Research and Global Perspectives in Learning Disabilities: Essays in Honor of William M. Cruickshank. The LEA Series on Special Education and Disability.

ERIC Educational Resources Information Center

Hallahan, Daniel P., Ed.; Keogh, Barbara K., Ed.

To honor the founder of the International Academy for Research in Learning Disabilities, William M. Cruickshank, this collection of essays reflects a range of perspectives on the "state of the art" in learning disabilities, documenting both commonalties and differences across countries. After an introduction, essays include: (1)…

Learning Disabilities: Issues and Recommendations for Research

ERIC Educational Resources Information Center

Brainard, Suzanne Gage, Ed.

Presented are eight author contributed papers on research needs in the neuropsychological, socio-environmental, and educational aspects of learning disabilities. Issues focused on in the papers and conference include the definition of learning disabilities, the role of screening in prevention or remediation, and whether curriculum should focus on…

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'…

Self-Esteem and Facial Attractiveness among Learning Disabled Children.

ERIC Educational Resources Information Center

Anderson, Lisa K.; And Others

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

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.

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

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…

Striving for Excellence. The International Conference of the Learning Disabilities Association of America (Atlanta, Georgia, March 4-7, 1992). Research Poster Session Abstract. Volume 1.

ERIC Educational Resources Information Center

Russell, Steven C., Comp.

Eleven abstracts of research projects related to individuals with learning disabilities are compiled in this booklet. The research projects were presented in poster sessions at the March 1992 International Conference of the Learning Disabilities Association of America. Titles and authors of poster sessions include: "Perceptual and Verbal Skills of…

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…

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…

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

PubMed

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

2015-12-02

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

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

ERIC Educational Resources Information Center

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

2007-01-01

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

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

ERIC Educational Resources Information Center

Davidson, Terence; Smith, Hilary; Burns, Jan

2014-01-01

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

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

ERIC Educational Resources Information Center

Murders, Michael R.

2017-01-01

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

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

ERIC Educational Resources Information Center

Abbott, David

2015-01-01

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

"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.…

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…

A Critique of "Controversial Medical Treatments of Learning Disabilities"

ERIC Educational Resources Information Center

Feingold, Benjamin F.

1977-01-01

The author replies to the article titled "Controversial Medical Treatments of Learning Disabilities" (R. Sieben), and discusses research on the relationship between food additives and hyperactivity, and dietary treatments for learning disabled children. (IM)

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

ERIC Educational Resources Information Center

Leighton, Fran

2009-01-01

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

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…

The Relationship between Learning Disabilities and Homelessness in Adults

ERIC Educational Resources Information Center

Markos, Patricia A.; Strawser, Sherri

2004-01-01

This article describes the relationship between learning disabilities (LD) and homelessness. Research describing the connection between disabilities and homelessness has focused on individuals presenting with disabilities such as mental illness, physical disabilities, medical disabilities, or substance abuse. At this time, the presence of LD in…

Adolescents with Learning Disabilities as Writers: Are We Selling Them Short?

ERIC Educational Resources Information Center

Schumaker, Jean B.; Deshler, Donald D.

2009-01-01

This article chronicles the evolution of a programmatic line of research on strategic writing instruction for adolescents with learning disabilities (LD) conducted by staff and affiliates of the University of Kansas Center for Research on Learning. The goal associated with this research is that students with LD learn the writing skills that they…

Synthesis of Research Symposium at CLD's 33rd International Conference on Learning Disabilities: "Must Reads for 2011"

ERIC Educational Resources Information Center

Weiser, Beverly L.; Reed, Deborah K.; Kethley, Caroline I.; Mathes, Patricia G.

2012-01-01

In October 2011, Council for Learning Disabilities' (CLD's) research committee members (i.e., authors of this article) presented their "Must Reads" at the organization's 33rd Annual International Conference on Learning Disabilities. In this article, the presenters summarize a few of their selected articles and state why each article is a "Must…

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

PubMed Central

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

2015-01-01

A review of 23 studies investigating the prevalence of Behavioural and psychological symptoms of dementia (BPSD) in the general and learning disability population and measures used to assess BPSD was carried out. BPSD are non-cognitive symptoms, which constitute as a major component of dementia regardless of its subtype Research has indicated that there is a high prevalence of BPSD in the general dementia population. There are limited studies, which investigate the prevalence of BPSD within individuals who have learning disabilities and dementia. Findings suggest BPSDs are present within individuals with learning disabilities and dementia. Future research should use updated tools for investigating the prevalence of BPSD within individuals with learning disabilities and dementia. PMID:26854171

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

ERIC Educational Resources Information Center

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

2006-01-01

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

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…

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

PubMed

Geary, David C

2005-01-01

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

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

PubMed

Russ, Lesley

2015-04-01

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

Interprofessional practice and learning disability nursing.

PubMed

McCray, Janet

Several decades of policy and service change in the field of learning disability have set in place new service boundaries in health and social care, leading to different working relationships for professionals based on interprofessional and interagency collaboration. However, economic pressures may result in agencies offering resource-led rather than needs-led services, resulting in fragmented services and tensions between professional groups faced with tough choices in order to meet the long-term needs of people with learning disabilities. One of the key roles of the registered learning disability nurse (RLDN) is that of facilitator in meeting the healthcare needs of people with learning disabilities, which involves interprofessional working across these new health and social care boundaries. The aim of this article is to present the findings from a small scale research study that was undertaken to explore the views of the RLDN group in relation to interprofessional practice in the long-term support of people with learning disabilities. Set within a grounded theory methodology, this article focuses on one element of the research study, which was a descriptive analysis of individual practitioners' experiences. In documenting the practitioners' accounts, the research begins to identify a series of key roles and significant practice knowledge held by those employed in learning disability nursing positions.

Supporting the Transition of Learning Disabled Students to the Postsecondary Environment

ERIC Educational Resources Information Center

Gray, Patricia Jean

2012-01-01

Students with learning disabilities present a diverse spectrum of learning needs; research suggest they may have difficulty making the transition to the postsecondary environment. Learning disabled students at the subject high school were not successfully making the transition from the secondary to the postsecondary environment. This study was…

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

ERIC Educational Resources Information Center

Güven, N. Dilsad; Argün, Ziya

2018-01-01

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

Disability Simulations: Using the Social Model of Disability to Update an Experiential Educational Practice

ERIC Educational Resources Information Center

Barney, Keith W.

2012-01-01

Disability simulation as a form of experiential learning has been a popular way for students to "learn what it is like to have a disability" in many different educational curricula from nursing to recreation. There is a lack of research detailing the efficacy of such activities, and some researchers have noted the possibility of negative results.…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

Little, Sara S.

1993-01-01

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

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

ERIC Educational Resources Information Center

Solan, Harold A.; Springer, Florence E.

1986-01-01

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

A problem with inclusion in learning disability research.

PubMed

McClimens, Alex; Allmark, Peter

2011-09-01

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

Communication Problems of Learning Disabled Children.

ERIC Educational Resources Information Center

Bryan, Tanis

The presentation reviews the empirical data concerning the existence and types of language problems experienced by learning disabled (LD) and reading disabled (RD) children. An introductory section provides criteria for classification as LD in research samples and a discussion of research data sources in the field of language assessment. Section…

Overcoming the obstacles: Life stories of scientists with learning disabilities

NASA Astrophysics Data System (ADS)

Force, Crista Marie

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

Research and Educational Implications of Some Recent Conceptualizations in Learning Disabilities.

ERIC Educational Resources Information Center

Wong, Bernice

1979-01-01

The three theories considered are H. S. Adelman's interactional model of learning disabilities, A. O. Ross' theory of developmental lag in selective attention, and J. K. Torgesen's conceptualization of the learning disabled child as an inactive learner. (Author/DLS)

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

PubMed

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

2015-12-01

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

Access to Mainstream Health Services: A Case Study of the Difficulties Faced by a Child with Learning Disabilities

ERIC Educational Resources Information Center

Brown, Freddy Jackson; Cooper, Kate; Diebel, Tara

2013-01-01

People with learning disabilities have higher levels of health needs compared with the general population (Nocon, 2006, Background evidence for the DRC's formal investigation into health inequalities experienced by people with learning disabilities or mental health problems. London and Manchester, Disability Rights Commission). Research has shown…

Disability Awareness Training with a Group of Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

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

2015-01-01

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

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,…

Learning Disabilities: Lifelong Issues.

