Sample records for learning disabilities specific

  1. 34 CFR 300.309 - Determining the existence of a specific learning disability.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Specific Learning Disabilities § 300.309 Determining the existence of a specific learning disability. (a) The group described in § 300.306 may determine that a child has a specific learning disability, as... the identification of a specific learning disability, using appropriate assessments, consistent with...

  2. 34 CFR 300.309 - Determining the existence of a specific learning disability.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true Determining the existence of a specific learning... Specific Learning Disabilities § 300.309 Determining the existence of a specific learning disability. (a) The group described in § 300.306 may determine that a child has a specific learning disability, as...

  3. 34 CFR 300.307 - Specific learning disabilities.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

  4. 34 CFR 300.307 - Specific learning disabilities.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

  5. 34 CFR 300.307 - Specific learning disabilities.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

  6. 34 CFR 300.307 - Specific learning disabilities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

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

  7. 34 CFR 300.307 - Specific learning disabilities.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true Specific learning disabilities. 300.307 Section 300.307... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.307 Specific learning disabilities. (a) General. A State must adopt, consistent with § 300.309...

  8. 34 CFR 300.311 - Specific documentation for the eligibility determination.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Specific Learning Disabilities § 300.311 Specific documentation for the eligibility determination. (a) For a child suspected of having a specific learning disability, the documentation of the determination... has a specific learning disability; (2) The basis for making the determination, including an assurance...

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  11. 34 CFR 300.311 - Specific documentation for the eligibility determination.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Learning Disabilities § 300.311 Specific documentation for the eligibility determination. (a) For a child suspected of having a specific learning disability, the documentation of the determination of eligibility... learning disability; (2) The basis for making the determination, including an assurance that the...

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

    ERIC Educational Resources Information Center

    Miller, Daniel C.; Maricle, Denise E.; Jones, Alicia M.

    2016-01-01

    Processing Strengths and Weaknesses (PSW) models have been proposed as a method for identifying specific learning disabilities. Three PSW models were examined for their ability to predict expert identified specific learning disabilities cases. The Dual Discrepancy/Consistency Model (DD/C; Flanagan, Ortiz, & Alfonso, 2013) as operationalized by…

  13. School Psychology Internship Experiences with Methods of Specific Learning Disability Identification

    ERIC Educational Resources Information Center

    Nunes, Alissa

    2012-01-01

    Recent changes in legislation (IDEA) have implications for the changing role of the school psychologist, specifically in the evaluation of students with learning disabilities. There is a need to examine the attitudes and practices of school psychologists regarding specific learning disability identification as there is little consistency in how…

  14. A safe way to talk about death.

    PubMed

    2016-11-09

    Could a learning disability-specific death cafe be the key to initiating conversations about death and dying in a safe way? Paula Hopes writes in Learning Disability Practice about a conference on breaking bad news and noted that while some people with learning disabilities were ready to deal with the issues, healthcare professionals were not. Reasons varied from protecting people with learning disabilities to the assumption that they cannot cope with or understand the information. Ms Hopes says nurses should be advocates for people with learning disabilities and provide them with information to engage them in the process of dying. A learning disability-specific death cafe could support nurses to develop confidence in discussing this sensitive issue.

  15. Visual and Auditory Learning Processes in Normal Children and Children with Specific Learning Disabilities. Final Report.

    ERIC Educational Resources Information Center

    McGrady, Harold J.; Olson, Don A.

    To describe and compare the psychosensory functioning of normal children and children with specific learning disabilities, 62 learning disabled and 68 normal children were studied. Each child was given a battery of thirteen subtests on an automated psychosensory system representing various combinations of auditory and visual intra- and…

  16. Developing Recreation Skills in Persons with Learning Disabilities.

    ERIC Educational Resources Information Center

    Peniston, Lorraine C.

    This book provides specific suggestions for ways to make accommodations and modify leisure activities to enable and encourage the participation of individuals with learning disabilities. The following chapters include: (1) "An Introduction"; (2) "Learning Disabilities," which describes types of learning disabilities, guidelines…

  17. The Effects of Repeated Readings on the Reading Fluency and Comprehension for High School Students with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Vandenberg, Amy C.; Boon, Richard T.; Fore, Cecil, III; Bender, William N.

    2008-01-01

    The purpose of this investigation was to examine the efficacy of repeated readings on the oral reading fluency rate and reading comprehension accuracy of high school students with specific learning disabilities. The participants included three tenth and eleventh grade students with specific learning disabilities in a study skills resource…

  18. Inclusion and Specific Learning Disabilities: General Education Teacher's Attitude

    ERIC Educational Resources Information Center

    Phillips, Rodney R.

    2016-01-01

    This research study looked at the components that may influence teacher attitudes in an accepting manner toward including students with learning disabilities. The purpose of this study was to examine the reasons that may influence the attitudes of general education teachers toward including students with specific learning disabilities. The factors…

  19. 34 CFR 300.310 - Observation.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.310... specific learning disability, must decide to— (1) Use information from an observation in routine classroom...

  20. 34 CFR 300.310 - Observation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.310... specific learning disability, must decide to— (1) Use information from an observation in routine classroom...

  1. 34 CFR 300.310 - Observation.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.310... specific learning disability, must decide to— (1) Use information from an observation in routine classroom...

  2. 34 CFR 300.310 - Observation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.310... specific learning disability, must decide to— (1) Use information from an observation in routine classroom...

  3. Understanding and Managing Learning Disabilities in Adults. Professional Practices in Adult Education and Human Resource Development Series.

    ERIC Educational Resources Information Center

    Jordan, Dale R.

    This book reviews learning disabilities (LD) in adults and makes suggestions for helping adults cope with these disabilities. Each chapter covers a type of learning disability or related syndrome or explains characteristics of the brain. Chapter 1 explains several types of specific learning disabilities that make classroom performance difficult…

  4. 28 CFR 35.104 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... illness, and specific learning disabilities. (ii) The phrase physical or mental impairment includes, but..., heart disease, diabetes, mental retardation, emotional illness, specific learning disabilities, HIV... Judicial Administration DEPARTMENT OF JUSTICE NONDISCRIMINATION ON THE BASIS OF DISABILITY IN STATE AND...

  5. The Effect of Socioeconomic Status on Specific Learning Disability Eligibility Decisions

    ERIC Educational Resources Information Center

    Kollister, Susan

    2017-01-01

    Public schools provide services for students with disabilities. Inaccurate disability diagnosis may result in inferior educational services or long-lasting educational struggles. The purpose of this quantitative causal comparative study was to determine if a difference existed between the decisions made for specific learning disability eligibility…

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

    ERIC Educational Resources Information Center

    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…

  7. Breaking the Discrepancy Code: A Meta-Analysis of the Specific Learning Disability Literature

    ERIC Educational Resources Information Center

    Bachmeier, Randy J.

    2009-01-01

    Previous "selective" meta-analyses of the literature relating to the IQ-achievement discrepancy model of specific learning disability identification have concluded that "underachieving" and "low-achieving" poor readers do not differ in any educationally meaningful way. Underachievers are those poor readers who qualify as learning disabled using an…

  8. General and Domain-Specific Self-Concepts of Adults with Learning Disabilities: A Meta-Analysis

    ERIC Educational Resources Information Center

    Nelson, Jason M.

    2012-01-01

    The empirical literature investigating general and domain-specific self-concepts of adults with learning disabilities was examined using meta-analytic techniques. Eight inclusion criteria were developed to evaluate this literature and led to the inclusion of 22 studies. Results indicated that adults with learning disabilities reported lower…

  9. Comparison of Loneliness and Social Skill Levels of Children with Specific Learning Disabilities in Terms of Participation in Sports

    ERIC Educational Resources Information Center

    Yilmaz, Atike; Kirimoglu, Hüseyin; Soyer, Fikret

    2018-01-01

    This study was conducted in order to compare loneliness and social skill levels of children with specific learning disabilities in terms of participation in sports. For this study, a screening model was used. The study group was composed of 56 children who were aged between 7 and 14 years and diagnosed with a specific learning disability (30 boys…

  10. The relationship between gross motor skills and academic achievement in children with learning disabilities.

    PubMed

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. Copyright © 2011 Elsevier Ltd. All rights reserved.

  11. Perceived Control and Adaptive Coping: Programs for Adolescent Students Who Have Learning Disabilities

    ERIC Educational Resources Information Center

    Firth, Nola; Frydenberg, Erica; Greaves, Daryl

    2008-01-01

    This study explored the effect of a coping program and a teacher feedback intervention on perceived control and adaptive coping for 98 adolescent students who had specific learning disabilities. The coping program was modified to build personal control and to address the needs of students who have specific learning disabilities. The teacher…

  12. Important Constructs in Literacy Learning across Disciplines

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Arndt, Elissa J.; Crawford, Elizabeth C.

    2011-01-01

    Currently students who struggle with language and literacy learning are classified with various labels in different states--language learning disabilities, dyslexia, specific language impairment, and specific learning disability--in spite of having similar diagnostic profiles. Drawing on the research on comprehension of written language, we…

  13. Response to Intervention: Considerations for School Leaders Concerning Specific Learning Disability Determination

    ERIC Educational Resources Information Center

    Robidas, Marian T.

    2013-01-01

    With the changes made to the Individuals with Disabilities Education Act of 2004 (Public Law 108-446), educational leadership is now able to use the Response to Intervention (RtI) process for Specific Learning Disability (SLD) determination rather than the long-standing discrepancy model (Individuals with Disabilities Education Act of 2004).…

  14. 34 CFR 222.50 - What definitions apply to this subpart?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., autism, traumatic brain injury, other health impairments, or specific learning disabilities; and (ii) Who... thereof, need special education and related services. Children with specific learning disabilities means... for Local Educational Agencies That Serve Children With Disabilities § 222.50 What definitions apply...

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

    ERIC Educational Resources Information Center

    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…

  16. Resources to Support Disabled Learners

    ERIC Educational Resources Information Center

    Dessoff, Alan

    2008-01-01

    With 4 to 6 percent of all students in the nation's public schools classified as having specific learning disabilities, according to the Learning Disabilities Association of America (LDA), most teachers can expect to have students who are learning disabled in their classrooms. This presents a challenge to teachers and administrators alike, who are…

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

    ERIC Educational Resources Information Center

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

    2018-01-01

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

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

    PubMed

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

    2015-07-01

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

  19. Dimensional Integration of Assessment Outcomes with Intervention Services for Children with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Decker, Scott

    2012-01-01

    This article reviews critical issues with integrating different procedures for identifying children with specific learning disabilities permitted in the federal regulations of the 2004 Individual With Disabilities Education Act 2004. Theoretical differences between behavioral approaches that focus on recording behavioral responses based on…

  20. 34 CFR 300.310 - Observation.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Placements Additional Procedures for Identifying Children with Specific Learning Disabilities § 300.310 Observation. (a) The public agency must ensure that the child is observed in the child's learning environment... specific learning disability, must decide to— (1) Use information from an observation in routine classroom...

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

    ERIC Educational Resources Information Center

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

    2018-01-01

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

  2. Diagnosis of Specific Learning Disabilities and Prescriptive Teaching.

    ERIC Educational Resources Information Center

    Alonso, Lou; And Others

    The recent trend in special education toward individualized teaching based on the diagnosis of specific learning disabilities is reviewed. The concern of educators for emphasis on psychoeducational diagnosis to determine learning and behavioral problems, and their remediation, rather than primarily on classification and categorization along…

  3. 77 FR 26265 - Applications for New Awards; Model Demonstration Projects on Reentry of Students With...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-03

    ... specific learning disabilities; and 9.7 percent with intellectual disabilities (Quinn et al., 2005). Each... are identified as having disabilities, most of whom have learning disabilities or emotional... Students With Disabilities From Juvenile Justice Facilities Into Education, Employment, and Community...

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

    ERIC Educational Resources Information Center

    Bingham, Grace

    1980-01-01

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

  5. Extracurricular Activities and the Development of Social Skills in Children with Intellectual and Specific Learning Disabilities

    ERIC Educational Resources Information Center

    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…

  6. Bullying and Middle School Students with and without Specific Learning Disabilities: An Examination of Social-Ecological Predictors

    ERIC Educational Resources Information Center

    Rose, Chad Allen; Espelage, Dorothy L.; Monda-Amaya, Lisa E.; Shogren, Karrie A.; Aragon, Steven R.

    2015-01-01

    The current study investigated demographic variables, sense of belonging, and social supports as predictors for involvement in bullying for students with specific learning disabilities (SLD) and students without disabilities. Although these student groups are characteristically different, results suggested involvement in bullying was invariant.…

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

    ERIC Educational Resources Information Center

    Barrett, Courtenay A.; Cottrell, Joseph M.; Newman, Daniel S.; Pierce, Benjamin G.; Anderson, Alisha

    2015-01-01

    Approximately 2.4 million children receive special education services for specific learning disabilities (SLDs), and school psychologists are key contributors to the SLD eligibility decision-making process. The Individuals with Disabilities Education Act (2004) enabled local education agencies to use response to intervention (RTI) instead of the…

  8. 34 CFR 300.308 - Additional group members.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities... learning disability is a child with a disability as defined in § 300.8, must be made by the child's parents...

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

    PubMed

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

    PubMed

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

    2016-10-05

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

  11. Employing Reading Racetracks and DI Flashcards with and without Cover, Copy, and Compare and Rewards to Teach of Sight Words to Three Students with Learning Disabilities in Reading

    ERIC Educational Resources Information Center

    Kaufman, Leah; McLaughlin, T. F.; Derby, K. Mark; Waco, Theresa

    2011-01-01

    The purpose of this study was to study the effect of pairing reading racetracks and flashcards for the teaching of sight words. The first participant was diagnosed with a specific learning disability in reading and writing and was also diagnosed with ADHD. The second participant was diagnosed with a specific learning disability in reading,…

  12. The Legal Meaning of Specific Learning Disability for IDEA Eligibility: The Latest Case Law

    ERIC Educational Resources Information Center

    Zirkel, Perry A.

    2013-01-01

    Specific learning disability (SLD), although moderately declining in recent years, continues to be the largest of the eligibility classifications under the Individuals with Disabilities Education Act (IDEA; NCES, 2012). The recognition of response to intervention (RTI) in the 2004 amendments of the IDEA as an approach for identifying students with…

  13. Critical Issues in Specific Learning Disability Identification: What We Need to Know about the PSW Model

    ERIC Educational Resources Information Center

    McGill, Ryan J.; Styck, Kara M.; Palomares, Ronald S.; Hass, Michael R.

    2016-01-01

    As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…

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

    ERIC Educational Resources Information Center

    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:…

  15. Adaptive Web-Assisted Learning System for Students with Specific Learning Disabilities: A Needs Analysis Study

    ERIC Educational Resources Information Center

    Polat, Elif; Adiguzel, Tufan; Akgun, Ozcan Erkan

    2012-01-01

    Because there is, currently, no education system for primary school students in grades 1-3 who have specific learning disabilities in Turkey and because such students do not receive sufficient support from face-to-face counseling, a needs analysis was conducted in order to prepare an adaptive, web-assisted learning system according to variables…

  16. Bridges to Practice. A Research-Based Guide for Literacy Practitioners Serving Adults with Learning Disabilities.

    ERIC Educational Resources Information Center

    Academy for Educational Development, Washington, DC. National Adult Literacy and Learning Disabilities Center.

    These five guidebooks are designed for literacy programs to enhance the quality of services provided to adults with learning disabilities. Each guidebook answers specific questions such as handling legal issues, screening for learning disabilities, selecting curriculum options, using effective instructional methods, and creating professional…

  17. Classification/Categorization Model of Instruction for Learning Disabled Students.

    ERIC Educational Resources Information Center

    Freund, Lisa A.

    1987-01-01

    Learning-disabled students deficient in classification and categorization require specific instruction in these skills. Use of a classification/categorization instructional model improved the questioning strategies of 60 learning-disabled students, aged 10 to 12. The use of similar models is discussed as a basis for instruction in science, social…

  18. Process Deficits in Learning Disabled Children and Implications for Reading.

    ERIC Educational Resources Information Center

    Johnson, Doris J.

    An exploration of specific deficits of learning disabled children, especially in the auditory system, is presented in this paper. Disorders of attention, perception, phonemic and visual discrimination, memory, and symbolization and conceptualization are considered. The paper develops several questions for teachers of learning disabled children to…

  19. Social Skills Deficits in Learning Disabilities: The Psychiatric Comorbidity Hypothesis.

    ERIC Educational Resources Information Center

    San Miguel, Stephanie K.; And Others

    1996-01-01

    This article explores the hypothesis that social skill deficits among children with learning disabilities are associated with high rates of undetected psychiatric diagnoses. The maladaptive social skills patterns of children with specific subtypes of learning disabilities appear to mimic the symptom patterns of children with attention deficit…

  20. Assessment of Learning Disabilities.

    ERIC Educational Resources Information Center

    Shepard, Lorrie A.

    The assessment and diagnosis of learning disabilities (LD) in the school is problematic. How do educators determine who is learning disabled? What practices are recommended? The main focus of the paper is on specific, relatively technical points that influence the validity of assessment. Since technical concerns are only one of the factors…

  1. The DoD Civilian Equal Employment Opportunity (EEO) Program

    DTIC Science & Technology

    1987-05-21

    as mental retardation, organic brain syndrome , emotional or mental illness, and specific learning disabilities. b. Major Life Activities. Functions...mental or psychological disorder, such as mental retardation, organic brain syndrome , emotional or mental illness, and specific learning disabilities

  2. Identifying Learning Patterns of Children at Risk for Specific Reading Disability

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  3. Understanding Impulsivity among Children with Specific Learning Disabilities in Inclusion Schools

    ERIC Educational Resources Information Center

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

    2018-01-01

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

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

    PubMed

    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.

  5. The Experiences of Parents with Adolescents Identified as Having a Specific Learning Disability

    ERIC Educational Resources Information Center

    Seals, Linda J.

    2010-01-01

    Of the 6.6 million children in the United States who were deemed in 2008 to have a disability that required special instruction, over 39% were classified as specific learning disabled (SLD). This figure translates into a high number of people who are parenting a child identified as having a SLD. Bronfenbrenner's theory of the ecology of human…

  6. Incorporating Learning Objects in a Curriculum Re-Design to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

    ERIC Educational Resources Information Center

    Pense, Seburn L.; Calvin, Jennifer; Watson, Dennis G.; Wakefield, Dexter B.

    2012-01-01

    A quasi-experimental pilot study of curriculum re-design using Learning Objects (LO) to instruct agricultural education students with Specific Learning Disabilities (SLD) was conducted in five high schools in the federally designated economically distressed area, the Illinois Delta Region. Six LOs were developed based on a unit of instruction in…

  7. The Future of Personalized Learning for Students with Disabilities

    ERIC Educational Resources Information Center

    Worthen, Maria

    2016-01-01

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

  8. Learning Disabilities: What Are They? Helping Teachers and Parents Understand the Characteristics

    ERIC Educational Resources Information Center

    Cimera, Robert Evert

    2007-01-01

    "Specific Learning Disability" is by far the largest category of conditions served in special education. Unfortunately, few parents (and educators) really understand what learning disabilities are. Many erroneously believe it is a "politically correct" term for "mildly mentally retarded" or "dull normal." Further, while most laypeople have heard…

  9. The Rehabilitation Process for Clients with Specific Learning Disabilities: Trainer's Manual.

    ERIC Educational Resources Information Center

    Gladden, Bonnie; And Others

    This document presents the manual for a training workshop for rehabilitation counselors on the delivery of services to persons with learning disabilities. It describes how counselors are trained in the workshop to: (1) use five criteria to establish eligibility; (2) apply the case management system to the classification of learning disabilities as…

  10. Audiological Certainty in Deaf Children with Learning Disabilities: An Imperative for Inter-Agency Working

    ERIC Educational Resources Information Center

    McCracken, Wendy; Ravichandran, Aarthy; Laoide-Kemp, Siobhan

    2008-01-01

    Meeting the audiological management needs of deaf children with learning disabilities is demanding. The study specifically focused on the age at which audiological certainty, the degree, configuration and type of hearing loss, was established in 20 individuals with severe learning disability. Audiological records relating to each individual were…

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

    ERIC Educational Resources Information Center

    Mealor, David J.; Abrams, Pamela F.

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

  12. Cognitive Addition: Comparison of Learning Disabled and Academically Normal Children.

    ERIC Educational Resources Information Center

    Geary, David C.; And Others

    To isolate the process deficits underlying a specific learning disability in mathematics achievement, 77 academically normal and 46 learning disabled (LD) students in second, fourth or sixth grade were presented 140 simple addition problems using a true-false reaction time verification paradigm. (The problems were on a video screen controlled by…

  13. The Luria-Nebraska Neuropsychological Battery and the WAIS-R in Assessment of Adults with Specific Learning Disabilities.

    ERIC Educational Resources Information Center

    Katz, Lynda; Goldstein, Gerald

    1993-01-01

    Compared intellectual (Wechsler Adult Intelligence Scale for Adults-Revised) and neuropsychological (Luria-Nebraska Neuropsychological Battery) assessment as valid methods of identifying learning disabilities in adults. Findings from 155 subjects revealed that both instruments were able to distinguish adults with and without learning disabilities.…

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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    Bollard, Martin; Lahiff, John; Parkes, Neville

    2012-02-01

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

  16. THE BRAIN-INJURED CHILD, A SUMMARY REPORT OF CONFERENCE ON THE CHILD WITH LEARNING DISABILITIES (JERSEY CITY, MARCH 25, 1965).

    ERIC Educational Resources Information Center

    EZOR, EDWIN; RUVIN, HAROLD

    THE BASIC VIEWPOINT OF THIS CONFERENCE IS THAT CHILDREN WITH LEARNING DISABILITIES MUST BE EVALUATED INDIVIDUALLY ACCORDING TO THEIR SPECIFIC DYSFUNCTIONS AND PLACED IN EDUCATIONAL SETTINGS ACCORDING TO THEIR INDIVIDUAL NEEDS. IN THE FEATURED ADDRESS, "NEW APPROACHES IN EDUCATION FOR THE CHILD WITH LEARNING DISABILITIES," BARBARA BATEMAN…

  17. The Use of ICT by Adults with Learning Disabilities in Day and Residential Services

    ERIC Educational Resources Information Center

    Parsons, Sarah; Daniels, Harry; Porter, Jill; Robertson, Christopher

    2006-01-01

    The use of Information and Communication Technology (ICT) by adults with learning disabilities has been positively promoted over the past decade. More recently, policy statements and guidance from the UK government have underlined the importance of ICT for adults with learning disabilities specifically, as well as for the population in general,…

  18. Beyond Psychometric Evaluation of the Student--Task Determinants of Accommodation: Why Students with Learning Disabilities May Not Need to Be Accommodated

    ERIC Educational Resources Information Center

    Roberts, Barbara L.

    2012-01-01

    Students with learning disabilities obtain a wide range of recommended accommodations in secondary school, which they anticipate will continue into postsecondary education. Although the student's specific learning disability (SLD) contributes to the accommodation planning process, it is not the sole determinant of appropriate accommodation.…

  19. Structuring the Learning Disabilities Module: A Course Design Based on Case Study

    ERIC Educational Resources Information Center

    Kahveci, Gul; Serin, Nerguz Bulut

    2017-01-01

    Children with learning disabilities are at greater risk of being victims of sexual abuse in schools. This paper discusses 4th year pre-service school counsellors' specific knowledge related to self-confidence and skills to execute the prevention and support processes on the topic of sexual abuse in children with learning disabilities. Qualitative…

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

    ERIC Educational Resources Information Center

    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…

  1. Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice. REL 2015-086

    ERIC Educational Resources Information Center

    Burr, Elizabeth; Haas, Eric; Ferriere, Karen

    2015-01-01

    While the literature on learning disabilities and on second-language acquisition is relatively extensive within the field of education, less is known about the specific characteristics and representation of English learner students with learning disabilities. Because there are no definitive resources and processes for identifying and determining…

  2. Managing specific learning disability in schools in India.

    PubMed

    Karande, Sunil; Sholapurwala, Rukhshana; Kulkarni, Madhuri

    2011-07-01

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

  3. Updates on attention-deficit/hyperactivity disorder and learning disorders.

    PubMed

    Semrud-Clikeman, Margaret; Bledsoe, Jesse

    2011-10-01

    The relationship of attention-deficit/hyperactivity disorder (ADHD) to learning disorders was reviewed and included reading disability, mathematics learning disability, and nonverbal learning disability. Genetic, neuroimaging, and neuropsychological functioning were examined for each disorder, along with a discussion of any existing literature when ADHD co-occurred with the disorder. All the disorders were found to frequently co-occur with ADHD. A review of the underlying neuroanatomic and neurofunctional data found specific structures that frequently co-occur in these disorders with others that are specific to the individual diagnosis. Aberrations in structure and/or function were found for the caudate, corpus callosum, and cerebellum, making these structures sensitive for the disorder but not specific. Suggestions for future research, particularly in relation to intervention, are provided.

