in accomplishment can be cultivated by providing a range of learning opportunities, including choice making, problem-solving, and skill mastery Compared to more novice service providers, experts discussed managing the

  13. Does language learning disability in school-age children affect semantic word learning when reading?

    Science.gov (United States)

    Steele, Sara C

    2015-04-01

    The study was undertaken to determine how position of informative context, rate of word presentation and part of speech impacted novel word learning during reading in children with language learning disability. Children with language learning disability (LLD; n = 13), age-matched peers (n = 13) and vocabulary-matched peers (n = 13) read four narrative passages containing 10 nouns and 10 verbs. Informative context provided clues to word meanings and was either adjacent or non-adjacent to the target words. Target words occurred either twice (low rate) or 5-times (high rate). Following reading, word learning was assessed using dynamic assessment, including oral definitions, contextual clues and forced choices. Overall, age-matched peers performed better than children with LLD and vocabulary-matched peers, who performed similarly. No effect was found for position of informative context; however, word learning improved with high rate of presentation for children with LLD. Nouns were easier to learn than verbs for all groups. Results indicated that children with LLD show limitations gaining semantic knowledge of novel words during reading, which could negatively impact their overall rate of vocabulary acquisition.

  14. Credibility assessment of testimonies provided by victims with intellectual disabilities

    Directory of Open Access Journals (Sweden)

    Antonio L. MANZANERO

    2017-09-01

    Full Text Available One of the main obstacles in the way of access to justice for the victims with intellectual disability comes from the stereotypes referred to their ability to produce a statement at police legal procedures, with the consequence that some consider their statements less reliable than the rest of the victims, and others considerate their statements more reliable given their inability to create complex lies. This article reviews three of the most recent studies done by the UCM group of Psychology of Testimony, with the objective of analyzing the role of experience and intuition in the evaluation of credibility in people with intellectual disability (ID, and also it aims to prove whether the credibility analysis procedures such as Reality Monitoring (RM and Statement Validity Assessment (SVA would be valid procedures to discriminate between real and false statements within these collectives. From the results of these studies, it can be deducted that experience may not seem to be enough in order to discriminate between real and simulated victims, but analyzing the characteristics of the statements as the only indicator doesn’t seem to be enough either. As an alternative, the general procedure HELPT is proposed for the evaluation of credibility of people with ID.

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

    Science.gov (United States)

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

    2015-01-01

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

  16. A Study on Librarian Service Providers' Awareness and Perceptions of Library Services for the Disabled

    Directory of Open Access Journals (Sweden)

    Younghee Noh

    2011-12-01

    Full Text Available The purpose of this study is to improve library promotional marketing for the disabled by identifying requirements of public library disability services. This study aimed to investigate librarian service providers' awareness of library programs for the disabled in order to prepare a systematic plan for promoting such library services. Research methods used are a literature analysis and survey. First, the ratio of respondents with experience promoting activities and services for the disabled was less than 50%. Second, regarding methods for promoting library disability services, the respondents used library homepages, press releases, library user guides, library newsletters, and library pamphlets in that order. Third, when asked what kind of PR media the library disability service providers had experience with and how often they use it, library boards and banners were the most common response. Fourth, suggested improvements to the current design and content of PR materials included: clearer word choice (or greater understandability, more detailed descriptions, simpler layouts, and more interesting or eye-catching content in that order. Fifth, the library disability services which are in the most need of public relations were guide information for library disability services, Library and Information Service (DOI services and search services, using alternative materials and the library collection, and aiding the information search. Overall, when evaluating the promotion of disability services in Korea, the library's public relations for disabled services needs to improve because currently neither librarians nor the disabled community they are targeting has frequent or quality experience with it. Thus, the policy department for the library disability services must develop a variety of promotional strategies adjusted for each type of the disability and distribute PR materials to service providers individually, making sure to utilize effective PR

  17. 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.

  18. 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…

  19. Slim Chance: A Weight Control Program for the Learning Disabled.

    Science.gov (United States)

    Rotatori, Anthony J.; And Others

    1982-01-01

    A school-based diet program for learning disabled children stresses modifying eating behavior by learning alternative ways of interacting with the environment. Techniques stress the importance of self regulation, strategies for self monitoring, the establishment of realistic weight goals, use of stimulus control procedures, increased physical…

  20. 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…

  1. An Enrichment Program for Gifted Learning Disabled Students.

    Science.gov (United States)

    Baum, Susan

    1988-01-01

    A pilot program was developed for gifted learning-disabled students, based on the Enrichment Triad Model. Learning behaviors, time on task, and motivation showed marked improvement as the grade four-five students completed individual creative projects. Described are procedures for identifying program participants, program activities, and program…

  2. Methodological Issues and Learning Disabilities Diagnosis in Clinical Populations.

    Science.gov (United States)

    Kamphaus, Randy W.; And Others

    1991-01-01

    This study investigated diagnosis of learning problems in 177 boys (ages 6-13) with behavior problems. The standard score discrepancy method and standard score plus low achievement method were more likely to identify children with above-average intelligence quotients as learning disabled, whereas a regression approach identified learning…

  3. Cognitive and Academic Instructional Intervention for Learning-Disabled Adolescents.

    Science.gov (United States)

    Seidenberg, Pearl L.

    1988-01-01

    Research on learning-disabled secondary school students' academic deficits, response to classroom environment, and response to instructional interventions is integrated with research on metacognition in text learning. A metacognitive orientation is recommended for instructional intervention programs, which should address general comprehension…

  4. 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)

  5. The Adolescent with a Learning Disability: A Developmental Perspective.

    Science.gov (United States)

    Cook, Louisa D.

    1979-01-01

    The psychosocial difficulties that usually accompany learning disabilities are examined from a framework of developmental theory, particularly that of Erik Erikson. The implications of this perspective for treatment of adolescents with learning problems is discussed, and the summer residential program at Goddard College described. (Author)

  6. Breaking bad news to people with a learning disability.

    Science.gov (United States)

    Read, S

    This article identifies the difficulties often associated with breaking bad news, from a nursing perspective. The additional considerations involved in breaking bad news to people with learning disabilities are identified, and a six-step protocol (Buckman, 1991) is introduced and explored in relation to this client group. Effective communication is seen to be crucial when working with people with a learning disability, and a system for accurate listening is offered (Conboy-Hill, 1992). Finally, recommendations for helping professionals to learn how to break bad news sensitively to this client group are suggested. They include multi-agency working, education and training opportunities, standard statements, resources, support and research initiatives.

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

    Science.gov (United States)

    Floyd, Frank J; Olsen, Darren L

    2017-09-01

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

  8. Screening for offenders with an intellectual disability: the validity of the Learning Disability Screening Questionnaire.

    Science.gov (United States)

    McKenzie, Karen; Michie, Amanda; Murray, Aja; Hales, Charlene

    2012-01-01

    The study assessed the validity of an intellectual disability screening tool, the Learning Disability Screening Questionnaire (LDSQ), in three forensic settings: a community intellectual disability forensic service; a forensic in-patient secure unit and a prison, using data for 94 individuals. A significant positive relationship was found between full scale IQ and LDSQ score, indicating convergent validity. Discriminative validity was indicated by, firstly, a significant difference in the LDSQ scores between those with and without an intellectual disability, with those with a diagnosis of intellectual disability, scoring significantly lower. Secondly, a ROC analysis indicated that the sensitivity and specificity of the LDSQ were both above 80%. The screening tool was found to have lower sensitivity in the forensic populations than was obtained in the original community standardisation sample, but had slightly higher specificity. Limitations and implications of the study are discussed. Copyright © 2012 Elsevier Ltd. All rights reserved.

  9. What Are the Treatments for Learning Disabilities?

    Science.gov (United States)

    ... can be used to help a child remember math concepts. Use of computers. A child with dyscalculia ... Center for Children with Disabilities. (n.d.). 10 basic steps in special education . Retrieved January 28, 2011, ...

  10. Providing Leadership for Change in Distance Learning

    Science.gov (United States)

    Burich, Nancy J.

    2004-01-01

    Change in distance learning is occurring at a rapid pace. As new technologies appear, institutions of higher education incorporate them into their course delivery options. Library services must also change to meet new user needs. This article examines the meanings of change and leadership within a distance-learning setting. After describing…

  11. Neurocognitive profiles of learning disabled children with neurofibromatosis type 1

    OpenAIRE

    Orraca-Castillo, Miladys; Estévez-Pérez, Nancy; Reigosa-Crespo, Vivian

    2014-01-01

    Neurofibromatosis 1 (NF1) is a genetic condition generally associated with intellectual deficiency and learning disabilities. Although there have been groundbreaking advances in the understanding of the molecular, cellular, and neural systems underlying learning deficits associated to NF1 in animal models, much remains to be learned about the spectrum of neurocognitive phenotype associated with the NF1 clinical syndrome. In the present study, 32 children with NF1 ranging from 7 to 14 years we...

  12. Reading Strategies: Adaptations to Meet the Needs of Secondary English Language Learners with Learning Disabilities

    Science.gov (United States)

    Ruffin, Tiece M.

    2009-01-01

    Special education teachers working with secondary level English language learners (ELLs) with learning disabilities (LD) are often faced with the question of how to provide reading comprehension instruction that meets the needs of this unique group. If a learner has the dual diagnosis of ELL and LD, how does one provide effective instruction? This…

  13. 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.

  14. Sexual Abuse Prevention: A Training Program for Developmental Disabilities Service Providers

    Science.gov (United States)

    Bowman, Rachel A.; Scotti, Joseph R.; Morris, Tracy L.

    2010-01-01

    Persons with developmental disabilities are at an increased risk for becoming victims of sexual abuse. Research has revealed that the largest group of identified perpetrators of sexual abuse is developmental disability service providers. The purpose of the present study was to develop, implement, and evaluate the effectiveness of a sexual abuse…

  15. Nonverbal learning disability: a tutorial for speech-language pathologists.

    Science.gov (United States)

    Volden, Joanne

    2004-05-01

    Nonverbal learning disability (NLD) is a diagnostic category that is unfamiliar to most speech-language pathologists. This brief tutorial describes NLD's characteristics, a theoretical model proposed to explain its source, and areas of overlap between NLD and similar diagnostic categories. The communicative profile, made up of difficulties in pragmatic and semantic language in the presence of relatively preserved syntactic skill, is also discussed. Empirical evidence relevant to NLD is also evaluated. Many questions remain unresolved, but until systematic research provides definitive answers, speech-language pathologists are encouraged to rely on careful description of the individual child's communicative strengths and weaknesses to identify appropriate targets and to focus intervention on improving the child's ability to communicate effectively in everyday contexts.

  16. 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

  17. Evidence-Based Diagnosis and Treatment for Specific Learning Disabilities Involving Impairments in Written and/or Oral Language

    Science.gov (United States)

    Berninger, Virginia W.; May, Maggie O'Malley

    2011-01-01

    Programmatic, multidisciplinary research provided converging brain, genetic, and developmental support for evidence-based diagnoses of three specific learning disabilities based on hallmark phenotypes (behavioral expression of underlying genotypes) with treatment relevance: dysgraphia (impaired legible automatic letter writing, orthographic…

  18. 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

  19. Disability and eLearning: Opportunities and Barriers

    Directory of Open Access Journals (Sweden)

    Mike Kent

    2015-02-01

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

  20. 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.

  1. Measuring general hospital staff attitudes towards people with learning disabilities.

    Science.gov (United States)

    Garvey, Frank; Wigram, Tony; Balakumar, Thanusha

    People with learning disabilities often experience health inequalities and barriers to healthcare services as a result of poor communication and discriminatory attitudes. We developed an educational package for healthcare staff as well as an attitude questionnaire to measure the impact of this training; the questionnaire is called the Attitudes of Secondary Healthcare Personnel Toward People with Severe Learning Disabilities (ASH-LD). This article describes the process of designing and piloting the ASH-LD questionnaire, and how it will be used to measure the effect of the planned training on staff attitudes.

  2. Peer tutoring in arithmetic for children with learning disabilities.

    Science.gov (United States)

    Beirne-Smith, M

    1991-02-01

    This study explored the effects of peer tutoring on the acquisition of single-digit addition facts in primary-aged students with learning disabilities and their cross-age tutors, and it investigated the relative effectiveness of two tutoring procedures, as follows: a counting-on approach (Method A) and a rote-memorization approach (Method B). Method C, a no-treatment control condition was included. Results strongly support the use of peer tutoring for students with learning disabilities. No significant differences were found for tutors or between Method A and Method B tutees.

  3. Learning disabilities at the dawn of the XXI century

    Directory of Open Access Journals (Sweden)

    Goikoetxea, Edurne

    2012-01-01

    Full Text Available The purpose of this article is to inform to the reader the current debate on learning disabilities area. The language barrier imposed by the scientific literature in English makes professionals and college to miss the exciting progress on this diagnostic category so controversial from its formal beginning. We first analyze the definitions of specific learning disabilities that have been in force until the first decade of this century, then make the new definitions formulated to now and discuss characteristics of the history of definitions in this field. We conclude with the demands that we face because of the new definitions.

  4. Neuropsychological characteristics of learning disabled/gifted children.

    Science.gov (United States)

    McIntosh, D E; Dunham, M D; Dean, R S; Kundert, D K

    1995-11-01

    The neuropsychological characteristics of 68 learning-disabled/gifted children (LD/Gifted) were studied using the Halstead-Reitan Neuropsychological Test Battery for Children (HRNB-C). The proportion of LD/Gifted children identified as impaired was low compared to previous research that has examined the proportion of school-identified learning-disabled students who scored within the impaired range on the HRNB-C. Consistent with previous research, the results of this study indicated that LD/Gifted children were also more likely to demonstrate impairment on the Tactual Performance Test-Memory, Tactual Performance Test-Localization, and Trails B-Errors components of the HRNB-C.

  5. Barriers to providing maternity care to women with physical disabilities: Perspectives from health care practitioners.

    Science.gov (United States)

    Mitra, Monika; Smith, Lauren D; Smeltzer, Suzanne C; Long-Bellil, Linda M; Sammet Moring, Nechama; Iezzoni, Lisa I

    2017-07-01

    Women with physical disabilities are known to experience disparities in maternity care access and quality, and communication gaps with maternity care providers, however there is little research exploring the maternity care experiences of women with physical disabilities from the perspective of their health care practitioners. This study explored health care practitioners' experiences and needs around providing perinatal care to women with physical disabilities in order to identify potential drivers of these disparities. We conducted semi-structured telephone interviews with 14 health care practitioners in the United States who provide maternity care to women with physical disabilities, as identified by affiliation with disability-related organizations, publications and snowball sampling. Descriptive coding and content analysis techniques were used to develop an iterative code book related to barriers to caring for this population. Public health theory regarding levels of barriers was applied to generate broad barrier categories, which were then analyzed using content analysis. Participant-reported barriers to providing optimal maternity care to women with physical disabilities were grouped into four levels: practitioner level (e.g., unwillingness to provide care), clinical practice level (e.g., accessible office equipment like adjustable exam tables), system level (e.g., time limits, reimbursement policies), and barriers relating to lack of scientific evidence (e.g., lack of disability-specific clinical data). Participants endorsed barriers to providing optimal maternity care to women with physical disabilities. Our findings highlight the needs for maternity care practice guidelines for women with physical disabilities, and for training and education regarding the maternity care needs of this population. Copyright © 2016 Elsevier Inc. All rights reserved.

  6. The application of a multisensory Snoezelen room for people with learning disabilities-Hong Kong experience.

    Science.gov (United States)

    Kwok, H W M; To, Y F; Sung, H F

    2003-04-01

    In recent years there has been a considerable increase in the use of complementary therapies in the field of learning disabilities. This paper describes the use of a Snoezelen (multisensory) room for adults with learning disabilities in a psychiatric setting in Hong Kong. Theoretical and operational issues are discussed. The demographic and clinical data of a cohort of 96 patients who had used the room were reviewed. Rating forms were completed by their carers or staff at the end of the course to provide a subjective evaluation of the effectiveness of treatment. This is followed by three case reports. In view of the rising popularity of the multisensory room for people with learning disabilities, more research of the impact and therapeutic values is recommended.

  7. Educators' evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities.

    Science.gov (United States)

    Nowicki, Elizabeth A; Brown, Jason D; Dare, Lynn

    2018-01-01

    Reasons underlying the social exclusion of children with intellectual or learning disabilities are not entirely understood. Although it is important to heed the voices of children on this issue, it is also important to consider the degree to which these ideas are informed. The present authors invited educators to evaluate the content of children's ideas on the causes of social exclusion. Educators thematically sorted and rated children's ideas on why classmates with intellectual or learning disabilities are socially excluded. Sorted data were analysed with multidimensional scaling and hierarchical cluster analysis. Six thematic clusters were identified differing in content to those provided by children in an earlier study. Educators generally rated children's ideas as showing somewhat uninformed ideas about why social exclusion occurs. Educators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed. © 2017 John Wiley & Sons Ltd.

  8. Differential categorization of words by learning disabled, gifted, and nonexceptional students.

    Science.gov (United States)

    Siegel, J; Cook, R; Gerard, J

    1995-08-01

    This research was done to answer whether learning disabled students attend to different word features than nonexceptional and gifted students and whether there is a difference by grade. Word sorts of meaningful and nonsense words were used to estimate differences between 145 first- and fifth-grade learning disabled, nonexceptional, and gifted groups. Analyses indicated that 54 learning disabled students were more likely to provide no response or to give simpler responses than 61 nonexceptional or 30 gifted peers. Older children (n = 78) attended to more and varied word features, were more likely to focus on recognizable meaning, and were more able to use syllables as a tool for sorting than were 67 younger children. Significant differences were noted between grade and exceptionality groups. Implications for practical application and further research are discussed.

  9. Applying the Universal Design for Learning Framework for Individuals with Intellectual Disability: The Future Must Be Now

    Science.gov (United States)

    Smith, Sean J.; Lowrey, K. Alisa

    2017-01-01

    The current research in Universal Design for Learning (UDL) for students with intellectual disability (ID) is briefly summarized and considered in light of the national goals presented by the American Association on Intellectual and Developmental Disabilities (AAIDD) in this article. Additionally, an action plan is provided for researchers and…

  10. Learning Disabilities in Neurofibromatosis Type 1

    Directory of Open Access Journals (Sweden)

    J Gordon Millichap

    2006-12-01

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

  11. Reasoning Disorders in Learning-Disabled Adolescents.

    Science.gov (United States)

    Stone, C. Addison

    1981-01-01

    Results indicated that 8 of the 36 adolescents fell into the strategy-absent category, characterized by a large discrepancy (in either direction) between their verbal and nonverbal abilities. Ss whose disabilities were limited primarily to reading and written language were largely spontaneous strategy users (17 out of 20). (Author)

  12. Provider expectations and father involvement: learning from ...

    African Journals Online (AJOL)

    2013-12-17

    Dec 17, 2013 ... learning from experiences of poor “absent fathers” in Gauteng, South .... of care, moral and ethical guidance, emotional, practical, and psychosocial support of one's partner and economic ... roles have shifted from being the moral teacher and guide, to having responsibility for bread-winning, to being a role ...

  13. 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.

  14. Comparisons of Self-Determination among Students with Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis

    Science.gov (United States)

    Chou, Yu-Chi; Wehmeyer, Michael L.; Palmer, Susan B.; Lee, Jaehoon

    2017-01-01

    This study examined differences in self-determination among students with autism spectrum disorders (ASD), students with intellectual disability (ID), and students with learning disabilities (LD). A total of 222 participants with an equal size group for each of the three disability categories were selected to participate in the comparison of total…

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

    Science.gov (United States)

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

    2016-01-01

    Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods…

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

    Directory of Open Access Journals (Sweden)

    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.