ERIC Educational Resources Information Center

Cramer, Shirley C., Ed.; Ellis, William, Ed.

This book contains papers on learning disabilities based on presentations made at the "Summit on Learning Disabilities: A National Responsibility," held in September 1994. The first section provides an overview and includes "The State of Research" (G. Reid Lyon). The second section focuses on education and includes:…

LD College Writers: An Annotated Bibliography.

ERIC Educational Resources Information Center

Best, Linda

Seven research-based papers on writing disorders of learning-disabled college students are listed and reviewed. The papers deal with persistent auditory language deficits in adults with learning disabilities; error patterns and instructional alternatives relating to college learning-disabled writers; syntactic complexity in written expression;…

Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research

ERIC Educational Resources Information Center

Gersten, Russell; Chard, David J.; Jayanthi, Madhavi; Baker, Scott K.; Morphy, Paul; Flojo, Jonathan

2008-01-01

This meta-analysis synthesizes experimental and quasi-experimental research on instruction that enhances the mathematics performance of K-12 students with learning disabilities. It reports the findings from this synthesis, discusses the implications for practice, and suggests next steps for research and professional development efforts in this…

Assistive Technologies for Reading

ERIC Educational Resources Information Center

Hasselbring, Ted S.; Bausch, Margaret E.

2006-01-01

Although approximately half of the six million students receiving specialized services for an identified disability are learning disabled, research shows that assistive technologies are far more commonly used with students who manifest physical or sensory disabilities than they are with those with learning disabilities. Assistive technology can…

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.

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:…

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

ERIC Educational Resources Information Center

Tozer, Rosemary; Atkin, Karl; Wenham, Aniela

2014-01-01

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

Rethinking Learning Disabilities: Understanding Children Who Struggle in School

ERIC Educational Resources Information Center

Waber, Deborah P.

2010-01-01

Experts have yet to reach consensus about what a learning disability is, how to determine if a child has one, and what to do about it. Leading researcher and clinician Deborah Waber offers an alternative to the prevailing view of learning disability as a problem contained within the child. Instead, she shows how learning difficulties are best…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

Andre, Amael; Louvet, Benoit; Deneuve, Pascale

2013-01-01

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

Mnemonics and the Learning Disabled Child.

ERIC Educational Resources Information Center

Mahan, Virginia

1993-01-01

This paper examines the various types and functions of mnemonic strategies that may be used to expedite recall in students with learning disabilities (LD), reviews research in this area, and outlines avenues for research. The paper concludes that mnemonic strategies have an untapped potential for improving LD students' learning, retention, and…

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

PubMed

Paul, C; Holt, J

2017-10-01

WHAT IS KNOWN ON THE SUBJECT?: UK health policy is clear that researchers should involve the public throughout the research process. The public, including patients, carers and/or local citizens can bring a different and valuable perspective to the research process and improve the quality of research undertaken. Conducting health research is demanding with tight deadlines and scarce resources. This can make involving the public in research very challenging. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This is the first time the attitudes of researchers working in mental health and learning disability services towards PPI have been investigated. The principles of service user involvement in mental health and learning disability services may support PPI in research as a tool of collaboration and empowerment. This article extends our understanding of the cultural and attitudinal barriers to implementing PPI guidelines in mental health and learning disability services. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Researchers in mental health and learning disability services need to champion, share and publish effective involvement work. Structural barriers to PPI work should be addressed locally and successful strategies shared nationally and internationally. Where PPI guidelines are being developed, attention needs to be paid to cultural factors in the research community to win "hearts and minds" and support the effective integration of PPI across the whole research process. Introduction Patient and public involvement (PPI) is integral to UK health research guidance; however, implementation is inconsistent. There is little research into the attitudes of NHS health researchers towards PPI. Aim This study explored the attitude of researchers working in mental health and learning disability services in the UK towards PPI in health research. Method Using a qualitative methodology, semi-structured interviews were conducted with a purposive sample of eight researchers. A framework approach was used in the analysis to generate themes and core concepts. Results Participants valued the perspective PPI could bring to research, but frustration with tokenistic approaches to involvement work was also evident. Some cultural and attitudinal barriers to integrating PPI across the whole research process were identified. Discussion Despite clear guidelines and established service user involvement, challenges still exist in the integration of PPI in mental health and learning disability research in the UK. Implications for practice Guidelines on PPI may not be enough to prompt changes in research practice. Leaders and researchers need to support attitudinal and cultural changes where required, to ensure the full potential of PPI in mental health and learning disability services research is realized. Relevance statement Findings suggest that despite clear guidelines and a history of service user involvement, there are still challenges to the integration of PPI in mental health and learning disability research in the UK. For countries where PPI guidelines are being developed, attention needs to be paid to cultural factors in the research community to win "hearts and minds" and support the effective integration of PPI across the whole research process. © 2017 John Wiley & Sons Ltd.

Building an inclusive research team: the importance of team building and skills training.

PubMed

Strnadová, Iva; Cumming, Therese M; Knox, Marie; Parmenter, Trevor

2014-01-01

Inclusive research teams typically describe their experiences and analyse the type of involvement of researchers with disability, but the process of building research teams and the need for research training still remain underexplored in the literature. Four researchers with intellectual disabilities and four academic researchers developed an inclusive research team. The team conducted 15 research training sessions, focused on investigating the well-being of older women with intellectual disabilities. They used mobile technology to support research skills acquisition. Findings included the experiences of all team members regarding the team building during training. To become an effective inclusive research team, all team members, regardless of ability, need to bring their own experiences and also learn necessary research skills. This paper highlights the need for team building, joint research training among all members of the research team and strategies supporting the peer-mentoring within the team. We are a team of four researchers with intellectual disabilities and four academic researchers without an intellectual disability. Our aim has been to learn about research together. We want to do this so that we can carry out a research project together about how older women with intellectual disabilities live. We have decided to call our team 'Welcome to our Class'. We have been working together for 9 months. In this time we have had 15 research training meetings. We have learned What research is How to work out a research question, that is what we want to find out about How to get information on what we want to find out. Here we thought of interview questions we could ask older women with intellectual disabilities. We are now meeting once a month, and have just begun our research on finding out how older women with intellectual disabilities live. We are now starting to use what we have learned. © 2013 John Wiley & Sons Ltd.

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…

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…

Effective Spelling Instruction for Students with Learning Disabilities

ERIC Educational Resources Information Center

Sayeski, Kristin L.

2011-01-01

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

Characteristics of Learning Disabilities: A Selective Review.

ERIC Educational Resources Information Center

Tarver, Sara G.

Based on an empirical study of over 3,000 learning disabled children and on a review of research, the paper outlines intellectual, attention and verbal mediation, social-affective, and oral and written characteristics of learning disabled students. Among the findings reported are the following: the median educational retardation is one grade below…

Menstrual Problems Experienced by Women with Learning Disabilities

ERIC Educational Resources Information Center

Rodgers, Jackie; Lipscombe, Jo; Santer, Miriam

2006-01-01

Background: Menstruation appears to be problematic for women with learning disabilities, yet there has been little quantitative research on their experiences, or comparisons with other groups of women. This paper considers the nature and extent of menstrual problems experienced by women with learning disabilities. Methods: The data reported here…

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

ERIC Educational Resources Information Center

Smith, Sean J.; Lowrey, K. Alisa

2017-01-01

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

Future Research Needs in Learning Disabilities.

ERIC Educational Resources Information Center

Senf, Gerald M.

This paper deals with future research needs and problems in learning disabilities, and is divided into the following two broad categories: (1) supporting conditions, which involve necessary prerequisites to the research effort; and (2) procedural considerations, which deal with methodological concerns. First, the problems posed by supporting…

The Complex Learning Difficulties and Disabilities Research Project: Developing Meaningful Pathways to Personalised Learning. Executive Summary

ERIC Educational Resources Information Center

Schools Network, 2011

2011-01-01

The Specialist Schools and Academies Trust (SSAT) was commissioned by the Department for Education (DfE) to research ways to improve outcomes for children and young people with the most complex educational needs and disabilities through the development of evidence-based teaching and learning strategies. The programme of research brought together a…

Factors Affecting Learners with Disabilities-Instructor Interaction in Online Learning

ERIC Educational Resources Information Center

Alamri, Abdulrahman; Tyler-Wood, Tandra

2017-01-01

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

Dyslexia and learning disabilities in Canada and the UK: the impact of its disability employment laws.