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  6. Neurogenetic and Neurodevelopmental Pathways to Learning Disabilities.

    ERIC Educational Resources Information Center

    Mazzocco, Michele M. M.; And Others

    1997-01-01

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

  7. The Effectiveness of Using Group Story-Mapping Strategy to Improve Reading Comprehension of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Alturki, Nada

    2017-01-01

    The purpose of this study was to examine the effectiveness of using group story-mapping on ESL students with a learning disability in reading comprehension. The researcher focused on a specific graphic organizer in this study, called Group Story-Mapping. This strategy required students with learning disabilities involving reading comprehension to…

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

    ERIC Educational Resources Information Center

    Jabareen-Taha, Samaher; Taha, Haitham

    2016-01-01

    This article seeks to identify and review the basic characteristics of learning disability which are specifically mentioned in the literature. In addition, the article intends to conduct a brief analysis on learning disability policy in Israel and the differentiation problems at the level of awareness among the Arab society in Israel. Despite the…

  9. Examining School Psychologists' Perspectives about Specific Learning Disabilities: Implications for Practice

    ERIC Educational Resources Information Center

    Cottrell, Joseph M.; Barrett, Courtenay A.

    2017-01-01

    Debate regarding the causes of specific learning disabilities (SLDs), precise definitions of SLDs, and the most effective identification methods has persisted for over 50 years. Two prominent schools of thought regarding SLDs exist: (1) biological perspectives and (2) environmental perspectives. Three identification methods are outlined in the…

  10. Teachers' Perceptions Regarding the Effectiveness of Accommodations for Students with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Lipscomb, Tanyaneka T.

    2012-01-01

    Research suggests that teachers may have several perceptions about the use and effectiveness of accommodations for students with specific learning disabilities. This quantitative study investigated regular education and special education teachers' perceptions toward the use of testing and instructional accommodations for students with specific…

  11. Defining the Undefinable: Operationalization of Methods to Identify Specific Learning Disabilities among Practicing School Psychologists

    ERIC Educational Resources Information Center

    Cottrell, Joseph M.; Barrett, Courtenay A.

    2016-01-01

    Accurate and consistent identification of students with specific learning disabilities (SLDs) is crucial; however, state and district guidelines regarding identification methods lack operationalization and are inconsistent throughout the United States. In the current study, the authors surveyed 471 school psychologists about "school" SLD…

  12. Differential Diagnosis of Specific Learning Disability within a Response to Intervention Framework

    ERIC Educational Resources Information Center

    Boneshefski, Michael J.

    2017-01-01

    The purpose of this study was to determine to what extent two major specific learning disability (SLD) criteria, including a student's level of academic achievement and rate of improvement (ROI), predict multidisciplinary evaluation teams' decision-making regarding referral for special education evaluation and special education eligibility.…

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

    PubMed

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

    2016-04-01

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

  14. Specific Language Impairment

    MedlinePlus

    ... impairment is one of the most common childhood learning disabilities, affecting approximately 7 to 8 percent of children ... It is one of the most common childhood learning disabilities, affecting approximately 7 to 8 percent of children ...

  15. Differences Between Children with Attention Deficit Disorder, Children with Specific Learning Disabilities, and Normal Children.

    ERIC Educational Resources Information Center

    Kuehne, Cheryl; And Others

    1987-01-01

    Investigated power of five measures to differentiate between normal children and children with Attention Deficit Disorder or Specific Learning Disabilities. Discriminant analysis revealed that Connors Parent Questionnaire was best predictor of group membership, followed in order by Connors Teacher Questionnaire, Porteus Mazes Test, and Matching…

  16. Parents' Perspectives on Coping with Duchenne Muscular Dystrophy and Concomitant Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Webb, Carol L.

    2005-01-01

    This study addresses parental perspectives and coping strategies related to Duchenne muscular dystrophy and specific learning disabilities. Data were collected through individual semi-structured in-depth interviews with fifteen sets of parents. Participants were selected based on variables such as age of children, number of children with both…

  17. Psycho-Educational Assessment of Specific Learning Disabilities: Views and Practices of Australian Psychologists and Guidance Counsellors

    ERIC Educational Resources Information Center

    Meteyard, John D.; Gilmore, Linda

    2015-01-01

    This article reports an investigation of the views and practices of 203 Australian psychologists and guidance counsellors with respect to psycho-educational assessment of students with specific learning disabilities (SLDs). Results from an online survey indicated that practitioners draw upon a wide range of theoretical perspectives when…

  18. Attributional Style of Children with and without Specific Learning Disability

    ERIC Educational Resources Information Center

    Pasta, Tiziana; Mendola, Manuela; Longobardi, Claudio; Prino, Laura Elvira; Gastaldi, Francesca Giovanna Maria

    2013-01-01

    Introduction: The literature highlights that pupils with Specific Learning Disability (SLD) often reveal a poor meta-cognitive system, with low levels of attribution to internal factors like diligence and personal skill, and high levels of attribution to external factors like ease of task, luck or help from others. Methods: This study aims to…

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

    ERIC Educational Resources Information Center

    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…

  20. Computerized Writing and Reading Instruction for Students in Grades 4-9 with Specific Learning Disabilities Affecting Written Language

    ERIC Educational Resources Information Center

    Tanimoto, S.; Thompson, R.; Berninger, V. W.; Nagy, W.; Abbott, R. D.

    2015-01-01

    Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4-9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired…

  1. Basic Visual Processes and Learning Disability.

    ERIC Educational Resources Information Center

    Leisman, Gerald

    Representatives of a variety of disciplines concerned with either clinical or research problems in vision and learning disabilities present reviews and reports of relevant research and clinical approaches. Contributions are organized into four broad sections: basic processes, specific disorders, diagnosis of visually based problems in learning,…

  2. Learning Disabilities and the School Health Worker

    ERIC Educational Resources Information Center

    Freeman, Stephen W.

    1973-01-01

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

  3. 34 CFR 300.308 - Additional group members.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Educational Placements Additional Procedures for Identifying Children with Specific Learning Disabilities... learning disability is a child with a disability as defined in § 300.8, must be made by the child's parents... of his or her age; or (3) For a child of less than school age, an individual qualified by the SEA to...

  4. Story Grammar Instruction with Third and Fifth Grade Students with Learning Disabilities and Other Struggling Readers

    ERIC Educational Resources Information Center

    Alves, Kat D.; Kennedy, Michael J.; Brown, Tiara S.; Solis, Michael

    2015-01-01

    "Reading comprehension" is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for…

  5. WISC-R Profile Analysis in Differentiating Learning Disabled from Emotionally Disabled Children.

    ERIC Educational Resources Information Center

    Vance, Booney

    The paper examines the usefulness of the Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest score pattern for distinguishing between groups of handicapped children, specifically learning disabled and emotionally disturbed students. The author asserts that no single clear cut pattern characteristic of either population is likely to…

  6. Meeting the Challenge of Limited Literacy Resources for Adolescents and Adults with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Morgan, Michelle F.; Moni, Karen B.

    2008-01-01

    For adolescents and adults with mild to moderate intellectual disabilities (or, in the UK, learning disabilities or learning difficulties), the achievement of successful engagement with, and construction of meaning from, texts necessitates the implementation and use of specifically designed and adapted teaching strategies and resources. The…

  7. Five Faces of Cognition: Theoretical Influences on Approaches to Learning Disabilities.

    ERIC Educational Resources Information Center

    Hresko, Wayne P.; Reid, D. Kim

    1981-01-01

    The label "cognitive" has been used to designate five substantially different approaches to the study of learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific abilities model. (Author)

  8. Individualized Education Plans (IEPs) (For Parents)

    MedlinePlus

    ... in a special way, for reasons such as: learning disabilities attention deficit hyperactivity disorder (ADHD) emotional disorders cognitive ... the child would be tested for a specific learning disability or other impairment to help determine qualification for ...

  9. Perceptions of Individual Education Plan Team on Identification of English Language Learners with Specific Learning Disability

    ERIC Educational Resources Information Center

    Adekanye, Emily

    2017-01-01

    Students identified as learners with specific Learning Disabilities (SLD) represent almost half of the total special education population. With the high numbers of students identified as SLD, there has also been the concern of over-identification of immigrant students called English language learners (ELLs), which leads to disproportionality in…

  10. Effects of Collaborative Preteaching on Science Performance of High School Students with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Thornton, Amanda; McKissick, Bethany R.; Spooner, Fred; Lo, Ya-yu; Anderson, Adrienne L.

    2015-01-01

    Investigating the effectiveness of inclusive practices in science instruction and determining how to best support high school students with specific learning disabilities (SLD) in the general education classroom is a topic of increasing research attention in the field. In this study, the researchers conducted a single-subject multiple probe across…

  11. Effect of Neuroscience-Based Cognitive Skill Training on Growth of Cognitive Deficits Associated with Learning Disabilities in Children Grades 2-4

    ERIC Educational Resources Information Center

    Avtzon, Sarah Abitbol

    2012-01-01

    Working memory, executive functions, and cognitive processes associated with specific academic areas, are empirically identified as being the core underlying cognitive deficits in students with specific learning disabilities. Using Hebb's theory of neuroplasticity and the principle of automaticity as theoretical bases, this experimental study…

  12. Evaluation of the Technical Adequacy of Three Methods for Identifying Specific Learning Disabilities Based on Cognitive Discrepancies

    ERIC Educational Resources Information Center

    Stuebing, Karla K.; Fletcher, Jack M.; Branum-Martin, Lee; Francis, David J.

    2012-01-01

    This study used simulation techniques to evaluate the technical adequacy of three methods for the identification of specific learning disabilities via patterns of strengths and weaknesses in cognitive processing. Latent and observed data were generated and the decision-making process of each method was applied to assess concordance in…

  13. The Effects of Repeated Readings on the Reading Performances of Hispanic English Language Learners with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Landa, Katrina G.; Barbetta, Patricia M.

    2017-01-01

    A multiple probe across participants design was used to explore the effects of repeated readings on the reading fluency, errors, and comprehension of 4, third-to-fifth grade English language learners (ELLs) with specific learning disabilities (SLD). Also, generalization measures to untaught passages and maintenance data were collected. In…

  14. A Comparison of Specific Learning Disability Identification Methods Using the WJ III

    ERIC Educational Resources Information Center

    Westreich, Eric

    2013-01-01

    While special education law has been amended several times since the statutory definition of a Specific Learning Disability (SLD) was created in 1968, there continues to be ambiguity within the field regarding the definition as well as the diagnostic criteria. This inevitably leads to a lack of consistency in diagnosis within states and among…

  15. Effectiveness of Mastering Math Facts on Second- and Third-Grade Students with Specific Learning Disabilities in Mathematics

    ERIC Educational Resources Information Center

    Fries, Karen M.

    2013-01-01

    Students with specific learning disabilities (SLD) in mathematics can typically experience long-lasting problems when developing fluency with basic math facts despite the use of evidence-based practices. One recently developed intervention to promote memorization and fact-fluency is Mastering Math Facts (MMF). MMF is a commercially-available…

  16. Response to Intervention for Specific Learning Disabilities Identification: The Impact of Graduate Preparation and Experience on Identification Consistency

    ERIC Educational Resources Information Center

    Maki, Kathrin E.

    2018-01-01

    Response to intervention (RTI) is increasingly being implemented in schools as a means to identify students with specific learning disabilities (SLD). Despite its wide use, there is limited research regarding school psychologists' graduate preparation in and familiarity with RTI for SLD identification. This study examined how school psychologists'…

  17. Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

    ERIC Educational Resources Information Center

    Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D.

    2018-01-01

    Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…

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

    ERIC Educational Resources Information Center

    Stultz, Sherry L.

    2017-01-01

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

  19. The Effectiveness of Computer-Assisted Instruction for Teaching Mathematics to Students with Specific Learning Disability

    ERIC Educational Resources Information Center

    Stultz, Sherry L.

    2013-01-01

    Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as…

  20. Self-Advocacy from the Perspective of Young Adults with Specific Learning Disabilities during the Transition Process

    ERIC Educational Resources Information Center

    Schreifels, Julie M.

    2013-01-01

    High school graduates with specific learning disabilities (SLD) often lack sufficient skills to advocate for themselves in adult situations. This limited advocacy ability of young adults with SLD contributes to their higher postsecondary school drop-out rate, lower paying jobs, and a greater dependence on family and public assistance programs for…

  1. THE ROLE OF DRUGS IN THE TREATMENT OF LEARNING DISABILITY IN CHILDHOOD.

    ERIC Educational Resources Information Center

    KRAMER, ROBERT A.

    THIS PAPER ATTEMPTS TO REVIEW THE STATUS OF DRUGS IN THE AREA OF LEARNING DISABILITY. THE PEDIATRICIAN'S TRAINING MUST INCLUDE EXPOSURE TO PRACTICAL AND THEORETICAL PROBLEMS OF LEARNING. OF INTEREST TO THE PEDIATRICIAN IS THE USE OF DRUGS WHICH MODIFY LEARNING RESPONSES. THESE DRUGS ARE CLASSIFIED AS GENERAL STIMULANTS, SPECIFIC STIMULANTS,…

  2. Verbal Learning and Memory Functions in Adolescents with Reading Disabilities

    ERIC Educational Resources Information Center

    Oyler, James D.; Obrzut, John E.; Asbjornsen, Arve E.

    2012-01-01

    The authors of this current study compared the memory performance of adolescent students with specific reading disabilities (RD) with that of typical adolescent readers on a newly developed verbal learning test, the "Bergen-Tucson Verbal Learning Test" (BTVLT). This multiple trial test was designed to measure memory acquisition,…

  3. Psychosocial and Adaptive Deficits Associated with Learning Disability Subtypes

    ERIC Educational Resources Information Center

    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…

  4. Students with Learning Disabilities and Challenging Behaviors in Jordan

    ERIC Educational Resources Information Center

    Abu-Hamour, Bashir

    2014-01-01

    This paper reports the findings of a study which aimed to explore the learning and behavioral characteristics of students with Learning Disabilities (LDs) in Jordan. Specifically, variables that related to challenging behaviors, school's type, and gender differences were investigated. Four resource room teachers in public and private schools were…

  5. 22 CFR 1510.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical..., walking, seeing, hearing, speaking, breathing, learning, and working. (3) Has a record of such an.... 1617); the Rehabilitation, Comprehensive Services, and Developmental Disabilities Amendments of 1978...

  6. 29 CFR 100.503 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term..., walking, seeing, hearing, speaking, breathing, learning, and working. (3) Has a record of such an.... 1617); the Rehabilitation, Comprehensive Services, and Developmental Disabilities Amendments of 1978...

  7. 38 CFR 15.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical..., walking, seeing, hearing, speaking, breathing, learning, and working. (3) Has a record of such an.... 1617); the Rehabilitation, Comprehensive Services, and Developmental Disabilities Amendments of 1978...

  8. 5 CFR 1850.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical..., walking, seeing, hearing, speaking, breathing, learning, and working. (3) Has a record of such an.... 1617); the Rehabilitation, Comprehensive Services, and Developmental Disabilities Amendments of 1978...

  9. 17 CFR 200.603 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical..., walking, seeing, hearing, speaking, breathing, learning, and working. (3) Has a record of such an.... 1617); the Rehabilitation, Comprehensive Services, and Developmental Disabilities Amendments of 1978...

  10. Pitfalls in the psychoeducational assessment of adolescents with learning and school adjustment problems.

    PubMed

    Pollak, J M

    1985-01-01

    Over the past decade there has been a growing interest on the part of educators, medical specialists, mental health personnel, and the lay public in the diagnosis, evaluation, and remediation of specific learning disabilities in the school-age child. This paper attempts to show through case illustrations of five high school-age adolescents how parents can seek from clinical evaluators a diagnostic impression of primary learning disability for their nonlearning disabled children; how this otherwise legitimate diagnostic category can be inappropriately used in the service of denying the salient individual, emotional, and family system factors at work in the school-related difficulties; and how the label of learning disability can work as a formidable resistance on the part of the family when, following comprehensive, in-depth assessment, professional recommendations focus less on specific educational remediation and more on the need for individual or family psychotherapy. Suggestions are made for dealing with this clinical issue.

  11. Coaching Athletes with Hidden Disabilities: Recommendations and Strategies for Coaching Education

    ERIC Educational Resources Information Center

    Vargas, Tiffanye; Flores, Margaret; Beyer, Robbi

    2012-01-01

    Hidden disabilities (HD) are those disabilities not readily apparent to the naked eye including specific learning disabilities, attention deficit hyperactivity disorder, emotional behavioral disorders, mild intellectual disabilities, and speech or language disabilities. Young athletes with HD may have difficulty listening to and following…

  12. Working Memory in Children with Learning Disabilities in Reading versus Spelling: Searching for Overlapping and Specific Cognitive Factors

    ERIC Educational Resources Information Center

    Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; Hasselhorn, Marcus

    2015-01-01

    In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have…

  13. Teachers with learning disabilities: a view from both sides of the desk.

    PubMed

    Ferri, B A; Keefe, C H; Gregg, N

    2001-01-01

    The purpose of this qualitative multicase study was to explore the perceptions of individuals who could speak from both sides of the special education desk--as students and as teachers. The three participants for this study each received special education services for learning disabilities while in school and were currently teaching students with learning disabilities. Specifically the study focused on how participants' past experiences with receiving special education services influenced their current practice as special education teachers. Participants' views on service delivery models, the importance of teacher expectations, and the value of conceiving a learning disability as a tool rather than a deficit are discussed.

  14. 29 CFR 33.3 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical..., walking, seeing, hearing, speaking, breathing, learning, and working. (c) Has a record of such an... Stat. 1617), the Rehabilitation, Comprehensive Services, and Developmental Disabilities Act of 1978...

  15. 36 CFR 1154.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical..., walking, seeing, hearing, speaking breathing, learning, and working. (3) Has a record of such an...), and the Rehabilitation, Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub...

  16. Friendship Predictors of Global Self-Worth and Domain-Specific Self-Concepts in University Students with and without Learning Disability

    ERIC Educational Resources Information Center

    Shany, Michal; Wiener, Judith; Assido, Michal

    2013-01-01

    This study investigated the association among friendship, global self-worth, and domain-specific self-concepts in 102 university students with and without learning disabilities (LD). Students with LD reported lower global self-worth and academic self-concept than students without LD, and this difference was greater for women. Students with LD also…

  17. Differentiating Second Language Acquisition from Specific Learning Disability: An Observational Tool Assessing Dual Language Learners' Pragmatic Competence

    ERIC Educational Resources Information Center

    Farnsworth, Megan

    2018-01-01

    Overrepresentation of Dual Language Learners (DLLs) in special education remains a problem even after 40 years of inquiry. One factor is that the U.S. federal government has neither clearly explained the definition of Specific Learning Disability (SLD) nor operationally defined it to identify children for special education services. This lack of…

  18. What Did I Do? A Scenario-Based Program To Assist Specific Learning Disabled Adolescents in Understanding Legal Issues.

    ERIC Educational Resources Information Center

    McDougall, Donna M.

    This practicum was designed to train eight adolescents with specific learning disabilities (SLD) about their legal rights and responsibilities, through a scenario-based program presented in the classroom as part of a transition program. The practicum involved the development of 22 scenarios, a pretest and posttest, and discussions and role-playing…

  19. Weaknesses in Lexical-Semantic Knowledge among College Students with Specific Learning Disabilities: Evidence from a Semantic Fluency Task

    ERIC Educational Resources Information Center

    Hall, Jessica; McGregor, Karla K.; Oleson, Jacob

    2017-01-01

    Purpose: The purpose of this study is to determine whether deficits in executive function and lexical-semantic memory compromise the linguistic performance of young adults with specific learning disabilities (LD) enrolled in postsecondary studies. Method: One hundred eighty-five students with LD (n = 53) or normal language development (ND, n =…

  20. Evaluating the Impact of Dyslexia Laws on the Identification of Specific Learning Disability and Dyslexia

    ERIC Educational Resources Information Center

    Phillips, B. Anne Barber; Odegard, Timothy N.

    2017-01-01

    Dyslexia is a specific learning disability that impacts word reading accuracy and/or reading fluency. Over half of the states in the USA have passed legislation intended to promote better identification of individuals with dyslexia. To date, no study has been conducted to investigate the potential impact of state laws on the identification of…

  1. Construct and Predictive Validity of the Core Phonics Survey: A Diagnostic Assessment for Students with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Park, Yujeong; Benedict, Amber E.; Brownell, Mary T.

    2014-01-01

    The factor structure of the CORE Phonics Survey was analyzed using a sample of 165 students in upper elementary school with specific learning disabilities. Confirmatory factor analysis was used to identify the hypothesized constructs of the CORE Phonics Survey and predictive validity of the CORE Phonics Survey to predict students' success in word…

  2. Beyond "Brown": Empirical Research on Diverse Learners with or At-Risk for Specific Learning Disabilities from 1994-2012

    ERIC Educational Resources Information Center

    Trent, Stanley C.; Drivers, Melissa; Rodriguez, Diane; Oh, Kevin; Stewart, Shavon; Kea, Cathy; Artiles, Alfredo; Hull, Michael

    2014-01-01

    We conducted a literature review to determine the presence of culturally and linguistically diverse (CLD) learners in research on specific learning disabilities (SLD) from 1994-2012. We believed that disaggregation of results by category might identify nuances that will guide future policies, research, and practice. We deemed it logical to begin…

  3. Response to Intervention and the Identification of Specific Learning Disabilities: Why We Need Comprehensive Evaluations as Part of the Process

    ERIC Educational Resources Information Center

    Ofiesh, Nicole

    2006-01-01

    The purpose of this article is to underscore why we need to maintain the presence of comprehensive evaluations in the identification of students with specific learning disabilities (SLDs). Response to intervention (RTI) models hold great hope for early instruction, and the reduction of the overrepresentation of students in special education who…

  4. Achievement Error Differences of Students with Reading versus Math Disorders

    ERIC Educational Resources Information Center

    Avitia, Maria; DeBiase, Emily; Pagirsky, Matthew; Root, Melissa M.; Howell, Meiko; Pan, Xingyu; Knupp, Tawnya; Liu, Xiaochen

    2017-01-01

    The purpose of this study was to understand and compare the types of errors students with a specific learning disability in reading and/or writing (SLD-R/W) and those with a specific learning disability in math (SLD-M) made in the areas of reading, writing, language, and mathematics. Clinical samples were selected from the norming population of…

  5. 34 CFR 377.5 - What definitions apply?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., specific learning disability, end-stage renal disease, or another disability or combination of disabilities... individual with a disability who is not currently receiving services under an individualized written... with a disability means any individual who— (1) Has a physical or mental impairment that for that...