  17. Using a Digital Pen to Support Secondary Students with Learning Disabilities

    Science.gov (United States)

    Ok, Min Wook; Rao, Kavita

    2017-01-01

    Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety features that…

  18. Evaluating Reading and Mathematics Instruction for Students with Learning Disabilities: A Synthesis of Observation Research

    Science.gov (United States)

    McKenna, John William; Shin, Mikyung; Ciullo, Stephen

    2015-01-01

    Systematically observing instruction for students with learning disabilities (LD) provides information regarding the quality of school-based interventions, allocation of instructional time, and other implementation variables associated with student outcomes. In this synthesis, observation studies of reading and mathematics instruction from 2000 to…

  19. When Coping Strategies Fail: Assessing and Counseling Learning Disabled Adults Facing New Challenges.

    Science.gov (United States)

    Zangwill, Judith; Greene, Felice

    The Kingsbury Center in Washington, D.C. works with adult learning disabled persons providing assessment, remediation, and counseling services. Assessment emphasizes taking a detailed history, along with formal testing, informal testing, and behavioral observation. Intervention focuses on specific coping strategies and remediation in specific…

  20. Diagnosis: The Learning Disabled Adult. Prognosis: A Triage Model for Success.

    Science.gov (United States)

    Geib, Beatrice B.; Chamie, Susan K.

    The Diagnostic Cognitive/Academic Therapy Program at Newington Children's Hospital (Newington, Connecticut) was designed to accommodate learning-disabled adults with different levels of education, rates of achievement, information processing styles, social backgrounds, and personalities, and to provide services in clinic, home, and work-site…

  1. Educational Practices and Services for Students with Learning Disabilities in Oman: Proposed Guidelines

    Science.gov (United States)

    Al-Hilawani, Yasser A.

    2016-01-01

    The purpose of this paper is to provide description, analyses, and insights with respect to the procedures and services currently available to students enrolled in the learning disability (LD) program in Oman. Traditionally, students in Oman were identified based on low academic achievement by the end of first grade without applying any…

  2. Children on Medication: Volume I. Hyperactivity, Learning Disabilities, and Mental Retardation.

    Science.gov (United States)

    Gadow, Kenneth D.

    Intended for caregivers, the book provides basic information about the use of medication for children with hyperactivity, learning disabilities, and mental retardation. The main emphasis is on psychotropic drug use for hyperactivity and aggressiveness. Chapter 1 explains fundamental terms and concepts relating to drug therapy. Major stresses…

  3. Implementing a Support Program for Parents of Learning Disabled Students in a Rural Elementary School.

    Science.gov (United States)

    Sizemore, Charlda Carroll

    This practicum reports on the development of a support network for parents (n=34) of students with learning disabilities at a private rural elementary school. The program focuses on providing essential information to parents and increasing their involvement within the school setting. The program involved: (1) monthly meetings of parents; (2)…

  4. Meeting the Needs of Students with Coexisting Visual Impairments and Learning Disabilities

    Science.gov (United States)

    Jones, Beth A.; Hensley-Maloney, Lauren

    2015-01-01

    The coexistence of visual impairments and learning disabilities presents unique challenges. It is imperative that teachers be apprised of the characteristics of this population as well as instructional strategies targeted at meeting their unique needs. The authors highlight typical patterns of performance and provide suggestions for effective…

  5. A Pilot Memory Café for People with Learning Disabilities and Memory Difficulties

    Science.gov (United States)

    Kiddle, Hannah; Drew, Neil; Crabbe, Paul; Wigmore, Jonathan

    2016-01-01

    Memory cafés have been found to normalise experiences of dementia and provide access to an accepting social network. People with learning disabilities are at increased risk of developing dementia, but the possible benefits of attending a memory café are not known. This study evaluates a 12-week pilot memory café for people with learning…

  6. Psychoneurological Assessment of Language Disorders in Learning Disabled Adolescents: Research and Prescriptive Suggestions.

    Science.gov (United States)

    Kendall, William S.

    The extent to which three groups of learning disabled (LD) adolescents differed in language was examined. Ss were 30 LD students enrolled in secondary special classes, 30 LD students in secondary special classes, and 30 LD students integrated in regular secondary classes who received additional support beyond that ordinarily provided in regular…

  7. Developing a Language Program for the Learning Disabled Student with a Language Disorder.

    Science.gov (United States)

    Keefe, Charlotte Hendrick; Candler, Ann C.

    Determining the language skill deficits of learning-disabled students may be difficult. They have many appropriate language skills, but may miss the subtlety of language. This is exemplified by their lack of awareness of morphemes and the important information that less-stressed morphemes provide. Developing or selecting a program to improve their…

  8. Residential Carers' Knowledge and Attitudes towards Physiotherapy Interventions for Adults with Learning Disabilities

    Science.gov (United States)

    Stewart, Stephen; Macha, Ruth; Hebblethwaite, Amy; Hames, Annette

    2009-01-01

    Through the use of face-to-face interviews, this article explores residential carers' perceptions and understanding of a physiotherapy service provided to patients with a learning disability, with the aim of highlighting potential areas for improvement in the service. Carers involved in the study reported a good relationship with the…

  9. Field dependence in visually and nonvisually involved learning disabled children.

    Science.gov (United States)

    Cowen, R J; Harway, N I

    1976-08-01

    39 visually and nonvisually perceptually impaired 8- to 11-yr.-old boys with learning disabilities were compared with a control group of 35 "normal" learners on the Rod-and-frame and Children's Embedded-figures Tests. Previous findings of greater field dependence of learning disabled children are confounded because the experimental tasks involved visual perception. In our study the 27 "visuals" were more field-dependent than either the 12 "nonvisuals" or the controls. The latter groups did not differ significantly from one another, which may in part be a function of the small sample of nonvisual children identified. Alternative explanations, e.g., the visual nature of the field-dependence measures and the lack of reading difficulty of the nonvisual group, are considered. For the visually disabled Ss only Vocabulary scores, suggesting that among such children those with higher verbal intelligence may be more field-independent.

  10. Learning Disabilities and Its Impact on Poverty and Adult Literacy Programs.

    Science.gov (United States)

    Young, Glenn; Gerber, Paul J.; Reder, Stephen; Cooper, Richard

    The four papers that make up this document report on poverty issues as they pertain to adults with learning disabilities. "Programmatic Response to Welfare Clients with Learning Disabilities" (Glenn Young) describes steps in the Learning Disabilities Initiative that works with federal agencies, states, local governments, and nonprofit…

  11. Paradigms Lost: Learning Disabilities and the New Ghost in the Old Machine.

    Science.gov (United States)

    Carnine, Douglas; Woodward, John

    1988-01-01

    This critique of H. Lee Swanson's "Toward a Metatheory of Learning Disabilities" comments on Swanson's concept of learning disabilities, cognitive science, and information processing theory. A different research and theory-building agenda is proposed, focusing on society's definition of learning disabilities and instructional issues and…

  12. A Qualitative Investigation into the Experiences of Having a Parent with a Learning Disability

    Science.gov (United States)

    Hewitt, Olivia; Clarke, Angela

    2016-01-01

    Background: More people with a learning disability are becoming parents. Little is known about the lived experiences of the children who have a parent with a learning disability. Methods: This study uses interpretative phenomenological analysis (IPA) to understand the lived experiences of people who have a parent with a learning disability. Five…

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

    Science.gov (United States)

    Anslow, Katharine

    2014-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  15. Experiencing, and Being Experienced As, Learning Disabled Choreographers in the West of Ireland

    Science.gov (United States)

    Parry, Rachel

    2017-01-01

    Speckled Egg Dance was established in Galway, Ireland, in 2013, to facilitate opportunities for learning disabled dance artists to develop semi-professional dance skills and independent choreographic practice. The company aims to contest normative perceptions of learning disabled dance ability, and to make learning disabled dance aesthetics…

  16. Differences in Delinquency among Children with and without Learning Disabilities: A Meta-Analysis

    Science.gov (United States)

    Evans, Mary K.

    2012-01-01

    This dissertation presents the results of a meta-analysis of the empirical literature on delinquent behavior among children with learning disabilities in comparison to their non-learning disabled peers. Twenty-four studies met inclusion criteria and results indicated that children with learning disabilities (n = 3,202) have higher mean scores on…

  17. Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students.

    Science.gov (United States)

    Hannah, C. Lynne; Shore, Bruce M.

    1995-01-01

    This study compared metacognitive performance of gifted, gifted learning-disabled, learning-disabled, and average males in grades 5 and 6 and grades 11 and 12. For metacognitive knowledge, skill on think-aloud error detection reading, and comprehension, the performance of gifted learning-disabled students resembled that of gifted students more…

  18. An Investigation into the Public Health Roles of Community Learning Disability Nurses

    Science.gov (United States)

    Mafuba, Kay; Gates, Bob

    2015-01-01

    International studies have shown poor uptake of public health initiatives by people with learning disabilities. In addition, studies have shown that people with learning disabilities experience poor access to public health services. The contribution of community learning disability nurses in meeting the public health needs of people with learning…

  19. Physiological Uniqueness: A New Perspective on the Learning Disabled/Gifted Child.

    Science.gov (United States)

    Bireley, Marlene; And Others

    1992-01-01

    A body of psychoeducational data were gathered on 11 children (ages 8-14) who were gifted and learning disabled. Results from brain imaging and vision testing for hyperacuity and contrast sensitivity suggest that the interaction of high ability and learning disability results in brain and vision patterns unique to the learning-disabled/gifted…

  20. Social Grace or Disgrace: Adolescent Social Skills and Learning Disability Subtypes.

    Science.gov (United States)

    Bergman, Marilyn M.

    1987-01-01

    Socialization difficulties encountered by a particular learning disabled adolescent may be related to the type of underlying learning disability. Two subtypes of learning disability are discussed (language disorders and disturbed visual spatial functions) along with implications for problems in development of social skills and for effective…

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

    Science.gov (United States)

    Cluley, Victoria

    2017-01-01

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

  2. Substance Abuse and Learning Disabilities: Peas in a Pod or Apples and Oranges?

    Science.gov (United States)

    Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse.

    This paper was developed as a result of a 1999 conference on substance abuse and learning disabilities. An introductory chapter urges early identification of learning disabilities and appropriate treatment for both problems when they co-exist. The second chapter discusses the differences between learning disabilities and behavioral disorders, the…

  3. What do residents learn by meeting with families of children with disabilities?: A qualitative analysis of an experiential learning module.

    Science.gov (United States)

    Sharma, Niraj; Lalinde, Paula S; Brosco, Jeffrey P

    2006-01-01

    Attitudes of medical providers towards persons with disabilities can affect the quality of care their patients receive. The authors evaluated an experiential learning module to investigate what Paediatric and Medicine/Paediatric residents at the University of Miami/Jackson Memorial Hospital learn from visiting the homes of families with children who have disabilities. Families were recruited through a community-based parent organization. The families were instructed to discuss what it is like to have a child with a disability and to think about a primary message to give to residents during a 1-2 hour home visit. Since 1998, residents participated as part of the required Developmental Paediatrics rotation. They were instructed to write a one-page narrative description of their visit. The authors utilized the grounded theory of qualitative research and content analysis to count the key themes identified in the residents' descriptions. Twenty-four families and 63 residents participated in the learning module. The resident observations yielded four major themes. Twenty-four per cent stated families needed more information; 79% noted that families face various obstacles, including financial (33%), medical providers' pessimism (29%), inter-personal family conflicts (27%) and medical system problems (22%); 49% of residents commented that families adjust and cope with their child's disability; and 27% of residents stated that the experience changed their insight about children with disabilities. The authors' study suggests that a single home visit with the family of a child with a disability provides paediatrics and medicine/paediatrics residents with insights into the family's perspective on disability otherwise unattainable in a hospital-based training programme.

  4. Teaching Academic Vocabulary to Adolescents with Learning Disabilities

    Science.gov (United States)

    Beach, Kristen D.; Sanchez, Victoria M.; Flynn, Lindsay; O'Connor, Rollanda E.

    2015-01-01

    Knowing the meaning of academic vocabulary words helps adolescents understand content-area text and improves their academic achievement. To demonstrate deep understanding of words, students reading below grade level and students with learning disabilities must be explicitly taught word meanings, encounter target words in illustrative contexts, and…

  5. The Uses of Hypnotherapy with Learning Disabled Children.

    Science.gov (United States)

    Johnson, Lynn S.; And Others

    1981-01-01

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

  6. Loneliness and Coherence among Preschool Children with Learning Disabilities.

    Science.gov (United States)

    Margalit, Malka

    1998-01-01

    This study examined loneliness and sense of coherence among 187 preschool children in Israel, of which 111 were at high risk for developing learning disabilities. The high risk children demonstrated higher levels of loneliness and lower levels of coherence than the control group. The high risk children also were less accepted by nondisabled peers.…

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

    Science.gov (United States)

    Marsham, Marian

    2012-01-01

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

  8. Response to Intervention and the Identification of Specific Learning Disabilities

    Science.gov (United States)

    Reschly, Daniel J.

    2014-01-01

    The use of response-to-intervention (RTI) to identify children and youth with specific learning disabilities (SLDs) is described with multiple illustrations. Essential components of the RTI process are specified at multiple tiers of intervention, each essential to valid SLD identification. The RTI goals are prevention in general education, early…

  9. Students with Learning Disabilities in an Inclusive Writing Classroom

    Science.gov (United States)

    Jacobs, Patricia; Fu, Danling

    2014-01-01

    This article presents a case study on two fourth grade students with learning disabilities in two different writing situations: writing for test preparation and writing for digital stories. The students' writing behaviors, processes, and products in these two settings are contrasted. The differences in the students' writing experiences suggest…

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

    Science.gov (United States)

    Sheridan, Lynnaire; Kotevski, Suzanne

    2014-01-01

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

  11. Job Satisfaction of College Graduates with Learning Disabilities.

    Science.gov (United States)

    Witte, Raymond H.; Philips, Lois; Kakela, Megan

    1998-01-01

    Job satisfaction was examined for 55 self-identified college graduates with learning disabilities (LD) and 55 control graduates matched by gender, major, degree, and graduation year. Graduates with LD perceived themselves as receiving significantly less pay and promotion opportunities, and reported less total job satisfaction than graduates…

  12. 45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

    Science.gov (United States)

    2010-10-01

    ... skills for reading, writing, spelling or doing mathematical calculations. The term includes such... expression, listening comprehension, pre-reading, pre-writing and pre-mathematics; or (3) The child shows...) This definition for learning disabilities applies to four and five year old children in Head Start. It...

  13. Identifying Specific Learning Disabilities: Legislation, Regulation, and Court Decisions

    Science.gov (United States)

    Zumeta, Rebecca O.; Zirkel, Perry A.; Danielson, Louis

    2014-01-01

    Specific learning disability (SLD) identification and eligibility practices are evolving and sometimes contentious. This article describes the historical context and current status of the SLD definition, legislation, regulation, and case law related to the identification of students eligible for special education services. The first part traces…

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

    Science.gov (United States)

    Tredinnick, Gerlind; Cocks, Naomi

    2014-01-01

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

  15. Self-Regulated Math Instructions for Pupils with Learning Disabilities

    Science.gov (United States)

    Bishara, Saied

    2016-01-01

    In this research, we considered the different impact two methods of teaching had on pupils' ability to solve complex math problems. The methods considered were: self-regulated study and traditional teaching. We also examined the pedagogical consequences the differences made among the population of pupils with learning disabilities in special…

  16. Personality Patterns of Successful and Unsuccessful Adults with Learning Disabilities.

    Science.gov (United States)

    Faas, Larry A.; And Others

    1990-01-01

    Adults (N=86) with learning disabilities completed the Personality Pattern Inventory, an employment history, and an interview. Verbal intelligence quotient was found to be the best predictor of employment success or lack of success. The incidence of reactor, persister, and workaholic personality types differed between subjects and a population of…

  17. Preventing Suicide in Learning Disabled Children and Adolescents.

    Science.gov (United States)

    Hayes, Marnell L.; Sloat, Robert S.

    1988-01-01

    Learning-disabled students may have some characteristics that make them particularly vulnerable to suicide. This article describes common misconceptions about suicide, discusses danger signs indicative of suicide risk, outlines steps in crisis intervention, and lists suggested information pamphlets and films. (JDD)

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

    Science.gov (United States)

    Quick, Carol; Mandell, Colleen

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

  19. A Social Emotional/Awareness Program for Learning Disabled Students.

    Science.gov (United States)

    Susla, Brenda M.

    The social and emotional development needs of fourth and fifth grade students (N=16) with learning disabilities were addressed through development and implementation of a 12-week awareness program called "Pupils' Over-Whelming Esteem Rise" (Project POWER). This project targeted: (1) self-awareness; (2) social awareness; (3) coping, organizing,…

  20. Behavioral Coping Styles of Mentally Retarded and Learning Disabled Pupils.

    Science.gov (United States)

    Price, Barrie Jo; Marsh, George E., II

    The Coping Analysis Schedule for Educational Settings (CASES), an observation instrument to identify students' primary coping or interaction styles, was evaluated with 44 educable mentally retarded (EMR), learning disabled (LD), or normal children (7 to 11 years old). CASES is intended to be a quantitative tool for collecting the data required…

  1. Correctional Education Experiences of Female Offenders with a Learning Disability

    Science.gov (United States)

    Smith, Ezekiel

    2012-01-01

    Minimal employable skills, poor work habits, and substance abuse are problems that often result in released female offenders' recidivating within 36 months of their prison release. Recidivism is further compounded when the female offender suffers from a learning disability. Research suggests that correctional education experiences do not address…

  2. The "Learning Disabilities to Juvenile Detention" Pipeline: A Case Study

    Science.gov (United States)

    Mallett, Christopher A.

    2014-01-01

    Adolescents becoming formally involved with a juvenile court because of school-related behavior and discipline problems is a phenomenon known as the school-to-prison pipeline. Adolescents with learning disabilities are disproportionately represented within this pipeline. A study was conducted to review the outcomes for a population of youthful…

  3. List Memory in Young Adults with Language Learning Disability

    Science.gov (United States)

    Sheng, Li; Byrd, Courtney T.; McGregor, Karla K.; Zimmerman, Hannah; Bludau, Kadee

    2015-01-01

    Purpose: The purpose of this study was to characterize the verbal memory limitations of young adults with language learning disability (LLD). Method: Sixteen young adults with LLD and 34 age- and education-matched controls with typical language participated in a Deese-Roediger-McDermott (DRM; Deese, 1959; Roediger & McDermott, 1995) list…

  4. The Apophasis of Limits: Genius, Madness, and Learning Disability

    Science.gov (United States)

    Baker, Bernadette

    2007-01-01

    In this paper, the author sidles up to the "problema" of identifying children as having a learning disability (LD) in the USA to ascertain what an analysis of limping characters, limping readers and limping rhythms might teach individuals about justice. In much current educational literature children labelled LD circulate as "maimed individuals"…

  5. Optimising Web Site Designs for People with Learning Disabilities

    Science.gov (United States)

    Williams, Peter; Hennig, Christian

    2015-01-01

    Much relevant internet-mediated information is inaccessible to people with learning disabilities because of difficulties in navigating the web. This paper reports on the methods undertaken to determine how information can be optimally presented for this cohort. Qualitative work is outlined where attributes relating to site layout affecting…

  6. Eliciting Web Site Preferences of People with Learning Disabilities

    Science.gov (United States)

    Williams, Peter

    2017-01-01

    The Internet can be an excellent tool to help people with learning disabilities access relevant and appropriately written information. However, little work has been undertaken to ascertain web design or content preferences for this cohort. This paper examines methods to address this issue. Twenty five participants were presented with three web…

  7. 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…

  8. Developing Media Literacy Skills for Students with Specific Learning Disabilities

    Science.gov (United States)

    James, Jessica Everett

    2014-01-01

    Students with specific learning disabilities (SLD), such as emotional disturbances, and speech or language impairment, attending high schools located in the rural Mississippi Delta lack media literacy skills that could impact the student's ability to successfully graduate from high school. The purpose of this qualitative case study was to identify…

  9. Teaching Techniques for the Learning Disabled/Gifted Student.

    Science.gov (United States)

    Waldron, Karen A.