PubMed

Gerber, Paul J; Batalo, Cecilia G; Achola, Edwin O

2012-08-01

The impact of employment laws pertaining to individuals with learning disabilities in Canada and dyslexia in the UK were investigated via the extant research literature. Currently, there is very little research in this area despite Canada and the UK having laws in effect for decades. Surprisingly, their laws have been revamped despite an absence of data that measures impact and effectiveness. This finding is not unlike the Americans with Disabilities Act, reauthorized as the Americans with Disabilities Act Amendments in 2008, without substantive research to guide legal policies and practices going forward. Investigation in this area is needed to seek the positive and negative effects of legislation on those with learning disabilities in Canada and dyslexia in the UK, a high incidence population that finds most employment opportunities in competitive employment. Copyright © 2012 John Wiley & Sons, Ltd.

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Identity Texts and Literacy Development among Preschool English Language Learners: Enhancing Learning Opportunities for Children at Risk for Learning Disabilities

ERIC Educational Resources Information Center

Bernhard, Judith K.; Cummins, Jim; Campoy, F. Isabel; Ada, Alma Flor; Winsler, Adam; Bleiker, Charles

2006-01-01

There is little research on English language learners (ELLs) in relation to learning disability (LD) assessment and identification. More important, there is a scarcity of research on models and strategies that enhance learning opportunities and outcomes for ELLs prior to an LD diagnosis. We describe in this article an innovative language…

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

PubMed

Alesi, Marianna; Rappo, Gaetano; Pepi, Annamaria

2012-12-01

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

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.

Researching in Classrooms: Getting beyond "What Works"

ERIC Educational Resources Information Center

Dudley-Marling, Curt

2011-01-01

The dominant approach to research in learning disabilities utilizes experimental and quasi-experimental designs to identify the most effective instructional strategies for students with learning disabilities. Research is always undertaken from a point of view, yet the discourse on "what works?" is generally silent on how theoretical frameworks…

A Synthesis of Research on Informational Text Reading Interventions for Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

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

2016-01-01

This research synthesis was conducted to understand the effectiveness of interventions designed to improve learning from informational text for students with learning disabilities in elementary school (K-5). The authors identified 18 studies through a comprehensive search. The interventions were evaluated to determine treatment effects and to…

Soviet Psycho-educational Research on Learning Disabilities: Implications for American Research and Practice.

ERIC Educational Resources Information Center

Wozniak, Robert H.

The implications of Soviet psychoeducational research on learning disabilities (LD) and its relevance to American research and practice are discussed. The first section provides an overview of the general perspective of Soviet special education, with particular reference to LD and its relationship to Soviet psychology and philosophy. The second…

The Professor-Student Learning Relationship in Higher Education: Wisdom from Students with Learning Disabilities

ERIC Educational Resources Information Center

Fox, Laurie; McNally, Jennifer Ceven

2018-01-01

This mixed-methods study addressed the professor-student learning relationship in higher education and perception of its helpfulness in learning among college students with diagnosed learning disabilities. The Relationship and Learning Questionnaire drew items from four previously researched instruments. Results identify students' preference for…

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

ERIC Educational Resources Information Center

Luna, Alberto D.

2013-01-01

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

Skills for Support: Personal Assistants and People with Learning Disabilities

ERIC Educational Resources Information Center

Williams, Val; Ponting, Lisa; Ford, Kerrie; Rudge, Philippa

2010-01-01

For people with learning disabilities to have control over their lives, the quality of their support staff matters. This paper reports on an inclusive research study, which used video analysis to study the communication skills of personal assistants (PAs) who worked with people with learning disabilities. The findings reveal some of the fine…

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

ERIC Educational Resources Information Center

Manning, Corinne

2010-01-01

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

Exploring the Self-concept of Adults with Mild Learning Disabilities

ERIC Educational Resources Information Center

Pestana, Claudio

2015-01-01

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

Preparation of Leadership Personnel: Combined Deaf Education/Learning Disabilities. Final Performance Report.

ERIC Educational Resources Information Center

Luetke-Stahlman, Barbara

This report describes activities and accomplishments of a four-year project to develop a doctoral program at the University of Kansas Medical Center to prepare teacher educators, researchers, supervisors/managers, and clinicians in programs in either deafness or learning disabilities and in a combined deafness and learning disabilities program.…

A Search for Meaning: Telling Your Life with Learning Disabilities

ERIC Educational Resources Information Center

Horn, Jaime Helena; Moss, Duncan

2015-01-01

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

Doing It Together (DM Special Issue)

ERIC Educational Resources Information Center

Butler, Gary; Cresswell, Amanda; Giatras, Nikoletta; Tuffrey-Wijne, Irene

2012-01-01

This paper presents two studies using focus groups with people with learning disabilities. One study was about "What is it like for people with learning disabilities who have a family or friend with cancer?" and other study was about "How to break bad news to people with learning disabilities?" Two of the researchers had…

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

ERIC Educational Resources Information Center

Brobbey, Gordon

2018-01-01

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

Visual Supports for the Learning Disabled: A Handbook for Educators

ERIC Educational Resources Information Center

Sells, Leighan

2013-01-01

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

Dyslexia and Learning Disabilities in Canada and the UK: The Impact of Its Disability Employment Laws

ERIC Educational Resources Information Center

Gerber, Paul J.; Batalo, Cecilia G.; Achola, Edwin O.

2012-01-01

The impact of employment laws pertaining to individuals with learning disabilities in Canada and dyslexia in the UK were investigated via the extant research literature. Currently, there is very little research in this area despite Canada and the UK having laws in effect for decades. Surprisingly, their laws have been revamped despite an absence…

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

PubMed

Owens, J; Jones, K; Marshman, Z

2017-03-01

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

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…

Strategies for Teaching Algebra to Students with Learning Disabilities: Making Research to Practice Connections

ERIC Educational Resources Information Center

Strickland, Tricia K.; Maccini, Paula

2010-01-01

To improve student success in mathematics, the use of research-based interventions is necessary to help secondary students with learning disabilities (LD) access the algebra curriculum. The authors provide an overview of the following research-based approaches: explicit instruction, graduated instructional sequence, technology, and graphic…

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

PubMed

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

2013-01-01

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

'I don't feel trapped anymore…I feel like a bird': People with Learning Disabilities' Experience of Psychological Therapy.

PubMed

Lewis, Nicola; Lewis, Karin; Davies, Bronwen

2016-09-01

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. Council Report CR116. London: Royal College of Psychiatrists, 2004; Journal of Applied Research in Intellectual Disabilities, 19, 2005 and 5). The current research was developed in response to a clinical psychology service recognizing the need to evaluate their psychological service and, as part of this evaluation, the importance of consulting with service users about their experience of psychological therapies. The overall aim of gaining this feedback would be to improve the service offered and to ensure that people receive the best psychological care. Six service users with a learning disability were interviewed about their experience of individual psychological therapy. The interviews were analysed using interpretative phenomenological analysis. Themes were generated from the interviews which highlighted both positive and negative feedback on the psychological therapy process. The feedback covered areas such as access to therapy, feelings about therapy, preparing for therapy, skill development and collaborative working, accessibility and making therapy fun, challenges to confidentiality, positive feelings towards the therapist, aspects of the therapeutic relationship, therapy being challenging but helpful, and positive outcomes. These results have contributed to the evidence base that people with a learning disability are able to meaningfully engage in research and provide essential feedback on the services that they receive. No longer can people be excluded from individual psychological therapy or research just because of their label. © 2015 John Wiley & Sons Ltd.

Meeting the Challenge: Evoking Some Hope; From Personal Advocacy to Public Activism; Seeing Yourself Sitting There; Letting Kids' Gifts Shine Through; Revealing the Secrets of the Brain.

ERIC Educational Resources Information Center

Sherman, Lee; Lewis, Bryan; Ramsey, Betsy; Tibbetts, Daniel; Kaplan, Kay; Berninger, Virginia

2003-01-01

Interviews with a learning disabled student, parent activist, teacher, tutor, and researcher reveal that learning disabilities are neurologically caused, not the result of low motivation or dysfunctional families. A variety of educational practices are explained that accommodate different learning styles of children with learning disabilities. It…

Postsecondary Integration and Persistence: A Comparison of Students with Psychiatric Disabilities to Students with Learning Disabilities/Attention Deficit Disorders

ERIC Educational Resources Information Center

Koch, Lynn C.; Mamiseishvili, Ketevan; Wilkins, Melissa J.