  6. Fostering Self-Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research

    ERIC Educational Resources Information Center

    Berkeley, Sheri; Larsen, Anna

    2018-01-01

    Thirty years of intervention research on the effects of reading comprehension strategies for students with learning disabilities was reviewed in this quantitative synthesis. Specifically, researchers targeted studies that contained self-regulated learning components. A systematic search yielded 18 studies from nine research journals that met…

  7. Mnemonic Instruction in Science and Social Studies for Students with Learning Problems: A Review

    ERIC Educational Resources Information Center

    Lubin, Jacqueline; Polloway, Edward A.

    2016-01-01

    Over the years, mnemonic instruction has been promoted as an effective strategy to teach students with learning problems including learning disabilities (LD) or mild intellectual disability (MID). This paper discusses mnemonic instruction, including types, versatility in use, and effectiveness with struggling learners. Specific emphasis then is…

  8. Nurses' perceptions of personal attributes required when working with people with a learning disability and an offending background: a qualitative study.

    PubMed

    Lovell, A; Bailey, J

    2017-02-01

    WHAT IS KNOWN ON THE SUBJECT?: Learning disability nursing in the area of people with a learning disability and an offending background has developed considerably over recent years, particularly since the publication of the Bradley (). There has been limited work into the competencies nurses require to work in this area, and even less about the personal attributes of learning disability nurses. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: Learning disability nursing's specific contribution to the care of this population lies in their knowledge of the interaction between the learning disability, an individual's, sometimes abusive, personal history and an understanding of the subsequent offending behaviour. The knowledge base of nurses working with people with learning disabilities and an offending background needs to reflect the changing service user group. This is particularly in relation to substance misuse, borderline personality disorder, and mental health and the way such factors inter-relate with the learning disability. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Further research is required into the relationship among decision making, risk taking or reluctance to do this, and the personal attributes required by nurses to work in secure learning disability care. Learning disability secure services are likely to continue to undergo change as circumstances alter and the offending population demonstrate greater complexity; nursing competencies and personal attributes need similarly to adapt to such changes. Mental health nursing has a great deal to contribute to effective working with this population, specifically with regard to developing strong relationships when concerns around borderline personality disorder or substance misuse are particularly in evidence. Aim To identify and discuss the personal attributes required by learning disability nurses to work effectively with people with an offending background in secure and community settings. Background This study was part of a larger research investigation into the nursing competencies required to work with people with an offending background. There are few existing studies examining the personal attributes necessary for working with this group. Design A qualitative study addressing the perceptions of nurses around the personal attributes required to work with people with learning disabilities and an offending background. Methods A semi-structured interview schedule was devised and constructed, and 39 individual interviews were subsequently undertaken with learning disability nurses working in high, medium, low secure and community settings. Data were collected over 1 year in 2010/11 and analysed using a structured thematic analysis supported by the software package MAXqda. Findings The thematic analysis produced three categories of personal attributes, named as looking deeper, achieving balance and connecting, each of which contained a further three sub-categories. Conclusion Nursing of those with a learning disability and an offending background continues to develop. The interplay among personal history, additional background factors, nurses' personal attributes and learning disability is critical for effective relationship building. © 2016 John Wiley & Sons Ltd.

  9. Qualitative and quantitative revaluation of specific learning disabilities: a multicentric study.

    PubMed

    Operto, Francesca F; Mazza, Roberta; Buttiglione, Maura; Craig, Francesco; Frolli, Alessandro; Pisano, Simone; Margari, Lucia; Coppola, Giangennaro

    2018-04-12

    Specific learning disabilities are disorders that affect the instrumental skills of academic learning, leaving intact the general intellectual functioning. It is possible to distinguish: dyslexia, dysorthography, dysgraphia, and dyscalculia. The diagnosis is made according to DSMV. The aim of this study is to evaluate the implementation of Law N° 170 following a diagnosis of specific learning disabilities in children and their evolution over time. The sample under examination consists of 75 children, 56 males and 18 females aged 7,8 to 16 years, with a diagnosis of specific learning disabilities; a revaluation was carried outthrough the use of standardized instruments according to age and school attended. A twopart questionnaire was proposed: the first part turned to the parents/carers of the child and the second part turned to the boy himself. The improvement parameter has been linked, through a statistical analysis of univarianza with intelligence quotient, age, application of the law 10 October 2010 n 170, rehabilitative paths and attending afterschool program. Most of the guys are followed at school by the application of the law 170 and, outside school, by attending speech and neuropsychological therapy and after school. Going to investigate the actual use of the measures put in place by the school, it is evident a partial and incomplete application of Law 170. The most suitable measures for these children are pedagogical measures in order to make them integrate with the group class and strengthen their capacities through specific measures provided by a specific legislative decree.

  10. 10 CFR 4.101 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., emotional or mental illness, and specific learning disabilities. The term physical or mental impairment... one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and... Services, and Developmental Disabilities Amendments of 1978, Pub. L. 95-602 (29 U.S.C. 794). Discriminatory...

  11. 45 CFR 1153.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As...

  12. 40 CFR 12.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., emotional or mental illness, and specific learning disabilities. The term physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of... Stat. 1617); and the Rehabilitation, Comprehensive Services, and Developmental Disabilities Amendments...

  13. 25 CFR 720.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As...

  14. 36 CFR 1208.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955); and...

  15. 14 CFR 1251.503 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955); and...

  16. 34 CFR 105.3 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955); the...

  17. 1 CFR 500.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As...

  18. 22 CFR 530.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As...

  19. 44 CFR 16.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955); and...

  20. An Analysis of the Relationship between Principal Employment Interview Scores and the Achievement Scores of Students with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Ostmeyer, Susan S.

    2012-01-01

    The primary purpose of this study was to examine the relationship between five of ISSLC's 2008 leadership standards as measured by a standardized employment interview (ICIS Principal) and the achievement of students with specific learning disabilities in core areas of instruction. Findings did not support the rejection of the null hypothesis.…

  1. Students with Specific Learning Disabilities Can Pass State Competency Exams: Systematic Strategy Instruction Makes a Difference

    ERIC Educational Resources Information Center

    Barry, Leasha M.; Moore, William E., IV

    2004-01-01

    Students with specific learning disabilities (SLD) are required to pass the same competency exams as students enrolled in general education in order to graduate to new grade levels and to earn a high school diploma. In this study, the authors taught students with SLD a self-directed organizational strategy designed to assist them in passing the…

  2. Teaching Multiplication with Regrouping to Students with Learning Disabilities

    ERIC Educational Resources Information Center

    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…

  3. Learning Disabilities.

    ERIC Educational Resources Information Center

    Neuwirth, Sharyn

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

  4. 49 CFR 1014.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... specific learning disabilities. The term “physical or mental impairment” includes, but is not limited to... caring for one's self performing manual tasks, walking, seeing, hearing, speaking, breathing, learning..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As...

  5. 22 CFR 1103.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning... Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As used in...

  6. 45 CFR 1175.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning... Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As used in...

  7. 22 CFR 144.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... specific learning disabilities. The term “physical or mental impairment” includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As...

  8. 12 CFR 410.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning... Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As used in...

  9. 15 CFR 8c.3 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., emotional or mental illness, and specific learning disabilities. The term “physical or mental impairment..., speaking, breathing, learning, and working. (3) “Has a record of such an impairment” means has a history of... Stat. 1617); the Rehabilitation, Comprehensive Services, and Developmental Disabilities Amendments of...

  10. 12 CFR 606.603 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical..., walking, seeing, hearing, speaking, breathing, learning, and working. (3) Has a record of such an... Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955); and the Rehabilitation Act...

  11. Teaching Strategies in Introductory Sociology for College Students with Learning Disabilities.

    ERIC Educational Resources Information Center

    Adams, Murray C.; Crews, W. Bee

    1991-01-01

    Focuses on teaching techniques proven effective in reaching learning-disabled students enrolled in introductory sociology courses. Examines the definition and characteristics of such students. Finds these techniques increase teaching effectiveness and are useful for handicapped and nonhandicapped students. Suggests specific strategies and…

  12. 29 CFR 2205.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., emotional or mental illness, and specific learning disabilities. The term physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As...

  13. 22 CFR 1600.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ..., emotional or mental illness, and specific learning disabilities. The term physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As...

  14. 41 CFR 105-8.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... specific learning disabilities. The term “Physical or mental impairment” includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning... Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955); and the Rehabilitation Act Amendments of 1986...

  15. 36 CFR 909.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., emotional or mental illness, and specific learning disabilities. The term physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As...

  16. 36 CFR 812.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., emotional or mental illness, and specific learning disabilities. The term physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As...

  17. Movement Issues Identified in Movement ABC2 Checklist Parent Ratings for Students with Persisting Dysgraphia, Dyslexia, and OWL LD and Typical Literacy Learners.

    PubMed

    Nielsen, Kathleen; Henderson, Sheila; Barnett, Anna L; Abbott, Robert D; Berninger, Virginia

    2018-01-01

    Movement, which draws on motor skills and executive functions for managing them, plays an important role in literacy learning (e.g., movement of mouth during oral reading and movement of hand and fingers during writing); but relatively little research has focused on movement skills in students with specific learning disabilities as the current study did. Parents completed normed Movement Assessment Battery for Children Checklist, 2nd edition (ABC-2), ratings and their children in grades 4 to 9 ( M = 11 years, 11 months; 94 boys, 61 girls) completed diagnostic assessment used to assign them to diagnostic groups: control typical language learning ( N = 42), dysgraphia (impaired handwriting) ( N = 29), dyslexia (impaired word decoding/reading and spelling) ( N = 65), or oral and written language learning disability (OWL LD) (impaired syntax in oral and written language) ( N = 19). The research aims were to (a) correlate the Movement ABC-2 parent ratings for Scale A Static/Predictable Environment (15 items) and Scale B Dynamic/Unpredictable Environment (15 items) with reading and writing achievement in total sample varying within and across different skills; and (b) compare each specific learning disability group with the control group on Movement ABC-2 parent ratings for Scale A, Scale B, and Scale C Movement-Related (Non-Motor Executive Functions, or Self-Efficacy, or Affect) (13 items). At least one Movement ABC-2 parent rating was correlated with each assessed literacy achievement skill. Each of three specific learning disability groups differed from the control group on two Scale A (static/predictable environment) items (fastens buttons and forms letters with pencil or pen) and on three Scale C items (distractibility, overactive, and underestimates own ability); but only OWL LD differed from control on Scale B (dynamic/unpredictable environment) items. Applications of findings to assessment and instruction for students ascertained for and diagnosed with persisting specific learning disabilities in literacy learning, and future research directions are discussed.

  18. Is anxiety more common in school students with newly diagnosed specific learning disabilities? A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India.

    PubMed

    Thakkar, A N; Karande, S; Bala, N; Sant, H; Gogtay, N J; Sholapurwala, R

    2016-01-01

    School students with specific learning disabilities (SpLDs) experience chronic academic underachievement and resultant stress. The present study aimed to determine if school students with newly diagnosed SpLD were more likely to have anxiety than their regular peers. The study cases (aged 8-15 years) were recruited from our institute's learning disability clinic. The matched controls were recruited from four schools in Mumbai, Maharashtra, India. Anxiety was measured using the Spence Children's Anxiety Scale (SCAS)-child self-report version questionnaire. Median SCAS scores and the proportion of students with an SCAS score in the "clinical anxiety" range were compared between the groups. SCAS scores were significantly higher in 8-11-year-old learning-disabled male and female students (P < 0.0001 for both groups) and 12-15-year-old female students (P = 0.004), as compared with matched controls. A significantly higher number of learning-disabled students were found to have "clinical anxiety" [24.64% vs. 4.35%, crude odds ratio (OR) = 7.19, 95% confidence interval (CI) 2.91-17.78, P = 0.0001], as compared with the controls regardless of gender, age group, presence of comorbid attention-deficit/hyperactivity disorder (ADHD), or associated medical conditions. A significantly higher proportion of 8-11-year-old learning-disabled students, especially males, were found to have "clinical anxiety" as compared with 12-15-year-old learning-disabled students (crude OR = 4.38, 95% CI 1.94-9.92, P = 0.0004). Gender, presence of comorbid ADHD or associated medical conditions, and type of school attended or curriculum did not impact the prevalence of "clinical anxiety" in learning-disabled students. Students with newly diagnosed SpLD have greater odds of being "clinically anxious" relative to their regular peers. We recommend screening for anxiety in children with SpLD immediately after diagnosis so that their optimum rehabilitation can be facilitated.

  19. Understanding Intellectual Disability through Rasopathies

    PubMed Central

    Alvaro, San Martín; Rafael, Pagani Mario

    2014-01-01

    Intellectual disability, commonly known as mental retardation in the International Classification of Disease from World Health Organization, is the term that describes an intellectual and adaptive cognitive disability that begins in early life during the developmental period. Currently the term intellectual disability is the preferred one. Although our understanding of the physiological basis of learning and learning disability is poor, a general idea is that such condition is quite permanent. However, investigations in animal models suggest that learning disability can be functional in nature and as such reversible through pharmacology or appropriate learning paradigms. A fraction of the cases of intellectual disability is caused by point mutations or deletions in genes that encode for proteins of the RAS/MAP Kinase signaling pathway known as RASopathies. Here we examined the current understanding of the molecular mechanisms involved in this group of genetic disorders focusing in studies which provide evidence that intellectual disability is potentially treatable and curable. The evidence presented supports the idea that with the appropriate understanding of the molecular mechanisms involved, intellectual disability could be treated pharmacologically and perhaps through specific mechanistic-based teaching strategies. PMID:24859216

  20. Understanding intellectual disability through RASopathies.

    PubMed

    San Martín, Alvaro; Pagani, Mario Rafael

    2014-01-01

    Intellectual disability, commonly known as mental retardation in the International Classification of Disease from World Health Organization, is the term that describes an intellectual and adaptive cognitive disability that begins in early life during the developmental period. Currently the term intellectual disability is the preferred one. Although our understanding of the physiological basis of learning and learning disability is poor, a general idea is that such condition is quite permanent. However, investigations in animal models suggest that learning disability can be functional in nature and as such reversible through pharmacology or appropriate learning paradigms. A fraction of the cases of intellectual disability is caused by point mutations or deletions in genes that encode for proteins of the RAS/MAP kinase signaling pathway known as RASopathies. Here we examined the current understanding of the molecular mechanisms involved in this group of genetic disorders focusing in studies which provide evidence that intellectual disability is potentially treatable and curable. The evidence presented supports the idea that with the appropriate understanding of the molecular mechanisms involved, intellectual disability could be treated pharmacologically and perhaps through specific mechanistic-based teaching strategies. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. Contribution of Race, Primary Language, Family Structure and Pre-Kindergarten Attendance to the Odds of Being Classified as Having a Specific Learning Disability by the Third Grade

    ERIC Educational Resources Information Center

    Roring, Catherine Mary

    2013-01-01

    Many risk factors have been identified for children entering Kindergarten. Many at-risk children eventually get classified as having a Specific Learning disability. Some of these risk factors include having a primary home language other than English (Hosp & Reschly, 2004), having non-intact families (Pong, 1997), being of minority status…

  2. The Sensitivity and Specificity of Depression Screening Tools among Adults with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Ailey, Sarah H.

    2009-01-01

    This study describes the validity and the sensitivity and specificity of depression screening tools among adults with intellectual and disabilities (ID). Subjects (N = 75) were interviewed with the Beck Depression Inventory II (BDI-II) and the Glasgow Depression Scale for People with a Learning Disability (GDS-LD) and also completed a clinical…

  3. Five Faces of Cognition: Theoretical Influences on Approaches to Learning Disabilities.

    ERIC Educational Resources Information Center

    Hresko, Wayne P.; Reid, D. Kim

    1988-01-01

    The article points out that the label "cognitive" has been used to designate five substantially different approaches to learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific-abilities model. Despite the similar label, the instructional interventions of these approaches…

  4. 49 CFR 807.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., emotional or mental illness, and specific learning disabilities. The term physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of... Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As used in...

  5. 22 CFR 219.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ..., emotional or mental illness, and specific learning disabilities. The term “physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of... Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As used in...

  6. 29 CFR 2706.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., emotional or mental illness, and specific learning disabilities. The term “physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As...

  7. 18 CFR 1313.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ..., emotional or mental illness, and specific learning disabilities. The term “physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of..., Comprehensive Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As...

  8. 19 CFR 201.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ..., emotional or mental illness, and specific learning disabilities. The term physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of... Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As used in...

  9. 45 CFR 1181.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., emotional or mental illness, and specific learning disabilities. The term physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of... Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As used in...

  10. 36 CFR 406.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., emotional or mental illness, and specific learning disabilities. The term physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of... Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As used in...

  11. 16 CFR 1034.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., emotional or mental illness, and specific learning disabilities. The term physical or mental impairment..., speaking, breathing, learning, and working. (3) Has a record of such an impairment means has a history of... Services, and Developmental Disabilities Amendments of 1978 (Pub. L. 95-602, 92 Stat. 2955). As used in...

  12. The Effectiveness of Using Group Story-Mapping Strategy to Improve Reading Comprehension of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Alturki, Nada

    2017-01-01

    The purpose of this study was to examine the effectiveness of using group story-mapping of English as a second language (ESL) on students with learning disability while reading comprehension. The researcher focused on a specific graphic organizer in this study, called group story-mapping. This strategy required students with learning disabilities…

  13. Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth

    2015-01-01

    This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…

  14. Using Videotape in a Multimedia Approach to Teaching Language Skills to Learning Disabled Adolescents.

    ERIC Educational Resources Information Center

    Brannan, Pamela J.

    Some general approaches to individualized tutorial instruction are described with specific examples of a multimedia model for learning used with one 13 year old learning disabled student deficient in language skills. The model is presented in the form of a wheel, with a topic, theme, concept, or content area at the hub; radiating out from the…

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

    PubMed

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

    2018-01-01

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

  16. Specific learning disability in mathematics: a comprehensive review

    PubMed Central

    Evans, Teresa; Patel, Dilip R.

    2018-01-01

    Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described. PMID:29441282

  17. Guidelines: Intellectual Disabilities in Educational Settings

    ERIC Educational Resources Information Center

    North Dakota Department of Public Instruction, 2013

    2013-01-01

    The field of special education, and specifically the area of intellectual disabilities, has undergone dramatic changes in terminology, evaluation practices, service delivery models, expectations for learning, career development, and independent living opportunities. "Guidelines: Intellectual Disabilities in Educational Settings" is…

  18. Minimal Brain Dysfunction Child: Some Clinical Manifestations, Definitions, Descriptions and Remediation Approaches.

    ERIC Educational Resources Information Center

    Stock, Claudette, Comp.

    Remediation of learning disabilities is discussed and a table of teaching materials related to psychological and motor functions is provided. Guides on 11 behavioral manifestations and three specific learning disabilities furnish definitions and description as well as techniques for training and management. Behavioral manifestations considered…

  19. Ethical and Empirical Considerations in the Identification of Learning Disabilities

    ERIC Educational Resources Information Center

    Dombrowski, Stefan C.; Gischlar, Karen L.

    2014-01-01

    The authors encourage those in the field of school psychology to consider the use of learning disabilities assessment practices in relation to specific American Psychological Association and National Association of School Psychologists ethical codes and in regard to the American Educational Research Association, American Psychological Association,…

  20. Online Learning and Students with Disabilities: Parent Perspectives

    ERIC Educational Resources Information Center

    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…

  1. Child Abuse: Growth Failure, IQ Deficit, and Learning Disability.

    ERIC Educational Resources Information Center

    Money, John

    1982-01-01

    The author reviews research on early deprivation and neglect and recounts his own experience with children whose dwarfism is attributed to abuse or neglect. The existence of specific learning disability and diminished IQ in many of these children is cited. The author suggests further attention to the problem. (CL)

  2. Structural Validity of the WISC-IV for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Styck, Kara M.; Watkins, Marley W.

    2016-01-01

    The structural validity of the "Wechsler Intelligence Scale for Children-Fourth Edition" (WISC-IV) was evaluated using confirmatory factor analysis for a clinical sample of 1,537 students diagnosed with specific learning disabilities (SLD) by school psychologists in two large southwestern school districts. Results indicated that a…

  3. Effects of Attributional Retraining on Strategy-Based Reading Comprehension in Learning-Disabled Students.

    ERIC Educational Resources Information Center

    Borkowski, John G.; And Others

    1988-01-01

    Seventy-five learning-disabled students (10 to 14 years old) received instructions about summarization strategies and about personal causality that were designed to improve reading comprehension. Changes in antecedent attributions about personal causality were not usually altered by this program-specific attributional training, although…

  4. Narrative and Expository Writing of Adolescents with Language-Learning Disabilities: A Pilot Study

    ERIC Educational Resources Information Center

    Hall-Mills, Shannon; Apel, Kenn

    2013-01-01

    We evaluated the narrative and expository writing samples of 12 adolescents with language-learning disabilities (LLD) in Grades 6 to 12 for elements of microstructure (e.g., productivity, grammatical complexity) and macrostructure (genre-specific text structure elements) using an experimental measure. Writing samples were elicited with…

  5. Psychological Perspectives in Assessing Mathematics Learning Needs

    ERIC Educational Resources Information Center

    Augustyniak, Kristine; Murphy, Jacqueline; Phillips, Donna Kester

    2005-01-01

    While the definition of learning disabilities has been the subject of controversy for decades, the current federal classification system identifies three specific areas of deficit: reading, written language, and mathematics and maintains the presumption that the disabilities are a result of a central nervous system dysfunction. In contrast to the…

  6. Mathematical Problem Solving for Youth with ADHD, with and without Learning Disabilities.

    ERIC Educational Resources Information Center

    Zentall, Sydney S.; Ferkis, Mary Ann

    1993-01-01

    This review of research finds that, when IQ and reading ability are controlled, "true" math deficits of students with learning disabilities, attention deficit disorders, and attention deficit hyperactive disorders (ADHD) are specific to mathematical concepts and problem types. Slow computation affects problem solving by increasing attentional…

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

    NASA Astrophysics Data System (ADS)

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

    2018-03-01

    The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p < .001); no significant interactions were found between treatment condition and learning disability or English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units.

  8. The Impact of Affiliate Stigma on the Psychological Well-Being of Mothers of Children with Specific Learning Disabilities in India: The Mediating Role of Subjective Burden

    ERIC Educational Resources Information Center

    Banga, Gazal; Ghosh, Subharati

    2017-01-01

    Background: Knowledge of the impact of affiliate stigma on the wellbeing of caregivers to children with specific learning disability (SLD) in India is limited. To fill in this gap in knowledge a cross-sectional quantitative study was undertaken to assess the impact of affiliate stigma on the psychological well-being of mothers with children with…

  9. Understanding Interest and Self-Efficacy in the Reading and Writing of Students with Persisting Specific Learning Disabilities during Middle Childhood and Early Adolescence

    ERIC Educational Resources Information Center

    Abbott, Robert; Mickail, Terry; Richards, Todd; Renninger, K. Ann; Hidi, Suzanne E.; Beers, Scott; Berninger, Virginia

    2017-01-01

    Three methodological approaches were applied to understand the role of interest and self-efficacy in reading and/or writing in students without and with persisting specific learning disabilities (SLDs) in literacy. For each approach students in grades 4 to 9 completed a survey in which they rated 10 reading items and 10 writing items on a Scale 1…

  10. 47 CFR 1.1803 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities; (iii) Diseases... on the Basis of Disability In Programs or Activities Conducted By the Federal Communications... Counsel means the General Counsel of the Federal Communications Commission. Individual with a disability...

  11. "Mastery Learning" Como Metodo Psicoeducativo para Ninos con Problemas Especificos de Aprendizaje. ("Mastery Learning" as a Psychoeducational Method for Children with Specific Learning Problems.)

    ERIC Educational Resources Information Center

    Coya, Liliam de Barbosa; Perez-Coffie, Jorge

    1982-01-01

    "Mastery Learning" was compared with the "conventional" method of teaching reading skills to Puerto Rican children with specific learning disabilities. The "Mastery Learning" group showed significant gains in the cognitive and affective domains. Results suggested Mastery Learning is a more effective method of teaching…

  12. Language, reading, and math learning profiles in an epidemiological sample of school age children.

    PubMed

    Archibald, Lisa M D; Oram Cardy, Janis; Joanisse, Marc F; Ansari, Daniel

    2013-01-01

    Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.