    1991-01-01

    Through a review of the literature, recent research, and implementation results, this article explores teaching methods for use with gifted students with learning disabilities. Methods for application in regular and special classrooms are discussed, including establishment of relationships between home and school life, individualized intervention…

  10. Developing Assessment Profiles for Gifted Learning Disabled Students.

    Science.gov (United States)

    Lazarus, Belinda Davis

    1989-01-01

    Case studies are presented for 4 gifted learning-disabled students, ages 8-16. The students received a multidisciplinary assessment which indicated that psychometric test scores need to be supplemented with informal assessments; historical data; direct student observation; task analysis of permanent products; and information from parents,…

  11. Intellectually Gifted Learning Disabled Students: A Special Study.

    Science.gov (United States)

    Hansford, Susan J.; And Others

    The Intellectually Gifted/Learning Disabled Project investigated characteristics of this population and implications for educational programming. Twenty-three children, aged 7 to 16 years old, were identified through a referral process involving schools and parents. Only two subjects were female. A detailed analysis of school records; individual…

  12. Issues in Identification of Gifted/Learning Disabled Children.

    Science.gov (United States)

    Yewchuck, C.

    1986-01-01

    Six issues relating to assessment of gifted/learning disabled (GLD) students are discussed: (1) incidence; (2) cut-off IQ scores; (3) barriers to identification; (4) use of the Wechsler Intelligence Scale for Children--Revised; (5) differentiation between GLD and underachieving gifted; (6) qualitative differences between GLD, gifted, and learning…

  13. Taurodontism and learning disabilities in patients with Klinefelter syndrome.

    Science.gov (United States)

    Schulman, Gary S; Redford-Badwal, Deborah; Poole, Andrew; Mathieu, Gregory; Burleson, Joseph; Dauser, Deborah

    2005-01-01

    The purpose of this descriptive clinical study was to determine the prevalence rates of taurodontism and learning disabilities in a sample of patients with Klinefelter syndrome. Questionnaires and dental radiographs of Klinefelter syndrome patients were obtained and analyzed using previously published methods. Prevalence rates were determined for taurodontism and learning disabilities in the sample population and compared to the general population. Statistical analyses included a Fisher's exact 2-sided test to compare the prevalence rates to that found in the general population and subsequent determination of the positive predictive value. Taurodontism was found in 75% of the 24 participants. Eighty-three percent of the participants reported having a learning disability. These rates are significantly higher than the general population, as reported in the literature. The positive predictive value for Klinefelter syndrome, given a male patient with taurodontism and a learning disability, is 84%. In this case, the dentist should recommend karyotyping to the patient, parent, or physician. This demonstrates how important it is for dentists to understand and assist physicians in the diagnosis of genetic disorders.

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

    Science.gov (United States)

    Bailey, Frank S.; Yocum, Russell G.

    2015-01-01

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

  15. Hearing Problems in the Learning Disability Population: Is Anybody Listening?

    Science.gov (United States)

    McClimens, Alex; Brennan, Siobhan; Hargreaves, Pauline

    2015-01-01

    We undertook this project because we believed that hearing loss experienced by the target population was greater than the referral figures suggested. Therefore, we set up a trial service initiative designed to examine the efficacy of different referral routes into audiology services for adults with learning disability. This retrospective analysis…

  16. Microcomputer Use in Learning Disabilities Programs at California Community Colleges.

    Science.gov (United States)

    Robledo, Gilbert

    A study was conducted to gather information about the use of microcomputers within the learning disabilities (LD) programs in California community colleges. Surveys were sent to all 106 two-year colleges in the state, requesting information on the number of students enrolled in LD programs, the kind and number of computers used in the LD programs,…

  17. Adolescents and Learning Disability: An Approach to Treatment.

    Science.gov (United States)

    Pabis, Roman

    A treatment approach to adolescents with learning disabilities which incorporates remediation and psychotherapy is explored through two case studies of two youngsters (ages 14 and 17). After a review of earlier studies, the author focuses on the diagnosis and treatment of a 17 year old boy with a ninth grade education. Once a diagnosis of dyslexia…

  18. Prior History of Learning Disabilities in Reye's Syndrome Survivors.

    Science.gov (United States)

    Quart, Ellen J.; And Others

    1985-01-01

    Twenty-six children (ages 9-18) who had recovered from Reye's syndrome (characterized by lethargy, disorientation, personality changes, and decreased consciousness) were tested for possible memory deficits. In reviewing school histories, an unexpected finding was the disproportionately high number of students who were learning disabled before…

  19. Written Cohesion in Children with and without Language Learning Disabilities

    Science.gov (United States)

    Koutsoftas, Anthony D.; Petersen, Victoria

    2017-01-01

    Background: Cohesion refers to the linguistic elements of discourse that contribute to its continuity and is an important element to consider as part of written language intervention, especially in children with language learning disabilities (LLD). There is substantial evidence that children with LLD perform more poorly than typically developing…

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

    Science.gov (United States)

    Friend, Marilyn; Bauwens, Jeanne

    1988-01-01

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

  1. Online Learning and Students with Disabilities: Parent Perspectives

    Science.gov (United States)

    Burdette, Paula J.; Greer, Diana L.

    2014-01-01

    While research has been conducted on parental involvement in K-12 online learning, none of this research relates specifically to the parents of students with disabilities. Thus, researchers developed a survey around the following constructs: parental roles, instruction and assessment, communication and support from the school, and parental…

  2. Children's Attitudes towards ADHD, Depression and Learning Disabilities

    Science.gov (United States)

    Bellanca, Faye Francesca; Pote, Helen

    2013-01-01

    Attention deficit hyperactivity disorder (ADHD), depression and general learning disabilities (LD) are common difficulties for British primary school children. It has been found that characteristics associated with these difficulties can result in negative attitudes and stigma from other children, causing problems with peer relationships.…

  3. Neuropsychological Subtyping of Learning-Disabled Children: History, Methods, Implications.

    Science.gov (United States)

    Fisk, John L.; Rourke, Byron P.

    1983-01-01

    The neuropsychological approach to studying learning disabilities (LD) has produced two extreme positions: the view of LD as (1) homogeneous and unitary and (2) as a pattern of unique and idiosyncratic characteristics. Resulting classification approaches for determining subtypes of the population have important implications for assessment and…

  4. The Relationship of Self-Esteem and Learning Disabilities.

    Science.gov (United States)

    Rowley, Joan E.

    Self esteem in the learning disabled (LD) child is considered in terms of family, school, and peer influences. A review of the literature points out that the LD child seems to have a greater need than the normal child for parental support which helps to establish high self esteem. Performance, and not potential, appears to be the more important…

  5. Teaching Multiplication with Regrouping to Students with Learning Disabilities

    Science.gov (United States)

    Flores, Margaret M.; Hinton, Vanessa M.; Schweck, Kelly B.

    2014-01-01

    The Common Core Standards require demonstration of conceptual knowledge of numbers, operations, and relations between mathematical concepts. Supplemental instruction should explicitly guide students with specific learning disabilities (SLD) in these skills. In this article, we illustrate implementation of the concrete-representational-abstract…

  6. Mathematics for the Learning Disabled Child in the Regular Classroom.

    Science.gov (United States)

    Sears, Carol J.

    1986-01-01

    Assists teachers by helping them to recognize problems in mathematics that are often demonstrated by students with suspected or diagnosed learning disabilities. Also suggests remedial and compensatory techniques to help these teachers cope with such problems. Dyscalculia, hyperactivity, distractability, and perseveration are among the problems…

  7. Communicative Skills and Peer Relations of Learning Disabled Adolescents.

    Science.gov (United States)

    Donahue, Mavis; Bryan, Tanis

    1984-01-01

    Research is reviewed on the communicative ability of learning disabled (LD) adolescents and its effects on acceptance by peers. Difficulties are noted in social perception, oral language, and social experience. Suggestions for enhancing communication and social skills include using group-contingent reinforcements and exposing LD students to normal…

  8. An Intervention Framework for Learning Disabled Students with Communication Disorders.

    Science.gov (United States)

    Spekman, Nancy J.; Roth, Froma P.

    1982-01-01

    An intervention framework for the management of communication disorders in learning disabled children is presented. The model is comprised of three components: communicative intentions (what a speaker wants to convey), presupposition (a speaker's message in relation to specific information needs of a listener), and the social organization of…

  9. Linguistic Stress Judgments of Language Learning Disabled Students.

    Science.gov (United States)

    Highnam, Cliff; Morris, Valerie

    1987-01-01

    The ability of 10 language learning disabled (LD) children (age 9-12) and 10 sex/age matched normals to judge correctness of linguistic stress and semantic appropriateness was examined. Results indicated more difficulty on the linguistic stress task than the semantic interpretation task for LD children and better performance by normals on both…

  10. Written Expression: Assessment and Remediation for Learning Disabled Students.

    Science.gov (United States)

    Bain, Ann M.

    1982-01-01

    The educational evaluation and remediation of written language disorders in learning disabled students are considered. It is suggested that a written language assessment should involve a thorough educational history and a complete psychoeducational evaluation. Attention is directed to written language assessment and remediation for handwriting,…

  11. Referential Communication Skills of Learning Disabled/Language Impaired Children.

    Science.gov (United States)

    Meline, Timothy J.

    1986-01-01

    Compares the communicative behaviors of 18 learning disabled/language impaired (LD/LI) children with two matched groups of normally developing children. LD and normal groups were matched up by age and language mates, and observed for evidence of communicative effectiveness and verbal output. Findings of the study are discussed and related to the…

  12. Effectiveness of Language Intervention with the Language/Learning Disabled.

    Science.gov (United States)

    Nye, Chad; And Others

    1987-01-01

    A total of 43 studies, involving 1,703 subjects with a mean age of 6:11, were analyzed to assess the effectiveness of language intervention with language/learning disabled children. Results suggested that the average language-disordered child moved from the 50th percentile to the 85th as a result of language intervention. (Author/JDD)

  13. Characteristics of Language Disorders in Learning Disabled Students.

    Science.gov (United States)

    Candler, Ann C.; Hildreth, Bertina L.

    1990-01-01

    Attention is given to the characteristics, identification, and remediation of language disorders frequently associated with learning-disabled students. Characteristics include off-target responding, inaccurate word selection, neologisms, referent errors, topic closure, and sequencing difficulties. Remediation involves self-concept building,…

  14. Contextualizing Instruction for English Language Learners with Learning Disabilities

    Science.gov (United States)

    Miller, Rhonda D.

    2016-01-01

    English language learners (ELLs) with learning disabilities (LD) can find navigating the content areas quite difficult due to challenges involving limitations in English language proficiency, gaps in English academic vocabulary, difficulties with working memory and long-term memory, and limited background knowledge on content area topics. However,…

  15. Cognitive and Emotional Factors in Children with Mathematical Learning Disabilities

    Science.gov (United States)

    Passolunghi, Maria Chiara

    2011-01-01

    Emotional and cognitive factors were examined in 18 children with mathematical learning disabilities (MLD), compared with 18 normally achieving children, matched for chronological age, school level, gender and verbal IQ. Working memory, short-term memory, inhibitory processes, speed of processing and level of anxiety in mathematics were assessed…

  16. Intrinsic vs Extrinsic Motivation in Learning Disabled Children.

    Science.gov (United States)

    Reeve, Peggy Tarpley; Loper, Ann Booker

    1983-01-01

    Forty-four children identified as learning disabled were administered Harter's Scale of Intrinsic versus Extrinsic Orientation in the Classroom. Scores were correlated with several indices of school behavior, standardized achievement test scores, report-card grades, and teachers' behavioral ratings. No pattern was evidenced between the scale and…

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

    Science.gov (United States)

    Bates, Claire; Terry, Louise; Popple, Keith

    2017-01-01

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

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

    Science.gov (United States)

    Lambie, Glenn W.; Milsom, Amy

    2010-01-01

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

  19. Discrepancy Dinosaurs and the Evolution of Specific Learning Disability Assessment

    Science.gov (United States)

    Moores-Abdool, Whitney; Unzueta, Caridad H.; Vazquez Donet, Dolores; Bijlsma, Eduard

    2008-01-01

    Identifying Specific Learning Disability (SLD) has been an arduous task. Until IDEA 2004, diagnosing SLD was limited to IQ discrepancy models lacking in both empirical evidence and contributing to minority over-representation. This paper examines the history of SLD assessment, the phenomena of minority over-representation, and the implementation…

  20. Rodin, Patton, Edison, Wilson, Einstein: Were They Really Learning Disabled?

    Science.gov (United States)

    Adelman, Kimberly A.; Adelman, Howard S.

    1987-01-01

    The practice of posthumously diagnosing historical figures is discussed. Emphasis is on the unsatisfactory nature of evidence found for those diagnosed as learning-disabled or dyslexic and the possibility of other explanations for identified problems. Posthumous diagnoses of Auguste Rodin, George Patton, Thomas Edison, Woodrow Wilson, and Albert…

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

    Science.gov (United States)

    Nonis, Karen P.; Jernice, Tan Sing Yee

    2014-01-01

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

  2. Relationship between low back pain, disability, MR imaging findings and health care provider

    Energy Technology Data Exchange (ETDEWEB)

    Arana, Estanislao; Molla, Enrique; Costa, Salvador; Montijano, Ruben [Clinica Quiron, Department of Radiology, Valencia (Spain); Marti-Bonmati, Luis [Clinica Quiron, Department of Radiology, Valencia (Spain); Hospital Universitario Dr. Peset, Department of Radiology, Valencia (Spain); Vega, Maria [Hospital Universitario Dr. Peset, Department of Radiology, Valencia (Spain); Bautista, Daniel [Hospital Universitario Dr. Peset, Department of Preventive Medicine, Valencia (Spain)

    2006-09-15

    To determine the association between the self-report of pain and disability and findings on lumbar MR images, and to compare two different health care providers in Spanish patients with low back pain (LBP). Cross-sectional A total of 278 patients, 137 men and 141 women aged 44{+-}14 years submitted with low back pain (LBP) were studied. One hundred and nine patients were from the National Health System (NHS) and 169 from private practice. Patients with previous discitis, surgery, neoplasm or traumatic episodes were excluded. Every patient completed a disability questionnaire with six core items, providing a score of disability from 2 to 28. All patients had sagittal spin-echo T1 and turbo spin-echo T2, axial proton-density and MR myelography weighted images. MR images of the two most affected disc levels were read, offering an MR imaging score from 0 to 30. Patients with a combination of LBP and sciatica showed the highest levels of disability (p=0.002). MR imaging scores only correlated with pain interference with normal work (p=0.04), but not with other disability questions. Patients from the NHS showed greater disability scores than private ones (p=0.001) and higher MR imaging scores (p=0.01). In patients with LBP, MR imaging only correlates with pain interference with work but not with other disability questions. Differences are found between private and NHS patients, the latter being more physically affected. (orig.)

  3. Triadic Moral Learning and Disability Awareness

    Science.gov (United States)

    Leicester, Mal

    2011-01-01

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

  4. ICTs and Music in Special Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Athanasios Drigas

    2016-10-01

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

  5. Pedagogical tools in providing inclusive active learning process

    OpenAIRE

    Tupitsa, E.

    2014-01-01

    In the publication it is described pedagogical tools while providing inclusive active learning process of children with special educational needs; it is defined the key characteristics of the teacher as mediator; it is determined the main hints of cooperative learning

  6. Psychology of Adjustment and the Learning Disabled Student. Alternative Techniques for Teaching Psychology to Learning Disabled Students in the University.

    Science.gov (United States)

    Goodey, Darwin

    A faculty member involved with the HELDS (Higher Education for Learning Disabled Students) project describes ways in which Psychology of Adjustment courses can be modified to accommodate LD students. He describes the goals and general approach (structured informality) of his class, which features group evening meetings and written assignments in…

  7. Attitudes of Social Service Providers towards the Sexuality of Individuals with Intellectual Disability

    Science.gov (United States)

    Bazzo, Giuseppe; Nota, Laura; Soresi, Salvatore; Ferrari, Lea; Minnes, Patricia

    2007-01-01

    Background: The sexual lives of people with intellectual disability is made complex by the involvement and influence of social service providers, whose beliefs and values have a great impact on the support they provide. We hypothesized that social service providers' role, educational level and service in which they worked could affect attitudes…

  8. ICTs and Montessori for Learning Disabilities

    National Research Council Canada - National Science Library

    Athanasios Drigas; Eugenia G. Gkeka

    2017-01-01

    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...

  9. Competencies of postsecondary education personnel serving students with learning disabilities.

    Science.gov (United States)

    Norlander, K A; Shaw, S F; McGuire, J M

    1990-01-01

    This paper presents the results of a survey designed to identify the needed competencies of both administrative and direct service personnel in directing and implementing postsecondary support programs for students with learning disabilities. Data were collected from a national sample of 299 practitioners. In addition to information about respondent characteristics, results include ratings for all items on the survey. Competency areas perceived as most desired by learning specialists were assessment skills, cognitive interventions, and instructional skills, while administrative personnel rated management/leadership skills as most desired. Implications for professional development activities are addressed. The need for strengthening linkages between secondary and postsecondary personnel to foster effective transition planning for students with learning disabilities is also explored.

  10. Auditory processing disorder in children diagnosed with nonverbal learning disability.

    Science.gov (United States)

    Keller, Warren D; Tillery, Kim L; McFadden, Sandra L

    2006-12-01

    To determine whether children with a nonverbal learning disability (NVLD) have a higher incidence of auditory processing disorder (APD), especially in the tolerance-fading memory type of APD, and what associations could be found between performance on neuropsychological, intellectual, memory, and academic measures and APD. Eighteen children with NVLD ranging in age from 6 to 18 years received a central auditory processing test battery to determine incidence and subtype of APD. Psychological measures for assessment of NVLD included the Wechsler Scales, Wide Range Assessment of Memory and Learning, and Wechsler Individual Achievement Test. Neuropsychological measures included the Category Test, Trails A and B, the Tactual Performance Test, Grooved Pegs, and the Speech Sounds Perception Test. Neuropsychological test scores of the NVLD+APD and NVLD groups were compared using analysis of covariance procedures, with Verbal IQ and Performance IQ as covariates. Sixty-one percent of the children were diagnosed with APD, primarily in the tolerance-fading memory subtype. The group of children with APD and NVLD had significantly lower scores on Verbal IQ, Digit Span, Sentence Memory, Block Design, and Speech Sounds Perception than children without APD. An ancillary finding was that the incidence of attention deficit/hyperactivity disorder was significantly higher in children with NVLD (with and without APD) than in the general population. The results indicate that children with NVLD are at risk for APD and that there are several indicators on neuropsychological assessment suggestive of APD. Collaborative, interdisciplinary evaluation of children with learning disorders is needed in order to provide effective therapeutic interventions.

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

    Science.gov (United States)

    Hearne, D; Stone, S

    1995-01-01

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

  12. The prevalence of poor ocular motilities in a mainstream school compared to two learning-disabled schools in Johannesburg

    Directory of Open Access Journals (Sweden)

    Ingrid T. Metsing

    2016-03-01

    Full Text Available Background: Ocular motilities play a major role when reading for the continuous acquisition and updating of visually presented information. Accurate oculomotor control is required to be able to learn how to read and to efficiently read to learn. This process requires accurate decoding accomplished by precise oculomotor control.Aim: A comparison of the prevalence of poor ocular motilities between mainstream and learning-disabled schools were explored from three different schools; one mainstream and two disabled schools. One hundred and ninety-two children, age range 8–13 years (mean = 10.30, s.d.: ± 0.999 in grades 3 and 4, with 112 children from the two learning-disabled schools and 80 children from the mainstream school participated in the study.Method: The standardised direct observation test, using the Northeastern State University College of Optometry scoring criteria, was used to evaluate saccadic and pursuit eye movements. Fixation maintenance was evaluated using the Southern California College of Optometry scoring criteria. The Gulden fixation stick with a 6/24 letter E was used as a fixation target.Results: The results showed that children from the learning-disabled schools appeared to have a higher incidence of poor saccadic accuracy compared with children from the mainstream school. No significant associations in both the mainstream and the learning-disabled children were found for head movements, pursuits and fixation ability. However, the results suggest a statistically significant association between poor saccadic accuracy and children from the learning-disabled schools. Conclusion: This study provides further evidence for a link between poor saccadic accuracy and children from the school of the learning disabled. Keywords: Ocular motor dysfunction, saccadics, pursuits, learning disability, schools, fixation ability, visual attention

  13. Unspoken Words: Understanding Nonverbal Learning Disabilities

    Science.gov (United States)

    Darrow, Alice-Ann

    2016-01-01

    Much of what is communicated in the classroom is through nonverbal means. Sending appropriate nonverbal signals, as well as recognizing and interpreting the nonverbal signals of others, are essential features of the learning process. Students' abilities to encode and decode nonverbal communication have the potential to affect all aspects of their…

  14. Providing Staff Training and Programming to Support People with Disabilities: An Academic Library Case Study

    Science.gov (United States)

    Brannen, Michelle H.; Milewski, Steven; Mack, Thura

    2017-01-01

    This case study explores services academic libraries provide to students with disabilities and the impact these can have on the success and experience of these students. The study focuses on staff training and outreach programming. The authors examine the academic library literature surrounding these topics, provide examples of programming…

  15. Service Providers' Perceptions of and Responses to Bullying of Individuals with Disabilities

    Science.gov (United States)

    Cook, Erin E.; Nickerson, Amanda B.; Werth, Jilynn M.; Allen, Kathleen P.