2016-01-01

Purpose: The enrollment of students with psychiatric disabilities in U.S. postsecondary institutions is on the rise. However, research is lacking in terms of how these students fare in comparison to other students with hidden disabilities (e.g., learning disabilities [LDs], attention deficit disorders [ADDs]) whose enrollment in postsecondary…

ICT-Supported Learning for Inclusion of People with Special Needs: Review of Seven Educational Technology Journals, 1970-2011

ERIC Educational Resources Information Center

Istenic Starcic, Andreja; Bagon, Spela

2014-01-01

Research and development of information and communication technology (ICT)-supported learning for people with disabilities has not received adequate attention. It is also difficult to access research findings and developments in this field. Under the ENABLE Network of ICT Supported Learning for Disabled People (2011-2014) project, an emerging…

Planned Pregnancy, Planned Parenting: Enabling Choice for Adults with a Learning Disability

ERIC Educational Resources Information Center

Conder, Jennifer; Mirfin-Veitch, Brigit; Sanders, Jackie; Munford, Robyn

2011-01-01

For adults with learning disabilities, becoming a parent can fulfil childhood dreams to take their place in society through a highly valued social role. Recent research aimed at describing the experience of parents with a learning disability suggests that there are barriers to successful planning for both pregnancy and parenthood. However, with…

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

ERIC Educational Resources Information Center

Bloom, Elana; Heath, Nancy

2010-01-01

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

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

ERIC Educational Resources Information Center

Peleg, Ora

2011-01-01

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

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Learning Disabilities: A National Responsibility. Summit on Learning Disabilities (Washington, D.C., September 20-21, 1994). [Videotapes.

ERIC Educational Resources Information Center

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

Four videocassettes provide the presentations and discussion of four panels from a 1994 summit on the nation's responsibility in relation to individuals with learning disabilities. Each panel examined issues of research, public policy and legislation, good practices, and consumer interest within its area of concentration. The first panel was on…

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

ERIC Educational Resources Information Center

Woodcock, Stuart; Vialle, Wilma

2011-01-01

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

Effect of the Corrective Reading Program for Special Needs Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Mallory-Knight, Gwendolyn

2013-01-01

Implementing effective reading instruction is critical for schools. This study examined the effects of the Corrective Reading (CR) program on junior high students with learning disabilities (LD) and students with learning disabilities and attention deficit/hyperactivity disorder (LD/ADHD). The research questions were: What differences exist…

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

ERIC Educational Resources Information Center

Newberry, Gayle; Martin, Carol; Robbins, Lorna

2015-01-01

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

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…

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

ERIC Educational Resources Information Center

Holly, Deirdre; Sharp, John

2014-01-01

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

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

ERIC Educational Resources Information Center

Witsø, Aud Elisabeth; Kittelsaa, Anna M.

2018-01-01

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

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Narrowing the Gap between Research and Practice. Special Edition.

ERIC Educational Resources Information Center

Wilson, Richard, Ed.

1989-01-01

This monograph summarizes recent research on the education of learning disabled students. After an introduction by the editor, individual articles include: "Teaching Listening Skills" (Linda Higbee Mandlebaum and Richard Wilson); "Study-Skills Instruction for Students with Learning Disabilities" (Deborah Gartland);…

Learning Disabilities Research: Defining Populations.

ERIC Educational Resources Information Center

Lovitt, Thomas C.; Jenkins, Joseph R.

1979-01-01

The article emphasizes the need for a uniform format for defining the populations selected for research, particularly with learning disabled individuals. The population descriptions from three studies dealing with some aspect of reading are presented and scrutinized in terms of the four categories. (Author/DLS)

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…

Whole-Number Place-Value Understanding of Students with Learning Disabilities

ERIC Educational Resources Information Center

Thouless, Helen R.

2014-01-01

Place-value is an essential concept that is foundational for understanding our number system and for developing procedures for multidigit operations, but there has been limited research into the place-value understanding of students with learning disabilities. This research is a two-part mixed-methods study that links basic research to…

Vocabulary Instruction for Secondary Students with Reading Disabilities: An Updated Research Review

ERIC Educational Resources Information Center

Kuder, S. Jay

2017-01-01

This article presents an update and extension of the research on instructional methods for vocabulary learning by secondary-age students with learning disabilities. Seven studies that have been published since the last comprehensive review of the research were located. Four instructional methods were found to be the most effective: mnemonic…

Quantitative Genetics in the Era of Molecular Genetics: Learning Abilities and Disabilities as an Example

ERIC Educational Resources Information Center

Haworth, Claire M. A.; Plomin, Robert

2010-01-01

Objective: To consider recent findings from quantitative genetic research in the context of molecular genetic research, especially genome-wide association studies. We focus on findings that go beyond merely estimating heritability. We use learning abilities and disabilities as examples. Method: Recent twin research in the area of learning…

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

PubMed

Lloyd, Jennifer L; Coulson, Neil S

2014-06-01

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

What Research Says about Vocabulary Instruction for Students with Learning Disabilities

ERIC Educational Resources Information Center

Jitendra, Asha K.; Edwards, Lana L.; Sacks, Gabriell; Jacobson, Lisa A.

2004-01-01

This article summarizes published research on vocabulary instruction involving students with learning disabilities. Nineteen vocabulary studies that comprised 27 investigations were located. Study interventions gleaned from the review included keyword or mnemonic approaches, cognitive strategy instruction (e.g., semantic features analysis), direct…

Jordan-3: measuring visual reversals in children as symptoms of learning disability and attention-deficit/hyperactivity disorder.

PubMed

Jordan, Brian T; Martin, Nancy; Austin, J Sue

2012-12-01

The purpose of this research was to establish new norms for the Jordan-3 for children ages 5 to 18 years. The research also investigated the frequency of visual reversals in children previously identified as having reading disability, attention-deficit/hyperactivity disorder, and broader learning disabilities. Participants were regular education students, ages 5 through 18 years, and special education students previously diagnosed with attention-deficit/hyperactivity disorder, reading disability, or broader learning disability. Jordan-3 Accuracy and Error raw scores were compared to assess if there was a significant difference between the two groups. Mean Accuracy and Error scores were compared for males and females. Children with learning disability and attention-deficit/hyperactivity disorder had higher reversals when compared to regular education children, which lends continued support to the Jordan-3 as a valid and reliable measure of visual reversals in children and adolescents. This study illustrates the utility of the Jordan-3 when assessing children who may require remediation to reach their academic potential.

Neuropsychology of Learning Disabilities: The Past and the Future.

PubMed

Fletcher, Jack M; Grigorenko, Elena L

2017-10-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

Prangnell, Simon J.; Green, Karen

2008-01-01

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

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

ERIC Educational Resources Information Center

Rayner, Kelly; Wood, Harry; Beail, Nigel

2015-01-01

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

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…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

Mahdavi, Seema

2017-01-01

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

Leveling the Field on Math and Science Tests for Students with Learning Disabilities. R&D Connections. Number 12

ERIC Educational Resources Information Center

Stone, Elizabeth; Cook, Linda

2009-01-01

Research studies have shown that a smaller percentage of students with learning disabilities participate in state assessments than do their peers without learning disabilities. Furthermore, there is almost always a performance gap between these groups of students on these assessments. It is important to evaluate whether a performance gap on a…

Improving access to screening for people with learning disabilities.

PubMed

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

2014-11-04

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

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.

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

A Front Row Seat: A Phenomenological Investigation of Learning Disabilities

ERIC Educational Resources Information Center

Cornett-Devito, Myrna M.; Worley, David W.

2005-01-01

Based on prior research and theory, we propose a conceptual definition of instructional communication that is holistic, transactional, expansive, and assessable. Second, we extend instructional communication research to test this definition by engaging students with learning disabilities (SWLDs) in interviews and focus groups, employing a…

Getting the Gist: Relating Text Processing Research to Reading and Writing Instruction for Learning Disabled Secondary Students. Long Island University Transition Project Learning How to Learn: A High School/College Linkage Model to Expand Higher Educational Opportunities for Learning Disabled Students. Position Paper Series: Document No. 5.

ERIC Educational Resources Information Center

Seidenberg, Pearl L.

Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples.…

Dyslexic: Special Education and Research

MedlinePlus

... techniques to diagnose and treat dyslexia and other learning disabilities, increasing the understanding of the biological and possible genetic bases of learning disabilities, and exploring treatments to improve outcomes for children ...

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

PubMed

Ginsburg, Faye; Rapp, Rayna

2013-12-01

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

Postsecondary STEM Education for Students with Disabilities: Lessons Learned from a Decade of NSF Funding

ERIC Educational Resources Information Center

Thurston, Linda P.; Shuman, Cindy; Middendorf, B. Jan; Johnson, Cassandra

2017-01-01

The Research in Disabilities Education Synthesis Project (RDE-SP), a four-year mixed methods research project, assessed a decade of funded projects (2001-2011) under the National Science Foundation's Research in Disabilities Education program which is aimed at increasing participation and retention of students with disabilities (SWD) in Science,…

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

PubMed

Davys, Deborah; Mitchell, Duncan; Haigh, Carol

2011-10-01

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

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

PubMed

Springall, Fiona

2018-03-21

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

Designing Online Instruction for Postsecondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Simoncelli, Andrew; Hinson, Janice

2010-01-01

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

Learning Disabilities: A Practitioner's Scriptal Accommodation of More Recent Trends.

ERIC Educational Resources Information Center

Majsterek, David J.

Intended for teachers of students with learning disabilities, the paper reviews recent trends in research. The importance and the difficulty of keeping up with new developments in the field are noted. Research and theoretical considerations are presented for the following topic areas: definition and identification difficulties (including,…

The Social Misperception Syndrome in Children with Learning Disabilities: Social Causes versus Neurological Variables.

ERIC Educational Resources Information Center

Spafford, Carol Sullivan; Grosser, George S.

1993-01-01

This article synthesizes the research defining social problems of some children with learning disabilities, especially the role of communication skills deficits. Traditional emphases on family dysfunction, school failure, or personality disturbances are seen to be negated by research which suggests that neural aberrations trigger deficient…

Using Curriculum-Based Measurements to Assess Reading: The Cultural Connections of Diverse Students with Learning Disabilities

ERIC Educational Resources Information Center

Blue, Elfreda V.; Alexander, Tammy

2009-01-01

Students with learning disabilities face real reading challenges. Research into the reading performance of culturally diverse students indicates improved reading performance for culturally diverse students when text matches students' cultural perspective. This quasiexperimental research investigates whether Caucasian and African American students…

'I Know it was Every Week, but I Can't be Sure if it was Every Day: Domestic Violence and Women with Learning Disabilities.

PubMed

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

2016-01-14

Domestic violence against women is well researched in the general population, but much less so in relation to women with learning disabilities. This qualitative research study interviewed 15 women with learning disabilities who had experienced domestic violence about their experiences, the impact of the violence on them and their children, their coping strategies and help seeking behaviour. Semistructured in-depth interviews were conducted. Data were analysed using Inter-pretive Phenomenological Analysis. A service user advisory group helped at particular stages, notably at the formative stage and with dissemination, especially the production of accessible materials, including a DVD. The violence experienced by many of the women was severe and frequent. It impacted negatively on their physical and psychological well-being. The women's awareness of refuges and others sources of help was generally low. Healthcare and social care professionals have a clear remit to help women with learning disabilities to avoid and escape violent relationships. © 2015 The Authors. Journal of Applied Research in Intellectual Disabilities Published by John Wiley & Sons Ltd.

"Tell Me What They Do to My Body": A Survey to Find out What Information People with Learning Disabilities Want with Their Medications

ERIC Educational Resources Information Center

Fish, Rebecca; Hatton, Chris; Chauhan, Umesh

2017-01-01

Background: Previous research has found that people with learning disabilities are not given prescription information that is tailored to their needs. We wanted to find out people's information requirements. Materials and Methods: A questionnaire was co-produced by the authors and consultants with learning disabilities. It asked what information…

"I Didn't Know Other People Existed Who Hear Voices…"--Qualitative Perceptions of a Hearing Voices Group for People with Learning Disabilities

ERIC Educational Resources Information Center

Tomlins, Rose; Cawley, James

2016-01-01

Group work for people who experience voice hearing in the mainstream population has been shown to have various benefits; however, there is little research describing hearing voices groups for people with learning disabilities. This study describes perceptions of a new hearing voices group for people with mild learning disabilities. Semi-structured…

The Relationship of an Ecological Model of Career Development to Authentic Learning. Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief.

ERIC Educational Resources Information Center

Collet-Klingenberg, Lana L.; Hanley-Maxwell, Cheryl; Stuart, Shannon

This brief discusses how the Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities model, Schools of Authentic Inclusive Learning (SAIL), and career development constructs and processes intersect. The brief provides an overview of SAIL, of authentic and inclusive learning, and of career development theory, while…

Teaching Science to Students with Learning and Other Disabilities: A Review of Topics and Subtopics Appearing in Experimental Research 1991-2015

ERIC Educational Resources Information Center

Vavougios, Dionisios; Verevi, Alkistis; Papalexopoulos, Panagiotis F.; Verevi, Crystallia-Ioanna; Panagopoulou, Athanasia

2016-01-01

This article reviews 24 years of research focused on science education for students with learning and other disabilities. Our results are based on 53 articles from 2 relevant databases. We hereby present and discuss the results of the most popular topics investigated, which include: constructivism, exploratory learning, hands-on activities,…

Being Researchers for the First Time: Reflections on the Development of an Inclusive Research Group

ERIC Educational Resources Information Center

Tilly, Liz

2015-01-01

Money, Friends and Making Ends Meet was an inclusive research project; it enabled a group of people with a learning disability who do not receive specialist support services to explore their own lives. This group are often labelled as having a mild learning disability. The research project focused on the strategies they used to cope with day to…

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

ERIC Educational Resources Information Center

Jiménez-Fernández, Gracia

2016-01-01

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

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

PubMed

Smith, Sean J; Lowrey, K Alisa

2017-02-01

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

Handicaps and Developmental Disabilities. Matrix No. 10.

ERIC Educational Resources Information Center

Prensky, Arthur L.

This paper summarizes the recent advances achieved by research in the area of developmental disabilities, and discusses directions for future research in this area. Approximately 8 to 10 per cent of the pediatric population suffers from one or more developmental disabilities. The most common of these are learning disabilities, which include some…

Instructional Package of Development of Skill in Using Fine Motor of Children for Children with Intellectual Disabilities

NASA Astrophysics Data System (ADS)

Sangsawang, T.

2018-02-01

This research has the following purposes: 1) to find the efficiency of the self-learning activity set on development of skill in using fine motor of children with intellectual disabilities., 2) to compare the abilities to use the small muscles after the study more than before the study of children with intellectual disabilities, who made study with the self-learning activity on development of small muscles use., 3) to study the satisfaction of the children with intellectual disabilities using the self-learning activity on development of small muscles use. The sample groups on the research are the children with intellectual disabilities of the special education Maha Chakri Sirindhorn Provincial Nakhon Nayok Center in the school year 2016, for 7 children. The tools used on the research consist of the self-learning activity on development of small muscles use for the children with intellectual disabilities of the special, the observation form of abilities of small muscles before and after using the activity set and the observation form of satisfaction of the children with intellectual disabilities of the special towards the self-learning activity set on development of small muscles for the children with intellectual disabilities of the special. The statistics used on the research include the percentage, mean value, standard deviation and the t-test for dependent sample. From the research, it was found that the self-learning activity set on development of small muscles use for children with intellectual disabilities of the special is efficient based on the criteria in average equal to 77.78/76.51, the educational coefficient of the student after the study higher than before the study with average points before the study equal to 55.14 and S.D. value equal to 3.72. The average points after the study equal to 68.86, S.D. value equal to 2.73, t-test value before and after the study equal to 7.94, which are different significantly on statistics at the level 0.05 and the satisfaction observation form of the student towards the self-learning activity on small muscles use for he down syndrome children with average value equal to 4.58 in the considerable level.

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

ERIC Educational Resources Information Center

Johnson, Carol L.; Lapadat, Judith C.

2000-01-01

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

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…

Technology to Support Writing by Students with Learning and Academic Disabilities: Recent Research Trends and Findings

ERIC Educational Resources Information Center

Peterson-Karlan, George R.

2011-01-01

The trends and findings from a descriptive analysis of 25 years of research studies examining the effectiveness of technology to support the compositional writing of students with learning and academic disabilities are presented. A corpus of 85 applied research studies of writing technology effectiveness was identified from among 249 items in the…

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.