  13. Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children

    PubMed Central

    Archibald, Lisa M. D.; Oram Cardy, Janis; Joanisse, Marc F.; Ansari, Daniel

    2013-01-01

    Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities. PMID:24155959

  14. 34 CFR 300.306 - Determination of eligibility.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 61307, Oct. 30, 2007] Additional Procedures for Identifying Children With Specific Learning Disabilities ... CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and... professionals and the parent of the child determines whether the child is a child with a disability, as defined...

  15. 34 CFR 300.306 - Determination of eligibility.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 61307, Oct. 30, 2007] Additional Procedures for Identifying Children With Specific Learning Disabilities ... CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and... professionals and the parent of the child determines whether the child is a child with a disability, as defined...

  16. 34 CFR 300.306 - Determination of eligibility.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 61307, Oct. 30, 2007] Additional Procedures for Identifying Children With Specific Learning Disabilities ... CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and... professionals and the parent of the child determines whether the child is a child with a disability, as defined...

  17. 34 CFR 300.306 - Determination of eligibility.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 61307, Oct. 30, 2007] Additional Procedures for Identifying Children With Specific Learning Disabilities ... CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and... professionals and the parent of the child determines whether the child is a child with a disability, as defined...

  18. 45 CFR 1308.3 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... health impairments or specific learning disabilities; and who, by reason thereof, need special education... PROGRAM PERFORMANCE STANDARDS ON SERVICES FOR CHILDREN WITH DISABILITIES General § 1308.3 Definitions. As... Regional Office staff. (b) The term children with disabilities means children with mental retardation...

  19. Strategic thinking.

    PubMed

    Davies, Jill; Burke, Christine

    2012-01-01

    The new framework is seen as a positive move to improve the nation's mental health and wellbeing. However, despite the strategy highlighting the needs of people with learning disabilities, the framework offers very little specifically for this group. This raises concern that this group will remain off the radar for those in mainstream services and organisations that could support them to maintain their mental health and wellbeing. With the Valuing People Now team disbanded, there is no nationally-accredited body given the role to champion people with learning disabilities. Those with a learning disability and a mental illness should be able to access services and be treated in the same way as anyone else with reasonable adjustments being made in accordance with the Disability Discrimination Act (2005) and the Disability Equality Duty (2006). But as the implementation framework is lacking in attention to this group more work will be required by mainstream and specialist organisations to ensure the key messages from the frameworks are applicable to people with learning disabilities.

  20. Accommodation Decision Making for Postsecondary Students With Learning Disabilities: Individually Tailored or One Size Fits All?

    PubMed

    Weis, Robert; Dean, Emily L; Osborne, Karen J

    2016-09-01

    Clinicians uniformly recommend accommodations for college students with learning disabilities; however, we know very little about which accommodations they select and the validity of their recommendations. We examined the assessment documentation of a large sample of community college students receiving academic accommodations for learning disabilities to determine (a) which accommodations their clinicians recommended and (b) whether clinicians' recommendations were supported by objective data gathered during the assessment process. In addition to test and instructional accommodations, many clinicians recommended that students with learning disabilities should have different educational expectations, standards, and methods of evaluation (i.e., grading) than their nondisabled classmates. Many of their recommendations for accommodations were not supported by objective evidence from students' history, diagnosis, test data, and current functioning. Furthermore, clinicians often recommended accommodations that were not specific to the student's diagnosis or area of disability. Our findings highlight the need for individually selected accommodations matched to students' needs and academic contexts. © Hammill Institute on Disabilities 2014.

  1. Dyslexia from a Cross-Linguistic and Cross-Cultural Perspective: The Case of Russian and Russia

    ERIC Educational Resources Information Center

    Kornev, Aleksandr N.; Rakhlin, Natalia; Grigorenko, Elena L.

    2010-01-01

    An important goal of research on specific learning disorders (such as dyslexia, or specific reading disability, or dysgraphia, or specific writing disorder) is to elucidate the universal characteristics and cross-linguistic and cross-cultural differences of literacy acquisition and disability. However, despite the acknowledged necessity of…

  2. Reality to Actuality: Postsecondary Readiness for Students with Learning Disabilities Focus on Academic Success

    ERIC Educational Resources Information Center

    Allen-Wallace, Merri Vance

    2010-01-01

    The purpose of this qualitative case research was to investigate specific preparation influences, educator strategies, and accommodations that may be utilized in a postsecondary setting for the purpose of supporting and promoting academic success among college students with learning disabilities. Six postsecondary participants between the ages of…

  3. Attitudes of Primary School Teachers in Three Western Countries toward Learning Disabilities

    ERIC Educational Resources Information Center

    Cornoldi, Cesare; Capodieci, Agnese; Colomer Diago, Carla; Miranda, Ana; Shepherd, Katharine G.

    2018-01-01

    In recent years, teachers in Western countries have developed beliefs and attitudes related to working with students with specific learning disabilities (LD) that may be critical in shaping their educational practices with them; however, their beliefs and attitudes differ across political and geographical contexts and may be influenced by specific…

  4. Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Ciullo, Stephen; Mason, Linda

    2017-01-01

    Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide…

  5. Silencing the Center: Local Knowledge and Imported Model in Learning Disabilities

    ERIC Educational Resources Information Center

    Bazna, Maysaa

    2009-01-01

    This qualitative study investigates the interaction between local and imported knowledges in a specific case of transnational importation; the whole-sale importation of the American medical learning disabilities (LDs) model in Kuwait. A discourse analysis of the narratives of local educators at the only school for LDs in the country reveals a…

  6. Ambiguity in Speaking Chemistry and Other STEM Content: Educational Implications

    ERIC Educational Resources Information Center

    Isaacson, Mick D.; Michaels, Michelle

    2015-01-01

    Ambiguity in speech is a possible barrier to the acquisition of knowledge for students who have print disabilities (such as blindness, visual impairments, and some specific learning disabilities) and rely on auditory input for learning. Chemistry appears to have considerable potential for being spoken ambiguously and may be a barrier to accessing…

  7. Students with Learning Disabilities' Satisfaction, Employment, and Postsecondary Education Outcomes

    ERIC Educational Resources Information Center

    Rabren, Karen; Eaves, Ronald C.; Dunn, Caroline; Darch, Craig

    2013-01-01

    This study investigates the construct of satisfaction as a post-school outcome for students with learning disabilities (LD). More specifically, the effects of postsecondary education or training as well as employment are examined as they contribute to the overall satisfaction of young people with LD, one year after they exit high school. The…

  8. Subtypes of Attachment Security in School-Age Children with Learning Disabilities

    ERIC Educational Resources Information Center

    Al-Yagon, Michal

    2012-01-01

    This study explored children's secure attachment with both parents versus one parent, as well as the unique role of children's patterns of close relationships with father and mother, for a deeper understanding of maladjustment problems among children with learning disabilities (LD). Specifically, this study identified subgroups of children with…

  9. Tableau's Influence on the Oral Language Skills of Students with Language-Based Learning Disabilities

    ERIC Educational Resources Information Center

    Anderson, Alida; Berry, Katherine A.

    2017-01-01

    This study examined the influence of tableau on the expressive language skills of three students with language-based learning disabilities in inclusive urban fourth-grade English language arts (ELA) classroom settings. Data were collected on linguistic productivity, specificity, and narrative cohesion through analysis of students' responses to…

  10. Preservice Training in Response to Intervention: Learning by Doing an Interdisciplinary Field Experience

    ERIC Educational Resources Information Center

    Hawkins, Renee O.; Kroeger, Stephen D.; Musti-Rao, Shobana; Barnett, David W.; Ward, Justine E.

    2008-01-01

    Marking major changes in professional role performance, response to intervention (RTI) is now in the Individuals with Disabilities Education Act (IDEA, 2004) as a possible method to improve the identification of specific learning disabilities. Moreover, RTI and related concepts and initiatives have fundamentally influenced more general methods of…

  11. The Relation between Comprehensive Assessment Procedures and Diagnostic Stability in School-Aged Children Identified with Learning Disabilities

    ERIC Educational Resources Information Center

    Rosenblum, Yonatan; Larochette, Anne-Claire; Harrison, Allyson G.; Armstrong, Irene

    2010-01-01

    Learning Disabilities (LDs) affect a significant number of students in elementary and secondary school. In order for these students, along with parents and teachers, to understand the nature of their specific difficulties, and have equal opportunity in academic settings, a comprehensive psychological report containing properly informed…

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

    ERIC Educational Resources Information Center

    Rodríguez, Ashley; Rodríguez, Diane

    2017-01-01

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

  13. Expert Systems: Implications for the Diagnosis and Treatment of Learning Disabilities.

    ERIC Educational Resources Information Center

    Hofmeister, Alan M.; Lubke, Margaret M.

    1988-01-01

    The article examines characteristics and present or potential applications of expert systems technology for diagnosis and treatment of learning disabilities. Preliminary findings indicate that expert systems can perform as well as humans in specific areas, and that the process of organizing knowledge bases for expert systems helps clarify existing…

  14. Differences in Errors between Students with Language and Reading Disabilities

    ERIC Educational Resources Information Center

    Avitia, Maria; Pagirsky, Matthew; Courville, Troy; DeBiase, Emily; Knupp, Tawnya; Ottone-Cross, Karen

    2017-01-01

    Children with a specific learning disability in reading/writing (LDRW) and/or language impairment (LI) are likely to have difficulties across all areas of academic achievement, as a great deal of teaching and learning depends on intact reading skill and linguistic communication. Despite a large number of studies examining academic difficulties…

  15. Middle School Teachers' Expectations of Organizational Behaviors of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    McMullen, Rebecca C.; Shippen, Margaret E.; Dangel, Harry L.

    2007-01-01

    The purpose of this pilot study was to investigate the specific classroom organizational behaviors that middle school inclusive teachers report as expectations for students with learning disabilities. Practicing middle school science and social studies teachers (n = 12) responded to a survey about organization behaviors of students with learning…

  16. Effects of Cognitive Strategy Interventions on Word Problem Solving and Working Memory in Children with Math Disabilities

    ERIC Educational Resources Information Center

    Swanson, H. Lee; Lussier, Catherine; Orosco, Michael

    2011-01-01

    Although current categories of learning disabilities include as specific disabilities calculation and mathematical problem solving [see IDEA reauthorization, 2004, Sec. 300.8(c)(10)], the majority of research focuses on calculation disabilities. Previous studies have shown, however, that deficits in word problem solving difficulties are persistent…

  17. Perceptions of Social Support among Male and Female Students with Specific Learning Disabilities and in General Education

    ERIC Educational Resources Information Center

    Carpenter, Jennifer Short

    2013-01-01

    Previous research has recognized the significant relationship between perceived social support and resiliency in children and adolescents without disabilities, but less is known about the perceptions of social support among youth with disabilities. Available research suggests that students with disabilities report lower levels of social support…

  18. Lessons Learned from a Disabilities Accessible Study Abroad Trip

    ERIC Educational Resources Information Center

    Twill, Sarah E.; Guzzo, Gaetano R.

    2012-01-01

    In the summer of 2009, a two-week study abroad program was specifically designed and executed to include students with disabilities. Recruitment efforts resulted in 11 student participants, six of who were identified as having a disability by the University's Office of Disability Services. Students participated in a two-course academic program;…

  19. 77 FR 46606 - Enforcement of Nondiscrimination on the Basis of Disability in Programs and Activities Conducted...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-08-06

    ..., and specific learning disabilities. (3) Diseases and conditions such as orthopedic, visual, speech and... of Nondiscrimination on the Basis of Disability in Programs and Activities Conducted by the Bureau of... disability in programs or activities conducted by the Bureau of Consumer Financial Protection. It sets forth...

  20. 77 FR 39800 - Nondiscrimination on the Basis of Disability in Air Travel: Draft Technical Assistance Manual

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-05

    ... specific learning disabilities. (Sec. 382.3). What is not considered a physical or mental impairment... Secretary 14 CFR Part 382 Nondiscrimination on the Basis of Disability in Air Travel: Draft Technical... [Docket No. DOT-OST-2012--0098] Nondiscrimination on the Basis of Disability in Air Travel: Draft...

  1. Assistive Devices for Students with Disabilities.

    ERIC Educational Resources Information Center

    Wisniewski, Lech; Sedlak, Robert

    1992-01-01

    Describes a variety of devices that can assist students with disabilities. Highlights recently developed devices for students with specific learning disabilities, and with vision, hearing, health, physical, and speech and language impairments. The devices can help rehabilitate, reeducate, facilitate normalcy, or augment current functioning. (GLR)

  2. The Effects of a Modified Cover, Copy, Compare on Spelling Tests and in Written Compositions for Three Students with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Goodman, Ashley; McLaughlin, T. F.; Derby, K. Mark; Everson, Mary

    2015-01-01

    Spelling skills are vital in teaching students to read and write effectively. One method to help students learn to spell words correctly is called cover, copy, and compare (CCC). This study was designed to evaluate the effects of using CCC on the spelling and writing skills of three students with learning disabilities. These skills were measured…

  3. Is anxiety more common in school students with newly diagnosed specific learning disabilities? A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India

    PubMed Central

    Thakkar, AN; Karande, S; Bala, N; Sant, H; Gogtay, NJ; Sholapurwala, R

    2016-01-01

    Background and Objectives: School students with specific learning disabilities (SpLDs) experience chronic academic underachievement and resultant stress. The present study aimed to determine if school students with newly diagnosed SpLD were more likely to have anxiety than their regular peers. Materials and Methods: The study cases (aged 8-15 years) were recruited from our institute's learning disability clinic. The matched controls were recruited from four schools in Mumbai, Maharashtra, India. Anxiety was measured using the Spence Children's Anxiety Scale (SCAS)-child self-report version questionnaire. Median SCAS scores and the proportion of students with an SCAS score in the “clinical anxiety” range were compared between the groups. Results: SCAS scores were significantly higher in 8-11-year-old learning-disabled male and female students (P < 0.0001 for both groups) and 12-15-year-old female students (P = 0.004), as compared with matched controls. A significantly higher number of learning-disabled students were found to have “clinical anxiety” [24.64% vs 4.35%, crude odds ratio (OR) = 7.19, 95% confidence interval (CI) 2.91-17.78, P = 0.0001], as compared with the controls regardless of gender, age group, presence of comorbid attention-deficit/hyperactivity disorder (ADHD), or associated medical conditions. A significantly higher proportion of 8-11-year-old learning-disabled students, especially males, were found to have “clinical anxiety” as compared with 12-15-year-old learning-disabled students (crude OR = 4.38, 95% CI 1.94-9.92, P = 0.0004). Gender, presence of comorbid ADHD or associated medical conditions, and type of school attended or curriculum did not impact the prevalence of “clinical anxiety” in learning-disabled students. Interpretation and Conclusions: Students with newly diagnosed SpLD have greater odds of being “clinically anxious” relative to their regular peers. We recommend screening for anxiety in children with SpLD immediately after diagnosis so that their optimum rehabilitation can be facilitated. PMID:26482116

  4. Working memory functioning in children with learning disabilities: does intelligence make a difference?

    PubMed

    Maehler, C; Schuchardt, K

    2009-01-01

    Children with learning disabilities are identified by their severe learning problems and their deficient school achievement. On the other hand, children with sub-average school achievement and sub-average intellectual development are thought to suffer from a general intellectual delay rather than from specific learning disabilities. The open question is whether these two groups are characterised by differences in their cognitive functioning. The present study explored several functions of working memory. A working memory battery with tasks for the phonological loop, the visual-spatial sketchpad and central executive skills was presented in individual sessions to 27 children with learning disabilities and normal IQ (ICD-10: mixed disorders of scholastic skills), 27 children with learning disabilities and low IQ (intellectual disabilities), and a control group of 27 typically developing children with regular school achievement levels and normal IQ. The results reveal an overall deficit in working memory of the two groups with learning disabilities compared with the control group. However, unexpectedly, there were no differences between the two groups of children with disabilities (normal vs. low IQ). These findings do not support the notion of different cognitive functioning because of differences in intelligence of these two groups. In the ongoing discussion about the role of intelligence (especially as to the postulated discrepancy between intelligence and school achievement in diagnosis and special education), our findings might lead to rethinking the current practice of treating these two groups as fundamentally different.

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

    PubMed

    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.

  6. 34 CFR 222.50 - What definitions apply to this subpart?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ..., autism, traumatic brain injury, other health impairments, or specific learning disabilities; and (ii) Who... conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and...

  7. 34 CFR 222.50 - What definitions apply to this subpart?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ..., autism, traumatic brain injury, other health impairments, or specific learning disabilities; and (ii) Who... conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and...

  8. 34 CFR 222.50 - What definitions apply to this subpart?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ..., autism, traumatic brain injury, other health impairments, or specific learning disabilities; and (ii) Who... conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and...

  9. WISC-IV Intellectual Profiles in Italian Children with Specific Learning Disorder and Related Impairments in Reading, Written Expression, and Mathematics

    ERIC Educational Resources Information Center

    Poletti, Michele

    2016-01-01

    The fifth edition of the "Diagnostic and Statistical Manual of Mental Disorders" grouped specific learning disabilities in the single diagnostic category of specific learning disorder (SLD), with specifiers for impairments in reading, written expression, and mathematics. This study aimed at investigating the intellectual profile,…

  10. The transformation of disabilities organizations.

    PubMed

    Schalock, Robert L; Verdugo, Miguel-Angel

    2013-08-01

    This article summarizes the five major characteristics of the transformation era and describes how intellectual and closely related developmental disabilities organizations can apply specific transformation strategies associated with each characteristic. Collectively, the characteristics and strategies provide a framework for transformation thinking, learning, and acting. Specific application examples are given.

  11. Lateralization of temporal lobe epilepsy and learning disabilities, as defined by disability-related civil rights law.

    PubMed

    Butterbaugh, Grant; Olejniczak, Piotr; Roques, Betsy; Costa, Richard; Rose, Marcy; Fisch, Bruce; Carey, Michael; Thomson, Jessica; Skinner, John

    2004-08-01

    Epilepsy research has identified higher rates of learning disorders in patients with temporal lobe epilepsy (TLE). However, most studies have not adequately assessed complex functional adult learning skills, such as reading comprehension and written language. We designed this study to evaluate our predictions that higher rates of reading comprehension, written language, and calculation disabilities would be associated with left TLE versus right TLE. Reading comprehension, written language, and calculation skills were assessed by using selected subtests from the Woodcock-Johnson Psycho-Educational Tests of Achievement-Revised in a consecutive series of 31 presurgical patients with TLE. Learning disabilities were defined by one essential criterion consistent with the Americans with Disabilities Act of 1990. Patients had left hemisphere language dominance based on Wada results, left or right TLE based on inpatient EEG monitoring, and negative magnetic resonance imaging (MRI), other than MRI correlates of mesial temporal sclerosis. Higher rates of reading comprehension, written language, and calculation disabilities were associated with left TLE, as compared with right TLE. Nearly 75% of patients with left TLE, whereas fewer than 10% of those with right TLE, had at least one learning disability. Seizure onset in the language-dominant hemisphere, as compared with the nondominant hemisphere, was associated with higher rates of specific learning disabilities and a history of poor literacy or career development or both. These results support the potential clinical benefits of using lateralization of seizure onset as a predictor of the risk of learning disabilities that, once evaluated, could be accommodated to increase the participation of patients with epilepsy in work and educational settings.

  12. 6 CFR 15.3 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... DISABILITY IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE DEPARTMENT OF HOMELAND SECURITY § 15.3 Definitions. For... disabilities shall also identify (where possible) the alleged victims of discrimination. (c) Facility means all...

  13. Improving Social Understanding of Individuals of Intellectual and Developmental disabilities through a 3D-Facial Expression Intervention Program

    ERIC Educational Resources Information Center

    Cheng, Yufang; Chen, Shuhui

    2010-01-01

    Individuals with intellectual and developmental disabilities (IDD) have specific difficulties in cognitive social-emotional capability, which affect numerous aspects of social competence. This study evaluated the learning effects of using 3D-emotion system intervention program for individuals with IDD in learning socially based-emotions capability…

  14. Preparing Special Educators for the K-12 Online Learning Environment: A Survey of Teacher Educators

    ERIC Educational Resources Information Center

    Smith, Sean J.; Basham, James; Rice, Mary F.; Carter, Richard A., Jr.

    2016-01-01

    Pioneering research studies in teacher preparation in online settings have taken place, yet little to no work has been done specifically focused on teacher preparation for special education and learners with disabilities. In the present study, researchers from the Center on Online Learning and Students with Disabilities conducted a web-based…

  15. Effect of Direct Instruction Programs on Teaching Reading Comprehension to Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Parker, Jennifer Leigh Sarratt

    2014-01-01

    The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the…

  16. State Policy and Guidance for Identifying Learning Disabilities in Culturally and Linguistically Diverse Students

    ERIC Educational Resources Information Center

    Scott, Amy N.; Boynton Hauerwas, Laura; Brown, Rachel D.

    2014-01-01

    This study investigates how state Departments of Education address the needs of culturally and linguistically diverse (CLD) students as they relate to the identification of students with a specific learning disability (SLD). A qualitative research design of directed content analysis was used to examine each state's regulatory criteria for SLD, as…

  17. Story Mapping and Its Effects on the Writing Fluency and Word Diversity of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Li, Daqi

    2007-01-01

    Students with learning disabilities (LD) often experience difficulties in writing fluently and using a diversity of words. To help these students, specific and effective writing strategies must be incorporated into instruction and demonstrated to them through modeling. This study examined the effectiveness of using a story map and story map…

  18. Learning Disabilities in Children with Very Low Birthweight: Prevalence, Neuropsychological Correlates, and Educational Interventions

    ERIC Educational Resources Information Center

    Litt, Jonathan; Taylor, H. Gerry; Klein, Nancy; Hack, Maureen

    2005-01-01

    This study examined achievement, neuropsychological, and intervention outcomes at a mean age of 11 years in children with very low birthweight (VLBW, < 1,500 g) compared with a term-born control group. To assess the prevalence and correlates of specific learning disabilities (LD), the sample was limited to children without neurosensory disorders…

  19. Helping Adolescents with ADHD & Learning Disabilities: Ready-To-Use Tips, Techniques, and Checklists for School Success.

    ERIC Educational Resources Information Center

    Greenbaum, Judith; Markel, Geraldine

    This manual is intended to provide practical guidance to teachers of adolescents with attention deficit hyperactivity disorder (ADHD) and/or learning disabilities (LD) through specific techniques, teaching strategies, checklists, and student case histories. The 12 chapters address the following topics: (1) an overview of ADHD and LD including…

  20. Learning Disabled Adolescents' Use of Pragmatic Functions and Code-Switching.

    ERIC Educational Resources Information Center

    Biller, Maysoon F.

    The study examined whether a difference existed between 10 learning disabled (LD) and 10 normally achieving (NA) high school students in terms of comprehension and production or use of pragmatic skills. The skills examined were pragmatic function (i.e., an utterance spoken in context with specific intent), and code-switching (i.e., modification of…

  1. Adapting and Evaluating a Tree of Life Group for Women with Learning Disabilities

    ERIC Educational Resources Information Center

    Randle-Phillips, Cathy; Farquhar, Sarah; Thomas, Sally

    2016-01-01

    Background: This study describes how a specific narrative therapy approach called 'the tree of life' was adapted to run a group for women with learning disabilities. The group consisted of four participants and ran for five consecutive weeks. Materials and Methods: Participants each constructed a tree to represent their lives and presented their…

  2. Mathematical Learning Disabilities in Children with 22q11.2 Deletion Syndrome: A Review

    ERIC Educational Resources Information Center

    De Smedt, Bert; Swillen, Ann; Verschaffel, Lieven; Ghesquiere, Pol

    2009-01-01

    Mathematical learning disabilities (MLD) occur frequently in children with specific genetic disorders, like Turner syndrome, fragile X syndrome and neurofibromatosis. This review focuses on MLD in children with chromosome 22q11.2 deletion syndrome (22q11DS). This syndrome is the most common known microdeletion syndrome with a prevalence of at…

  3. Teaching Reading Skills to Learning-Disabled Fourth to Sixth Graders through Content Areas.

    ERIC Educational Resources Information Center

    Leung, Esther K.