    2017-01-01

    A sample of 124 service providers (e.g. mental health professionals, educators, administrators) completed a survey about bullying of individuals with disabilities and the use and perceived effectiveness of resources and strategies to address bullying. Providing support and performing an action in response to bullying were reported to be used more…

  16. Postsecondary Disability Service Providers' Perceptions about Implementing Universal Design for Instruction (UDI)

    Science.gov (United States)

    Embry, Priscilla B.; Parker, David R.; McGuire, Joan M.; Scott, Sally S.

    2005-01-01

    Sixteen disability service providers from 2-year and 4-year public and private postsecondary institutions were divided into 2 focus groups, each with 8 participants. When asked to share their perspectives on the implementation of Universal Design for Instruction (UDI) on their campus, service providers described strengths and weaknesses of UDI,…

  17. Students with intellectual disability in higher education: adult service provider perspectives.

    Science.gov (United States)

    Sheppard-Jones, Kathleen; Kleinert, Harold Lawrence; Druckemiller, Wendy; Ray, Megan Kovacevich

    2015-04-01

    Postsecondary education (PSE) is increasingly becoming an option for students with intellectual disability (ID; Grigal & Hart, 2012 ). Postsecondary education offers the promise of pursuing a valued social role (that of college student), enhanced social networks, and, most significantly, increased employment options. To date, research and practice in the area of transition to PSE for students with ID has focused primarily upon the sending (public school systems) and receiving (colleges or universities) agencies ( Oertle & Bragg, 2014 ; Thoma et al., 2011 ). Yet adults with ID often require ongoing supports through state and federally funded developmental disability waivers, and agency providers of waiver services have, for the most part, not been part of this vital conversation. This study represents an exploratory study of directors of developmental disability provider agencies in one midwestern state to assess their knowledge of PSE for individuals with ID. A total of 87 directors responded; quantitative results are presented and, based on these findings, we provide implications for the future.

  18. Music and dance as learning interventions for children with intellectual disabilities

    OpenAIRE

    Jhalukpreya Surujlal

    2013-01-01

    Amongst the many disadvantaged groups of people in the world, an important minority are children with intellectual disabilities. Relative to their counterparts without intellectual disabilities, children with intellectual disabilities face a wide spectrum of challenges, including learning difficulties, social segregation and negative stereotyping. Children with intellectual disabilities find it difficult to perform various functions such as communicating and socialising with others, and, in m...

  19. The mental health needs of children and adolescents with learning disabilities.

    Science.gov (United States)

    Vedi, Kristan; Bernard, Sarah

    2012-09-01

    To provide an update on the mental health needs of children and adolescents with learning disabilities, by examining salient studies published predominantly in the last 12-18 months. There have been further articles published supporting the findings of earlier landmark studies demonstrating an increased prevalence of mental health disorders in young people with learning disabilities. These articles suggest higher rates of comorbidity than were previously recognized. There are few published studies pertaining to the effectiveness of psychological and pharmacological treatments, although there is a recognition that the latter are more routinely and perhaps inappropriately administered. Antipsychotics are the most commonly prescribed group of medications and, despite a lack of evidence, continue to be prescribed more to address challenging behaviours rather than in the treatment of an identified psychiatric disorder. Reviews examining services and policies in other countries further highlight that the health and social care needs of individuals with learning disabilities are receiving more attention, with a shared vision that services should be inclusive and preferably community based. Although there is improved knowledge of the rates of mental health disorders in young people with learning disabilities, in clinical practice these mental health needs continue to be underrecognized and untreated.

  20. Residential immersive life skills programs for youth with disabilities: service providers' perceptions of experiential benefits and key program features.

    Science.gov (United States)

    King, Gillian; McPherson, Amy; Kingsnorth, Shauna; Stewart, Debra; Glencross-Eimantas, Tanya; Gorter, Jan Willem; Jones-Galley, Kimberlea; Morrison, Andrea; Isihi, Ana Maria

    2015-01-01

    The objective was to determine service providers' perceptions of the experiential benefits of residential immersive life skills (RILS) programs for youth with disabilities, along with important program features. Thirty-seven service providers from three RILS programs took part in qualitative interviews. Themes were derived using a phenomenological approach. There were perceived benefits for youth, and also for parents and service providers. Study themes concerned the process of youth empowerment, life-changing experiences for youth and parents, and changed service provider views affecting practice. Youth changes were attributed to the residential group format and afforded opportunities, which included being away from home, navigating public transportation, directing attendant services, and sharing intense learning and social experiences with peers. Youth were seen to experience important personal changes in life skills, self-confidence, self-understandings, and self-advocacy. Perceived benefits for parents included realizations concerning their child's abilities and new hope for the future. Service providers indicated changes in their knowledge, perspectives, and approach to practice. The findings suggest that life skills programs should be intentionally designed to provide challenging experiential opportunities that motivate youth to engage in new life directions by providing new insights, self-realizations, and positive yet realistic views of the future. Service providers indicated the importance of challenging, real-world experiential opportunities that provide youth with disabilities with new insights, self-realizations, and positive yet realistic views of the future. Important experiential opportunities for youth included being away from home, navigating public transportation, directing attendant care, and sharing intense learning and social experiences with peers. The findings provide preliminary qualitative evidence that life skills programs should be

  1. 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…

  2. 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,…

  3. Learned Helplessness and Expectancy Factors: Implications for Research in Learning Disabilities.

    Science.gov (United States)

    Thomas, Adele

    1979-01-01

    Learned helplessness is a state of passivity and loss of persistence resulting from individuals' perceptions, over a period of time, that they cannot control outcomes of events nor can their efforts lead to attainment of goals. Research studies are reviewed and implications for the study of learning disabilities are evaluated. (MH)

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

    Science.gov (United States)

    Dickinson, David L; Verbeek, Roelant L

    2002-01-01

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

  5. 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.

  6. Learning Styles, Learning Abilities and Learning Problems in College: An Exploration of Learning Disabilities in College Students. Final Report.

    Science.gov (United States)

    Goldberg, Renee L.; Zern, David S.

    The study examined differences between 57 learning disabled (LD) and 24 non-LD college students on measures of psychoeducational assessment. In addition, differences between LD students with good and poor academic performance were studied, and coping strategies were identified for both sub-groups. A variety of standardized tests were administered…

  7. An Independent Investigation of the Utility of the Learning Disability Screening Questionnaire (LDSQ) within a Community Learning Disability Team.

    Science.gov (United States)

    Stirk, Steven; Field, Bryony; Black, Jessica

    2016-12-19

    The Learning Disability Screening Questionnaire (LDSQ) has been shown to have high sensitivity and specificity to identify those who are likely to meet intellectual disability diagnostic criteria (McKenzie, et al. ). However, there is no independent research to date to support these findings. An archival research design was used, utilizing data from diagnostic tools including the LDSQ, Wechsler Adult Intelligence assessments and Adaptive Behavior Assessment System Second Edition (ABAS-II) scores. Sensitivity and specificity values derived here were lower than those reported by (McKenzie, et al. ). Only IQ, not adaptive/social functioning, was found to be an accurate predictor of the LDSQ score. Results indicate limited validity in using (McKenzie, et al. ) proposed cut-off scores. The authors have expressed caution around using the LDSQ in isolation to identify those with an intellectual disability. © 2016 John Wiley & Sons Ltd.

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

    Science.gov (United States)

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

    2014-03-01

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

  9. Perceptual and academic patterns of learning-disabled/gifted students.

    Science.gov (United States)

    Waldron, K A; Saphire, D G

    1992-04-01

    This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling. 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and auditory memory as well as auditory discrimination of sounds. Their responses to reading and to mathematical computations were further considered for evidence of problems in visual discrimination, visual sequencing, and visual spatial areas. Analyses indicated that these learning-disabled/gifted students were significantly weaker than controls in their decoding skills, in spelling, and in most areas of mathematics. They were also significantly weaker in auditory discrimination and memory, and in visual discrimination, sequencing, and spatial abilities. Conclusions are that these underlying perceptual and memory deficits may be related to students' academic problems.

  10. 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 comprehensive evaluations for learning and/or behavior problems in two Pacific Northwest school districts. Using concordance-discordance model (C-DM) processing strengths and weaknesses SLD identification criteria, results revealed working memory SLD (n = 20), processing speed SLD (n = 30), executive SLD (n = 32), and no disability groups (n = 41). Of the SLD subtypes, repeated measures MANOVA results revealed the processing speed SLD subtype exhibited the greatest psychosocial and adaptive impairment according to teacher behavior ratings. Findings suggest processing speed deficits may be behind the cognitive and psychosocial disturbances found in what has been termed "nonverbal" SLD. Limitations, implications, and future research needs are addressed. © Hammill Institute on Disabilities 2013.

  11. 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.

  12. The Effect of Performance Feedback Provided to Student-Teachers Working with Multiple Disabilities

    Science.gov (United States)

    Safak, Pinar; Yilmaz, Hatice Cansu; Demiryurek, Pinar; Dogus, Mustafa

    2016-01-01

    The aim of the study was to investigate the effect of performance feedback (PF) provided to student teachers working with students with multiple disabilities and visual impairment (MDVI) on their teaching skills. The study group of the research was composed of 11 student teachers attending to the final year of the Teaching Students with Visual…

  13. Healthcare provider's attitude towards disability and experience of women with disabilities in the use of maternal healthcare service in rural Nepal.

    Science.gov (United States)

    Devkota, Hridaya Raj; Murray, Emily; Kett, Maria; Groce, Nora

    2017-06-29

    Women with disabilities are less likely to receive maternal healthcare services compared to women without disabilities. While few studies have reviewed healthcare experience of women with disabilities, no studies have been conducted to understand provider's attitude towards disability in Nepal, yet the attitude and behaviour of healthcare providers may have a significant influence on aspects of care and the use of service by women with disabilities. This study examines healthcare provider's attitudes towards disability and explores the experience of women with disabilities in maternal healthcare service utilization during pregnancy and childbirth. The study used mixed method approach. An attitude survey was conducted among 396 healthcare providers currently working in public health facilities in Rupandehi district of Nepal. For additional insight, eighteen in-depth interviews with women with disabilities who used maternal healthcare services in a healthcare facility within the study district in their last pregnancy were undertaken. The Attitude Towards Disabled Persons (ATDP) scale score was used to measure the attitudes of healthcare providers. For quantitative data, univariate and multivariate analysis using ANOVA was used to understand the association between outcome and independent variables and qualitative analysis generated and described themes. Mean ATDP score among healthcare providers (78.52; SD = 14.75), was low compared to the normative score of 100 or higher. Nurses/auxiliary nurse midwives obtained the highest mean score (85.59, SD = 13.45), followed by general clinical health workers (Mean score = 82.64, SD 15.10). The lowest score was obtained by Female Community Health Volunteers (FCHV) (Score = 73.75, SD = 13.40) (P disability (P disability training and who did not was also found statistically insignificant (P > 0.05). This may reflect the small number of individuals, who have had training on disability thus far, or the nature or

  14. The Effectiveness of Interactive Multimedia in Mathematic Learning: Utilizing Power Points for Students with Learning Disability

    Directory of Open Access Journals (Sweden)

    Widodo Dwi Riyanto

    2017-04-01

    Full Text Available The fact shows that students with learning disability need media of learning mathematics. The purpose of this study was to (1 develop interactive learning multimedia of power point, and (2 examine the effectiveness of power point in mathematics learning. The sample was a group of students in elementary school in Ngawi, East Java, Indonesia, especially those with learning disability. This study was a research and development comprising three stages: preliminary study, product development, and testing the effectiveness of the product. The data were collected through questionnaires, interviews and tests, then analyzed by descriptive qualitative, and t-test was to analize the effect of the product. In the development stage, the result showed that Experts validation is high as indicated by the mean score of 4.50 for the learning material, and the mean score of 4.44 for quality of the multimedia. The trial results showed that the quality of multimedia was very good as indicated by the mean score of 4.32. In term of the effectiveness of the product, the result from the t-test shows an increase of 14.27 (21.88%. This means that the interactive learning multimedia of power point improves the achievement of mathematic learning for students with learning disability in mathematics. Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License

  15. Natural Learning and Learning Disabilities: What I’ve Learned As the Parent of a 2 Year Old

    Directory of Open Access Journals (Sweden)

    Karen CSOLI

    2013-03-01

    Full Text Available Many students with learning disabilities continue to struggle in the classrooms of our traditional school systems, where curriculum objectives usually take precedence over the natural processes of learning. In this article, I review and summarize what I have learned about learning through the observation and parenting of my 2 year old son. I reflect on the question: What do these lessons about natural learning teach me about instructing students with learning disabilities? While I conclude that students still need compensatory strategies, they also need the space to allow learning to move at its own pace, the freedom to make good and bad choices, honesty from educators, and they need to learn independence within structure.

  16. Natural Learning and Learning Disabilities: What I've Learned As the Parent of a 2 Year Old

    Directory of Open Access Journals (Sweden)

    Karen CSOLI

    2013-12-01

    Full Text Available Many students with learning disabilities continue to struggle in the classrooms of our traditional school systems, where curriculum objectives usually take precedence over the natural processes of learning. In this article, I review and summarize what I have learned about learning through the observation and parenting of my 2 year old son. I reflect on the question: What do these lessons about natural learning teach me about instructing students with learning disabilities? While I conclude that students still need compensatory strategies, they also need the space to allow learning to move at its own pace, the freedom to make good and bad choices, honesty from educators, and they need to learn independence within structure.

  17. Misconceptions Regarding Accommodations on High-Stakes Tests: Recommendations for Preparing Disability Documentation for Test Takers with Learning Disabilities

    Science.gov (United States)

    Brinckerhoff, Loring C.; Banerjee, Manju

    2007-01-01

    The process of submitting documentation to testing agencies as proof of a disability can be time consuming, expensive, and even intimidating to test takers with learning disabilities. Misconceptions about the accommodations review process employed by testing agencies add to the anxiety that many test takers feel around obtaining approval for…

  18. Estimating the severity of intellectual disability in adults: a Mokken scaling analysis of the Learning Disability Screening Questionnaire.

    Science.gov (United States)

    Murray, Aja L; McKenzie, Karen

    2013-09-01

    A Mokken scaling analysis of the learning disability screening questionnaire (LDSQ) suggested that, with the exception of 1 item, the scale conforms to the properties of a Mokken scale. This has advantages for estimating the severity of intellectual disability and inferring the difficulties likely to be experienced by an individual for whom there is incomplete information on intellectual and adaptive functioning.

  19. The views and experiences of learning disability nurses concerning their advocacy education.

    Science.gov (United States)

    Llewellyn, Penny; Northway, Ruth

    2007-11-01

    A mixed methods project [Llewellyn, P., 2005. An investigation into the advocacy role of the learning disability nurse. University of Glamorgan, unpublished PhD Thesis] investigated the advocacy role of learning disability nurses. This paper discusses the section concerned with nurses' advocacy education. Focus groups, interviews and a questionnaire survey enabled nurses from a wide range of grades, seniority and experience to explore their received education in advocacy and their educational requirements concerning their advocacy role. Findings revealed that nurses' received education in advocacy varied according to the syllabus under which they qualified, with those whose education was influenced by the 1979 Jay Report having the highest incidence of advocacy training. Many learning disability nurses who had received theoretical education did not feel confident to advocate for their clients. Many were also unsure of their ability to access independent advocacy services and when it was permissible to do this. Nurse informants expressed a need for ongoing support and training in advocacy relating to The Human Rights Act (1998) and The Disability Discrimination Act (1995); and also specifically in relation to advocacy for clients within their own work area. Most nurses had definite ideas regarding how and by whom their advocacy education and training should be provided.

  20. 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…

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

    Science.gov (United States)

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

    2016-01-01

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

  2. Cooperative Group, Risk-Taking and Inclusion of Pupils with Learning Disabilities in Physical Education

    Science.gov (United States)

    Andre, Amael; Louvet, Benoit; Deneuve, Pascale

    2013-01-01

    The aim of this research was to study the impact of cooperative learning on changes in cooperative behaviours and acceptance amongst pupils with learning disabilities related to risk-taking. One hundred and sixty-eight French first year middle school pupils participated in this study. Thirty-six pupils with learning disabilities were mainstreamed…

  3. 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'…

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

    Science.gov (United States)

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

    2016-01-01

    Three cohorts of third-grade students (N= 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods from these two traditions to form math problem solving LD groups. To evaluate group differences, we used MANOVA-based profile and canonical analyses to control for relations among the outcomes and regression to control for group definition variables. Results suggest that basic arithmetic is the key distinguishing characteristic that separates low-achieving problem solvers (including LD, regardless of definition) from typically achieving students. Word problem solving is the key distinguishing characteristic that separates IQ-achievement-discrepant from strictly low-achieving LD students, favoring the IQ-achievement-discrepant students. © Hammill Institute on Disabilities 2014.

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

    Science.gov (United States)

    Mason, Tom; Phipps, Dianne

    2010-11-01

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

  6. Pediatric behavioral neurology: an update on the neurologic aspects of depression, hyperactivity, and learning disabilities.

    Science.gov (United States)

    Brumback, R A; Weinberg, W A

    1990-08-01

    The high incidence of poor social adjustment in long-term follow-up studies of depressed children seems to relate to the inadequacy of the pharmacotherapy necessary to sustain long-lasting remission or possibly to repetitive inappropriate stresses. Insufficient antidepressant therapy with resultant intermittent depression-induced dysfunction of the socialization functions performed by the right cerebral hemisphere would not permit the child to develop appropriate interpersonal skills (causing failure in most social situations), and associated cognitive difficulties would complicate academic performance. Repeated school failure and chronic social ineptitude preclude development of the skills necessary for successful independent living in society. Thus, if symptoms of depression are found, it is imperative that the learning-disabled or behaviorally disturbed child or adolescent receive adequate antidepressant therapy to ensure complete long-term remission of the depression. In addition, learning-disabled individuals, even without apparent diagnosable depressive illness, must be offered appropriate methods for learning and communication which reduce stress. When such appropriate educational strategies are offered and poor performance still ensues (or continues), a trial of antidepressant therapy should be considered. Recognition of the depressive nature of symptoms may not be possible until treatment-induced improvement has occurred and depression-associated learning disability has resolved. Improvement in academic performance associated with improved cognitive function after treatment-induced remission of a depressive episode can be dramatic, with resolution of apparent learning disability. Poor educational achievement associated with chronic learning difficulties ultimately affects adult social functioning, and untreated or improperly treated chronic depression may result in the development of later personality disturbances. Therefore, before attributing school

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

    Science.gov (United States)

    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/

  8. Engendering student empathy for disabled clients with urinary incontinence through experiential learning.

    Science.gov (United States)

    Karlowicz, Karen A; Palmer, Kay L

    2006-10-01

    As part of a rehabilitation clinical course for senior baccalaureate nursing students, a disability-incontinence experiential learning activity is required. The assignment is intended to familiarize students with some of the challenges encountered by a client with mobility problems, including continence management issues using disposable undergarments. Wearing the undergarments dry and wet while being confined to a wheelchair provides insight and promotes empathy for patients with bladder control problems.