Examining Postsecondary Education Predictors and Participation for Students With Learning Disabilities.

PubMed

Joshi, Gauri S; Bouck, Emily C

2017-01-01

Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study-2 to examine the relationship between postsecondary education-related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively related to postsecondary education participation. Frequency distributions indicated students with learning disabilities attended 2-year college at higher rates than other postsecondary education programs. The results suggest educators should consider inclusion in general education classroom for core content area instruction for students with learning disabilities with postsecondary education goals to the extent permitted by their least restrictive environment. © Hammill Institute on Disabilities 2015.

Learning Disabilities in Guatemala and Spain: A Cross-National Study of the Prevalence and Cognitive Processes Associated with Reading and Spelling Disabilities

ERIC Educational Resources Information Center

Jimenez, Juan E.; de la Cadena, Claudia Garcia

2007-01-01

The main purposes of this research were twofold. We examined the samenesses about learning disabilities (LD) in Guatemala and Spain, two countries with the same language but cultural, political, and educational differences, first analyzing data about the prevalence of reading and spelling disabilities in Guatemala City and the Spanish region of…

Inclusion and Healthcare Choices: The Experiences of Adults with Learning Disabilities

ERIC Educational Resources Information Center

Ferguson, Morag; Jarrett, Dominic; Terras, Melody

2011-01-01

People with learning disabilities have fewer choice opportunities than the general population. Existing research provides some insight, but the choice-making experiences of those who do not always utilise available healthcare remains under-explored. This research explored the choice-making experiences of two groups of individuals with a learning…

Identifying Global Research Priorities for Learning Disabilities

ERIC Educational Resources Information Center

Johnson, Evelyn S.; Webb, M. Brady

2017-01-01

Estimates of the global prevalence of learning disabilities (LD) range from 5-17%. A host of negative outcomes have been associated with LD, particularly for people of low socioeconomic status within developed nations and for people in developing nations. The goal of this study was to identify global research priorities that address the persistent…

The Collaboration Model and Reading Improvement of High School Students with Learning Disabilities

ERIC Educational Resources Information Center

Sacchetto, Jorge A.

2014-01-01

In the field of reading research, studies that focus on improving the reading achievement of high school students with learning disabilities are lacking. Although collaborative interventions for elementary age students have been shown to be effective, a gap exists in the current research regarding effective collaborative reading interventions for…

Megavitamin Treatment for Behaviorally Disturbed and Learning Disabled Children.

ERIC Educational Resources Information Center

Adler, Sol

1979-01-01

The paper presents findings from research on megavitamin nutritional therapy with behavior-disordered and learning-disabled children. The results suggest it is a valid biochemical alternative to other means of therapy. Some researchers are concerned about the possibility of poisoning the system and the lack of evidence of long-range effects. (PHR)

Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature

ERIC Educational Resources Information Center

Kang, Eun Young; McKenna, John William; Arden, Sarah; Ciullo, Stephen

2016-01-01

In this systematic review of literature that spans 1975-2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study…

Classification and Identification of Reading and Math Disabilities: The Special Case of Comorbidity

ERIC Educational Resources Information Center

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

2013-01-01

Much of learning disabilities research relies on categorical classification frameworks that use psychometric tests and cut points to identify children with reading or math difficulties. However, there is increasing evidence that the attributes of reading and math learning disabilities are dimensional, representing correlated continua of severity.…

Experiential Learning and Its Impact on Students' Attitudes toward Youth with Disabilities

ERIC Educational Resources Information Center

Wozencroft, Angela J.; Pate, Joshua R.; Griffiths, Haley K.

2015-01-01

This research uses contact theory to examine the impact of a service learning class on college students' attitudes toward people with disabilities. Students were involved in both lecture material and working directly with people with disabilities in a therapeutic camp environment. Eighty-four students responded to the questionnaires at three time…

Ambiguity and Alignment in Academic Policies: Course Substitutions, Learning Disabilities, and Universal Design

ERIC Educational Resources Information Center

Galilee-Belfer, Mika

2012-01-01

While research on barriers to full participation for those with learning and other disabilities has focused largely on structural and institutional obstacles to work and education (Swain, French, & Cameron, 2005; Jones, 1996; Watson, 2002), the recognition of disability as a social justice issue is gaining currency (Kraus, 2008). Expensive,…

Educational Outcomes of Students First Diagnosed with Learning Disabilities in Postsecondary School

ERIC Educational Resources Information Center

Canto, Angela I.; Proctor, Briley E.; Prevatt, Frances

2005-01-01

The researchers examined the educational outcomes of three groups of college students who received an evaluation due to academic difficulties: those diagnosed with a learning disability (LD) who subsequently registered for services through the university student disability resource center; those diagnosed with an LD who did not register for…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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…

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

ERIC Educational Resources Information Center

Boyle, Joseph R.

2010-01-01

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

A Study of Ghanaian Early Childhood Teachers' Perceptions about Inclusive Education

ERIC Educational Resources Information Center

Ntuli, Esther; Traore, Moussa

2013-01-01

Inclusion is designed to bring special education services into the general classrooms. Research indicates that children with disabilities demonstrate better progress when learning with typically developing peers in general classrooms than they would in segregated learning environments. In inclusive classrooms, children with disabilities learn by…

A Comparison of Learning Disabled and Nondisabled Adolescent Motivational Processes.

ERIC Educational Resources Information Center

Golumbia, Linda R.; Hillman, Stephen B.

This research explored cognitive-motivational patterns of learning-disabled and nondisabled adolescents by employing the theoretical model of C. S. Dweck, which posits that a "learning goal" orients students toward the development of competence, whereas a "performance goal" orients students toward the documentation of competence, and that these…

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

ERIC Educational Resources Information Center

Brownlee, Phyllis Perdew

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

Complicating, Not Explicating: Taking up Philosophy in Learning Disability Research

ERIC Educational Resources Information Center

Allan, Julie

2011-01-01

This article provides an introduction to theoretical ideas and practices from the so-called "philosophers of difference"--Foucault, Derrida, and Deleuze and Guattari--as an invitation to think differently about the construction of learning disability and to envision new forms of learning. Two key concepts, Foucault's transgression and…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

"The Road Less Traveled": Combining Disability Studies and Quantitative Analysis with Medium and Large Data Sets

ERIC Educational Resources Information Center

Cosier, Meghan

2012-01-01

Historically, researchers focused on individuals with severe disabilities have utilized single-subject research methodologies to study the application of the behavioral theory to learning. In contrast, disability studies scholars have primarily used qualitative research methodologies to study quality of life or policy issues related to individuals…

Students' expectations of the future: hopelessness as a barrier to self-determination.

PubMed

Palmer, S B; Wehmeyer, M L

1998-04-01

The development of self-determination depends on the emergence of positive beliefs about oneself and one's future. Research has suggested that these positive perceptions are the outcome of a process of learning and using problem-solving skills and the achievement of perceived or actual control, referred to as learned hopefulness. Expectations for the future (e.g., hopefulness/hopelessness) of students with mental retardation, learning disabilities, or students without disabilities were examined. Students with mental retardation were significantly less hopeful than were their peers with learning disabilities or without disabilities. Implications from these findings for the development of self-determination were discussed.

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.

Doing Research on People with Learning Disabilities, Cancer and Dying: Ethics, Possibilities and Pitfalls

ERIC Educational Resources Information Center

Tuffrey-Wijne, Irene; Bernal, Jane; Hollins, Sheila

2008-01-01

We have done research about cancer, death and dying. People with learning disabilities who had cancer were in our studies. This paper is about making sure that our research is ethical. This means that we don't want to cause any harm (or make people upset) when we do the research. We ask: (1) How do we find people to be in our studies?; (2) What…

Hyperactivity, Learning Disabilities, and Alcohol.

ERIC Educational Resources Information Center

Gold, Sandra; Sherry, Lee

1984-01-01

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

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

PubMed

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

2017-07-01

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

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…

Learning Disability Identification Criteria and Reporting in Empirical Research: A Review of 2001-2013

ERIC Educational Resources Information Center

Williams, Jacob L.; Miciak, Jeremy; McFarland, Laura; Wexler, Jade

2016-01-01

This review documents the learning disabilities (LD) identification criteria and procedures utilized in empirical research including students with LD published from 2001 to 2013 in three journals dedicated to the study of LD. Results reveal several troublesome findings related to transparency in reporting and the coherence of the LD construct.…

Adapting Piano Instruction to the Needs of Children with Learning Disabilities: Merging Research & Intervention.