    The study examined the value of teaching reading skills to learning disabled (LD) fourth to sixth graders through the content areas. Four LD resource teachers implemented the year-long program with 12 experimental and 10 control subjects. Experimental subjects were taught specific reading skills through their Social Studies and/or Science…

  4. Syntactic Awareness and Arithmetic Word Problem Solving in Children with and without Learning Disabilities

    ERIC Educational Resources Information Center

    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…

  5. Secondary Teacher Attitudes toward the Inclusion of Students with Learning Disabilities in the General Mathematics Classroom

    ERIC Educational Resources Information Center

    Lindsey, Jacqueline

    2012-01-01

    The primary focus of this study was to examine the attitudes of the secondary mathematics teachers toward the inclusion of students with learning disabilities in the general mathematics classroom. Specifically, this study was concerned with the influence of selected demographic variables and school variables on the attitudes of secondary…

  6. Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus

    ERIC Educational Resources Information Center

    Learning Disabilities: A Multidisciplinary Journal, 2014

    2014-01-01

    The purpose of the White Paper is to provide additional information for and guidance to the federal government, professional organizations, practitioners, and the public. The Learning Disabilities Association of America (LDA) is hopeful that this document will facilitate legal, regulatory, policy, and training decisions, and ultimately, service…

  7. Designing Location-Based Learning Experiences for People with Intellectual Disabilities and Additional Sensory Impairments

    ERIC Educational Resources Information Center

    Brown, David J.; McHugh, David; Standen, Penny; Evett, Lindsay; Shopland, Nick; Battersby, Steven

    2011-01-01

    The research reported here is part of a larger project which seeks to combine serious games (or games-based learning) with location-based services to help people with intellectual disabilities and additional sensory impairments to develop work based skills. Specifically this paper reports on where these approaches are combined to scaffold the…

  8. Jordanian Parents' Beliefs about the Causes of Disability and the Progress of Their Children with Disabilities: Insights on Mainstream Schools and Segregated Centres

    ERIC Educational Resources Information Center

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

    2017-01-01

    This study aims to identify the beliefs of Jordanian parents of children with disabilities (CWD), including intellectual disabilities, specific learning disorders and Autism Spectrum Disorder: both in terms of the causes of these disabilities, and the ability of their children to make progress. A qualitative interpretive methodology was employed.…

  9. Academic Attainment in Students with Dyslexia in Distance Education.

    PubMed

    Richardson, John T E

    2015-11-01

    This investigation studied attainment in students with dyslexia or other specific learning difficulties who were taking modules by distance learning with the Open University in 2012. Students with dyslexia or other specific learning difficulties who had no additional disabilities were just as likely as nondisabled students to complete their modules, but they were less likely to pass the modules that they had completed and less likely to obtain good grades on the modules that they had passed. Students with dyslexia or other specific learning difficulties who had additional disabilities were less likely to complete their modules, less likely to pass the modules that they had completed and less likely to obtain good grades on the modules that they had passed than were nondisabled students. Nevertheless, around 40% of students with dyslexia or other specific learning difficulties obtained good grades (i.e. those that would lead to a bachelor's degree with first-class or upper second-class honours). Copyright © 2015 John Wiley & Sons, Ltd.

  10. 28 CFR 36.104 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., emotional or mental illness, and specific learning disabilities; (iii) The phrase physical or mental... Judicial Administration DEPARTMENT OF JUSTICE NONDISCRIMINATION ON THE BASIS OF DISABILITY BY PUBLIC...— Act means the Americans with Disabilities Act of 1990 (Pub. L. 101-336, 104 Stat. 327, 42 U.S.C. 12101...

  11. Dysgraphia

    MedlinePlus

    Written expression disorder; Specific learning disorder with impairment in written expression ... can have dysgraphia only or along with other learning disabilities, such as: Developmental coordination disorder (includes poor handwriting) ...

  12. Investigating alternative conceptions in learning disabled students

    NASA Astrophysics Data System (ADS)

    Cole, Terry Stokes

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

  13. Working Memory in Children With Learning Disabilities in Reading Versus Spelling: Searching for Overlapping and Specific Cognitive Factors.

    PubMed

    Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; Hasselhorn, Marcus

    2015-01-01

    In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties. Thus, we applied a 2 (reading disability: yes vs. no) × 2 (spelling disability: yes vs. no) factorial design to examine distinct and overlapping working memory profiles associated with learning disabilities in reading versus spelling. Working memory was assessed in 204 third graders, and multivariate analyses of variance were conducted for each working memory component. Children with spelling disability suffered from more pronounced phonological loop impairments than those with reading disability. In contrast, domain-general central-executive dysfunctions were solely associated with reading disability, but not with spelling disability. Concerning the visuospatial sketchpad, no impairments were found. In sum, children with reading disability and those with spelling disability seem to be characterized by different working memory profiles. Thus, it is important to take both reading and spelling into account when investigating cognitive factors of literacy difficulties in transparent orthographies. © Hammill Institute on Disabilities 2014.

  14. Take a Byte: Technology for 2e Students

    ERIC Educational Resources Information Center

    Collins, Linda E.

    2016-01-01

    "Twice-exceptional," also referred to as "2e," is a term used to describe gifted children who have the characteristics of gifted students and give evidence of one or more disabilities as defined by federal or state eligibility criteria. These disabilities may include specific learning disabilities (SpLD), speech and language…

  15. Evolution in the Classroom: What Teachers Need to Know about the Video Game Generation

    ERIC Educational Resources Information Center

    Simpson, Elizabeth S.

    2005-01-01

    Research driving the mandates of the current education reform law, No Child Left Behind, indicates a 300% increase during the last 10 years in students being labeled with specific learning disabilities. In addition there has been a dramatic increase in the number of minority students labeled as having learning and emotional disabilities (U.S.…

  16. iPad versus Handwriting: Pilot Study Exploring the Writing Abilities of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Corkett, Julie K.; Benevides, Tina

    2016-01-01

    Written expression is an essential skill to actively function in today's society. For many learners, especially those with a learning disability (LD), writing can be a source of frustration. Technology in its various forms, holds promise to assist students in this area. The current study examines the role that tablet technology, specifically,…

  17. White Matter Abnormalities and Dystonic Motor Disorder Associated with Mutations in the "SLC16A2" Gene

    ERIC Educational Resources Information Center

    Gika, Artemis D.; Siddiqui, Ata; Hulse, Anthony J.; Edward, Selvakumari; Fallon, Penny; McEntagart, Meriel E.; Jan, Wajanat; Josifova, Dragana; Lerman-Sagie, Tally; Drummond, James; Thompson, Edward; Refetoff, Samuel; Bonnemann, Carsten G.; Jungbluth, Heinz

    2010-01-01

    Aim: Mutations in the "SLC16A2" gene have been implicated in Allan-Herndon-Dudley syndrome (AHDS), an X-linked learning disability syndrome associated with thyroid function test (TFT) abnormalities. Delayed myelination is a non-specific finding in individuals with learning disability whose genetic basis is often uncertain. The aim of this study…

  18. Outline for Remediation of Problem Areas for Children with Learning Disabilities. Revised. = Bosquejo para la Correccion de Areas Problematicas para Ninos con Impedimientos del Aprendizaje.

    ERIC Educational Resources Information Center

    Bornstein, Joan L.

    The booklet outlines ways to help children with learning disabilities in specific subject areas. Characteristic behavior and remedial exercises are listed for seven areas of auditory problems: auditory reception, auditory association, auditory discrimination, auditory figure ground, auditory closure and sound blending, auditory memory, and grammar…

  19. Andragogy for Teen and Young Adult Learners with Intellectual Disabilities: Learning, Independence, and Best Practices

    ERIC Educational Resources Information Center

    Bowman, Stephanie L.; Plourde, Lee A.

    2012-01-01

    Teens and young adults with Intellectual Disabilities (ID) meet the criteria of teen and adult learners chronologically, but may be deficient in many other areas of teen and adult learning. The spectrum of intellectual and adaptive capabilities among teens and adults with ID is vast, with each individual being unique. There are specific teaching…

  20. Metacognitive Reading Strategies in Learning Disability: Relations between Usage Level, Academic Self-Efficacy and Self-Concept

    ERIC Educational Resources Information Center

    Girli, Alev; Öztürk, Halil

    2017-01-01

    The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the…

  1. Evidence for a Double Dissociation between Spatial-Simultaneous and Spatial-Sequential Working Memory in Visuospatial (Nonverbal) Learning Disabled Children

    ERIC Educational Resources Information Center

    Mammarella, Irene C.; Cornoldi, Cesare; Pazzaglia, Francesca; Toso, Cristina; Grimoldi, Mario; Vio, Claudio

    2006-01-01

    The paper describes the performance of three children with specific visuospatial working memory (VSWM) impairments (Study 1) and three children with visuospatial (nonverbal) learning disabilities (Study 2) assessed with a battery of working memory (WM) tests and with a number of school achievement tasks. Overall, performance on WM tests provides…

  2. Effective Literacy Instruction for Adults with Specific Learning Disabilities: Implications for Adult Educators

    ERIC Educational Resources Information Center

    Hock, Michael F.

    2012-01-01

    Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level.…

  3. The Relationship between Gross Motor Skills and Academic Achievement in Children with Learning Disabilities

    ERIC Educational Resources Information Center

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading,…

  4. Visuospatial working memory for locations, colours, and binding in typically developing children and in children with dyslexia and non-verbal learning disability.

    PubMed

    Garcia, Ricardo Basso; Mammarella, Irene C; Tripodi, Doriana; Cornoldi, Cesare

    2014-03-01

    This study examined forward and backward recall of locations and colours and the binding of locations and colours, comparing typically developing children - aged between 8 and 10 years - with two different groups of children of the same age with learning disabilities (dyslexia in one group, non-verbal learning disability [NLD] in the other). Results showed that groups with learning disabilities had different visuospatial working memory problems and that children with NLD had particular difficulties in the backward recall of locations. The differences between the groups disappeared, however, when locations and colours were bound together. It was concluded that specific processes may be involved in children in the binding and backward recall of different types of information, as they are not simply the resultant of combining the single processes needed to recall single features. © 2013 The British Psychological Society.

  5. 13 CFR 113.2 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and...

  6. Legal and definitional issues affecting the identification and education of adults with specific learning disabilities in adult education programs.

    PubMed

    Taymans, Juliana M

    2012-01-01

    Although the exact prevalence is not determined, a noticeable subset of individuals who enroll in adult education and training programs have either diagnosed or undiagnosed specific learning disabilities (SLD). Understanding SLD is important basic information for adult educators to inform program policies as well as determine effective instructional practices. This article discusses the development of definitions of SLD and current agreement on the nature of SLD relevant to working with adults. It concludes with implications for adult education programs.

  7. 45 CFR 1151.11 - Handicapped person.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning...

  8. 14 CFR 1251.102 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical..., walking, seeing, hearing, speaking, breathing, learning, and working. (iii) Has a record of such an...

  9. Identifying Learning Patterns of Children at Risk for Specific Reading Disability

    PubMed Central

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

    2016-01-01

    Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the SRD group. This study illustrates the promise of LGCM applied to multi-trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low-to-middle income countries are discussed. PMID:26037654

  10. Identifying learning patterns of children at risk for Specific Reading Disability.

    PubMed

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

    2016-05-01

    Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the -SRD group. This study illustrates the promise of LGCM applied to multi-trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low-to-middle income countries are discussed. © 2015 John Wiley & Sons Ltd.

  11. An Analysis of Specific Learning Disability Exclusionary Clause

    ERIC Educational Resources Information Center

    Lybarger, Pamela A.

    2017-01-01

    The purpose of Individuals with Disabilities Education Improvement Act (IDEIA) is to protect the rights of students with disabilities and to assure that all students receive equitable access to a free and appropriate public education; yet there are explicit exclusions written in the law for students who may have experienced environmental,…

  12. Stirring up the Sediment: The Corporeal Pedagogies of Disabilities

    ERIC Educational Resources Information Center

    Cadwallader, Jessica Robyn

    2010-01-01

    The centrality of Cartesian dualism to practices of university pedagogy obscures the role that bodily being-in-the-world plays in learning and teaching. This article uses Merleau-Ponty's account of embodiment to explore the pedagogical capacity of disability, specifically in relation to two university courses. I argue that the disabled other…

  13. Critical Components of Exit Transition Services to Postsecondary Education for Students with Disabilities in Southwest Virginia

    ERIC Educational Resources Information Center

    Lee, Gerald Dale, Jr.

    2017-01-01

    Students with disabilities face the challenges of transitioning from secondary school to higher education with the added difficulties associated with specific physical, emotional, or learning disabilities. In this qualitative study, this researcher (a) observed practices that transition service professionals used during exit transition meetings…

  14. Programs for Children with Specific Learning Disabilities. P.L. 91-230, Title VI-G Formal Final Evaluation. (Statistical Analysis of Data).

    ERIC Educational Resources Information Center

    Murphy, Philip J.

    The paper reports the final evaluation of a program for approximately 143 learning disabled (LD) students (grades 6-to-12) from six school districts. A number of test instruments were used to evaluate student progress during the program, including the Wide Range Achievement Test (WRAT), the Durrell Analysis of Reading Difficulty, and the…

  15. Math Learning Disability and Math LD Subtypes: Evidence from Studies of Turner Syndrome, Fragile X Syndrome, and Neurofibromatosis Type 1.

    ERIC Educational Resources Information Center

    Mazzocco, Michele M. M.

    2001-01-01

    This study examined whether indicators of math learning disability were observed in 35 5- and 6-year-olds with either neurofibromatosis, Turner Syndrome, or fragile X syndrome and compared to controls. Findings indicate that girls with fragile X or Turner syndrome but not neurofibromatosis are significantly more likely to have specific math…

  16. Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades with Persisting Learning Disabilities in Written Language

    ERIC Educational Resources Information Center

    Niedo, Jasmin; Tanimoto, Steve; Thompson, Robert H.; Abbott, Robert D.; Berninger, Virginia W.

    2016-01-01

    Students in grades 5 to 9 (ages 10 to 14; 6 girls, 27 boys) who had persisting specific learning disabilities in transcription (handwriting and spelling) completed three kinds of composition tasks requiring translation (thought to written language) on iPads using alternating transcription modes (stylus or keyboard) across every three lessons:…

  17. 10 CFR 1040.62 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... specific learning disabilities. The term physical or mental impairment includes, but is not limited to... manual tasks, walking, seeing, hearing, speaking, breathing, learning and working. (3) Has a record of...

  18. Transfer of innovation, knowledge and competencies on the care service for people with acquired disabilities: the European Project "Care for Work".

    PubMed

    Barchitta, M; Fragapane, S; Consoli, M T; Pennisi, C; Agodi, A

    2012-01-01

    The growing needs of people with disabilities require to integrate this issue into public health in order to improve political feasibility and to ensure that disability will not be left off from any strategic table. The main aim of the "Care for Work" project was to provide training contents to help workers and unemployed people to adapt their knowledge, skills and competencies to the care services sector in order to facilitate their insertion in a new employment source. The partners participating in the project are Organizations from 5 European countries. The project has been divided into seven Work Packages (WPs): three transversal WPs and four specific WPs, each addressing specific activities necessary to achieve the final objectives of the project. The "Care for Work" learning environment contains specific information and training on the techniques for caring people with acquired physical disabilities, as text documents and short training films. The project combines e-learning (Web 2.0) and mobile learning providing a flexible training platform for workers of care services sector. The "Care for Work" project offers specific training addressed to meet the new existing needs of workers of the care services sector and/or unemployed people. All the information and results of the project are available on the web page: www.careforwork.eu, and the present article is part of the WP "Valorization".

  19. 41 CFR 101-8.301 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... illness, and specific learning disabilities. The term “physical or mental impairment” includes, but is not..., performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working. (3) Has a...

  20. Behavioural phenotypes associated with specific genetic disorders: evidence from a population-based study of people with Prader-Willi syndrome.

    PubMed

    Holland, A J; Whittington, J E; Butler, J; Webb, T; Boer, H; Clarke, D

    2003-01-01

    Prader-Willi syndrome (PWS) is a genetic disorder resulting in obesity, short stature, cryptorchidism, learning disabilities (mental retardation) and severe neonatal hypotonia. Associated with the syndrome are a number of behaviours that are sufficiently distinctive that the syndrome is considered to have a specific 'behavioural phenotype'. Through multiple sources we attempted to identify all people with PWS living in one region in the U K. This cohort was augmented by people with PWS from other regions, and a contrast group of people with learning disabilities of varied aetiologies. The main carers were interviewed, using structured and semi-structured interview schedules, to establish the presence and severity of specific behaviours, and PWS diagnostic criteria. The intellectual functioning and attainments of all were determined. Blood samples were obtained for genetic diagnosis from all consenting participants. Although excessive eating was recognized as a potentially severe problem in those with PWS, it was almost universally controlled by food restriction, and therefore not seen as a 'problem behaviour'. Those with PWS differed from a learning disabled group of other aetiologies in the prevalence rates of skin picking, temper tantrums, compulsive behaviours and mood fluctuations, and also in the profile of their adaptive behaviours. The study confirms the distinct behavioural phenotype of PWS. Specific behaviours occurred significantly more frequently in PWS, compared with an age and BMI matched learning disabled comparison group. A factor analysis of the behaviours involved resulted in three factors that we hypothesized to be independent, and to arise from different mechanisms.

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

    PubMed

    Poletti, Michele

    2017-01-01

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

  2. 34 CFR 1200.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Regulations of the Offices of the Department of Education (Continued) NATIONAL COUNCIL ON DISABILITY... COUNCIL ON DISABILITY § 1200.103 Definitions. For purposes of this part, the term— Assistant Attorney... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning...

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

    PubMed

    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. Global, broad, or specific cognitive differences? Using a MIMIC model to examine differences in CHC abilities in children with learning disabilities.

    PubMed

    Niileksela, Christopher R; Reynolds, Matthew R

    2014-01-01

    This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell-Horn-Carroll theory of intelligence (CHC theory). Data from the Differential Ability Scales-Second Edition (DAS-II) were used to create a multiple-indicator multiple cause model to examine the latent mean differences in cognitive abilities between children with and without learning disabilities in reading (LD reading), math (LD math), and reading and writing(LD reading and writing). Statistically significant differences were found in the g factor between the norm group and the LD groups. After controlling for differences in g, the LD reading and LD reading and writing groups showed relatively lower latent processing speed, and the LD math group showed relatively higher latent comprehension-knowledge. There were also some differences in some specific cognitive abilities, including lower scores in spatial relations and numerical facility for the LD math group, and lower scores in visual memory for the LD reading and writing group. These specific mean differences were above and beyond any differences in the latent cognitive factor means.

  5. 32 CFR 56.3 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., emotional or mental illness, and specific learning disabilities. The term includes such diseases and..., speaking, breathing, learning, and working. (3) Has a record of such an impairment. Has a history of, or...

  6. 22 CFR 1701.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term..., learning, and working. (3) Has a record of such an impairment means has a history of, or has been...

  7. Cognitive and Psychosocial Characteristics of Gifted Students with Written Language Disability: A Reply to Lovett's Response

    ERIC Educational Resources Information Center

    Assouline, Susan G.; Nicpon, Megan Foley; Whiteman, Claire S.

    2011-01-01

    Our article describing the characteristics of gifted students with a specific learning disability (SLD) in written language was criticized for emphasizing an ability achievement discrepancy as an indication of a written language disability and for not ruling out alternative explanations for the observed difficulties. The three primary alternative…

  8. Where Are the Disabled in the History of Education? The Impact of Polio on Sites of Learning

    ERIC Educational Resources Information Center

    Altenbaugh, Richard J.

    2006-01-01

    Viewing disabled people as historical actors, this essay ponders emerging disability historiography, distilling three key characteristics--the norm, prejudice and human agency--and applies them to specific cases related to the polio phenomenon of the twentieth century, focusing on the closely related experiences of childhood, families and…

  9. Processes and Challenges in Identifying Learning Disabilities among Students Who Are English Language Learners in Three New York State Districts. Issues & Answers. REL 2010-No. 085

    ERIC Educational Resources Information Center

    Sanchez, Maria Teresa; Parker, Caroline; Akbayin, Bercem; McTigue, Anna

    2010-01-01

    Using interviews with district and school personnel and documents from state and district web sites in three districts in New York State, the study examines practices for identifying learning disabilities among students who are English language learners and the challenges that arise. Specifically, two research questions guided the project: (1)…

  10. Cellular Basis for Learning Impairment in Fragile X Syndrome

    DTIC Science & Technology

    2013-08-01

    disability and autism in addition to the specific condition of fragile X syndrome. This knowledge will be necessary for the development of rational...circuit in Fmr1-KO mice. We hypothesize that absence of FMRP disrupts trafficking of NMDA receptors to synapses, resulting in impairments in NMDA ...impact on our understanding of mental retardation in general as well as learning disabilities in other autism spectrum disorders. This knowledge will

  11. Special Education Integration-Unification Initiative for Students with Specific Learning Disabilities: An Investigation of Program Status and Impact. Final Report: Project R117E10145, August 15, 1991-August 14, 1992.

    ERIC Educational Resources Information Center

    Houck, Cherry Kendrick

    This final report focused on research questions associated with reducing the segregation of students with learning disabilities (LD) in Virginia. A survey of special education supervisors, general education supervisors, building principals, general elementary and secondary education teachers, LD teachers, students with LD, and parents was…

  12. 7 CFR 15e.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term..., learning, and working. (3) Has a record of such an impairment means has a history of, or has been...

  13. 5 CFR 1207.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... NONDISCRIMINATION ON THE BASIS OF DISABILITY IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE MERIT SYSTEMS PROTECTION... a disability means any person who has a physical or mental impairment that substantially limits one... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning...

  14. 32 CFR 1807.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... NONDISCRIMINATION ON THE BASIS OF DISABILITY IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL COUNTERINTELLIGENCE... real or personal property. Individual with disabilities means any person who has a physical or mental... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning...

  15. 32 CFR 191.3 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... on race, color, national origin, religion, sex, age, or disability. Equal Employment Opportunity (EEO... characteristics of a national origin group. People with disabilities. People who have physical or mental..., such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning...

  16. Executive Functioning and Psychopathology in Psychotherapy for Adolescents with Specific Learning Disorders

    ERIC Educational Resources Information Center

    Kopelman-Rubin, Daphne; Klomek, Anat Brunstein; Al-Yagon, Michal; Mufson, Laura; Apter, Alan; Mikulincer, Mario

    2017-01-01

    This study examined the contribution of executive functioning (EF) to improvements in psychiatric symptomatology following I Can Succeed (ICS; Kopelman-Rubin, 2012) psychotherapy, a skill-enhancement intervention designed to target EF and socio-emotional aspects of specific learning disabilities (SLD). Forty adolescents with SLD underwent ICS in…

  17. Epilepsy in School-Aged Children: More than Just Seizures?

    ERIC Educational Resources Information Center

    Reilly, Colin; Ballantine, Rebecca

    2011-01-01

    Epilepsy is the most common neurological disorder in childhood and can have a significant impact on a child's schooling. Children with epilepsy may have special educational needs due to having learning disability, specific learning difficulties, specific cognitive deficits or having symptoms associated with ASD, ADHD, depression or anxiety. These…

  18. Going off Script: Structure and Agency in Individualized Education Program Meetings

    ERIC Educational Resources Information Center

    Bray, Laura E.; Russell, Jennifer Lin

    2016-01-01

    In this comparative case study, we draw from neoinstitutional and structuration theory to examine the individualized education program (IEP) meetings for five high school students identified with specific learning disabilities. Specifically, we examine how participants interacted during the IEP meetings and how learning, instruction, and…

  19. Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review.