  9. INTELLIGENCE MOBILE AND DIGITAL BROADCASTING TECHNOLOGY TO SUPPORT LEARNING FOR DISABILITIES STUDENTS

    OpenAIRE

    Settachai Chaisanit; Chiraphorn Chomyim; Samphan Chandee

    2013-01-01

    Usage of mobile digital broadcasting technologies in education is the most important of required technologies to provide main goals in distance education. It offers learning and data accession opportunities to learners notwithstanding time and place. In academic education, it was found that one of the critical problem is the appreciate education tool for disabilities students. Students with special education have difficulties to develop cognitive abilities and acquire new knowledge. They coul...

  10. Developing the Associate Practitioner Role – A Regional Approach To Mental Health and Learning Disabilities

    OpenAIRE

    Beacock, Sue

    2009-01-01

    In 2008 NHS Yorkshire and the Humber instigated a project to develop an educational commissioning framework for the workforce in mental health and learning disabilities. Part of this work is focussed on providing evidence and developing frameworks for the implementation of new ways of working. The development of associate practitioner roles is an integral part of this process and crucial to future workforce planning. Associate practitioners are workers who have skills and knowledge beyond tho...

  11. Quality Perception within Corporate E-Learning Providers in Catalonia

    Science.gov (United States)

    Sangra, Albert; Fernandez-Michels, Pedro

    2011-01-01

    Purpose: The paper seeks to describe the Catalan corporate e-learning providers from the perspective of quality perception, quality assessment and quality control. Design/methodology/approach: A literature review reveals key aspects of the definition of quality in e-learning. The results of the review constitute the basis for exploratory research…

  12. Audio textbook of Spanish for children afflicted with specific learning disability{--} with dyslexia

    OpenAIRE

    LACINOVÁ, Lenka

    2008-01-01

    This work dedicates to education of foreign languages of children afflicted with specific learning disability, with dyslexia. Theoretic part is occupied by specific learning disability, above all by its reasons, tokens, diagnostic and reeducation. The second part can be used as a help in education of Spanish of children afflicted with specific learning disability, with dyslexia. It is audio textbook of Spanish which contains also CD that serves as a audio help for reading texts and for learni...

  13. Effects of teacher and student-constructed graphic postorganizers on science achievement for students with learning disabilities

    Science.gov (United States)

    Kuehne, Carolyn Cannon

    instruction only group. These results are tenuous, however, because of the moderate to low reliability of the pre- and post-science mastery tests. There was also a limitations due to the significant difference in the demographics of the three groups. The discussion of these results, however, provide insight into the use of graphic organizers for students with learning disabilities. There is a need to further instigate graphic postorganizers and other techniques that will assist students with learning disabilities in their science learning.

  14. Learning from Our Neighbor: Women with Disabilities in Oaxaca, Mexico.

    Science.gov (United States)

    Marshall, Catherine A.; Juarez, Lourdes Garcia

    2002-01-01

    Interviews with 52 Indigenous women with physical disabilities in Oaxaca, Mexico, indicated they had remarkably high levels of self-esteem and were content with their personal relationships, but struggled to find employment and education. The Women's International Leadership Institute (Tucson, Arizona) has provided training in leadership and…

  15. Applying the Universal Design for Learning Framework for Individuals With Intellectual Disability: The Future Must Be Now.

    Science.gov (United States)

    Smith, Sean J; Lowrey, K Alisa

    2017-02-01

    The current research in Universal Design for Learning (UDL) for students with intellectual disability (ID) is briefly summarized and considered in light of the national goals presented by the American Association on Intellectual and Developmental Disabilities (AAIDD) in this article. Additionally, an action plan is provided for researchers and practitioners to extend knowledge on the implementation of the UDL framework inclusive of individuals with ID.

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

    Science.gov (United States)

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

    2016-01-01

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

  17. Characteristics, Assessment, and Treatment of Writing Difficulties in College Students with Language Disorders and/or Learning Disabilities

    Science.gov (United States)

    Richards, Stephanie A.

    2015-01-01

    Many students currently are enrolled in colleges and universities across the country with language disorders and/or learning disabilities (LLD). The majority of these students struggle with writing, creating a need to identify and provide them with writing intervention services. Speech-language pathologists (SLPs) may provide this intervention;…

  18. A Child With Learning Disability:A Case Study

    Directory of Open Access Journals (Sweden)

    Mahin Sedaie

    2003-09-01

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

  19. Attitudes towards disability amongst Pakistani and Bangladeshi parents of disabled children in the UK: considerations for service providers and the disability movement.

    Science.gov (United States)

    Bywaters, Paul; Ali, Zoebia; Fazil, Qulsom; Wallace, Louise M; Singh, Gurnam

    2003-11-01

    It has sometimes been assumed that religiously based explanations for and attitudes to having a disabled child have led to the low uptake of health and social services by ethnic minority families in the UK. A series of semi-structured interviews were held between 1999 and 2001 with 19 Pakistani and Bangladeshi families with a disabled child as part of an evaluation of an advocacy service. The families' understandings of the causes of their child's impairment, whether they felt shame and experienced stigma, and whether these factors influenced service uptake and their expectations of their child's future are reported. While religious beliefs did inform the ways in which some families conceptualised their experience, the families' attitudes were complex and varied. There was little evidence that religious beliefs and associated attitudes rather than institutional racism had resulted in the low levels of service provision which the families experienced prior to the advocacy service. There was also no evidence that the families' attitudes had been informed by the disability movement. The implications for service providers and the movement are considered.

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

    Science.gov (United States)

    Mittan, Robert J.

    2010-01-01

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

  1. Factors Affecting Learners with Disabilities-Instructor Interaction in Online Learning

    Science.gov (United States)

    Alamri, Abdulrahman; Tyler-Wood, Tandra

    2017-01-01

    Little research is available documenting the success of students with various types of disabilities in online classroom environments. This study investigates which factors associated with learners with disabilities impact student outcomes in an online learning environment. Forty learners with disabilities participating in online higher education…

  2. The Effects of Participation in Service-Learning on Adolescents with Disabilities.

    Science.gov (United States)

    Brill, Cathy L.

    1994-01-01

    Surveyed 13 special education teachers to examine effects of disabled adolescents' active participation in service learning. Found promising results for students with mild disabilities in attendance and academic skills and for adolescents with moderate to profound disabilities in socialization and relationships with nondisabled peers. (Author/NB)

  3. Utilizing WAIS Scores to Determine Foreign Language Pathways and Learning Assistance for Students with Learning Disabilities

    Science.gov (United States)

    Trammell, Jack

    2016-01-01

    Foreign language (FL) requirements at postsecondary institutions remain a major hurdle for many students with learning disabilities (LD) as well as a significant portion of students without diagnosed LD. Many institutions have developed foreign language substitution (FLS) policies that allow students with LD to take alternate paths to meet the…

  4. Using Learning-Strategies Instruction with Students Who Are Gifted and Learning Disabled

    Science.gov (United States)

    Bisland, Amy

    2004-01-01

    Regardless of prevalence, students who are gifted and learning disabled do exist in America's public schools, and they have unique needs that must be met through our education system (Bees, 1998). Special education teachers, regular education teachers, and teachers of the gifted should be aware of the unique characteristics of students who are…

  5. Test of the definition of learning disability based on the difference between IQ and achievement.

    Science.gov (United States)

    Mayes, Susan Dickerson; Calhoun, Susan L

    2005-08-01

    A learning disability is commonly defined as a discrepancy between IQ and achievement. This has been criticized for identifying too many children as having a learning disability who have high IQs and average academic achievement. Such overidentification as actually occurred was assessed in 473 referred children (8-16 years, M= 10, SD=2) with normal intelligence. Learning disability was defined as a significant discrepancy (pLearning disability was diagnosed in 312 (66%) of the children. There was no overidentification because all children had one or more WIAT scores below the normative level for their age, i.e., learning disability based on a WIAT score in the 90s. These children had a mean IQ of 123 and were rated by their teachers and parents as having learning problems.

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

    Science.gov (United States)

    Nwachukwu, Bethel C.

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

  7. 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:

  8. Use of the dichotic listening technique with learning disabilities.

    Science.gov (United States)

    Obrzut, John E; Mahoney, Emery B

    2011-07-01

    Dichotic listening (DL) techniques have been used extensively as a non-invasive procedure to assess language lateralization among children with and without learning disabilities (LD), and with individuals who have other auditory system related brain disorders. Results of studies using DL have indicated that language is lateralized in children with LD and that the lateralized language asymmetries do not develop after age 6 nor are they affected by gender. Observed differences in lateralized language processes between control children and those with LD were found not due to delayed cerebral dominance, but rather to deficits in selective attention. In addition, attention factors have a greater influence on auditory processing of verbal than nonverbal stimuli for children with LD, and children with LD exhibit a general processing bias to the same hemisphere unlike control children. Furthermore, employing directed attention conditions in DL experiments has played an important role in explaining learning disabled children's performance on DL tasks. We conclude that auditory perceptual asymmetries as assessed by DL with children who experience LD are the result of the interaction of hemispheric capability and attention factors. 2011 Elsevier Inc. All rights reserved.

  9. Syntactic Awareness and Arithmetic Word Problem Solving in Children With and Without Learning Disabilities.

    Science.gov (United States)

    Peake, Christian; Jiménez, Juan E; Rodríguez, Cristina; Bisschop, Elaine; Villarroel, Rebeca

    2015-01-01

    Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in elementary education were formed: children with arithmetic learning disabilities (ALD), children with reading learning disabilities (RLD), and children with comorbid arithmetic and reading learning disabilities (ARLD). Mediation analysis confirmed that SA was a mediator variable for both groups of children with reading disabilities when solving AWPs, but not for children in the ALD group. All groups performed below the control group in the problem solving task. When SA was controlled for, semantic structure and position of the unknown set were variables that affected both groups with ALD. Specifically, children with ALD only were more affected by the place of the unknown set. © Hammill Institute on Disabilities 2014.

  10. Sexual and reproductive health services for women with disability: a qualitative study with service providers in the Philippines.

    Science.gov (United States)

    Lee, Kira; Devine, Alexandra; Marco, Ma Jesusa; Zayas, Jerome; Gill-Atkinson, Liz; Vaughan, Cathy

    2015-10-15

    The Philippines has ratified the United Nations Convention on the Rights of Persons with Disabilities and recently passed domestic legislation protecting the sexual and reproductive rights of people with disability. However women in the Philippines continue to report barriers to sexual and reproductive health services, and there is limited empirical evidence available to inform policy makers' efforts to respond. This study aims to contribute to the available evidence by examining service providers' perceptions of disability and their experiences providing sexual and reproductive health services to women with disability. The study was conducted as part of a larger three-year program of participatory action research that aims to improve the sexual and reproductive health of women with disabilities in the Philippines. Fourteen in-depth interviews and two focus group discussions were conducted with a total of thirty-two sexual and reproductive health service providers in Quezon City and Ligao. Qualitative data were analysed to identify key themes in participants' discussion of service provision to women with disability. Analysis of service providers' accounts suggests a range of factors undermine provision of high quality sexual and reproductive health services to women with disability. Service providers often have limited awareness of the sexual and reproductive health needs of women with disability and inadequate understanding of their rights. Service providers have had very little training in relation to disability, and limited access to the resources that would enable them to provide a disability inclusive service. Some service providers hold prejudiced attitudes towards women with disability seeking sexual and reproductive health services, resulting in disability-based discrimination. Service providers are also often unaware of specific factors undermining the health of women with disability, such as violence and abuse. Recent legislative change in the Philippines

  11. 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.

  12. 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.

  13. 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. PMID:28529493

  14. How children with neurofibromatosis type 1 differ from "typical" learning disabled clinic attenders: nonverbal learning disabilities revisited.

    Science.gov (United States)

    Cutting, L E; Koth, C W; Denckla, M B

    2000-01-01

    To further investigate cognitive deficits in children with Neurofibromatosis Type 1 (NF-1), children with NF-1 were compared to typical learning disabled clinic attenders (LD-clinic), all of whom had reading disabilities, as well as to a group with no disabilities (NoDx). Results indicated that both the NF-1 group and LD-clinic group had reading and reading-related deficits when compared to the NoDx group; however, the NF-1 group was more globally language impaired than the LD-clinic group. In addition, the NF-1 group scored significantly lower than the LD-clinic group, but not the NoDx group, on the visuospatial measures, thus confirming that children with NF-1 have visuospatial deficits not typical of a general LD-clinic population. The NF-1 group was not impaired in comparison to the NoDx group on certain language and visuospatial tasks that were previously found to be deficits in sibling pairwise matched designs; thus, the importance of considering genetic and familial context when studying the impact of genetic disorders on cognition was demonstrated.

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

    Science.gov (United States)

    Calvert, Dave

    2010-01-01

    This article considers the aesthetics of applied performance with people with learning disabilities. Focusing on the integrated punk band Heavy Load, it explores how the aesthetic structure reconstructs notions of learning disability and intervenes in its social experience. It argues that this is facilitated through the punk form which positions…

  16. Adapting Compassion Focused Therapy for an Adult with a Learning Disability--A Case Study

    Science.gov (United States)

    Cooper, Rosalind; Frearson, Julia

    2017-01-01

    Background: Joe was referred to the Community Learning Disabilities Team (CLDT) for support around low mood and overeating. Initial formulation suggested compassion focused therapy (CFT) as an intervention. The evidence base for using CFT with people with learning disabilities is currently limited. Materials and Methods: Adaptations were made to…

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

    Science.gov (United States)

    Cowdrey, Felicity A.; Walz, Linda

    2015-01-01

    The evidence-base for exposure therapy in people with learning disabilities experiencing specific phobias is sparse. This case study describes the assessment, formulation and treatment of spider phobia in a woman with learning disabilities using an exposure-based intervention augmented with mindfulness practice and bereavement work. To evaluate…

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

    Science.gov (United States)

    Luna, Alberto D.

    2013-01-01

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

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

    Science.gov (United States)

    Carey, Eileen; Griffiths, Colin

    2016-01-01

    This paper reflects the impact of policy and legislation in the context of how adults with learning disabilities make choices. Following an overview of policies which have improved choice for people with learning disability in the United Kingdom, this paper reviews "choice" in current Irish policy and legislation. This paper, while…

  20. Informed consent for blood tests in people with a learning disability.

    Science.gov (United States)

    Goldsmith, Lesley; Woodward, Val; Jackson, Leigh; Skirton, Heather

    2013-09-01

    This article is a report of a study of informed consent in people with a learning disability. The aims of the study were to explore the information needs of people with mild-to-moderate learning disabilities with respect to consent for blood tests and to identify ways of facilitating informed consent. The recent political agenda for social change in the UK has emphasized the right of people with a learning disability to have more autonomy and make their own decisions. As in other countries, there has also been a shift towards shared decision-making in healthcare practice. Qualitative study using an ethnographic approach. An ethnographic approach was used for this qualitative study. Phase 1 involved observation of six participants with a learning disability having a routine blood test in general practice, followed by semi-structured interviews with 14 participants with a learning disability in Phase 2. Data were collected between February 2009-February 2010. The data showed that consent procedures were often inadequate and provision of information to patients prior to a blood test was variable. People with a learning disability expressed clearly their information requirements when having a routine blood test; this included not wanting any information in some cases. Healthcare practitioners and people with a learning disability need to be familiar with current consent law in their own country to facilitate valid consent in the healthcare context. This study demonstrated the value of qualitative research in exploring the knowledge and attitudes of people with learning disability. © 2012 Blackwell Publishing Ltd.

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

    Science.gov (United States)

    Pestana, Claudio

    2015-01-01

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

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

    Science.gov (United States)

    Feurer, D. Paige; Andrews, Jac J. W.

    2009-01-01

    This study examined school-related stress and depression in adolescents with and without learning disabilities. A total of 87 students (38 learning-disabled and 49 nondisabled) from secondary schools in Calgary completed questionnaires on depressive symptoms and on school-related stress. Results indicated that the adolescents with LD reported…

  3. Setting up and Running a Loss and Bereavement Support Group for Adults with Learning Disabilities

    Science.gov (United States)

    Boyden, Paul; Freeman, Adele; Offen, Liz

    2010-01-01

    Following evidence based literature, the Birmingham Clinical Psychology Service for People with Learning Disabilities ran a Loss and Bereavement Psychotherapy Group. The group consisted of five adults with mild learning disabilities, who met for 8 consecutive weeks. This paper reports the process of setting up a bereavement group for people with…

  4. Conformity to peer pressure by students with learning disabilities: a replication.

    Science.gov (United States)

    Bryan, T; Pearl, R; Fallon, P

    1989-01-01

    This study assessed the reported responses of junior high school students with learning disabilities and normally achieving classmates to peer pressure to conform in prosocial and antisocial activities. The results replicate those of an earlier study in finding that students with learning disabilities indicated more willingness than their classmates to conform to peer pressure to engage in antisocial actions.

  5. PIC Profiles for Learning-Disabled and Behavior-Disordered Children.

    Science.gov (United States)

    Goh, David S.; And Others

    1984-01-01

    Compared the performance of learning-disabled and behavior-disordered children (N=60) on the Personality Inventory for Children (PIC). Results showed that learning-disabled and behavior-disordered children could be differentiated clearly on subtests that comprise the cognitive development and conduct disorder factors. However, less differentiation…

  6. "Sad, Just Sad": A Woman with a Learning Disability Experiencing Bereavement

    Science.gov (United States)

    Campbell, Alison; Bell, Dorothy

    2011-01-01

    This case study considers the psychological assessment, formulation and treatment of Hannah, a woman with a learning disability who recently experienced the death of her mother. Death still remains a challenging and often taboo subject. Moreover, when the grief is of a person with a learning disability, this combines with underlying difficulties…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Brooks, Sharon; Paterson, Gail

    2011-01-01

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

  9. "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…

  10. A Cognitive Behavioural Intervention for Dental Anxiety for People with Learning Disabilities: A Case Study

    Science.gov (United States)

    Prangnell, Simon J.; Green, Karen

    2008-01-01

    Dental anxiety is a common form of anxiety problem, and research suggests that more people with learning disabilities experience dental anxiety than in the general population. Very little work has been done to investigate effective non-medical approaches for supporting people with a learning disability and dental anxiety to access dental care.…

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

    Science.gov (United States)

    Barrocas, Lisa; Cramer, Elizabeth D.

    2014-01-01

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

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

    Science.gov (United States)

    Holly, Deirdre; Sharp, John

    2014-01-01

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

  13. A Neuropsychological Approach to the Assessment of Adults with Learning Disabilities in Vocational Rehabilitation.

    Science.gov (United States)

    Michaels, Craig A.; Lazar, J. Wayne; Risucci, Donald A.

    1997-01-01

    A study investigated the cognitive, academic, and personality characteristics of 75 adults with learning disabilities referred for services through the state/federal vocational rehabilitation system. Results found the subjects were homogenous relative to other groups of adults with learning disabilities, with low-average cognitive functioning and…

  14. Test Anxiety and Its Effect on the Personality of Students with Learning Disabilities

    Science.gov (United States)

    Lufi, Dubi; Okasha, Susan; Cohen, Arie

    2004-01-01

    The purpose of this study was to look for personality variables that characterized young adults with learning disabilities and test anxiety. Fifty-four Israeli adults diagnosed with learning disabilities participated in the study, 24 of them were diagnosed as having test anxiety; 30 did not have test anxiety. The participants completed the Test…

  15. Young People with Harmful Sexual Behaviour: Do Those with Learning Disabilities Form a Distinct Subgroup?

    Science.gov (United States)

    Almond, Louise; Giles, Susan

    2008-01-01

    The study examines 102 young people with Learning Disabilities (n = 51) and without a learning disability (NLD; n = 51) to explore ways in which LD young people with harmful sexual behaviours (HSB) should be recognized as a subgroup requiring specialized treatment and intervention. Throughout this comparison of perpetrator, victim and abuse…

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

    Science.gov (United States)

    Bloom, Elana; Heath, Nancy

    2010-01-01

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

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

    Science.gov (United States)

    Rayner, Kelly; Wood, Harry; Beail, Nigel

    2015-01-01

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

  18. 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…

  19. Scholastica Institute: An Innovative Learning Disability Program for Teachers and Middle Years Students.

    Science.gov (United States)

    Lipp, M.; And Others

    1986-01-01

    Scholastica '85 (University of Regina) was an academic summer day camp designed to serve both gifted and learning disabled adolescents and to afford experienced teachers a practicum opportunity wherein learning disabled and gifted student engaged in integrated activities when common denominators were present and segregated activities when the…

  20. Setting Up SHOP: A Program for Gifted/Learning Disabled Students.

    Science.gov (United States)

    Trailor, Colette B.; Huntley, Lois

    The paper describes a Norwich, Connecticut, program for gifted learning disabled students. After a definition of giftedness, a chart lists characteristics of gifted/learning disabled students, and a brief discussion examines application of the Enrichment Triad Model of Joseph Renzulli to this population. Other program information pieces include a…

  1. Social and Self-Perceptions of Adolescents Identified as Gifted, Learning Disabled, and Twice-Exceptional

    Science.gov (United States)

    Barber, Carolyn; Mueller, Conrad T.