ERIC Educational Resources Information Center

Smith, Corinne Roth

A music reading program was successful in teaching note reading in a nearly errorless fashion to one educable mentally handicapped and two learning-disabled piano students (aged 6-13). The program was based on principles extracted from the psychological and educational research literature and included the need to: (1) use symbols that catch…

From Individualism to Co-Construction and Back Again: Rethinking Research Methodology for Children with Profound and Multiple Learning Disabilities

ERIC Educational Resources Information Center

Simmons, Ben; Watson, Debbie

2015-01-01

Children with profound and multiple learning disabilities (PMLD) are said to experience severe congenital impairments to consciousness and cognition stemming from neurological damage. Such children are understood as operating at the pre-verbal stages of development, and research in the field typically draws conceptual resources from psychology to…

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…

Increasing the Social Studies Reading Comprehension of Middle School Students with Learning Disabilities

ERIC Educational Resources Information Center

Bryski, Crystal

2009-01-01

This action research project sets out to identify which component of multi-text instruction is most effective in increasing the reading comprehension level of middle school students with learning disabilities. The research is going to be conducted over a two-week time period during the Spring 2009 with three male middle school students with…

What We Know about Literacy Practices for Adults with Learning Disabilities: A Review of Published Research.

ERIC Educational Resources Information Center

Scanlon, David; Mellard, Daryl F.; Garrison, Steven; Lancaster, Sean; Mellard, Jessica; Rausch, Trena

The research on literacy practices for adults with learning disabilities was reviewed. A computerized search of four databases--Dissertation Abstracts International (DAI), ERIC, Psychological Abstracts (PA), and Social Sciences Citation Index (SSCI)--yielded more than 500 pertinent publications that were published during the past 14 years. Of the…

Pathways to Participatory Research in Developing a Tool to Measure Feelings

ERIC Educational Resources Information Center

Brooks, Michelle; Davies, Stephanie

2008-01-01

People with a learning disability, the experts of their own experience are increasingly involved in research. We will be discussing in this paper their centrality in the development of a psychological therapy outcome measure for people with learning disabilities. Their involvement needs to go beyond giving their views to being included in the…

Psychology and Education of the Learning Disabled Child in the Soviet Union. Research Report No. 78.

ERIC Educational Resources Information Center

Wozniak, R. H.

The author surveys the status in the USSR of educational programing and psychological research with learning disabled children who are classified as temporarily retarded in psychological development (TRPD). Education and psychology in the USSR are said to be marked by the following major characteristics: a strong emphasis on the importance of…

Staff Beliefs about Why People with Learning Disabilities Self-Harm: A Q-Methodology Study

ERIC Educational Resources Information Center

Dick, Katie; Gleeson, Kate; Johnstone, Lucy; Weston, Clive

2011-01-01

Staff beliefs about self-harm can influence staff responses to the behaviour. Existing research into staff beliefs about self-harm by people with learning disabilities is limited, with qualitative research restricted to forensic services. The aim of this study was to use Q-methodology to explore staff beliefs about why people with learning…

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

ERIC Educational Resources Information Center

Young, Hannah; Garrard, Brenda

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2010-01-01

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

The Road to the Ivory Tower: The Learning Experiences of Students with Disabilities at the University of Manitoba

ERIC Educational Resources Information Center

Moola, Fiona J.

2015-01-01

Although qualitative research on the learning experiences of disabled students at university is burgeoning, either/or, medical or social approaches are most often used to study disablement. In this study, I adopted an interpretive phenomenological analysis--which considers the fundamental imbrication of bodies, identities, and environments--to…

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…

Ethical and Legal Issues Associated with Using Response-to-Intervention to Assess Learning Disabilities

ERIC Educational Resources Information Center

Burns, Matthew K.; Jacob, Susan; Wagner, Angela R.

2008-01-01

The Individuals with Disabilities Education Improvement Act of 2004 allows schools to use a child's response to research-based intervention (RTI) as a part of procedures to identify students with learning disabilities. This paper considers whether RTI-based assessment models meet ethical and legal standards for acceptable assessment practices.…

Influence of a Physical Education Teacher's Disability on Middle School Pupils' Learning and Perceptions of Teacher Competence

ERIC Educational Resources Information Center

Bryant, Lance G.; Curtner-Smith, Matthew D.

2009-01-01

Limited research has investigated the problems encountered by physical education teachers who have disabilities and instruct able-bodied pupils. The purpose of this study was to examine the influence of a physical education teacher's disability on middle school pupils' perceptions of the teacher's competence and their learning. Participants were…

Leadership and learning disability nursing.

PubMed

Jukes, Mark; Aspinall, Susan-Louise

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

Prose Learning in Children and Adults with Down Syndrome: The Use of Visual and Mental Image Strategies to Improve Recall

ERIC Educational Resources Information Center

de la Iglesia, Carmen J. F.; Buceta, M. Jose; Campos, Alfredo

2005-01-01

Background: Research indicates that the use of mental imagery is a rich source of possibilities for improving learning in participants with learning disabilities and intellectual disability. Method: We undertook two experiments designed to assess the effectiveness of using imagery in prose learning for participants with Down syndrome (DS). The…

Orthographic Learning and the Role of Text-to-Speech Software in Dutch Disabled Readers

ERIC Educational Resources Information Center

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…

Count Me in: The Role of Action Learning in Making Learning and Skills Provision More Inclusive

ERIC Educational Resources Information Center

O'Toole, Gill

2007-01-01

This article explores the role of action learning in a national programme of research and development. The aim of the programme was to improve provision for disabled learners in the learning and skills sector by supporting providers in implementing the requirements of the Disability Discrimination Act (2002). Practitioners worked on a wide range…

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

PubMed

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

2015-04-01

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

A Preliminary Discourse Analysis of Constructivist-Oriented Mathematics Instruction for a Student with Learning Disabilities

ERIC Educational Resources Information Center

Xin, Yan Ping; Liu, Jia; Jones, Sarah R.; Tzur, Ron; Si, Luo

2016-01-01

Reform efforts in mathematics education arose, in part, in response to constructivist works on conceptual learning. However, little research has examined how students with learning disabilities (LD) respond to constructivist-oriented instruction in mathematics, particularly in moment-to-moment interactions. To understand the nature of…

Learning Disabilities and Conductive Hearing Loss Involving Otitis Media.

ERIC Educational Resources Information Center

Reichman, Julie; Healey, William C.

1983-01-01

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

Social Skills of Slovenian Primary School Students with Learning Disabilities

ERIC Educational Resources Information Center

Schmidt, Majda; Prah, Alenka; Cagran, Branka

2014-01-01

Social skills of students with special needs play a very important role in their successful integration into inclusive learning environments. The aim of present empirical research was to establish whether students with learning disabilities (LD) attending grades 7-9 of regular primary school in Slovenia experience difficulties in social skills…

A Visual Haptic System for Children with Learning Disabilities: Software and Hardware Design Considerations

ERIC Educational Resources Information Center

Subrahmaniyan, Neeraja; Krishnaswamy, Swetha; Chowriappa, Ashirwad; Srimathveeravalli, Govindarajan; Bisantz, Ann; Shriber, Linda; Kesavadas, Thenkurussi

2012-01-01

Research has shown that children with learning disabilities exhibit considerable challenges with visual motor integration. While there are specialized Occupational Therapy interventions aimed at visual motor integration, computer games and virtual toys have now become increasingly popular, forming an integral part of children's learning and play.…

A collective case study of nursing students with learning disabilities.

PubMed

Kolanko, Kathrine M

2003-01-01

This collective case study described the meaning of being a nursing student with a learning disability and examined how baccalaureate nursing students with learning disabilities experienced various aspects of the nursing program. It also examined how their disabilities and previous educational and personal experiences influenced the meaning that they gave to their educational experiences. Seven nursing students were interviewed, completed a demographic data form, and submitted various artifacts (test scores, evaluation reports, and curriculum-based material) for document analysis. The researcher used Stake's model for collective case study research and analysis (1). Data analysis revealed five themes: 1) struggle, 2) learning how to learn with LD, 3) issues concerning time, 4) social support, and 5) personal stories. Theme clusters and individual variations were identified for each theme. Document analysis revealed that participants had average to above average intellectual functioning with an ability-achievement discrepancy among standardized test scores. Participants noted that direct instruction, structure, consistency, clear directions, organization, and a positive instructor attitude assisted learning. Anxiety, social isolation from peers, and limited time to process and complete work were problems faced by the participants.