    PubMed

    den Brok, W L J E; Sterkenburg, P S

    2015-01-01

    Persons with an autism spectrum disorder and/or intellectual disability have difficulties in processing information, which impedes the learning of daily living skills and cognitive concepts. Technological aids support learning, and if used temporarily and in a self-controlled manner, they may contribute to independent societal participation. This systematic review examines the studies that applied self-controlled technologies. The 28 relevant studies showed that skills and concepts are learned through prompting, interaction with devices, and practicing in (realistic) virtual environments. For attaining cognitive concepts, advanced technologies such as virtual reality are effective. Five studies focussed on cognitive concepts and two on emotion concepts. More research is necessary to examine the generalization of results and effect of using technology for learning cognitive and emotional concepts. Implications for Rehabilitation Persons with a moderate to mild intellectual disability and/or with autism can use self-controlled technology to learn new activities of daily living and cognitive concepts (e.g. time perception and imagination). Specific kinds of technologies can be used to learn specific kinds of skills (e.g. videos on computers or handheld devices for daily living skills; Virtual Reality for time perception and emotions of others). For learning new cognitive concepts it is advisable to use more advanced technologies as they have the potential to offer more features to support learning.

  20. Keeping it in the family? People with learning disabilities and families employing their own care and support workers: Findings from a scoping review of the literature

    PubMed Central

    Manthorpe, Jill; Moriarty, Jo; Cornes, Michelle

    2012-01-01

    This article focuses on people with learning disabilities and their families who employ care or support workers using public (government) and/or private (self and family) funds. Such consumer-directed support takes place in England through personal budgets and direct payments. Research and material relevant to these employment relationships were explored in a scoping review undertaken by the authors in 2010. The review identified a small number of studies that involved people with learning disabilities as respondents, although more relied on family carers as proxy respondents. The findings from these studies covered recruitment and administration, employment of family members, training needs, the nature and content of employment relationships, and ending employment. The review observed that employment relationships, practices, and dynamics are surprisingly little explored in the literature and generally unobserved. The article concludes with specific messages from the review for family carers, for people with learning disabilities and for care and support workers. PMID:22123678

  1. 45 CFR 707.3 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... ON THE BASIS OF DISABILITY IN PROGRAMS OR ACTIVITIES CONDUCTED BY U.S. COMMISSION ON CIVIL RIGHTS... real or personal property. (e) Individual with disabilities means any person who has a physical or... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning...

  2. Types of Sensory Integrative Dysfunction among Disabled Learners

    ERIC Educational Resources Information Center

    Ayres, A. Jean

    1972-01-01

    R-technique factor analysis was used to correlate results of sensorimotor, psycholinguistic and cognitive tests given to California children with learning disabilities. Results show not all children with specific neural disorders perform poorly on related tests where low scores would be expected. (PD)

  3. Programs for Children with Specific Learning Disabilities. P.L. 91-230, Title VI-G. Final Report on Products and Results of Year's Work, July 1, 1973 to June 30, 1974. Fail Save Continuum.

    ERIC Educational Resources Information Center

    1974

    Presented is the final report of the Learning Disability Fail-Save Continuum Project, designed to provide identification, assessment, and placement services to 378 elementary and secondary level students. Outlined in Section I are the following project components: major revisions from the original proposal (such as implementation of the itinerant…

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

    ERIC Educational Resources Information Center

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

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

  5. Challenging Behaviour: Principals' Experience of Stress and Perception of the Effects of Challenging Behaviour on Staff in Special Schools in Ireland

    ERIC Educational Resources Information Center

    Kelly, Aine; Carey, Sean; McCarthy, Siobhan; Coyle, Ciaran

    2007-01-01

    This paper examines the sources of stress and the effects of managing challenging behaviour on principals of special schools in Ireland, including schools for pupils with an intellectual disability, emotional disturbance, specific learning disability and physical and sensory disability, and children of traveller families. In this study principals…

  6. Diagnosing Dyslexia. A Guide to the Assessment of Adults with Specific Learning Difficulties.

    ERIC Educational Resources Information Center

    Klein, Cynthia

    This book offers tutors in adult, further, and higher education materials for diagnosing students with specific learning disabilities (dyslexia). It provides information for setting up an appropriate individualized teaching program and making recommendations for supporting such students. Materials and methods can be used with students from basic…

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

    PubMed

    Staels, Eva; Van den Broeck, Wim

    2015-01-01

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

  8. Consequences, Characteristics, and Causes of Mathematical Learning Disabilities and Persistent Low Achievement in Mathematics

    PubMed Central

    Geary, David C.

    2011-01-01

    Objective 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 the children with persistently low achievement 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. Method 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. Results Poor mathematical competencies are common among adults and result in employment difficulties and difficulties in many common day-to-day activities. Among students, about 7% of children and adolescents have a mathematical learning disability (MLD) and another 10% show persistent low achievement (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. Interventions that target these cognitive deficits are in development and preliminary results are promising. Conclusion Mathematical learning disabilities and learning difficulties associated with persistent low achievement in mathematics are common and not attributable to intelligence. These individuals have identifiable number and memory delays and deficits that appear to be specific to mathematics learning. The most promising interventions are those that target these specific deficits and, in addition, for children with MLD interventions that target their low working memory capacity. PMID:21285895

  9. Effect of Play-based Therapy on Meta-cognitive and Behavioral Aspects of Executive Function: A Randomized, Controlled, Clinical Trial on the Students With Learning Disabilities.

    PubMed

    Karamali Esmaili, Samaneh; Shafaroodi, Narges; Hassani Mehraban, Afsoon; Parand, Akram; Zarei, Masoume; Akbari-Zardkhaneh, Saeed

    2017-01-01

    Although the effect of educational methods on executive function (EF) is well known, training this function by a playful method is debatable. The current study aimed at investigating if a play-based intervention is effective on metacognitive and behavioral skills of EF in students with specific learning disabilities. In the current randomized, clinical trial, 49 subjects within the age range of 7 to 11 years with specific learning disabilities were randomly assigned into the intervention (25 subjects; mean age 8.5±1.33 years) and control (24 subjects; mean age 8.7±1.03 years) groups. Subjects in the intervention group received EF group training based on playing activities; subjects in the control group received no intervention. The behavior rating inventory of executive function (BRIEF) was administered to evaluate the behavioral and cognitive aspects of EF. The duration of the intervention was 6 hours per week for 9 weeks. Multivariate analysis of covariance was used to compare mean changes (before and after) in the BRIEF scores between the groups. The assumptions of multivariate analysis of covariance were examined. After controlling pre-test conditions, the intervention and control groups scored significantly differently on both the metacognition (P=0.002; effect size=0.20) and behavior regulation indices (P=0.01; effect size=0.12) of BRIEF. Play-based therapy is effective on the metacognitive and behavioral aspects of EF in students with specific learning disabilities. Professionals can use play-based therapy rather than educational approaches in clinical practice to enhance EF skills.

  10. Influence of Peer Buddy Program Interventions for Adolescents with Disabilities in a High School Setting: Impact on Social and Academic Achievement

    ERIC Educational Resources Information Center

    Alqahtani, Ragea Mohammed

    2013-01-01

    A mixed methods research design was chosen for this study in order to examine the effectiveness of the Peer Buddy Program across one year on the social and academic skill acquisition of high school students with learning disabilities (LD) and/or emotional/behavioral disabilities (EBD). Specifically, this research focused on identifying the…

  11. General Information Packet on Learning Disabilities.

    ERIC Educational Resources Information Center

    National Center for Learning Disabilities, Inc., New York, NY.

    This information packet provides an overview of learning disabilities. Information includes the following: (1) the definition of learning disability; (2) incidence of learning disabilities; (3) criteria used to decide whether a person has a learning disability; (4) common causes of learning disabilities; (5) the importance of early identification;…

  12. Teacher Resistance to the Response to Intervention Process: A Delphi Study

    ERIC Educational Resources Information Center

    Raines, Kerrie Lynn

    2010-01-01

    There has been a growing concern amongst educational stakeholders concerning the over identification of students with specific learning disabilities. The reauthorization of the Individuals with Disabilities Education improvement ACT in 2004 launched a response to intervention (RTI) process mandated early interventions for struggling students…

  13. What Does the Law Say?

    ERIC Educational Resources Information Center

    Zirkel, Perry A.

    2011-01-01

    In this article, the author provides legal explanations to the following concerns: (1) case law on specific learning disability (SLD) eligibility; (2) recent developments on response to intervention (RTI); (3) Individuals with Disabilities Education Act (IDEA) rules; and (4) the Free Appropriate Public Education (FAPE) regulation. The author's…

  14. Implicit learning deficit in children with Duchenne muscular dystrophy: Evidence for a cerebellar cognitive impairment?

    PubMed

    Vicari, Stefano; Piccini, Giorgia; Mercuri, Eugenio; Battini, Roberta; Chieffo, Daniela; Bulgheroni, Sara; Pecini, Chiara; Lucibello, Simona; Lenzi, Sara; Moriconi, Federica; Pane, Marika; D'Amico, Adele; Astrea, Guja; Baranello, Giovanni; Riva, Daria; Cioni, Giovanni; Alfieri, Paolo

    2018-01-01

    This study aimed at comparing implicit sequence learning in individuals affected by Duchenne Muscular Dystrophy without intellectual disability and age-matched typically developing children. A modified version of the Serial Reaction Time task was administered to 32 Duchenne children and 37 controls of comparable chronological age. The Duchenne group showed a reduced rate of implicit learning even if in the absence of global intellectual disability. This finding provides further evidence of the involvement of specific aspects of cognitive function in Duchenne muscular dystrophy and on its possible neurobiological substrate.

  15. Early Education of the Language-Learning Handicapped Child.

    ERIC Educational Resources Information Center

    Easter Seal Treatment Center of Montgomery County, Rockville, MD.

    The brochure descrbies a demonstration program on the early education of the language learning handicapped preschool child. Discussed are symptoms of the language learning problem (such as misunderstanding what is said), a remedial approach based on specific disability intervention, the Easter Seal Treatment Center, project objectives (such as the…

  16. Specific Learning Disabilities in DSM-5: Are the Changes for Better or Worse?

    ERIC Educational Resources Information Center

    Tannock, Rosemary

    2013-01-01

    DSM-5, the fifth edition of the American Psychiatric Association's "Diagnostic and Statistical Manual of Mental Disorders," was published in May 2013, amidst a storm of controversy. This article focuses on changes made to the diagnostic criteria for Specific Learning Disorders (SLD). Primary criticisms of the changes in the SLD concern…

  17. Debunking the Myths of Dyslexia

    ERIC Educational Resources Information Center

    Thorwarth, Christine

    2014-01-01

    Dyslexia is a specific learning disability, which affects reading in as many as one in five people. Many children go without proper interventions because of ineffective teaching strategies, and common myths associated with this disability. The purpose of this study was to test how deeply ingrained some myths might be, and decipher where educators…

  18. "They Will Leave You Lost": Experiences of a Gifted Black Male with a Traumatic Brain Injury

    ERIC Educational Resources Information Center

    Mayes, Renae D.

    2018-01-01

    An increased body of research on twice exceptionality provides insight on recruitment and retention issues concerning gifted students with dis/abilities, particularly those with specific learning dis/abilities, attention deficit hyperactivity disorder, or autism spectrum disorder. However, little research on twice exceptionality incorporates…

  19. Play and Recreation for Individuals with Disabilities: Practical Pointers.

    ERIC Educational Resources Information Center

    Grosse, Susan J., Ed.; Thompson, Donna, Ed.

    This book contains practical information that reflects new developments in sports participation for individuals with disabilities. The focus is on meeting the challenges of the outdoor environment, learning through appropriate and safe play, and keeping fit through active leisure. Specifics include practical aspects of camping and outdoor…

  20. Applying Generalizability Theory for Making Quantitative RTI Progress-Monitoring Decisions

    ERIC Educational Resources Information Center

    Fan, Chung-Hau; Hansmann, Paul R.

    2015-01-01

    Language in the Individuals With Disabilities Education Improvement Act (IDEIA) allows the use of response-to-intervention (RTI) methodology in the identification of specific learning disabilities. However, there is no consensus on decision rules using curriculum-based measurement of oral reading fluency (CBM-R) for defining responsiveness. The…

  1. Treating Dyslexic and Dyscalculic Students

    ERIC Educational Resources Information Center

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

    2009-01-01

    This article focusses on the specific learning disabilities found in schools such as Dyslexia and Dyscalculia, the influence of dyslexia on dyscalculia and the need to adopt certain strategies that help cope with this problem. Learners with multifarious language-related or arithmetic-related disabilities are found in most schools. These children…

  2. Teaching and Learning in History: Effective and Reform-Based Practices for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    De La Paz, Susan

    2013-01-01

    This article provides a review of effective and reform-based approaches to instruction that focus on teaching and learning of history for students with LD. Historical thinking goals, such as learning to think like a historian, to develop contextualized understandings, and to apply domain-specific approaches when reading and writing with primary…

  3. 1 CFR 457.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term “physical or mental impairment” includes, but is not limited to, such diseases and... self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3...

  4. 12 CFR 794.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical or mental impairment includes, but is not limited to, such diseases and... self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3...

  5. 31 CFR 17.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical or mental impairment includes, but is not limited to, such diseases and..., performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3) Has a...

  6. 22 CFR 711.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical or mental impairment includes, but is not limited to, such diseases and... self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3...

  7. 22 CFR 1005.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical or mental impairment includes, but is not limited to, such diseases and... self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3...

  8. 5 CFR 723.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical or mental impairment includes, but is not limited to, such diseases and... self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3...

  9. 29 CFR 4907.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term “physical or mental impairment” includes, but is not limited to, such diseases and... self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3...

  10. 45 CFR 606.3 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical or mental impairment includes, but is not limited to, such diseases and... self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3...

  11. 10 CFR 4.503 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term “physical or mental impairment” includes, but is not limited to, such diseases and... self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3...

  12. 5 CFR 900.703 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical or mental impairment includes, but is not limited to, such diseases and..., performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3) Has a...

  13. 20 CFR 365.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term “physical or mental impairment” includes, but is not limited to, such diseases and... self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3...

  14. 10 CFR 1041.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical or mental impairment includes, but is not limited to, such diseases and..., performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3) Has a...

  15. 32 CFR 1699.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term physical or mental impairment includes, but is not limited to, such disease and... self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3...

  16. Understanding Learning Disabilities and Substance Abuse.

    ERIC Educational Resources Information Center

    Star, Nonnie; Shadoff, Sander

    This guide is designed to assist people with learning disabilities to recognize their disabilities and the connection between learning disabilities and substance abuse. It begins by defining learning disabilities and providing a self-test checklist for common signs and symptoms of learning disabilities. Difficulties with organization, memory,…

  17. Efficient Vocational Skills Training for People with Cognitive Disabilities: An Exploratory Study Comparing Computer-Assisted Instruction to One-on-One Tutoring.

    PubMed

    Larson, James R; Juszczak, Andrew; Engel, Kathryn

    2016-03-01

    This study compared the effectiveness of computer-assisted instruction to that of one-on-one tutoring for teaching people with mild and moderate cognitive disabilities when both training methods are designed to take account of the specific mental deficits most commonly found in cognitive disability populations. Fifteen participants (age 22-71) received either computer-assisted instruction or one-on-one tutoring in three content domains that were of functional and daily relevance to them: behavioural limits, rights and responsibilities (two modules) and alphabetical sorting. Learning was assessed by means of a series of pretests and four learning cycle post-tests. Both instructional conditions maintained time-on-task and teaching material equivalence, and both incorporated a set of best-practices and empirically supported teaching techniques designed to address attentional deficits, stimulus processing inefficiencies and cognitive load limitations. Strong evidence of learning was found in both instructional method conditions. Moreover, in all content domains the two methods yielded approximately equivalent rates of learning and learning attainment. These findings offer tentative evidence that a repetitive, computer-assisted training program can produce learning outcomes in people with mild and moderate cognitive disabilities that are comparable to those achieved by high-quality one-on-one tutoring. © 2015 John Wiley & Sons Ltd.

  18. Minorities are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions

    PubMed Central

    Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Mattison, Richard; Maczuga, Steve; Li, Hui; Cook, Michael

    2016-01-01

    We investigated whether and to what extent minority children attending elementary and middle schools in the U.S. are over- or under-identified as disabled and so disproportionately represented in special education. To address existing limitations in the field's knowledge base, we (a) analyzed multi-year longitudinal data, (b) used hazard modeling to estimate over-time dynamics of disability identification across five specific conditions, and (c) extensively corrected for child-, family-, and school-level potential confounding variables (e.g., child-level academic achievement and behavior, family-level socioeconomic status, school-level state location). Despite long-standing and on-going federal legislative and policy efforts to reduce minority over-representation in special education, our analyses indicated that this has not been occurring in the U.S. Instead, minority children are less likely than otherwise similar White, English-speaking children to be identified as disabled and so receive special education services. From kindergarten entry to at least the end of middle school, racial and ethnic minority children are less likely than otherwise similar White children to be identified as having (a) learning disabilities, (b) speech or language impairments, (c) intellectual disabilities, (d) health impairments, or (d) emotional disturbances. Language minority children are less likely to be identified as having (a) specific learning disabilities or (b) speech or language impairments. PMID:27445414

  19. Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9.

    PubMed

    Berninger, Virginia W; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D

    2015-02-01

    Effectiveness of iPad computerized writing instruction was evaluated for 4 th to 9 th graders ( n =35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword - (handwriting), word - (spelling), and syntax - (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities.

  20. Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9

    PubMed Central

    Berninger, Virginia W.; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D.

    2014-01-01

    Effectiveness of iPad computerized writing instruction was evaluated for 4th to 9th graders (n=35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword- (handwriting), word- (spelling), and syntax- (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities. PMID:25378768

  1. Hoarding behaviors in children with learning disabilities.

    PubMed

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

    2011-05-01

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

  2. 41 CFR 51-10.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term “physical or mental impairment” includes, but is not limited to, such diseases and... self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (3...

  3. 32 CFR 1906.103 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The term “physical or mental impairment” includes, but is not limited to, such diseases and..., performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working; (3) Has a...

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

    ERIC Educational Resources Information Center

    Cluley, Victoria

    2018-01-01

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

  5. Effects of Semantic Ambiguity Detection Training on Reading Comprehension Achievement of English Learners with Learning Difficulties

    ERIC Educational Resources Information Center

    Jozwik, Sara L.; Douglas, Karen H.

    2016-01-01

    This study examined how explicit instruction in semantic ambiguity detection affected the reading comprehension and metalinguistic awareness of five English learners (ELs) with learning difficulties (e.g., attention deficit/hyperactivity disorder, specific learning disability). A multiple probe across participants design (Gast & Ledford, 2010)…

  6. Characterization of two familial cases presenting with a syndromic specific learning disorder and carrying (17q;21q) unbalanced translocations.

    PubMed

    Coton, Julie; Labalme, Audrey; Till, Marianne; Bussy, Gerald; Krifi Papoz, Sonia; Lesca, Gaetan; Heron, Delphine; Sanlaville, Damien; Edery, Patrick; des Portes, Vincent; Rossi, Massimiliano

    2018-05-01

    Chromosomal microarray (CMA) can detect pathogenic copy number variations in 15-20% of individuals with intellectual disability and in 10% of patients with autism spectrum disorders. The diagnostic rate in specific learning disorders (SLD) is unknown. Our study emphasizes the usefulness of CMA in the diagnostic workout assessment of familial SLD.

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

    PubMed

    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.

  8. Supporting students with disabilities--promoting understanding amongst mentors in practice.

    PubMed

    Tee, Stephen; Cowen, Michelle

    2012-01-01

    Good practice demands a clinical practice culture positively disposed to students with disabilities. Equality legislation seeks to protect those with a disability from either direct or indirect discrimination. The balance between providing "reasonable adjustments" for the student, whilst ensuring "Fitness to Practice", and ultimate employability, requires a close partnership between higher education and practice mentors. This paper reports on the development and evaluation of a range of interactive resources, used in the preparation of mentors to help them address the specific learning needs of disabled students. The evaluation revealed the benefit of student 'stories' in helping mentors to understand the support needs of disabled students and ensure reasonable adjustments are implemented in compliance with disability legislation. The interactive resources have been helpful in promoting positive action towards disabled students' learning, empathic understanding of mental health issues and knowledge and skills acquisition in support of dyslexic students. Implementing reasonable adjustments in practice requires a close working partnership between HEI's and mentors who appreciate support in understanding the development and application of coping strategies to overcome disabilities. Effective preparation of mentors is essential to ensure that opportunities for disabled students to succeed are maximised. Copyright © 2011. Published by Elsevier Ltd.

  9. Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9.

    PubMed

    Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D

    Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

  10. Combining RTI and Psychoeducational Assessment: What We Must Assume to Do Otherwise

    ERIC Educational Resources Information Center

    Wodrich, David L.; Spencer, Marsha L. S.; Daley, Kelly B.

    2006-01-01

    The Individuals With Disabilities Education Improvement Act of 2004 (IDEA; 2004) permitted lack of students' response to intervention (RTI) to be considered as a basis for documenting specific learning disabilities (SLD). The previous method of detecting SLD, which relied on IQ and achievement testing, consequently is no longer mandatory.…

  11. Responsiveness to Intervention: An SLD Determination Resource. Information Digest. Winter 2007

    ERIC Educational Resources Information Center

    Tollefson, Julie M.; Mellard, Daryl F.; McKnight, Melinda A.

    2007-01-01

    The 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (P.L. 108-446) (IDEA 2004) has brought the issue of specific learning disabilities (SLD) identification procedures and criteria to the forefront. Calls for reform are not new and are based on decades of various policy, implementation, and research agendas. The…

  12. Technology for the Struggling Reader: Free and Easily Accessible Resources

    ERIC Educational Resources Information Center

    Berkeley, Sheri; Lindstrom, Jennifer H.

    2011-01-01

    A fundamental problem for many struggling readers, their parents, and their teachers is that there are few benchmarks to guide decision making about assistive technological supports when the nature of a disability is cognitive (e.g., specific learning disability, SLD) rather than physical. However, resources such as the National Center on…

  13. Contriving Transitive Conditioned Establishing Operations to Establish Derived Manding Skills in Adults with Severe Developmental Disabilities

    ERIC Educational Resources Information Center

    Rosales, Rocio; Rehfeldt, Ruth Anne

    2007-01-01

    The purpose of this study was to demonstrate derived manding skills in 2 adults with severe developmental disabilities and language deficits by contriving transitive conditioned establishing operations. Specifically, we evaluated whether a history of reinforced conditional discrimination learning would ultimately result in a derived mand…

  14. The Relationship between Educational Placement, Instructional Practices, and Achievement Gains of Black Students with Specific Learning Disabilities in Secondary Urban School Settings

    ERIC Educational Resources Information Center

    Phillips, Deidre Marshall

    2012-01-01

    Black students, in general, are underserved academically (Darling-Hammond, 2000; Townsend, 2002) and overrepresented in special education (Donovan & Cross, 2002). Black students with disabilities are further overrepresented in more restrictive educational environments (Skiba, Poloni-Staudinger, Gallini, Simmons & Feggins-Azziz, 2006).…

  15. Locating the Problem Within: Race, Learning Disabilities, and Science

    ERIC Educational Resources Information Center

    Freedman, Justin E.; Ferri, Beth A.

    2017-01-01

    Background/Context: In this paper we draw on an intersectional critical framework to analyze and account for the simultaneous interworkings of race and dis/ability. Specifically, we draw on this framework to examine two aims of modern science: (a) to identify distinct biological markers of race and (b) to locate biological and neurological origins…

  16. Coping with Terrorism--Helping Children with Special Needs: Tips for School Personnel and Parents.

    ERIC Educational Resources Information Center

    Communication Disorders Quarterly, 2002

    2002-01-01

    This article offers suggestions to help children with disabilities cope with terrorism. It stresses recognition of triggers and cues to anticipate rather than react to stress and offers tips for specific populations including autism; cognitive limitations; learning disabilities; visual, hearing or physical limitations; and severe emotional…

  17. 47 CFR 1.1803 - Definitions.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ...; muscular dystrophy; multiple sclerosis; cancer; heart disease; diabetes; mental retardation; emotional..., organic brain syndrome, emotional or mental illness, and specific learning disabilities; (iii) Diseases...