    2011-01-01

    The purpose of this study is to examine the social and self-perceptions of twice-exceptional "students", those students who meet criteria for being identified as both gifted and learning disabled. In particular, we focus on how twice-exceptional students are similar to, or different from, students with only a learning disability or who…

  2. Gifted and Learning-Disabled Gifted Students' Knowledge and Use of Mathematical Problem-Solving Strategies.

    Science.gov (United States)

    Montague, Marjorie

    1991-01-01

    Three gifted and three learning-disabled gifted students (ages 13-15) viewed themselves on videotape solving mathematical problems and responded to questions pertaining to their problem-solving strategies. The non-learning-disabled students applied substantially more cognitive and metacognitive knowledge to the problem-solving task. (Author/DB)

  3. Cognitive Processes Underlying WISC-R Performance of Gifted and Learning-Disabled Navajos.

    Science.gov (United States)

    Mishra, Shitala P.; And Others

    1989-01-01

    Administered Wechsler Intelligence Scale for Children-Revised to 45 learning-disabled and 41 gifted Navajo elementary students. Interpreted performance according to Luria-Das Model of Simultaneous and Successive cognitive processes. Gifted and learning disabled students had disparate loadings for some subtests expected to involve Successive and…

  4. How Do People Described as Having a Learning Disability Make Sense of Friendship?

    Science.gov (United States)

    Mason, Paul; Timms, Ken; Hayburn, Tracey; Watters, Camilla

    2013-01-01

    Background: For many people with learning disabilities, friendships can be limited or restricted, with loneliness being a significant problem. Although much research has been undertaken exploring these issues, little attention has been given to what people with learning disabilities themselves have to say about friendship. The aim of this study is…

  5. Relationship between Pregnancy and Birth Complications and the Later Development of Learning Disabilities.

    Science.gov (United States)

    Colletti, Lorraine F.

    1979-01-01

    Perinatal histories of 50 learning-disabled children (ages 7 to 12) with minimum neurological dysfunctions were evaluated (using a normative population for comparison) to discover if any relationship existed between pregnancy and birth complications and the development of learning disabilities. The experimental group had had a significantly higher…

  6. 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…

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

    Science.gov (United States)

    Peleg, Ora

    2011-01-01

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

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

    Science.gov (United States)

    McManus, Dean; Dryer, Rachel; Henning, Marcus

    2017-01-01

    Online education is widely regarded as increasing accessibility to higher education to individuals with disadvantage and disability, including those with a mental health disability. However, the learning challenges these students experience within the online learning environment are not well understood. The purpose of this qualitative case study…

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

    Science.gov (United States)

    Johnson, Clair; Viljoen, Nina

    2017-01-01

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

  10. Focus on Research in Learning Disabilities: Reports from the Research Institutes.

    Science.gov (United States)

    Fleischner, Jeannette, Ed.

    1980-01-01

    Eight articles report on findings of the five Research Institutes in Learning Disabilities. T. Bryan reports on "The Chicago Institute for Learning Disabilities" with findings concerning children's conversational skills, how children account for success and failure, children's ingratiation tactics, children who forget quickly, and children's…

  11. How Can Meta-Analyses Guide Practice? A Review of the Learning Disability Research Base

    Science.gov (United States)

    Therrien, William J.; Zaman, Maliha; Banda, Devender R.

    2011-01-01

    Meta-analysis is considered an acceptable method to evaluate research studies for evidence-based practices. The purpose of this review is to examine the applicability of using meta-analyses in the learning disability field to guide classroom practice. The authors evaluated 15 learning disability meta-analyses in three domains: large-scale…

  12. Understanding Secondary Learning Disabled Students: A Developmental By-Pass Approach.

    Science.gov (United States)

    Mosby, Robert J.; Tharpe, Ken

    The booklet describes a rationale for teaching junior high school level learning disabled (LD) students. The author discusses how to recognize an LD profile, how to screen for learning disabilities, and how to diagnose using the discrepancy model (chart illustrating the difference between I.Q. expectancy and actual performance). A description of…

  13. Cue System Usage of Students with and without Learning Disabilities in Oral and Silent Reading.

    Science.gov (United States)

    Schumm, Jeanne Shay; Arguelles, Maria Elena; Bessell, Ann; Giambo, Debra; Shimizu, Ward; Valle-Riestra, Diana; Zhang, Zhigang

    1998-01-01

    Compares how third- and fifth-grade learning-disabled and non-learning-disabled students use orthographic cues and contextual information during oral and silent reading. Finds that reliance on orthographic cues was consistently more pronounced in the oral than in the silent condition for all groups. Finds differences for students with and without…

  14. Diagnosing and Treating Learning Disabilities in Gifted Children: A Neurodevelopmental Perspective.

    Science.gov (United States)

    Kokot, Shirley J.

    2003-01-01

    This article reviews the identification of students with learning disabilities, gifted children, and problems facing the remediation of their difficulties. An outline is given of an approach that applies neuroscience to understanding and treating the root cause of learning disabilities. A case study of a child labeled dyslexic is presented.…

  15. The Experiences of Children with Learning Disabilities, Their Carers and Staff during a Hospital Admission

    Science.gov (United States)

    Brown, Freddy Jackson; Guvenir, Jane

    2009-01-01

    Government policy is that people with learning disabilities should have their healthcare needs met by mainstream services. This study interviewed the carers of 13 children with learning disabilities admitted to hospital for a period longer than 24 h. Nursing staff and two children were also interviewed. Five themes were identified as having a…

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

    Science.gov (United States)

    Schmitz, Suzanne J.

    2007-01-01

    Although Sir William Blackstone would not have known if he had been lecturing to students with learning disabilities, today's law professors are. Law schools are legally required to accommodate students with learning disabilities unless the requested accommodation would alter the fundamental nature of the program. Courts give great deference to…

  17. Prevalence and Predictors of Substance Use: A Comparison between Adolescents with and without Learning Disabilities.

    Science.gov (United States)

    Maag, John W.; And Others

    1994-01-01

    This study compared prevalence of tobacco, alcohol, and marijuana use among 123 adolescents with learning disabilities (LD) and 138 nondisabled students. Only tobacco and marijuana use was proportionally higher for adolescents with learning disabilities. Scores on the Adolescent Drinking Index were reliable predictors of marijuana use for LD…

  18. Learning word meanings during reading by children with language learning disability and typically-developing peers.

    Science.gov (United States)

    Steele, Sara C; Watkins, Ruth V

    2010-06-01

    This study investigated whether children with language learning disability (LLD) differed from typically-developing peers in their ability to learn meanings of novel words presented during reading. Fifteen 9-11-year-old children with LLD and 15 typically-developing peers read four passages containing 20 nonsense words. Word learning was assessed through oral definition and multiple-choice tasks. Variables were position of informative context, number of exposures, part of speech, and contextual clues. The LLD group scored lower than same-aged peers on oral definition (p vocabulary intervention in the upper elementary years for children with LLD.

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

    Science.gov (United States)

    Martínez-Álvarez, Patricia

    2017-09-01

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

  20. Providing Health Care Service-learning Experiences for IPPE Credit

    Directory of Open Access Journals (Sweden)

    Kassandra M. Bartelme, Pharm.D.

    2011-01-01

    Full Text Available Service-learning (SL provides an opportunity for students to learn personal and professional skills while providing a useful service to the community. Many pharmacy education programs use SL within their curriculum because of the benefits to the community, the faculty, the learning institution and the student(s. While SL has been used in schools/colleges of pharmacy for many years, SL that also fulfills IPPE requirements is newer. This paper seeks to promote the use of combined SL/IPPE experiences. It provides an example where students volunteered at federally qualified health centers and also reviews the ACPE Standards related to SL. Schools/colleges of pharmacy are encouraged to design mechanisms for students to participate in combined SL/IPPE experiences as part of their IPPE requirements.

  1. Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework

    OpenAIRE

    Shifrer, Dara; Callahan, Rebecca

    2010-01-01

    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...

  2. Potential of Using iPad as a Supplement to Teach Math to Students with Learning Disabilities

    Science.gov (United States)

    Kaur, Daljit; Koval, Ashely; Chaney, Hannah

    2017-01-01

    This qualitative study was conducted to identify the potential of using iPad as a supplement to teach math to students with learning disabilities. Ten teacher candidates from a university in the south provided one-on-one math tutoring services to ten students in a self-contained classroom at a local high poverty elementary school. The students…

  3. Effectiveness of Computer-Assisted Instruction on Enhancing the Classification Skill in Second-Graders at Risk for Learning Disabilities

    Science.gov (United States)

    Mohammed, Adel Abdulla; Kanpolat, Yavuz Erhan

    2010-01-01

    Introduction: Computers and other technological instruments in general have become a more common practice in our schools nowadays, and Computer-assisted instruction (CAI) has been recently provided in various formats from kindergartens on. It can help children at-risk for learning disabilities. Method: This study investigated the effectiveness of…

  4. Psychiatric implications of language disorders and learning disabilities: risks and management.

    Science.gov (United States)

    Sundheim, Suzanne T P V; Voeller, Kytja K S

    2004-10-01

    This article reviews the relationship between different learning disabilities, language disorders, and the psychiatric disorders that are commonly associated with learning disabilities and language disorder: attention-deficit hyperactivity disorder (ADHD), anxiety disorders, depression, and conduct or antisocial personality disorder. The complex associations between language disorders and specific learning disabilities--dyslexia, nonverbal learning disorder, dyscalculia--and the various psychiatric disorders are discussed. Clinical vignettes are presented to highlight the impact of these disorders on a child's social and psychological development and the importance of early recognition and treatment.

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

    Science.gov (United States)

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

    2014-01-01

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

  6. Knowledge before School-Age, Is Power during School-Age: A Study of Urban Preschool and the Learning Disabled

    Science.gov (United States)

    Johnson, Tylia

    2013-01-01

    The primary purpose of this study was to determine if urban preschool decreased the likelihood of future identification of learning disabled (LD). According to the Child Development Institute (2010) and the Learning Disabilities Association of America (2010), four to ten percent of the school-aged students in this country are learning disabled.…

  7. Screening for Diabetic Retinopathy in Adults with Learning Disability: Current Uptake and Adjustments to Facilitate Equality of Access

    Science.gov (United States)

    Pilling, Rachel F.

    2015-01-01

    Equality of access to health care for adults with learning disability has been in the spotlight in the UK in recent years due to publication of several reports. Adults with learning disability are thought to account for a significant proportion of the diabetic population in the UK. A list of adults known to the learning disability health…

  8. 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

    2010-01-01

    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 nonacademic…

  9. 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…

  10. Storytelling: A Strategy for Providing Context for Learning.

    Science.gov (United States)

    Billings, Diane M

    2016-03-01

    Storytelling--a narrative of events related to nursing and linked to evidence--provides a context for learning, particularly for learners who require a rich context to understand and integrate concepts related to patient care. This article offers suggestions for developing and using stories in nursing education. Copyright 2016, SLACK Incorporated.

  11. An investigation into e-learning practices: Implications for providers ...

    African Journals Online (AJOL)

    The last decade has seen a considerable growth in the application of e-learning courses in most higher education institutions and in companies that provide inhouse training for employees. Hereby recognition is given that modern information and telecommunication technologies can help educators to meet the dual

  12. Neurocognitive profiles of learning disabled children with neurofibromatosis type 1

    Directory of Open Access Journals (Sweden)

    Miladys eOrraca-Castillo

    2014-06-01

    Full Text Available Neurofibromatosis 1 (NF1 is a genetic condition generally associated with intellectual deficiency and learning disabilities. Although there have been groundbreaking advances in the understanding of the molecular, cellular, and neural systems underlying learning deficits associated to NF1 in animal models, much remains to be learned about the spectrum of neurocognitive phenotype associated with the NF1 clinical syndrome. In the present study, 32 children with NF1 ranging from 7 to 14 years were evaluated with neurocognitive tests dedicated to assess basic capacities which are involved in reading and mathematical achievement. Deficits in lexical and phonological strategies and poor number facts retrieval were found underlying reading and arithmetic disorders, respectively. Additionally, efficiencies in lexical/phonological strategies and mental arithmetic were significant predictors of individual differences in reading attainment and math. However, deficits in core numeric capacities were not found in the sample, suggesting that it is not responsible for calculation dysfluency. The estimated prevalence of Developmental Dyscalculia was 18.8%, and the male:female ratio was 5:1. On the other hand, the prevalence of Developmental Dyslexia was almost 3 times as high (50%, and no gender differences were found (male:female ratio=1:1. This study offers new evidence to the neurocognitive phenotype of NF1 contributing to an in depth understanding of this condition, but also to possible treatments for the cognitive deficits associated with NF1.

  13. Neurocognitive profiles of learning disabled children with neurofibromatosis type 1.

    Science.gov (United States)

    Orraca-Castillo, Miladys; Estévez-Pérez, Nancy; Reigosa-Crespo, Vivian

    2014-01-01

    Neurofibromatosis 1 (NF1) is a genetic condition generally associated with intellectual deficiency and learning disabilities. Although there have been groundbreaking advances in the understanding of the molecular, cellular, and neural systems underlying learning deficits associated to NF1 in animal models, much remains to be learned about the spectrum of neurocognitive phenotype associated with the NF1 clinical syndrome. In the present study, 32 children with NF1 ranging from 7 to 14 years were evaluated with neurocognitive tests dedicated to assess basic capacities which are involved in reading and mathematical achievement. Deficits in lexical and phonological strategies and poor number facts retrieval were found underlying reading and arithmetic disorders, respectively. Additionally, efficiencies in lexical/phonological strategies and mental arithmetic were significant predictors of individual differences in reading attainment and math. However, deficits in core numeric capacities were not found in the sample, suggesting that it is not responsible for calculation dysfluency. The estimated prevalence of Developmental Dyscalculia was 18.8%, and the male:female ratio was 5:1. On the other hand, the prevalence of Developmental Dyslexia was almost 3 times as high (50%), and no gender differences were found (male: female ratio = 1:1). This study offers new evidence to the neurocognitive phenotype of NF1 contributing to an in depth understanding of this condition, but also to possible treatments for the cognitive deficits associated with NF1.

  14. [Specific learning disabilities - from DSM-IV to DSM-5].

    Science.gov (United States)

    Schulte-Körne, Gerd

    2014-09-01

    The publication of the DSM-5 means changes in the classification and recommendations for diagnosis of specific learning disabilities. Dyslexia and dyscalculia have been reintroduced into the DSM. Three specific learning disorders - impairment in reading, impairment in the written expression, and impairment in mathematics, described by subskills - are now part of the DSM-5. Three subcomponents of the reading disorder are expressly differentiated: word reading accuracy, reading rate, and fluency and reading comprehension. Impaired subskills of the specific learning disorder with impairment in written expression are spelling accuracy, grammar and punctuation accuracy, and clarity and organization of written expression. Four subskills are found in the mathematics disorder: number sense, memorization of arithmetic facts, accurate or fluent calculation, and accurate math reasoning. Each impaired academic domain and subskill should be recorded. A description of the severity degree was also included. The diagnosis is based on a variety of methods, including medical history, clinical interview, school report, teacher evaluation, rating scales, and psychometric tests. The IQ discrepancy criterion was abandoned, though that of age or class discrepancy criterion was retained. The application of a discrepancy is recommended by 1 to 2.5 SD. All three specific developmental disorders are common (prevalence 5 %-15 %), occur early during the first years of formal schooling, and persist into adulthood.

  15. Learning of grammar-like visual sequences by adults with and without language-learning disabilities.

    Science.gov (United States)

    Aguilar, Jessica M; Plante, Elena

    2014-08-01

    Two studies examined learning of grammar-like visual sequences to determine whether a general deficit in statistical learning characterizes this population. Furthermore, we tested the hypothesis that difficulty in sustaining attention during the learning task might account for differences in statistical learning. In Study 1, adults with normal language (NL) or language-learning disability (LLD) were familiarized with the visual artificial grammar and then tested using items that conformed or deviated from the grammar. In Study 2, a 2nd sample of adults with NL and LLD were presented auditory word pairs with weak semantic associations (e.g., groom + clean) along with the visual learning task. Participants were instructed to attend to visual sequences and to ignore the auditory stimuli. Incidental encoding of these words would indicate reduced attention to the primary task. In Studies 1 and 2, both groups demonstrated learning and generalization of the artificial grammar. In Study 2, neither the NL nor the LLD group appeared to encode the words presented during the learning phase. The results argue against a general deficit in statistical learning for individuals with LLD and demonstrate that both NL and LLD learners can ignore extraneous auditory stimuli during visual learning.

  16. Providing Learning Computing Labs using Hosting and Virtualization Technologies

    OpenAIRE

    Armide González; Carmelo Rubén García; Santiago Candela

    2011-01-01

    This paper presents a computing hosting system to provide virtual computing laboratories for learning activities. This system is based on hosting and virtualization technologies. All the components used in its development are free software tools. The computing lab model provided by the system is a more sustainable and scalable alternative than the traditional academic computing lab, and it requires lower costs of installation and operation.

  17. Providing Learning Computing Labs using Hosting and Virtualization Technologies

    Directory of Open Access Journals (Sweden)

    Armide González

    2011-05-01

    Full Text Available This paper presents a computing hosting system to provide virtual computing laboratories for learning activities. This system is based on hosting and virtualization technologies. All the components used in its development are free software tools. The computing lab model provided by the system is a more sustainable and scalable alternative than the traditional academic computing lab, and it requires lower costs of installation and operation.

  18. Resting State EEG in Children With Learning Disabilities: An Independent Component Analysis Approach.

    Science.gov (United States)

    Jäncke, Lutz; Alahmadi, Nsreen

    2016-01-01

    In this study, the neurophysiological underpinnings of learning disabilities (LD) in children are examined using resting state EEG. We were particularly interested in the neurophysiological differences between children with learning disabilities not otherwise specified (LD-NOS), learning disabilities with verbal disabilities (LD-Verbal), and healthy control (HC) children. We applied 2 different approaches to examine the differences between the different groups. First, we calculated theta/beta and theta/alpha ratios in order to quantify the relationship between slow and fast EEG oscillations. Second, we used a recently developed method for analyzing spectral EEG, namely the group independent component analysis (gICA) model. Using these measures, we identified substantial differences between LD and HC children and between LD-NOS and LD-Verbal children in terms of their spectral EEG profiles. We obtained the following findings: (a) theta/beta and theta/alpha ratios were substantially larger in LD than in HC children, with no difference between LD-NOS and LD-Verbal children; (b) there was substantial slowing of EEG oscillations, especially for gICs located in frontal scalp positions, with LD-NOS children demonstrating the strongest slowing; (c) the estimated intracortical sources of these gICs were mostly located in brain areas involved in the control of executive functions, attention, planning, and language; and (d) the LD-Verbal children demonstrated substantial differences in EEG oscillations compared with LD-NOS children, and these differences were localized in language-related brain areas. The general pattern of atypical neurophysiological activation found in LD children suggests that they suffer from neurophysiological dysfunction in brain areas involved with the control of attention, executive functions, planning, and language functions. LD-Verbal children also demonstrate atypical activation, especially in language-related brain areas. These atypical

  19. Assessing college-level learning difficulties and "at riskness" for learning disabilities and ADHD: development and validation of the learning difficulties assessment.