  18. 47 CFR 1.1803 - Definitions.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ...; muscular dystrophy; multiple sclerosis; cancer; heart disease; diabetes; mental retardation; emotional..., organic brain syndrome, emotional or mental illness, and specific learning disabilities; (iii) Diseases...

  19. 45 CFR 84.3 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... specific learning disabilities. (ii) Major life activities means functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (iii) Has a...) of an age during which nonhandicapped persons are provided such services, (ii) of any age during...

  20. 45 CFR 84.3 - Definitions.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... specific learning disabilities. (ii) Major life activities means functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. (iii) Has a...) of an age during which nonhandicapped persons are provided such services, (ii) of any age during...

  1. Dyslexia, Learning, and Pedagogical Neuroscience

    ERIC Educational Resources Information Center

    Fawcett, Angela J; Nicolson, Roderick I

    2007-01-01

    The explosion in neuroscientific knowledge has profound implications for education, and we advocate the establishment of the new discipline of "pedagogical neuroscience" designed to combine psychological, medical, and educational perspectives. We propose that specific learning disabilities provide the crucible in which the discipline may be…

  2. Learning Disability and Suicide.

    ERIC Educational Resources Information Center

    Hayes, Marnell L.; Sloat, Robert S.

    1988-01-01

    This paper cites studies on the interaction of depression and learning disability, examines the question of whether depression is a result or a cause of learning disability, emphasizes the importance of proper diagnosis of depression versus learning disability, and reviews the incidence of suicide-related events among the learning-disabled.…

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

    MedlinePlus

    ... 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, ...

  4. Complete Learning Disabilities Handbook: Ready-To-Use Strategies & Activities for Teaching Students with Learning Disabilities. New Second Edition.

    ERIC Educational Resources Information Center

    Harwell, Joan M.

    The 16 chapters of this comprehensive guide to teaching students with learning disabilities cover the following topics: (1) an overview of the field of learning disabilities (characteristics, causes, prevalence, prognosis, and resources); (2) research in the field of learning disabilities (how the brain works, how children learn); (3) relevant…

  5. Executive Functioning and Figurative Language Comprehension in Learning Disabilities

    ERIC Educational Resources Information Center

    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…

  6. Readings about Children and Youth with Learning Disabilities. ERIC Mini-Bib.

    ERIC Educational Resources Information Center

    Sorenson, Barbara R., Comp.

    This short bibliography summarizes printed resources and videotapes relating to children and youth with learning disabilities. Seventeen books are listed that address: (1) career planning; (2) common learning disabilities and coping with learning disabilities; (3) teaching adolescents with learning disabilities; (4) child rearing; (5) learning…

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

    PubMed

    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.

  8. Computerized Writing and Reading Instruction for Students in Grades 4 to 9 With Specific Learning Disabilities Affecting Written Language

    PubMed Central

    Tanimoto, Steven; Thompson, Rob; Berninger, Virginia W.; Nagy, William; Abbott, Robert D.

    2015-01-01

    Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, colored arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth, and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension, and composition. PMID:26858470

  9. Social skills in the context of learning disability definitions: a reply to Gresham and Elliott and directions for the future.

    PubMed

    Conte, R; Andrews, J

    1993-03-01

    In this article we review the evidence on the status of a social skills deficit as a learning disability (LD) by examining social skills deficits in the context of learning disability definitions. For the most part, social skills deficits fall within the terms that are specified in the definitions; that is, when there is evidence of neurological involvement, social skills deficit as a learning disability is consistent with the focus on listening and speaking that is characteristic of most definitions of learning disabilities. We also conclude that the absence of limiting conditions in extant definitions of learning disabilities makes it difficult to exclude any particular skill or type of knowledge from falling within the bounds of the definitions. Furthermore, we argue that the critical issue centers on the reformulation of the definition of learning disabilities. We suggest two directions in future work: First, the term "learning disability" should be limited to intentional learning contexts. Acceptance of this limitation would clarify at least some of the confusion regarding the domain of learning disabilities. Second, learning disability definitions should become more responsive to recent research on the nature of learning.

  10. Work-based learning experiences help students with disabilities transition to careers: a case study of University of Washington projects.

    PubMed

    Bellman, Scott; Burgstahler, Sheryl; Ladner, Richard

    2014-01-01

    This case study describes evidence-based practices employed by a collection of University of Washington projects that engage high school and postsecondary students with disabilities in work-based learning experiences such as industry and research internships, career development activities, job shadows, field trips, and mock interviews. The purpose of the article is two-fold. First, authors share best practices with others who wish to increase the participation of students with disabilities in work-based learning and thereby contribute to their academic and career success. The article discusses methods used to recruit students, employers and mentors, match students with specific opportunities, and prepare students for success. Second, authors share outcomes from studies regarding participation in these work-based learning opportunities, which include increased employment success, motivation to work toward a career, knowledge about careers and the workplace, job-related skills, ability to work with supervisors and coworkers, skills in self-advocating for accommodations, and perceived career options.

  11. Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review

    PubMed Central

    Beckmann, Else; Minnaert, Alexander

    2018-01-01

    Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification and intervention issues and, beyond that, the relevance of non-cognitive characteristics is often left unconsidered. Accordingly, this study aims to conduct an in-depth review of the non-cognitive characteristics of these students for identification and intervention purposes. Detailed analysis was performed on 23 publications. High levels of negative emotions, low self-perception, and adverse interpersonal relationships, as well as high levels of motivation, coping skills and perseverance were found among these students. A common characteristic was a high degree of frustration with the academic situation. The study reveals that these students show considerably duality in their non-cognitive characteristics which requires tailored counseling skills to provide effective support for their learning needs. PMID:29731728

  12. Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review.

    PubMed

    Beckmann, Else; Minnaert, Alexander

    2018-01-01

    Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification and intervention issues and, beyond that, the relevance of non-cognitive characteristics is often left unconsidered. Accordingly, this study aims to conduct an in-depth review of the non-cognitive characteristics of these students for identification and intervention purposes. Detailed analysis was performed on 23 publications. High levels of negative emotions, low self-perception, and adverse interpersonal relationships, as well as high levels of motivation, coping skills and perseverance were found among these students. A common characteristic was a high degree of frustration with the academic situation. The study reveals that these students show considerably duality in their non-cognitive characteristics which requires tailored counseling skills to provide effective support for their learning needs.

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

    PubMed

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

    2011-01-01

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

  14. Better Understanding Learning Disabilities: New Views from Research and Their Implications for Education and Public Policies.

    ERIC Educational Resources Information Center

    Lyon, G. Reid, Ed.; And Others

    This book examines critical issues in classification and definition of learning disabilities; the development of theory in learning disabilities; the development of cognitive, developmental, and educational models of learning disabilities; and social and public policy in learning disabilities. After an introductory chapter by G. Reid Lyon and…

  15. Curriculum for the Intellectually Disabled Trainable.

    ERIC Educational Resources Information Center

    Magnolia Special Education Center, Orlando, FL.

    The curriculum guide presents a developmental sequence of learning activities to achieve specific goals for primary, intermediate, and secondary age level trainable mentally retarded students. Six major areas of learning are covered: self care (bathroom, grooming, food, clothing, safety), body usage (gross motor, health, fitness, eye-hand…

  16. 34 CFR 104.3 - Definitions.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. (ii) Major life..., speaking, breathing, learning, and working. (iii) Has a record of such an impairment means has a history of..., secondary, or adult educational services, a handicappped person (i) of an age during which nonhandicapped...

  17. 34 CFR 104.3 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., organic brain syndrome, emotional or mental illness, and specific learning disabilities. (ii) Major life..., speaking, breathing, learning, and working. (iii) Has a record of such an impairment means has a history of..., secondary, or adult educational services, a handicappped person (i) of an age during which nonhandicapped...

  18. 45 CFR 1305.2 - Definitions.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ..., autism, traumatic brain injury, other health impairments or specific learning disabilities who, by reason... one or more of the following areas: physical development, cognitive development, communication...

  19. 45 CFR 1305.2 - Definitions.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ..., autism, traumatic brain injury, other health impairments or specific learning disabilities who, by reason... one or more of the following areas: physical development, cognitive development, communication...

  20. 45 CFR 1305.2 - Definitions.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ..., autism, traumatic brain injury, other health impairments or specific learning disabilities who, by reason... one or more of the following areas: physical development, cognitive development, communication...

  1. Vision and academic performance of learning disabled children.

    PubMed

    Wharry, R E; Kirkpatrick, S W

    1986-02-01

    The purpose of this study was to assess difference in academic performance among myopic, hyperopic, and emmetropic children who were learning disabled. More specifically, myopic children were expected to perform better on mathematical and spatial tasks than would hyperopic ones and that hyperopic and emmetropic children would perform better on verbal measures than would myopic ones. For 439 learning disabled students visual anomalies were determined via a Generated Retinal Reflex Image Screening System. Test data were obtained from school files. Partial support for the hypothesis was obtained. Myopic learning disabled children outperformed hyperopic and emmetropic children on the Key Math test. Myopic children scored better than hyperopic children on the WRAT Reading subtest and on the Durrell Analysis of Reading Difficulty Oral Reading Comprehension, Oral Rate, Flashword, and Spelling subtests, and on the Key Math Measurement and Total Scores. Severity of refractive error significantly affected the Wechsler Intelligence Scale for Children--Revised Full Scale, Performance Scale, Verbal Scale, and Digit Span scores but did not affect any academic test scores. Several other findings were also reported. Those with nonametropic problems scored higher than those without problems on the Key Math Time subtest. Implications supportive of the theories of Benbow and Benbow and Geschwind and Behan were stated.

  2. Use of Kidspiration[C] Software to Enhance the Reading Comprehension of Story Grammar Components for Elementary-Age Students with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Wade, Erin; Boon, Richard T.; Spencer, Vicky G.

    2010-01-01

    The aim of this research brief was to explore the efficacy of story mapping, with the integration of Kidspiration[C] software, to enhance the reading comprehension skills of story grammar components for elementary-age students. Three students served as the participants, two in third grade and one in fourth, with specific learning disabilities…

  3. Managers' Understandings of Supporting Teachers with Specific Learning Disabilities: Macro and Micro Understandings in the English Further Education Sector

    ERIC Educational Resources Information Center

    O'Dwyer, Annemarie; Thorpe, Anthony

    2013-01-01

    The article explores the professionalism and the standards debate as it relates to teachers with specific learning difficulties in the context of Further Education in England. There is a tension between the government's policy of defining teachers more tightly in terms of entry qualifications and standards whilst espousing a policy of creating a…

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

    PubMed

    Gray, Jonathan

    2018-03-08

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

  5. Teaching disability and rehabilitation to medical students. Steering Group on Medical Education and Disability.

    PubMed

    Kahtan, S; Inman, C; Haines, A; Holland, P

    1994-09-01

    A survey of UK medical schools was undertaken to determine the teaching that was being offered on disability and rehabilitation. In general, teaching on this topic appeared fragmented and inadequate but a number of interesting innovations were identified. These included: a drama workshop run by a group whose members mainly have learning disabilities at St George's Medical School, student-directed learning at the University of Dundee and structured teaching programmes at the Universities of Leeds and Edinburgh. The General Medical Council Education Committee's 1991 discussion document on the undergraduate curriculum specifically mentions disability as an important topic. A number of schools mentioned that they were in the process of revising their curriculum as a consequence. Recommendations arising from the findings of the survey include integration of disability and rehabilitation into clinical teaching, focus of teaching on those types of disability which are common in the community, greater emphasis on functional assessment in teaching the physical examination, and the wider use of standard assessment instruments, for example for activities of daily living, cognitive impairment and locomotor disability. There is a need for improved communication between medical schools to facilitate the spread of educational activities on this topic.

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

    PubMed

    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.

  7. Mathematical Learning Disabilities in Special Populations: Phenotypic Variation and Cross-Disorder Comparisons

    PubMed Central

    Dennis, Maureen; Berch, Daniel B.; Mazzocco, Michèle M.M.

    2011-01-01

    What is mathematical learning disability (MLD)? The reviews in this special issue adopt different approaches to defining the construct of MLD. Collectively, they demonstrate the current status of efforts to establish a consensus definition and the challenges faced in this endeavor. In this commentary, we reflect upon the proposed pathways to mathematical learning difficulties and disabilities presented across the reviews. Specifically we consider how each of the reviews contributes to identifying the MLD phenotype by specifying the range of assets and deficits in mathematics, identifying sources of individual variation, and characterizing the natural progression of MLD over the life course. We show how principled comparisons across disorders address issues about the cognitive and behavioral co-morbidities of MLD, and whether commonalities in brain dysmorphology are associated with common mathematics performance profiles. We project the status of MLD research ten years hence with respect to theoretical gains, advances in methodology, and principled intervention studies. PMID:19213019

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

    PubMed

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

    2012-10-01

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

  9. Treating sexual offenders with learning disabilities in the community: a critical review.

    PubMed

    Craig, Leam A; Stringer, Ian; Moss, Tania

    2006-08-01

    This study offers a critical review of a treatment group for sexual offenders with learning disabilities. The participants were diverted from criminal proceedings due to their level of cognitive functioning and attended a 7-month treatment program comprising of four main components: sex education, cognitive distortions, offending cycle, and relapse prevention. A number of psychometric assessments were administered immediately before and after intervention. Although no significant differences were found in attitudes toward sexual offending following treatment, the trend was for improvements in sex knowledge and honesty of sexual interest. Improvements in socialization skills (leisure time and interpersonal skills) were significant. No further incidents of sexual offending have been reported during a 12-month follow-up. A number of explanations for the nonsignificant improvement in attitudes are considered and recommendations for future treatment evaluation studies are made. The development of specific questionnaires and treatment programs for sexual offenders with learning disabilities is discussed.

  10. Mathematics education and learning disabilities in Spain.

    PubMed

    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.

  11. Cognitive Patterns and Learning Disabilities in Cleft Palate Children with Verbal Deficits.

    ERIC Educational Resources Information Center

    Richman, Lynn C.

    1980-01-01

    The study examined patterns of cognitive ability in 57 cleft lip and palate children (ages 7 to 9) with verbal deficit, but without general intellectual retardation to evaluate whether the verbal disability displayed by these children was related primarily to a specific verbal expression deficit or a more general symbolic mediation problem.…

  12. Stress Levels of Kuwaiti Mothers of Children with SLD: Does Work and Educational Status Matter?

    ERIC Educational Resources Information Center

    Alazemi, Saad S.; Hadadian, Azar; Merbler, John B.; Wang, Cen

    2015-01-01

    Existing research literature indicates that parents of children with disabilities have higher stress. The purpose of this study was to examine differences in stress levels between mothers in relation to their children with specific learning disabilities (SLD). A sub sample of 91 mothers participated in the study. The outcome of the research…

  13. Response to Intervention: A Study of Practices, Beliefs, and Procedural Changes in One School District

    ERIC Educational Resources Information Center

    Cutler, Miriam

    2009-01-01

    The rising numbers of special education referrals have resulted in national debate and subsequent new legislation regarding the methods school districts have traditionally used to identify specific learning disabilities. The 2004 reauthorization of the Individuals with Disabilities in Education Act (IDEA) now allows the use of a student's response…

  14. Academic Interventions and Academic Achievement in the Middle School Grades

    ERIC Educational Resources Information Center

    Kite, Toby G.

    2015-01-01

    After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be…

  15. Postsecondary Education Persistence of Adolescents with Specific Learning Disabilities or Emotional/Behavioral Disorders

    ERIC Educational Resources Information Center

    Lee, In Heok; Rojewski, Jay W.; Gregg, Noel; Jeong, Seok-Oh

    2015-01-01

    While experiences of students with disabilities transitioning from high school to college have been well documented, the influence exerted by selected factors on these experiences is less well understood. Using data from the Education Longitudinal Study of 2002, the influence of selected risk and resilience factors on the short-term postsecondary…

  16. Switch on the Learning: Teaching Students with Significant Disabilities to Use Switches

    ERIC Educational Resources Information Center

    Schaefer, John M.; Andzik, Natalie R.

    2016-01-01

    Students with significant disabilities often struggle to communicate their wants and needs but can be taught widely recognizable communication with the aid of augmentative and alternative communication (AAC) supports. Simple speech generating devices (SGDs) such as Step-by-Step switches or GoTalk can be used by students to send specific messages.…

  17. Meeting the Needs of Students with Disabilities in a STEM School

    ERIC Educational Resources Information Center

    Bargerhuff, Mary Ellen

    2013-01-01

    This single site case study examines the ways a particular STEM school in its first year of operation meets the unique needs of freshmen students with disabilities (SWD). Specific research questions address primary supports and challenges to the learning of SWD, and the working relationship among general and special educators and administrators. A…

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

    ERIC Educational Resources Information Center

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

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

  19. Facing Learning Disabilities in the Adult Years. Understanding Dyslexia, ADHD, Assessment, Intervention, and Research.

    ERIC Educational Resources Information Center

    Shapiro, Joan; Rich, Rebecca

    This text provides information on learning disabilities in adults and offers practical ways to compensate. Chapters address: (1) definitions of learning disability; (2) etiology of learning disabilities; (3) our cognitive or thinking systems; (4) different assessment settings and some of the tests used to diagnose a learning disability; (5)…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  1. Cognitive Clusters in Specific Learning Disorder

    ERIC Educational Resources Information Center

    Poletti, Michele; Carretta, Elisa; Bonvicini, Laura; Giorgi-Rossi, Paolo

    2018-01-01

    The heterogeneity among children with learning disabilities still represents a barrier and a challenge in their conceptualization. Although a dimensional approach has been gaining support, the categorical approach is still the most adopted, as in the recent fifth edition of the "Diagnostic and Statistical Manual of Mental Disorders." The…

  2. Construction and Standardization of Verbal Learning Disabilities Checklist for School Children

    ERIC Educational Resources Information Center

    Sood, Vishal

    2013-01-01

    For identifying children with four major kinds of verbal learning disabilities viz. reading disability, speech and language comprehension disability, writing disability and mathematics disability, the present task was undertaken to construct and standardize verbal learning disabilities checklist. This checklist was developed by keeping in view the…

  3. A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy.

    PubMed

    Hronis, Anastasia; Roberts, Lynette; Kneebone, Ian I

    2017-06-01

    Nearly half of children with intellectual disability (ID) have comorbid affective disorders. These problems are chronic if left untreated and can significantly impact upon future vocational, educational, and social opportunities. Despite this, there is a paucity of research into effective treatments for this population. Notably, one of the most supported of psychological therapies, cognitive behaviour therapy (CBT), remains largely uninvestigated in children with ID. The current review considers the neuropsychological profile of children and adolescents with mild to moderate ID, with a view to informing how CBT might best be adapted for children and adolescents with ID. Narrative review of literature considering the neuropsychological profiles of children and adolescents with ID, with specific focus upon attention, memory, learning, executive functioning, and communication. Studies were identified through SCOPUS, PsycINFO, and PubMed databases, using combinations of the key words 'intellectual disability', 'learning disability', 'neuropsychology', 'attention', 'learning', 'memory', 'executive function', 'language', and 'reading'. Children with ID have significant deficits in attention, learning, memory, executive functions, and language. These deficits are likely to have a negative impact upon engagement in CBT. Suggestions for adapting therapy to accommodate these wide ranging deficits are proposed. There are multiple cognitive factors which need to be considered when modifying CBT for children who have ID. Furthermore, research is required to test whether CBT so modified is effective in this population. Clinical implications Effective ways of providing cognitive behavioural therapy (CBT) to children with intellectual disability (ID) is unclear. This study provides a framework of potential adaptations for clinical practice As rates of mental illness for children with intellectual disability are high, and rates of treatment provision low, it is hoped that the recommendations provided in this study will encourage more mental health practitioners to provide CBT to children with ID. Limitations These recommendations are based only upon neuropsychological literature. Trialling the effectiveness of an adapted form of CBT for children and adolescents with ID is required. There are varying causes of intellectual disability, with differences in cognitive profiles. The utility of the recommendations made here may vary according to specific aetiologies. © 2017 The British Psychological Society.

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

    ERIC Educational Resources Information Center

    Learning Disabilities: A Multidisciplinary Journal, 2012

    2012-01-01

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

  5. 32 CFR 56.3 - Definitions.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... dystrophy; multiple sclerosis; cancer; heart disease; diabetes; drug abuse; and alcoholism. (2) Major life..., emotional or mental illness, and specific learning disabilities. The term includes such diseases and...

  6. 45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A child is classified as having a learning disability who has a disorder in one or more of the basic...

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

    PubMed

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

    2011-03-01

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

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

    PubMed Central

    2011-01-01

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

  9. Learning Disabilities Association of America

    MedlinePlus

    ... start having those conversations today! Find Out More Learning Disabilities: A Multidisciplinary Journal Committed to the study of ... parent or teacher of a child with a learning disability – or have learning disabilities yourself – you are not ...

  10. Toward a Definition of Learning Disability.

    ERIC Educational Resources Information Center

    Campbell, Paul B.

    The paper summarizes several approaches to the identification of learning disability and then discusses the nature of learning disability in the context of competing hypotheses as possible explanations of insufficient or unsatisfactory achievement. Because learning disability may only be inferred as a cause of unsatisfactory learning, the…

  11. A Two Hundred Year History of Learning Disabilities

    ERIC Educational Resources Information Center

    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…

  12. Patterns of employment and independent living of adult graduates with learning disabilities and mental retardation of an inclusionary high school vocational program.

    PubMed

    Luftig, Richard L; Muthert, Dorothy

    2005-01-01

    Vocational/employment and independent living for individuals with disabilities has been a major area of interest for those interested in transition from school to work and adulthood. Recent statistics for such individuals continue to be poor and problematic. The present study investigated a group of adults with either specific learning disabilities or mild mental retardation who had graduated or exited an inclusionary high school which emphasized vocational technology training and independent living skills. The results indicated higher than the national average for employment and rate of pay as well as stronger than expected indicators of independent living in terms of mobility. The largest group of individuals, however, were still residing with their parents. Respondents with learning disabilities were doing better than their mentally retarded counterparts in terms of many of the indicators but individuals with mental retardation were still doing strongly when compared against figures reported in other studies. Results are discussed in terms of recommendations for generalization as well as the educational model used for these students.

  13. The Effect of the Use of Assistive Technology on English Reading Comprehension of Students with Learning Differences

    ERIC Educational Resources Information Center

    Caraballo, Gladys

    2012-01-01

    The purpose of this study was to find the effect of the use of assistive technology (CD ROM Interactive Liquid Books, the Interactive White Board, and Interactive Signed Stories) on English reading comprehension of students with learning differences, specifically with deaf and learning disabled students. The research questions that provided the…

  14. Effect of Response Practice Variables on Learning Spelling and Sight Vocabulary.

    ERIC Educational Resources Information Center

    Cuvo, Anthony J.; And Others

    1995-01-01

    Response practice variables for learning spelling and sight vocabulary were studied in 4 experiments involving a total of 18 rehabilitation clients and adolescents with developmental disabilities or behavior disorders. The experiments specifically examined the "cover write" method, written versus oral practice, less versus more response practice,…

  15. Word Recognition and Word Identification: A Review of Research on Effective Instructional Practices with Learning Disabled Students.

    ERIC Educational Resources Information Center

    McCormick, Sandra; Becker, Evelyn Z.