    Science.gov (United States)

    Kane, Steven T; Walker, John H; Schmidt, George R

    2011-01-01

    This article describes the development and validation of the Learning Difficulties Assessment (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to (a) map individual learning strengths and weaknesses, (b) provide users with a comparative sense of their academic skills, (c) integrate research in user-interface design to assist those with reading and learning challenges, and (d) identify individuals who may be at risk for learning disabilities and attention-deficit/hyperactivity disorder (ADHD) and who should thus be further assessed. Data from a large-scale 5-year study describing the instrument's validity as a screening tool for learning disabilities and ADHD are presented. This article also describes unique characteristics of the LDA including its user-interface design, normative characteristics, and use as a no-cost screening tool for identifying college students at risk for learning disorders and ADHD.

  20. Job satisfaction of college graduates with learning disabilities.

    Science.gov (United States)

    Witte, R H; Philips, L; Kakela, M

    1998-01-01

    Job satisfaction, as assessed via five scales that posed questions concerning colleagues, work, supervision, pay, and promotion, as well as overall total job satisfaction, was examined for 55 self-identified college graduates with learning disabilities (LD) and 55 control graduates matched by gender, major, degree, and graduation year. All participants graduated from a competitive midwestern university from 1987 to 1994 and represented advantaged groups when compared to both LD and non-LD populations. The graduates with LD required significantly more time to complete their degrees and showed significantly lower CPAs. Data analysis indicated that the graduates with LD perceived themselves as receiving significantly less pay and promotion opportunities, and reported less total job satisfaction, than graduates without LD. However, no significant salary differences between the groups were found. The implications of these findings are examined.

  1. Mathematics learning disabilities: a view from developmental psychology.

    Science.gov (United States)

    Ginsburg, H P

    1997-01-01

    U.S. education suffers from shortcomings that put even children possessing adequate intellectual abilities at risk for low mathematics achievements. Consequently, identifying and understanding children whose academic failure is influenced by a genuine learning disability requires a complex "developmental" research agenda. This perspective suggests the use of sensitive research methods--clinical interviews, ethnographies--to examine the development of children's construction of knowledge in the context of schooling. Researchers should consider such factors as the adequacy of classroom instruction, the availability in children of informal knowledge, the role of motivation, the effects of specific interventions, the role and operation of different cognitive processes in constructing mathematical understanding, children's difficulties across different areas of mathematics, and the development of children's thinking throughout the school years.

  2. Integrated inspection of services for people with learning disabilities in Scotland: the way forward?

    Directory of Open Access Journals (Sweden)

    Martin Campbell

    2007-10-01

    Full Text Available Purpose: The article summarises the process and the results of the first, integrated inspection of managed care services for people with learning disabilities in Scotland. The multi-agency model used was developed to be congruent with the existing performance inspection models, used by single agency inspection. The inspection activities and main outcomes are described, and suggestions are made for improvements. Context of case: In 2006 an inspection model was devised to assess the quality of health, social services and education services for people with learning disabilities in one geographical area of Scotland, as a precursor to a programme of inspections nationally. The first joint, integrated inspection of all services for people with learning disabilities in Scotland took place in June 2006, and the report was published in March 2007. This was the first multi-agency inspection of its kind in the UK, and the first to involve carers and people with learning disabilities on the inspection team. Data sources: A number of data sources were used to check existing practice against agreed Quality Outcome indicators. Primary sources of data were social work records, health records, education records, staff surveys, carer surveys, interviews with staff, family carers and people with learning disabilities, and self evaluations completed by the services being inspected. Eleven different domains, each with sub-indicators were investigated. Case description: This paper summarises the process of an integrated, multi-agency inspection, how the inspection activities were conducted and the main findings of this inspection. Practical improvements to the process are suggested, and these may be of use to other services and inspectorates. Conclusions and discussion: The integrated inspection was a qualified success. Most major objectives were achieved. The sharing of data amongst inspection agencies, establishing the level of commitment to integrated inspection

  3. Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics.

    Science.gov (United States)

    Geary, David C

    2011-04-01

    The goals of the review are threefold: (a) to highlight the educational and employment consequences of poorly developed mathematical competencies; (b) overview the characteristics of children with mathematical learning disability (MLD) and with persistently low achievement (LA) in mathematics; and (c) provide a primer on cognitive science research that is aimed at identifying the cognitive mechanisms underlying these learning disabilities and associated cognitive interventions. Literatures on the educational and economic consequences of poor mathematics achievement were reviewed and integrated with reviews of epidemiological, behavioral genetic, and cognitive science studies of poor mathematics achievement. Poor mathematical competencies are common among adults and result in employment difficulties and difficulties in many common day-to-day activities. Among students, ∼ 7% of children and adolescents have MLD and another 10% show persistent LA in mathematics, despite average abilities in most other areas. Children with MLD and their LA peers have deficits in understanding and representing numerical magnitude, difficulties retrieving basic arithmetic facts from long-term memory, and delays in learning mathematical procedures. These deficits and delays cannot be attributed to intelligence but are related to working memory deficits for children with MLD, but not LA children. These individuals have identifiable number and memory delays and deficits that seem to be specific to mathematics learning. Interventions that target these cognitive deficits are in development and preliminary results are promising.

  4. Route learning and shortcut performance in adults with intellectual disability: a study with virtual environments.

    Science.gov (United States)

    Mengue-Topio, Hursula; Courbois, Yannick; Farran, Emily K; Sockeel, Pascal

    2011-01-01

    The ability to learn routes though a virtual environment (VE) and to make a novel shortcut between two locations was assessed in 18 adults with intellectual disability and 18 adults without intellectual disability matched on chronological age. Participants explored two routes (A ⇔ B and A ⇔ C) until they reached a learning criterion. Then, they were placed at B and were asked to find the shortest way to C (B ⇔ C, five trials). Participants in both groups could learn the routes, but most of the participants with intellectual disability could not find the shortest route between B and C. However, the results also revealed important individual differences within the intellectual disability group, with some participants exhibiting more efficient wayfinding behaviour than others. Individuals with intellectual disability may differ in the kind of spatial knowledge they extract from the environment and/or in the strategy they use to learn routes. Copyright © 2010 Elsevier Ltd. All rights reserved.

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

    Directory of Open Access Journals (Sweden)

    Annemie Desoete

    2012-01-01

    Full Text Available In this study, children with a mathematical learning disability (=14 and age-matched peers without learning disabilities (=14 as well as their parents and teachers were interviewed on how they experienced playing an instrument (guitar, drum, flute, violin, trombone, horn, and piano and on what helped them using a qualitative interactive interview with a flexible agenda to discover the interviewee’s own framework of meanings. Thematic analyses mentioned intrinsic motivation, extrinsic motivation, and self-efficacy as important. Some children with MLD were found to have a real musical talent and a very good musical ear and memory for sounds. However, all children with MLD seemed more dependent on the aid of parents, sibling, peers, and teachers. They had to study harder and needed more time to study, more practice, and a more structured approach.

  6. Group Training of Applied Behavior Analysis (ABA) Knowledge Competencies to Community-Based Service Providers for Adults with Developmental Disabilities

    Science.gov (United States)

    Luiselli, James K.; St. Amand, CarrieAnne; MaGee, Christine; Sperry, James M.

    2008-01-01

    We describe a training program to teach applied behavior analysis (ABA) knowledge competencies to paraprofessional staff (N = 47) at a habilitation services agency for adults with developmental disabilities. Before and following training, staff completed assessment of knowledge tests for three content areas: basic learning principles,…

  7. Effect of coping with stress training on the social adjustment of students with learning disability

    Directory of Open Access Journals (Sweden)

    Saifolah Khodadadi

    2017-06-01

    Full Text Available Learning disability includes wide range of educational problems which treating these problems need child's social, emotional and behavior treatment. As prevalence of learning disabilities among children and their difficulties, the purpose of this study was to investigate the effect of coping with stress training on social adjustment of students with learning disabilities. The statistical population consists of all boy student with learning disabilities in learning disabilities center, in which 34 students were selected by convenience sampling. The social adjustment questionnaire was used. The experimental group had coping strategies training in 9 sessions for 90 minutes every week. Covariance analysis was used to compare the scores. The results showed that there was significant difference in pretest and posttest of experimental group. The findings also indicated that coping strategies training increased social adjustment, affective and educational adjustments of experimental group in comparison of control group. Appropriate strategies can be used for dealing with stress in students with learning disabilities. Coping training can be used as supplemental program in schools and centers of learning disabilities to improve the adjustment problems of these students.

  8. Efficacy of the reading and phonological remediation program in learning disabilities.

    Science.gov (United States)

    Silva, Cláudia da; Capellini, Simone Aparecida

    2010-01-01

    the Phonological and Reading Remediation Program in learning disabilities. to verify therapeutic effectiveness of the Phonological and Reading Remediation Program in students with learning disabilities. participants of this study were 40 students who were divided in the following groups: GI, subdivided in: GIE (10 students without learning disabilities submitted to the Phonological and Reading Remediation Program), GIC (10 students without learning disabilities who were not submitted to the Phonological and Reading Remediation Program); and GII, subdivided in: GIIE (10 students with learning disabilities submitted to the Phonological and Reading Remediation Program), GIIC (10 students with learning disabilities who were not submitted to the Phonological and Reading Remediation Program). As a procedure, in pre and post testing situations, the Cognitive-Linguistic Performance Test was applied. the results showed statistically significant differences between GIE and GIC and between GIIE and GIIC, indicating that students who were submitted to the Program presented better performances in the post testing condition when compared to the pre-testing condition. this study showed that the Phonological and Reading Remediation Program was effective. The use of the Program improved perception, production and manipulation of sounds and syllables, interfering directly on the reading skills and comprehension of students with learning disabilities.

  9. Foreign Language Learning Problems of Students Classified as Learning Disabled and Non-Learning Disabled: Is There a Difference?

    Science.gov (United States)

    Sparks, Richard L.

    2001-01-01

    Research on students with foreign language (FL) learning problems is reviewed and the Linguistic Coding Difference Hypotheses is described. The continuum of FL learning is explained and the role of linguistic variables in FL learning is supported. Recent research outcomes and a court decision regarding FL course substitutions are discussed.…

  10. Instrument for locating students with suspected learning disabilities: a quantitative approach.

    Science.gov (United States)

    Engel, R

    1997-06-01

    The instrument to locate students with learning disabilities was developed to create equality and uniformity, so that such difficulties could be spotted independently of socialization factors, teachers and parents to whom the student had been exposed. The instrument was developed on the basis of research that defines the reading rate of students with reading disabilities in words per minute, the minimum number of errors for locating writing disabilities, and the number of answers and lines a student uses to reconstruct the content of a passage adapted to his or her age level. The research carried out in order to construct the instrument is the first to attempt to quantify disability, and on this basis to construct an instrument to locate students with disabilities in reading, writing and visual recall. The procedure can be carried out for a whole class in a single lesson period. One indirect conclusion from the research is that disability indicators remain with the learning disabled regardless of time since diagnosis or remedial help. Other implications related to combining the quantity component in diagnoses of degrees of difference in the disability identified, and in extra examination time for the learning disabled. The instrument should solve the problem of locating students with difficulty reading, writing or in visual recall, due to disability. Students thus identified will be directed to individual diagnosis to find out whether their difficulties are primary or secondary (e.g. a new immigrant who still has trouble with Hebrew). A personal corrective programme can then be constructed.

  11. Learning Technologies Management System (LiTMS): A Multidimensional Service Delivery Model for College Students with Learning Disabilities and ADHD

    Science.gov (United States)

    Parker, David R.; White, Cheri E.; Collins, Laura; Banerjee, Manju; McGuire, Joan M.

    2009-01-01

    Today's college students are expected to utilize a variety of learning technologies to succeed in higher education. Students with learning disabilities (LD) and/or Attention-Deficit/Hyperactivity Disorders (ADHD) can encounter barriers to equal access and effective learning in this new digital environment, including the development of proficiency…

  12. Prevalence of Sleep Disturbance and Neuropsychological Learning Disabilities in Preschool Children in Isfahan City

    Directory of Open Access Journals (Sweden)

    M Ghaneian

    2016-09-01

    Full Text Available Introduction: The prevalence of sleep disorders is different in international studies. Sleep disorders with the increasing prevalence among children is common. Cognitive problems are the most serious complication of sleep disorders in children. The present study, the prevalence of sleep problems and neuropsychological learning disabilities were evaluated on pre-school children (4-6 years old in Isfahan in the year of (1393-1394. Methods: This descriptive study was conducted on 350 pre-school children in 1393-1394. They have been selected for cluster sampling method. The sleep disturbances scale questionnaire for children (SDSC and Conners neuropsychological questionnaire were given to the mothers of pre-school children. Results: The results showed 144 (41.14% pre-school children were prone to sleep disturbances,  out of 280 pre-school children, 92 people (32.85% had neuropsychological learning disabilities, 31 children, disorders of initiating and maintaining sleep (8.85%, 15 children, sleep disordered breathing (4.28%, 53 children, excessive sleepiness disorder (15.14%, 74 children, sleep wake disorders (21.14%, 32 children, 32 children, arousal disorder (9.14%, 43 children, sleep hyperhidrosis (12.28%, 62 children, attention problems (22.14%, 1 children, impaired sensory function (0.7%, 4 children, language dysfunction (1.42%, 7 children, general learning and memory impairment (2.5%, 14 children, executive dysfunction (6.42%. Conclusion: The prevalence of sleep and attention problems could indicate the importance of sleep and attention problems, furthermore, it could be awareness as regards patterns of the healthy sleep and neuropsychological learning disabilities in order to enhance the awareness of parents and health care providers.

  13. K-TEA Mathematics scores of learning disabled students in resource and inclusive settings.

    Science.gov (United States)

    Brasher, G; Goldman, R; Sapp, G L

    1997-06-01

    The relative effectiveness of mathematics instruction in resource rooms versus inclusive settings was examined with 30 boys in Grades 5 and 6 identified as learning disabled in mathematics. The boys were presented at the beginning of the school year and posttested at the end. Treatment was 45 min. of daily instruction in mathematics provided by six teachers for one school year. K-TEA Mathematics Computation and Application scores, separately compared in 2 x 2 repeated measures analyses of variance, were not significantly different; however, a significant gain was noted across settings for K-TEA Mathematics Application scores.

  14. Communities in action: developing a dental ambassador training programme for adults with learning disability.

    Science.gov (United States)

    Witton, R; Potterton, R; Smith, W

    2017-06-01

    Adults with learning disabilities may be at higher risk of poor oral health. The community outreach programme attached to Plymouth University Peninsula Dental School used established links with local agencies for this group to try out an intervention using service users as dental ambassadors. A programme was developed to meet the needs of the group and training in oral health key messages was provided along with support in presentation skills. Early evaluation shows promise in terms of feasibility, interest and improved self-care. Public health competencies being illustrated: Strategic leadership, communication, teaching and training, and collaborative working for health and oral health improvement. Copyright© 2017 Dennis Barber Ltd.

  15. Narrative discourse productions in older language impaired learning disabled children: employing stricter reliability measures.

    Science.gov (United States)

    Henshilwood, L; Ogilvy, D

    1999-01-01

    This study aimed to describe narrative discourse productions of older language impaired learning disabled (LILD) children, using stringent reliability measures. Coherence and cohesion were the measures of analysis employed. Content and clarity ratings provided a subjective analysis of narrative productions. Interrater and intrarater reliability measures were calculated and testing for stability of scores across three testing sessions were undertaken. The results indicated subtle differences in the coherence and cohesion of narrative productions in the LILD compared with controls. The findings of this study support past literature, which calls for greater research in this area using stricter reliability measures.

  16. Psychiatric Illness and Behavioural Problems in Adults with Learning Disability and Epilepsy

    Directory of Open Access Journals (Sweden)

    Shoumitro Deb

    1999-01-01

    Full Text Available We retrospectively collected data on the rate and type of psychiatric illness and behavioural problems on 143 adults with learning disability and epilepsy. 55% behavioural problems. 19% verbal aggression and temper tantrums, and 13% injurious behaviour. The overall rates of behavioural problems and different types of behaviours found in the current study cohort are similar to what was found before in learning disabled adults in general, as well as in epileptic and non-epileptic learning disabled adults. Psychiatric diagnosis was made in 12.6% combined diagnosis of schizophrenia, delusional disorder and schizo-affective disorder was most common (5% diagnosis of depressive episode (3% bipolar affective disorder.

  17. Making reasonable and achievable adjustments: the contributions of learning disability liaison nurses in 'Getting it right' for people with learning disabilities receiving general hospitals care.

    Science.gov (United States)

    MacArthur, Juliet; Brown, Michael; McKechanie, Andrew; Mack, Siobhan; Hayes, Matthew; Fletcher, Joan

    2015-07-01

    To examine the role of learning disability liaison nurses in facilitating reasonable and achievable adjustments to support access to general hospital services for people with learning disabilities. Mixed methods study involving four health boards in Scotland with established Learning Disability Liaison Nurses (LDLN) Services. Quantitative data of all liaison nursing referrals over 18 months and qualitative data collected from stakeholders with experience of using the liaison services within the previous 3-6 months. Six liaison nurses collected quantitative data of 323 referrals and activity between September 2008-March 2010. Interviews and focus groups were held with 85 participants included adults with learning disabilities (n = 5), carers (n = 16), primary care (n = 39), general hospital (n = 19) and liaison nurses (n = 6). Facilitating reasonable and achievable adjustments was an important element of the LDLNs' role and focussed on access to information; adjustments to care; appropriate environment of care; ensuring equitable care; identifying patient need; meeting patient needs; and specialist tools/resources. Ensuring that reasonable adjustments are made in the general hospital setting promotes person-centred care and equal health outcomes for people with a learning disability. This view accords with 'Getting it right' charter produced by the UK Charity Mencap which argues that healthcare professionals need support, encouragement and guidance to make reasonable adjustments for this group. LDLNs have an important and increasing role to play in advising on and establishing adjustments that are both reasonable and achievable. © 2015 John Wiley & Sons Ltd.

  18. Anxiety levels in mothers of children with specific learning disability

    Directory of Open Access Journals (Sweden)

    Karande S

    2009-01-01

    Full Text Available Background : Parents of children with specific learning disability (SpLD undergo stress in coping with their child′s condition. Aim : To measure the levels of anxiety and find out the cause of anxiety in mothers of children with SpLD at time of diagnosis. Settings and Design : Prospective rating-scale and interview-based study conducted in our clinic. Materials and Methods : One hundred mothers of children (70 boys, 30 girls with SpLD were interviewed using the Hamilton anxiety rating scale (HAM-A and a semi-structured questionnaire. Detailed clinical and demographic data of mothers were noted. Statistical Analysis : Chi-square test or unpaired student′s t-test was applied wherever applicable. Results : The mean age of mothers was 40.14 years (±SD 4.94, range 25.07-54.0, 73% belonged to upper or upper middle socioeconomic strata of society, 67% were graduates or postgraduates, 58% were full-time home-makers, and 33% lived in joint families. Levels of anxiety were absent in 24%, mild in 75%, and moderate in 1% of mothers. Their mean total anxiety score was 5.65 (±SD 4.75, range 0-21, mean psychic anxiety score was 3.92 (±SD 3.11, range 0-13, and mean somatic anxiety score was 1.76 (±SD 2.05, range 0-10. Their common worries were related to child′s poor school performance (95%, child′s future (90%, child′s behavior (51%, and visits to our clinic (31%. Conclusion : Most mothers of children with SpLD have already developed mild anxiety levels by the time this hidden disability is diagnosed. These anxieties should be addressed by counseling to ensure optimum rehabilitation of these children.

  19. 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…

  20. Parallels between Learning Disabilities and Fetal Alcohol Syndrome/Effect: No Need To Reinvent the Wheel.

    Science.gov (United States)

    Johnson, Carol L.; Lapadat, Judith C.

    2000-01-01

    A survey of the research and practice literatures on learning disabilities and on Fetal Alcohol Syndrome/Effect revealed parallels in learning characteristics, as well as in the recommended interventions. Based on these parallels, an adolescent with Fetal Alcohol received intervention. Teaching strategies for students with learning disabilities…

  1. An External Focus of Attention Enhances Motor Learning in Children with Intellectual Disabilities

    Science.gov (United States)

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

    2013-01-01

    Background: The present study examined whether the learning benefits of an external focus of attention (i.e. on the movement effect) relative to an internal focus (i.e. on the movement), found previously in non-disabled children and adults would also be found in children with intellectual disabilities (IDs). Methods: Participants ("n" =…

  2. Students with Learning Disabilities and Attention Disorders: Stories of the College Choice Process

    Science.gov (United States)

    Mercer, Kerri A.

    2012-01-01

    Although there has been legislation that has improved access for students with disabilities, many students are choosing not to pursue postsecondary education. The rate of postsecondary attendance for students with learning disabilities and attention disorders has increased, but they are still enrolling in postsecondary education less frequently…

  3. Anxiety and Test Anxiety: General and Test Anxiety among College Students with Learning Disabilities

    Science.gov (United States)

    Custodero, Jeri Lyn

    2013-01-01

    This study compares the state, trait, and test anxiety scores of 145 college students with and without learning disabilities against categories such as demographics, general anxiety, test anxiety, and disability experience. This study used a questionnaire and compared answers among groups. The analysis indicated that students with learning…

  4. Validating the Learning Disability Screening Questionnaire against the Weschler Adult Intelligence Scale, Fourth Edition

    Science.gov (United States)

    McKenzie, Karen; Sharples, Phil; Murray, Aja L.

    2015-01-01

    The Learning Disability Screening Questionnaire (LDSQ), a brief screening tool for intellectual disability, was originally validated against the Weschler Adult Intelligence Scale, Third Edition (WAIS-III), which was superseded by the Weschler Adult Intelligence Scale, Fourth Edition (WAIS-IV) in the United Kingdom in 2010. This study examines the…

  5. A Contemporary Review of the Definition, Prevalence, Identification and Support of Learning Disabilities in Australian Schools

    Science.gov (United States)

    Skues, Jason L.; Cunningham, Everarda G.

    2011-01-01

    Learning disabilities (LDs) are associated with underachievement in one or more areas such as reading, spelling, writing and/or mathematics. In general, it is assumed that LDs are neurological in origin, permanent in nature and resistant to intervention. Moreover, LDs are not considered the result of intellectual, physical or sensory disabilities,…

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

    Science.gov (United States)

    Murphy, Melissa M.

    2009-01-01

    The prevalence rate of mathematical learning disabilities (MLD) among children with fragile X syndrome who do not meet criteria for intellectual and developmental disabilities ([approximately equal to] 50% of female children) exceeds the rate reported in the general population. The purpose of this article is two-fold: (1) to review the findings on…

  7. Extracurricular Activities and the Development of Social Skills in Children with Intellectual and Specific Learning Disabilities

    Science.gov (United States)

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

    2015-01-01

    Background: Children with intellectual disability and specific learning disabilities often lack age-appropriate social skills, which disrupts their social functioning. Because of the limited effectiveness of classroom mainstreaming and social skills training for these children, it is important to explore alternative opportunities for social skill…

  8. The Social Experience of Early Childhood for Children with Learning Disabilities: Inclusion, Competence and Agency

    Science.gov (United States)

    Nind, Melanie; Flewitt, Rosie; Payler, Jane

    2010-01-01

    This paper tells of the social experiences of three four-year-old children with learning disabilities as they negotiate their daily lives in their homes and early education settings in England. We apply a social model of childhood disability to the relatively unexplored territory of young children and use vignettes drawn from video observation to…

  9. Parents of Children with Asperger Syndrome or with Learning Disabilities: Family Environment and Social Support

    Science.gov (United States)

    Heiman, Tali; Berger, Ornit

    2008-01-01

    The study examined the family environment and perceived social support of 33 parents with a child diagnosed with Asperger syndrome and 43 parents with a child with learning disability, which were compared to 45 parents of children without disabilities as a control group. Parents completed the Family Environment Scale and Social Support Scale…

  10. Specific Learning Disability Identification: What Constitutes a Pattern of Strengths and Weaknesses?

    Science.gov (United States)

    Schultz, Edward Karl; Simpson, Cynthia G.; Lynch, Sharon

    2012-01-01

    The 2004 Individuals with Disabilities Education Improvement Act (IDEA) and subsequent regulations published in 2006 have significantly changed the identification process for students suspected of having specific learning disabilities. Rather than using a discrepancy model contrasting intellectual and achievement test results, assessment…

  11. If Gifted/Learning Disabled Students Have Wisdom, They Have All Things!

    Science.gov (United States)

    Kim, Jin-Young; Ko, Young-Gun

    2007-01-01

    This study explores how a historical genius with learning disabilities (LD) used his giftedness to surmount his disabilities. This study compared biographical data of a historical genius with LD to geniuses without LD using the posthumous diagnostic methodology. Niels Bohr, J. Robert Oppenheimer, and Enrico Fermi were selected for investigation.…

  12. Identification of Gifted Students with Learning Disabilities in a Response-to-Intervention Era

    Science.gov (United States)

    Crepeau-Hobson, Franci; Bianco, Margarita

    2011-01-01

    The identification of children who are twice-exceptional--those who are gifted and have concomitant learning disabilities (LDs)--has historically posed a number of challenges for school psychologists and other school personnel. With the reauthorization of the Individuals With Disabilities Education Act and the shift to the use of a…

  13. 10 and 25 Second Impressions of Ingratiation Attempts by Children with Learning Disabilities.

    Science.gov (United States)

    Perlmutter, Barry F.; Bryan, James H.

    Two experiments examined the ability of learning disabled versus nondisabled third to fifth grade children (N=20) to ingratiate an adult interviewer. In each experiment an equal number of disabled and nondisabled youngsters were instructed to act natural, and an equal number were instructed to "try and get the lady to like you." Naive college…

  14. Taking Action toward Inclusion: Organizational Change and the Inclusion of People with Disabilities in Museum Learning

    Science.gov (United States)

    Reich, Christine A.

    2014-01-01

    This study examined organizational change in science museums toward practices that are inclusive of people with disabilities. Guided by two overarching frameworks, organizational learning and the social model of disability, this study sought to answer the following: What are the contexts and processes that facilitate, sustain, or impede a science…

  15. 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…

  16. An Investigation of the Oral Narratives of Normal and Language-Learning Disabled Children.

    Science.gov (United States)

    Klecan-Aker, Joan S.; Kelty, Kimberly R.

    1990-01-01

    Ten fourth grade language-learning-disabled children and 10 normal peers were shown a movie and subsequently asked to tell the story. Language-disabled subjects told less complex stories. It is concluded that normal subjects used a greater number of story grammar components within each narrative and remembered more aspects of the previously…

  17. Lecturers and students as stakeholders for education commissioning for learning disability nursing: focus group findings from a multiple method study.

    Science.gov (United States)

    Gates, Bob; Statham, Mark

    2013-10-01

    In England, the numbers of learning disability nurses are declining; a need for urgent attention to workforce planning issues has been advocated. This paper considers views of lecturers, students and potential students as legitimate stakeholders for future education commissioning for this field of nursing. This project aimed to undertake a strategic review of learning disability nursing educational commissioning, to provide an 'evidence based' evaluation to inform future strategic commissioning of learning disability nursing for one Health Authority, UK. The project adopted a structured multiple methods approach to generate evidence from a number of data sources, this paper reports on the findings from one method [focus groups] used for two groups of stakeholders. Informants comprised 10 learning disability nursing students studying at a Higher Education Institution, 25 health and social care students studying at a Further Education College, and 6 academic staff from 5 universities; all informants were from the south of England. The method reported on in this paper is focus group methodology. Once completed, transcripts made were read in full, and subjected to content analysis. The process of content analysis led to the development of 11 theoretical categories that describe the multiplicity of views of informants, as to issues of importance for this element of the health workforce. The paper concludes by identifying key messages from these informants. It is suggested that both method and findings have national and international resonance, as stakeholder engagement is a universal issue in health care education commissioning. Copyright © 2013 Elsevier Ltd. All rights reserved.

  18. The Relationship between Language Disorders, Learning Disabilities, Verbal and Performance IQ Discrepancies and Measures of Language Abilities.

    Science.gov (United States)

    Cohen, Libby; And Others

    The relationship between language disorders, learning disabilities, verbal and performance IQ discrepancies and six tests frequently used in screening language disordered children was examined with 95 students in grades 4-12 classified as learning disabled and/or language disabled. Ss were divided into three groups based on profiles from the…

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

    Directory of Open Access Journals (Sweden)

    Rajal Devshi

    2015-12-01

    Full Text Available 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.

  20. Dutch special education schools for children with learning disabilities in the interwar period

    NARCIS (Netherlands)

    van Drenth, Annemieke; van Essen, Mineke

    2011-01-01

    In this article Copeland's model of visualising the classification of children with learning disabilities is applied in examining the development of special education schools in the Netherlands during the interwar period. Central are three intertwined social practices: the teacher's professionalism

  1. 34 CFR 300.309 - Determining the existence of a specific learning disability.

    Science.gov (United States)

    2010-07-01

    ... expression. (ii) Listening comprehension. (iii) Written expression. (iv) Basic reading skill. (v) Reading... having a specific learning disability is not due to lack of appropriate instruction in reading or math...

  2. Visual and Tactual Integration and Cerebral Dysfunction in Children with Learning Disabilities

    Science.gov (United States)

    Adams, Jerry

    1978-01-01

    Performance on visual and tactual form-recognition tasks of 74 learning disabled children (age 6-17 years) with cerebral dysfunction was compared with that of 72 similar children without cerebral dysfunction. (Author)

  3. Comparability of Self-Concept among Learning Disabled, Normal, and Gifted Students.

    Science.gov (United States)

    Winne, Phillip H.; And Others

    1982-01-01

    Using 60 fourth- to seventh-grade learning disabled (LD), normal, and gifted students, the comparability of representations of self-concept across groups was analyzed for the Sears and Coopersmith inventories. (Author/SW)

  4. Cluttering identified : Differential diagnostics between cluttering, stuttering and speech impairment related to learning disability

    NARCIS (Netherlands)

    op 't Hof, Y.

    2009-01-01

    This study had the two following objectives: (1) clinical, diagnostic classification of the syndrome of cluttering and particularly the difference in symptomatology between cluttering and stuttering and between cluttering and speaking problems associated with learning disability; (2) to contribute

  5. Use of EMG Biofeedback Procedures with Learning Disabled Children in a Clinical and an Educational Setting.

    Science.gov (United States)

    Carter, John L.; Russell, Harold L.

    1985-01-01

    In two studies, 16 learning disabled elementary-aged boys receiving electromyographs for biofeedback muscle relaxation training showed significant improvement over controls on a variety of measures, including reading, spelling, verbal IQ, eye-hand coordination, and handwriting. (CL)

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

    Science.gov (United States)

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

    2015-12-02

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

  7. Culture in Education and the Instruction of Language Learning-Disabled Students.

    Science.gov (United States)

    Westby, Carol E.; Rouse, Geraldine R.

    1985-01-01

    The article describes the organization of activities in an elementary classroom of language learning disabled Hispanic children and demonstrates how the use of ethnographic research methods can contribute to understanding the culture of the school. (CL)

  8. Learning Disabilities with Communicative Disorders as Related Handicaps: A Two-Year Study.

    Science.gov (United States)

    Stewart, James Monroe; Spells, Vanessa R.

    1983-01-01

    The article summarizes a demographic profile of 494 learning disabled students who also exhibited related communication disorders and the impact of this population on speech-language and hearing services. Racial and sexual factors are also examined. (Author/CL)

  9. The experiences of orthopaedic and trauma nurses who have cared for adults with a learning disability.

    Science.gov (United States)

    Drozd, Mary; Clinch, Christine

    2016-08-01

    There is no published empirical research about the experiences of orthopaedic and trauma nurses who have cared for people with a learning disability. However, adults with a learning disability sustain more injuries, falls and accidents than the general population. Because of their increased health needs, there has been a corresponding increase in their numbers attending general/acute hospitals. The 6 Cs is a contemporary framework and has been used to gauge how orthopaedic and trauma nurses rate the Care, Communication, Competence, Commitment, Courage and Compassion for patients with a learning disability in orthopaedic and trauma hospital settings compared to patients without a learning disability. The aim of the study was to explore the experiences of orthopaedic and trauma nurses who have cared for people with a learning disability. The study is based on a descriptive survey design and used a questionnaire to elicit data from participants. A convenience sample of Registered Nurses completed a questionnaire. The study was explained to delegates attending a concurrent session on the topic of acute hospital care for people with a learning disability at a conference and the questionnaire was left on a table for participants to take if they wished. Questionnaires were returned anonymously. Of the participants who had completed the questionnaire 100% (n = 13) had cared for a patient with a learning disability. Using the 6 Cs as a framework suggested that care, communication and competence of nurses were worse for people with a learning disability than for people without a learning disability. Three main themes emerged regarding areas of good practices: (1) promoting a positive partnership with patients and carers; (2) modifying care and interventions; (3) supporting the healthcare team. There was evidence of good practices within orthopaedic and trauma settings such as the active involvement of family or a paid carer who is known to thepatient and the modification

  10. 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.

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

    Science.gov (United States)

    Nuwagaba, Ephraim L; Rule, Peter N

    2016-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Ephraim L. Nuwagaba

    2016-02-01

    Full Text Available Background: 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.Objectives: 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.Methods: 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.Results: 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.Conclusion: 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

  13. Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities.

    Science.gov (United States)

    Iuculano, Teresa; Rosenberg-Lee, Miriam; Richardson, Jennifer; Tenison, Caitlin; Fuchs, Lynn; Supekar, Kaustubh; Menon, Vinod

    2015-09-30

    Competency with numbers is essential in today's society; yet, up to 20% of children exhibit moderate to severe mathematical learning disabilities (MLD). Behavioural intervention can be effective, but the neurobiological mechanisms underlying successful intervention are unknown. Here we demonstrate that eight weeks of 1:1 cognitive tutoring not only remediates poor performance in children with MLD, but also induces widespread changes in brain activity. Neuroplasticity manifests as normalization of aberrant functional responses in a distributed network of parietal, prefrontal and ventral temporal-occipital areas that support successful numerical problem solving, and is correlated with performance gains. Remarkably, machine learning algorithms show that brain activity patterns in children with MLD are significantly discriminable from neurotypical peers before, but not after, tutoring, suggesting that behavioural gains are not due to compensatory mechanisms. Our study identifies functional brain mechanisms underlying effective intervention in children with MLD and provides novel metrics for assessing response to intervention.

  14. Service Providers' Perceptions of Active Ageing among Older Adults with Lifelong Intellectual Disabilities

    Science.gov (United States)

    Buys, L.; Aird, R.; Miller, E.

    2012-01-01

    Background: Considerable attention is currently being directed towards both active ageing and the revising of standards for disability services within Australia and internationally. Yet, to date, no consideration appears to have been given to ways to promote active ageing among older adults with intellectual disabilities (IDs). Methods:…

  15. Technology for communicational development and learning in psychomotor disability

    Science.gov (United States)

    Trento, I.; Santucci, M.; Tula, S.; González, E.

    2007-11-01

    The applied investigation and experimental development project described in this paper has been carried out by Grupo Ingeniería Clínica of the Universidad Tecnológica Nacional together with two Special Education Schools dependent on the Ministry of Education of Córdoba Province. Its aim is the development of computer access assistive tools for students with mobility limitations, and with or without intellectual problems that need adaptations to access to a computer in order to learn, communicate, work, etc. On the other hand, it demonstrates the benefits that the use of a computer gives to these students. The evaluation of their performance was made trough Dr. Marianne Frostig's Developmental Test of Visual Perception and reading and writing graphic tests, comparing the results of the tests made on paper with those made on computer. Thus, an interdisciplinary team was formed by Engineering, Psychology and Special Education professionals, and 40 students were evaluated. The design of the mouse and keyboard had some adaptations. At present, the rating test stage is being achieved, and the preliminary results allow us to anticipate that pupils with psychomotor disabilities may manifest their perceptual ripeness and reach education in a more efficient way through the use of informatics tools according to their needs and possibilities.

  16. Memory for everyday information in students with learning disabilities.

    Science.gov (United States)

    McNamara, John K; Wong, Bernice

    2003-01-01

    This study compared students with and without learning disabilities (LD) on their recall of academic information and information encountered in the students' everyday lives. The academic recall measures included a sentence listening span test, a rhyming words working memory test, and a visual matrix working memory task. Students' cued recall of all the tasks was also measured. The everyday working memory tasks included a dance episode event recall test; a library procedure recall test; and recall tests of commonly found objects, such as a coin, a telephone, and a McDonald's sign. Compared to students without LD, students with LD performed poorly on both the academic recall tasks and the everyday recall tasks. These results support the notion that some students with LD may have working memory problems that affect their performance on tasks other than reading. The results of the cued recall showed that the availability of cues significantly decreased the ability group differences on many of the academic and everyday tasks. This result replicates prior research findings that students with LD do not use retrieval strategies effectively and that some students with LD may have a production deficiency that affects their retrieval of previously encoded information.

  17. List memory in young adults with language learning disability.

    Science.gov (United States)

    Sheng, Li; Byrd, Courtney T; McGregor, Karla K; Zimmerman, Hannah; Bludau, Kadee

    2015-04-01

    The purpose of this study was to characterize the verbal memory limitations of young adults with language learning disability (LLD). Sixteen young adults with LLD and 34 age- and education-matched controls with typical language participated in a Deese-Roediger-McDermott (DRM; Deese, 1959; Roediger & McDermott, 1995) list recall experiment. Participants listened to 12-item word lists that converged on a nonpresented critical item (e.g., rain) semantically (umbrella, drench, weather, hail), phonologically (train, main, ran, wren), or dually in a hybrid list (umbrella, train, drench, main) and recalled words in no particular order. Group comparisons were made on veridical recall (i.e., words that were presented) and false recall of nonpresented critical items. Recall performance was analyzed by list type and list position to examine potential differences in the quality of memorial processes. The LLD group produced fewer veridical recalls than the controls. Both groups demonstrated list type and list position effects in veridical recall. False recall of the critical items was comparable in the 2 groups and varied by list type in predictable ways. Young adults with LLD have verbal memory limitations characterized by quantitatively low levels of accurate recall. Qualitative patterns of recall are similar to those of unaffected peers. Therefore, the memory problem is characterized by limited capacity; memorial processes appear to be intact.

  18. Technology for communicational development and learning in psychomotor disability

    Energy Technology Data Exchange (ETDEWEB)

    Trento, I [Grupo Ingenieria ClInica, Universidad Tecnologica Nacional, Facultad Regional Cordoba. Av. M. Lopez esquina Cruz Roja, Ciudad Universitaria, 5012 Cordoba (Argentina); Santucci, M [Facultad de PsicologIa, Universidad Nacional de Cordoba. Ciudad Universitaria, 5012 Cordoba (Argentina); Tula, S [Escuela de Educacion Especial y Formacion Laboral Beatriz MartInez Allio. Av. M. Lopez N0 2620 Ciudad Universitaria, 5012 Cordoba (Argentina); Gonzalez, E [Grupo Ingenieria ClInica, Universidad Tecnologica Nacional, Facultad Regional Cordoba. Av. M. Lopez esquina Cruz Roja, Ciudad Universitaria, 5012 Cordoba (Argentina)

    2007-11-15

    The applied investigation and experimental development project described in this paper has been carried out by Grupo Ingenieria ClInica of the Universidad Tecnologica Nacional together with two Special Education Schools dependent on the Ministry of Education of Cordoba Province. Its aim is the development of computer access assistive tools for students with mobility limitations, and with or without intellectual problems that need adaptations to access to a computer in order to learn, communicate, work, etc. On the other hand, it demonstrates the benefits that the use of a computer gives to these students. The evaluation of their performance was made trough Dr. Marianne Frostig's Developmental Test of Visual Perception and reading and writing graphic tests, comparing the results of the tests made on paper with those made on computer. Thus, an interdisciplinary team was formed by Engineering, Psychology and Special Education professionals, and 40 students were evaluated. The design of the mouse and keyboard had some adaptations. At present, the rating test stage is being achieved, and the preliminary results allow us to anticipate that pupils with psychomotor disabilities may manifest their perceptual ripeness and reach education in a more efficient way through the use of informatics tools according to their needs and possibilities.

  19. 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.

  20. 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.