    1996-01-01

    Reviews investigations related to word learning of learning disabled students. Finds that direct word study leads to reading improvement for learning disabled pupils, but that indirect instruction also provides assistance. Finds also that word knowledge instruction not only promotes word learning, but can heighten learning disabled students'…

  16. "Learning to Work" in Small Businesses: Learning and Training for Young Adults with Learning Disabilities

    ERIC Educational Resources Information Center

    Ruggeri-Stevens, Geoff; Goodwin, Susan

    2007-01-01

    Purpose: The paper alerts small business employers to new dictates of the Disability Discrimination Act (2005) as it applies to learning disabilities. Then the "Learning to Work" project featured in the paper offers small business employers a set of approaches and methods for the identification of a learning-disabled young adult…

  17. The Changing Role of School Psychologists in School-Wide Models of Response to Intervention

    ERIC Educational Resources Information Center

    Landry, Dena F.

    2012-01-01

    The reauthorization of the Individuals with Disabilities Education Act (IDEA 2004) allows states the use of a process based on a child's response to scientific, research-based intervention as a means to assist in the determination of a specific learning disability (SLD). As a result, the traditional role of the school psychologist as a test…

  18. Use of a Mathematics Word Problem Strategy to Improve Achievement for Students with Mild Disabilities

    ERIC Educational Resources Information Center

    Taber, Mary R.

    2013-01-01

    Mathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers…

  19. Assessment of the Self-Determination of Spanish Students with Intellectual Disabilities and other Educational Needs

    PubMed Central

    Gomez-Vela, Maria; Verdugo, Miguel Angel; Gonzalez Gil, Francisca; Corbella, Marta Badia; Wehmeyer, Michael L.

    2014-01-01

    The purpose of this study was to assess the self-determination of Spanish high school students with Intellectual Disability and other Special Educational Needs (SEN). A total of 371 students between 11 and 17 years of age participated in the study. Of these, 46.4% (n=171) presented SEN, specifically learning disabilities (n=97; 26.2%), borderline and intellectual disability with higher IQ scores (n=43; 11.6%) and mild intellectual disability (n=32; 8.6%). The remaining students without SEN made up the control group. The assessment was carried out using a translated and validated Spanish version of The Arc’s Self-Determination Scale (Wehmeyer, 1995). This measure had appropriate psychometric properties. Students with SEN obtained significantly lower scores than their peers without SEN. However, no differences were found in relation to the type of SEN or, more specifically, in relation to the presence of intellectual disability. The educational implications of the results are discussed. PMID:25057433

  20. A Look at Reading Comprehension

    ERIC Educational Resources Information Center

    Van Etten, Glen

    1978-01-01

    Reviewed are the literature and research on reading comprehension with elementary aged learning disabled and normal children as well as two specific programs designed to develop reading comprehension skills. (DB)

  1. Learning Disabilities: A Piagetian Perspective.

    ERIC Educational Resources Information Center

    Fakouri, M. E.

    1991-01-01

    Superimposes findings of research in learning disabilities on Piagetian stages of cognitive development. Results suggest that during sensorimotor stage, diagnosis of learning disabilities is difficult. Findings suggest delay exists in cognitive development of learning-disabled children during elementary school years, which corresponds to…

  2. Research with and by people with learning disabilities.

    PubMed

    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.

  3. Identification of Learning Disabled Bilingual Hispanic Students.

    ERIC Educational Resources Information Center

    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)

  4. Characteristic behaviors of students with LD who have teacher-identified math weaknesses.

    PubMed

    Bryant, D P; Bryant, B R; Hammill, D D

    2000-01-01

    Mathematics learning disabilities (LD) have gained increased attention over the last decade from both researchers and practitioners. A large percentage of students receiving learning disability services experience difficulties with mathematics, but little research has examined the specific mathematics behaviors of students with LD who have teacher-identified math weaknesses. This study examines the literature on mathematics LD and identifies specific behaviors from that body of research for the purpose of determining the extent to which those behaviors are observed in students with LD. Data are presented from observations of 391 special education professionals on 1724 students with LD, 870 of whom had identified math weaknesses and 854 of whom did not. Our results validate the existing literature and provide implications for teachers, researchers, and others interested in studying mathematics LD.

  5. Interventions for Learning Disorders

    MedlinePlus

    ... about any treatment you are considering. Children and Learning Disabilities Here are some points to keep in mind about learning disabilities. Children with learning disabilities are a very heterogeneous ...

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

    PubMed

    Taderera, Clever; Hall, Herna

    2017-01-01

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

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

    PubMed Central

    Taderera, Clever

    2017-01-01

    Background Parenting children with learning disabilities requires a high level of knowledge and access to resources, information and services. In developing countries, however, these resources and services are not always available. Parents in Namibia, a developing country, therefore face challenges addressing children’s learning and other developmental disabilities, including challenges related to preventative and supportive interventions. Objective This research focuses on challenges faced by parents as they parent children with learning disabilities in Opuwo, Namibia. Method In-depth interviews were conducted with eight parents regarding the challenges they face in parenting their children with learning disabilities. Thematic analysis enabled the researchers to identify, analyse and report on themes that emerged from the qualitative interview data. Results Analysis of the interviews indicated that some participants had only a vague understanding of learning disabilities, as they did not have access to essential knowledge about this phenomenon. They also lacked an awareness of the availability of programmes, services and policies meant to benefit their children with learning disabilities. Participants voiced that they, their children with learning disabilities and community members have stereotypes and prejudices regarding learning disabilities. In this study, most of the children with learning disabilities were raised by single, unemployed parents who seemed to have access to less support from external sources than married couples parenting children with learning disabilities. These single parents are usually not married and because of lack of financial support from the other parent, the majority of them indicated that they struggle to meet the financial and material needs of their children. Conclusion The researchers concluded that the participants in this study experience a range of challenges in parenting their children with learning disabilities. The main challenges emanate from financial instability, as well as lack of knowledge regarding services and programmes for children with learning disabilities. This lack of knowledge on the part of participants could indicate poor policy education by policy implementers at grass-roots level. PMID:28951851

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

    PubMed

    Shifrer, Dara; Callahan, Rebecca

    2010-09-01

    Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework-traditionally considered non-academic coursework-than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

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

    PubMed Central

    Shifrer, Dara; Callahan, Rebecca

    2016-01-01

    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 both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability. PMID:27695150

  10. Pediatric cognitive rehabilitation: effective treatments in a school-based environment.

    PubMed

    Shaw, Dorothy R

    2014-01-01

    Many studies have investigated the impact of pediatric Cognitive Rehabilitation Therapy (CRT) upon intellectual functioning after traumatic brain injury; however, relatively few have identified efficacious treatment in a school setting. The purpose is to present a variety of CRT strategies that would be useful to a teacher or therapist working with students who are learning disabled or who have who have had a traumatic brain injury (TBI). This article investigates the particular challenges in learning which result from impaired cognition, and suggests techniques for improving memory and executive functioning. Students who are learning disabled or who have TBI face social and emotional issues that impact their learning. Special therapeutic interventions are necessary to assist with orienting to their setting, integrating with peers, and coping with distressing emotions. Students with TBI can adapt and flourish in a school based setting provided that therapies and learned strategies are targeted to their specific needs.

  11. Developmental dyscalculia.

    PubMed

    Shalev, Ruth S

    2004-10-01

    Developmental dyscalculia is a specific learning disability affecting the normal acquisition of arithmetic skills. Genetic, neurobiologic, and epidemiologic evidence indicates that dyscalculia, like other learning disabilities, is a brain-based disorder. However, poor teaching and environmental deprivation have also been implicated in its etiology. Because the neural network of both hemispheres comprises the substrate of normal arithmetic skills, dyscalculia can result from dysfunction of either hemisphere, although the left parietotemporal area is of particular significance. The prevalence of developmental dyscalculia is 5 to 6% in the school-aged population and is as common in girls as in boys. Dyscalculia can occur as a consequence of prematurity and low birthweight and is frequently encountered in a variety of neurologic disorders, such as attention-deficit hyperactivity disorder (ADHD), developmental language disorder, epilepsy, and fragile X syndrome. Developmental dyscalculia has proven to be a persisting learning disability, at least for the short term, in about half of affected preteen pupils. Educational interventions for dyscalculia range from rote learning of arithmetic facts to developing strategies for solving arithmetic exercises. The long-term prognosis of dyscalculia and the role of remediation in its outcome are yet to be determined.

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

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... appropriate learning experiences for the age and ability; or (2) The child has a severe discrepancy between... 45 Public Welfare 4 2011-10-01 2011-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

  13. Screening for Learning Disabilities in Adult Basic Education Students

    ERIC Educational Resources Information Center

    Reynolds, Sharon L.; Johnson, Jerry D.; Salzman, James A.

    2012-01-01

    The extant literature offers little to describe the processes for screening students in adult basic education (ABE) programs for potential learning disabilities, referring adult students for diagnostic assessment, or barriers to obtaining diagnostic assessment for a learning disability. Without current documentation of a learning disability, ABE…

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

    PubMed

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

    ERIC Educational Resources Information Center

    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…

  16. 34 CFR 300.309 - Determining the existence of a specific learning disability.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child's age or State-approved grade-level standards: (i) Oral... solving. (2)(i) The child does not make sufficient progress to meet age or State-approved grade-level...

  17. 34 CFR 300.309 - Determining the existence of a specific learning disability.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child's age or State-approved grade-level standards: (i) Oral... solving. (2)(i) The child does not make sufficient progress to meet age or State-approved grade-level...

  18. 34 CFR 300.309 - Determining the existence of a specific learning disability.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child's age or State-approved grade-level standards: (i) Oral... solving. (2)(i) The child does not make sufficient progress to meet age or State-approved grade-level...

  19. Why Do Some Children Have Difficulty Learning Mathematics? Looking at Language for Answers

    ERIC Educational Resources Information Center

    Morin, Joseph E.; Franks, David J.

    2009-01-01

    Some students enter the world of mathematics with a disadvantage. The authors explored the causes for this from a language-processing perspective. They were particularly concerned with students with potential learning disabilities or specific language impairments. They also explored the role of language-mediated instruction in creating an…

  20. A Case Study of Giftedness and Specific Learning Disabilities: Bridging the Two Exceptionalities

    ERIC Educational Resources Information Center

    Wormald, Catherine; Rogers, Karen B.; Vialle, Wilma

    2015-01-01

    Despite being unable to dress himself, sit still on a chair, or write a legible sentence, Scott was, from a very early age, able to build whole cities from construction blocks, able to complete complex puzzles, and verbally precocious. Even with his disabilities and their contrast with his academic talent, he completed K-12 school and went on to…

  1. Journey toward Self-Determination: Voices of Students with Disabilities Who Participated in a Secondary Transition Program on a Community College Campus

    ERIC Educational Resources Information Center

    Ankeny, Elizabeth Madson; Lehmann, Jean P.

    2011-01-01

    Four students with disabilities enrolled in a secondary transition program located at a community college were interviewed to learn more about their transition experiences. One of the issues they touched on was self-determination. This study is a part of the larger qualitative narrative effort but with a specific focus on exploring participants'…

  2. Psychosocial Functioning of Learning-Disabled Children: Replicability of Statistically Derived Subtypes.

    ERIC Educational Resources Information Center

    Fuerst, Darren R.; And Others

    1989-01-01

    Investigated Personality Inventory for Children scores of 132 learning-disabled children between ages of 6 and 12 years. Results indicated that learning-disabled children comprised heterogeneous population in terms of psychosocial functioning and that subtypes of learning-disabled children with similar patterns of socioemotional adjustment can be…

  3. Hair Mineral Content as a Predictor of Learning Disabilities.

    ERIC Educational Resources Information Center

    Marlowe, Mike; And Others

    1984-01-01

    This study investigated the relationship between hair mineral elements and childhood learning disabilities and determined which minerals, if any, separated 26 learning disabled children with 24 normal controls. The learning disabled group had significantly raised hair-lead concentrations. There were also differences in the mean levels of 10 other…

  4. Learning Disabilities and Achieving High-Quality Education Standards

    ERIC Educational Resources Information Center

    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. Awareness on Learning Disabilities among Elementary School Teachers

    ERIC Educational Resources Information Center

    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…

  6. Relationships of People with Learning Disabilities in Ireland

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  7. A Learning Disabilities Digest for Literacy Providers.

    ERIC Educational Resources Information Center

    Stewart, Arlene C.; Lillie, Pat

    The purpose of this booklet is to provide literacy instructors and tutors with information on adults with learning disabilities and their needs within literacy programs. It defines learning disabilities and describes characteristics of adults with learning disabilities, emphasizing that, for tutors, the issue is how to determine whether the…

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

    ERIC Educational Resources Information Center

    Lindstrom, Jennifer H.; Lindstrom, Will

    2011-01-01

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

  9. Non-consensual sterilization of the adult with learning disabilities.

    PubMed

    Knifton, C

    Community nurses may be asked for advice on sterilization operations for adults with learning disabilities by worried parents/carers. This article sets out the legal position advocated by the English courts. Sterilization for adults with learning disabilities is generally non-consensual. The courts cannot consent on behalf of the adult but can rule on the lawfulness of the operation. Cases need not be brought before the court when the operation is to be carried out to treat a specific menstrual malady and where sterilization is an incidental result. However, the Law Commission (1995) has set guidelines which recommend that such operations require a certificate from an independent medical practitioner. In operations where the sole purpose is contraception the courts will always need to be involved. Their decision on the lawfulness of the operation will be based on what is in the person's best interests which in turn will be determined by reference to standards set by a responsible body of medical practitioners.

  10. Private speech of learning disabled and normally achieving children in classroom academic and laboratory contexts.

    PubMed

    Berk, L E; Landau, S

    1993-04-01

    Learning disabled (LD) children are often targets for cognitive-behavioral interventions designed to train them in effective use of a self-directed speech. The purpose of this study was to determine if, indeed, these children display immature private speech in the naturalistic classroom setting. Comparisons were made of the private speech, motor accompaniment to task, and attention of LD and normally achieving classmates during academic seatwork. Setting effects were examined by comparing classroom data with observations during academic seatwork and puzzle solving in the laboratory. Finally, a subgroup of LD children symptomatic of attention-deficit hyperactivity disorder (ADHD) was compared with pure LD and normally achieving controls to determine if the presumed immature private speech is a function of a learning disability or externalizing behavior problems. Results indicated that LD children used more task-relevant private speech than controls, an effect that was especially pronounced for the LD/ADHD subgroup. Use of private speech was setting- and task-specific. Implications for intervention and future research methodology are discussed.

  11. Do Neurocognitive SCAT3 Baseline Test Scores Differ Between Footballers (Soccer) Living With and Without Disability? A Cross-Sectional Study.

    PubMed

    Weiler, Richard; van Mechelen, Willem; Fuller, Colin; Ahmed, Osman Hassan; Verhagen, Evert

    2018-01-01

    To determine if baseline Sport Concussion Assessment Tool, third Edition (SCAT3) scores differ between athletes with and without disability. Cross-sectional comparison of preseason baseline SCAT3 scores for a range of England international footballers. Team doctors and physiotherapists supporting England football teams recorded players' SCAT 3 baseline tests from August 1, 2013 to July 31, 2014. A convenience sample of 249 England footballers, of whom 185 were players without disability (male: 119; female: 66) and 64 were players with disability (male learning disability: 17; male cerebral palsy: 28; male blind: 10; female deaf: 9). Between-group comparisons of median SCAT3 total and section scores were made using nonparametric Mann-Whitney-Wilcoxon ranked-sum test. All footballers with disability scored higher symptom severity scores compared with male players without disability. Male footballers with learning disability demonstrated no significant difference in the total number of symptoms, but recorded significantly lower scores on immediate memory and delayed recall compared with male players without disability. Male blind footballers' scored significantly higher for total concentration and delayed recall, and male footballers with cerebral palsy scored significantly higher on balance testing and immediate memory, when compared with male players without disability. Female footballers with deafness scored significantly higher for total concentration and balance testing than female footballers without disability. This study suggests that significant differences exist between SCAT3 baseline section scores for footballers with and without disability. Concussion consensus guidelines should recognize these differences and produce guidelines that are specific for the growing number of athletes living with disability.

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

    ERIC Educational Resources Information Center

    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)

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

    ERIC Educational Resources Information Center

    Lamberg, Catherine Denise

    2012-01-01

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

  14. Forensic Learning Disability Nursing Role Analysis

    ERIC Educational Resources Information Center

    Mason, Tom; Phipps, Dianne; Melling, Kat

    2011-01-01

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

  15. The Effects of Learning Disabilities on a Child's Self-Concept.

    ERIC Educational Resources Information Center

    Avazian, Karyn Lorraine Wood

    The review of the literature focuses on research assessing the effects of learning disabilities on a child's self-concept. After an introduction, definitions of "learning disabilities" and "self-concept" are offered. The literature on effects of learning disabilities on self-concept in elementary, middle, and high school age children is then…

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

    ERIC Educational Resources Information Center

    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…

  17. Chemical Dependency in Students with and without Learning Disabilities.

    ERIC Educational Resources Information Center

    Karacostas, Demetra D.; Fisher, Gary L.

    1993-01-01

    Secondary students (88 with learning disabilities and 103 without) completed a substance abuse screening inventory. Of the 30 students who were classified as chemically dependent, 70% were students with learning disabilities. The presence or absence of a learning disability was a better predictor of chemical dependency than gender, ethnicity, age,…

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

    ERIC Educational Resources Information Center

    Florio-Forslund, Evelyn

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

  19. Using Microcomputers To Help Learning Disabled Student with Arithmetic Difficulties.

    ERIC Educational Resources Information Center

    Brevil, Margarette

    The use of microcomputers to help the learning disabled increase their arithmetic skills is examined. The microcomputer should be used to aid the learning disabled student to practice the concepts taught by the teacher. Computer-aided instruction such as drill and practice may help the learning disabled student because it gives immediate feedback…

  20. An Analysis of Individualized Education Program Goals Selected for Learning-Disabled Students.

    ERIC Educational Resources Information Center

    McCormick, Paula K.; Fisher, Maurice D.

    The study was designed to analyze the types and frequencies of individualized education program (IEP) goals selected for 102 elementary learning disabled students in resource rooms (LDR) and 94 learning disabled students in self-contained classrooms (LDSC) and to compare the learning disabilities teachers' assessments of progress made on the goals…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Epps, Susan; And Others

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

  4. Success Teaching Spelling with Music.

    ERIC Educational Resources Information Center

    Martin, Mariellen

    1983-01-01

    A spelling approach which incorporates music on a cassette with spelling, pronunciation, and definition of specific words was successful in improving junior high learning disabled students' spelling performance, self-esteem, and sequential memories. (CL)

  5. Neuropsychological profile in Italian children with neurofibromatosis type 1 (NF1) and their relationships with neuroradiological data: Preliminary results.

    PubMed

    Parmeggiani, A; Boiani, F; Capponi, S; Duca, M; Angotti, M; Pignataro, V; Sacrato, L; Spinardi, L; Vara, G; Maltoni, L; Cecconi, I; Pastore Trossello, M; Franzoni, E

    2018-05-04

    Neurofibromatosis type 1 is a genetic disorder associated with cognitive deficits, learning disabilities and behavioral problems. These domains appear to have a still controversial debated association with local areas of T2-hyperintensities on MRI images, called unidentified bright objects (UBOs). A cohort of 36 children (aged 7-11 years) included consecutively, underwent neuropsychological and behavioral assessment to determine their cognitive and neuropsychological profile, and the frequency of specific learning disabilities. MRI examination was used to determine the impact of UBOs' presence, number, and location on the cognitive, neuropsychological and behavioral profile, and also the presence of optic glioma. The mean full intelligence quotient was 104.6; only one child had mild intellectual disability. Forty one percent of children had a diagnosis of specific learning disabilities and reading was mainly involved. Twenty per cent had attention problems. All children had normal scores in visuo-motor and visuo-perceptual tests. UBOs were present in 94.0% of the MRI examinations. Two children had optic glioma. Children with UBOs in a specific location and children with UBOs elsewhere were statistically compared, no one of the location seemed to have an impact on general cognition measured with full intelligence quotient. The thalamus was associated with problems in calculation and striatum with behavioral problems. An inverse relationship between the number of UBOs and the full intelligence quotient was present, but without a statistical significance. In this study, the specific location of UBOs did not seem to influence the general cognitive profile and also the relationship between their number and the full intelligence quotient was not significant; these results are still controversial in literature. Finally, the presence of UBOs in the thalamus and striatum may represent a neuroradiological pattern that influences performances in calculation and behavior respectively in children with Neurofibromatosis type 1. Copyright © 2018. Published by Elsevier Ltd.

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

    NASA Astrophysics Data System (ADS)

    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. The utility of kindergarten teacher ratings for predicting low academic achievement in first grade.

    PubMed

    Teisl, J T; Mazzocco, M M; Myers, G F

    2001-01-01

    The purpose of this study was to assess the predictive value of kindergarten teachers' ratings of pupils for later first-grade academic achievement. Kindergarten students were rated by their teachers on a variety of variables, including math and reading performance, teacher concerns, and amount of learning relative to peers. These variables were then analyzed with respect to outcome measures for math and reading ability administered in the first grade. The teachers' ratings of academic performance were significantly correlated with scores on the outcome measures. Analyses were also carried out to determine sensitivity, specificity, and predictive values of the different teacher ratings. The results indicated high overall accuracy, sensitivity, specificity, and negative predictive value for the ratings. Positive predictive value tended to be lower. A recommendation to follow from these results is that teacher ratings of this sort be used to determine which children should receive cognitive screening measures to further enhance identification of children at risk for learning disability. However, this recommendation is limited by the lack of empirically supported screening measures for math disability versus well-supported screening tools for reading disability.

  8. Specific Language Impairment as a Language Learning Disability

    ERIC Educational Resources Information Center

    Bishop, Dorothy V. M.

    2009-01-01

    Compared with autistic disorder and developmental dyslexia, specific language impairment (SLI) attracts considerably less media coverage and research funding. Whereas most members of the public have some idea of the characteristics of autistic disorder and developmental dyslexia, this is not so for SLI. It is intriguing to consider why this might…

  9. Issues and Recommendations: A Report of the Learning Disabilities Task Force on Definition, Criteria and Identification Procedures.

    ERIC Educational Resources Information Center

    Iowa State Dept. of Education, Des Moines. Bureau of Special Education.

    The report, developed by a special Iowa task force, examined issues of definition, criteria, and identification procedures for learning disabilities as a point of departure for the examination of current practices affecting learning disabled students in Iowa. The committee's working definintion of learning disabilities is presented as a basis for…

  10. Awareness among Teachers of Learning Disabilities in Students at Different Board Levels

    ERIC Educational Resources Information Center

    Mehta, Deepti

    2006-01-01

    Learning disability is a complex phenomenon to understand. There are many connotations of learning disabilities thus even today it creates confusion in the mind of the general public and the professionals. Learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written…

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

    ERIC Educational Resources Information Center

    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…

  12. Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues.

    ERIC Educational Resources Information Center

    Lyon, G. Reid, Ed.

    This book offers 27 papers addressing critical issues in the assessment of students with all kinds of learning disabilities. Papers have the following titles and authors: "Critical Issues in the Measurement of Learning Disabilities" (G. Reid Lyon); "A Matrix of Decision Points in the Measurement of Learning Disabilities" (Barbara K. Keogh);…

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

    ERIC Educational Resources Information Center

    Lewis, Nicola; Lewis, Karin; Davies, Bronwen

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Barrientos, Pablo

    2017-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  19. What's It Like to Work with a Clinical Psychologist of a Specialist Learning Disabilities Service? Views from People with Learning Disabilities

    ERIC Educational Resources Information Center

    Gifford, Clive; Evers, Catherine; Walden, Sarah

    2013-01-01

    Clinical psychologists are well placed to work with people with learning disabilities given the high prevalence of psychiatric disorders in this population and the specialist training undertaken by psychologists. The evidence for psychological interventions in learning disabilities is scarce compared to the evidence for mainstream psychological…

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

    PubMed

    Theobald, Roddy J; Goldhaber, Dan D; Gratz, Trevor M; Holden, Kristian L

    2018-05-01

    We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.

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