Meeting the Transition Needs of Incarcerated Youth with Disabilities

ERIC Educational Resources Information Center

Hogan, Kathleen A.; Bullock, Lyndal M.; Fritsch, Eric J.

2010-01-01

Research confirms that students with disabilities (e.g., emotional and behavioral disabilities, learning disabilities, and developmental delays) are overrepresented in correctional facilities across the United States. The literature suggests several reasons for the overrepresentation of students with disabilities in the correctional system: (a)…

Implications of Research and Theory for the Use of Computers with the Learning Disabled. CREATE Monograph Series.

ERIC Educational Resources Information Center

Weisgerber, Robert A.

This monograph, first in a series of six, provides the theoretical background and premises underlying the efforts of the research team and two collaborating California school districts to explore ways in which the computer and related technologies can be more fully and effectively used in the instruction of learning disabled students. Contents…

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

ERIC Educational Resources Information Center

Friedman, Brenda G.; And Others

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

Taking Stock of 40 Years of Research on Mathematical Learning Disability: Methodological Issues and Future Directions

ERIC Educational Resources Information Center

Lewis, Katherine E.; Fisher, Marie B.

2016-01-01

Although approximately 5-8% of students have a mathematical learning disability (MLD), researchers have yet to develop a consensus operational definition. To examine how MLD has been identified and what mathematics topics have been explored, the authors conducted a systematic review of 165 studies on MLD published between 1974 and 2013. To move…

A Phenomenological Study of Homework from the Perspectives of Elementary Special Education Teachers of Students with Learning Disabilities

ERIC Educational Resources Information Center

Bennis, Candace L.

2011-01-01

Research has shown that students with learning disabilities often do not complete or submit their homework, which may lead to failing grades. The intent of this research was to examine the perceptions of elementary special teachers on assigning appropriate homework for these students. The purpose of this phenomenological study was to investigate…

Advances in Learning and Behavioral Disabilities. Volume 10. Part A: Theoretical Perspectives [and] Part B: Intervention Research.

ERIC Educational Resources Information Center

Scruggs, Thomas E., Ed.; Mastropieri, Margo A., Ed.

This two-volume set presents 11 papers on the state of the art in learning and behavioral disabilities, the first volume, Part A, includes 6 papers providing theoretical perspectives and, the second volume, Part B, includes 5 papers on intervention research. The theoretical papers are: "Defining Emotional or Behavioral Disorders: Divergence…

The Year in Review: Reports of Research Conducted by Adult Education Practitioners-Researchers in Virginia. Volume 5: 1995-1996.

ERIC Educational Resources Information Center

Virginia Adult Educators Research Network, Dayton.

This report contains four separate articles of interest to adult English-as-a-second-language (ESL) educators. "Learning Disabilities in Adult ESL: Case Studies and Directions" (Dorothy Almanza, Kate Singleton, Lynda Terrill) looks at three case studies of adult ESL students whom teachers have identified as possibly learning disabled.…

A Reply

ERIC Educational Resources Information Center

Cott, Allan

1977-01-01

The author replies to the article titled "Controversial Medical Treatments of Learning Disabilities" (R. Sieben), and discusses some research findings in the treatment of learning disabilities in such areas as the Feingold diet, hypoglycemia, stimulant medication, megavitamin therapy, hair analysis for the presence of trace elements, and…

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

ERIC Educational Resources Information Center

Kizzie, Karmen Tamika

2009-01-01

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

Defining a Technology Research Agenda for Elementary and Secondary Students with Learning and Other High-Incidence Disabilities in Inclusive Science Classrooms

ERIC Educational Resources Information Center

Marino, Matthew T.

2010-01-01

Increased numbers of elementary and secondary students with learning and other disabilities are participating in inclusive science classrooms. Unfortunately, many of these students struggle to achieve at a level commensurate with their peers. As a result, few students with disabilities pursue advanced scientific coursework or enter science,…

Effects of Extended Time on the SAT® I: Reasoning Test Score Growth for Students with Learning Disabilities. Research Report No. 1998-7

ERIC Educational Resources Information Center

Camara, Wayne J.; Copeland, Tina; Rothschild, Brian

2005-01-01

Tests administered with accommodations to persons with disabilities have been considered nonequivalent to tests administered under standardized conditions to nondisabled test takers. This study examined the score change patterns for learning disabled students completing extended-time administrations of the SAT I: Reasoning Test in comparison to…

Meta-analysis of the efficacy of psychological and educational interventions to improve academic performance of students with learning disabilities in Iran

PubMed Central

Faramarzi, Salar; Shamsi, Abdolhossein; Samadi, Maryam; Ahmadzade, Maryam

2015-01-01

Introduction: with due attention to the importance of learning disabilities and necessity of presenting interventions for improvement of these disorders in order to prevent future problems, this study used meta-analysis of the research model on the impact of psychological and educational interventions to improve academic performance of students with learning disabilities. Methods: with the use of meta-analysis method by integrating the results of various researches, this study specifies the effect of psychological and educational interventions. In this order, 57 studies, which their methodology was accepted, were selected and meta-analysis was performed on them. The research instrument was a meta-analysis checklist. Results: The effect size for the effectiveness of psychological-educational interventions on improving the academic performance of students with mathematics disorder (0.57), impaired writing (0.50) and dyslexia (0.55) were reported. Conclusions: The result of meta-analysis showed that according to Cohen's table, the effect size is above average, and it can be said that educational and psychological interventions improve the academic performance of students with learning disabilities. PMID:26430685

Meta-analysis of the efficacy of psychological and educational interventions to improve academic performance of students with learning disabilities in Iran.

PubMed

Faramarzi, Salar; Shamsi, Abdolhossein; Samadi, Maryam; Ahmadzade, Maryam

2015-01-01

with due attention to the importance of learning disabilities and necessity of presenting interventions for improvement of these disorders in order to prevent future problems, this study used meta-analysis of the research model on the impact of psychological and educational interventions to improve academic performance of students with learning disabilities. with the use of meta-analysis method by integrating the results of various researches, this study specifies the effect of psychological and educational interventions. In this order, 57 studies, which their methodology was accepted, were selected and meta-analysis was performed on them. The research instrument was a meta-analysis checklist. The effect size for the effectiveness of psychological-educational interventions on improving the academic performance of students with mathematics disorder (0.57), impaired writing (0.50) and dyslexia (0.55) were reported. The result of meta-analysis showed that according to Cohen's table, the effect size is above average, and it can be said that educational and psychological interventions improve the academic performance of students with learning disabilities.

Implications of Cooperative Learning and Educational Reform for Students with Mild Disabilities

ERIC Educational Resources Information Center

Fore, Cecil, III; Riser, Susan; Boon, Richard

2006-01-01

Cooperative learning is an instructional model that draws extensively on contributions of multiple theorists, including Piaget, Vygotsky, Carroll and other researchers. Many different cooperative learning arrangements have been developed and researched. The most extensively researched and evaluated cooperative learning arrangements is by Robert…

Understanding Learning Disabilities

ERIC Educational Resources Information Center

Walcot-Gayda, Elizabeth

2004-01-01

Knowledgeable persons within the field frequently criticize definitions of "learning disabilities" for the choice of vocabulary, phrasing and implied ideas. Although there may never be a universally accepted definition, a definition that reflects current research is used in this article to make evident some of the cognitive and…

Graphic Organizers for Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Singleton, Sabrina M.; Filce, Hollie Gabler

2015-01-01

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

Enhancing Assignment Perceptions in Students with Mathematics Learning Disabilities by Including More Work: An Extension of Interspersal Research

ERIC Educational Resources Information Center

Wildmon, Mark E.; Skinner, Christopher H.; Watson, T. Steuart; Garrett, L. Shan

2004-01-01

Active student responding is often required to remedy computation skill deficits in students with learning disabilities. However, these students may find computation assignments unrewarding and frustrating, and be less likely to choose to engage in assigned computation tasks. In the current study, middle school students with learning disabilities…

Using Video Modeling via Handheld Computers to Improve Geometry Skills for High School Students with Learning Disabilities

ERIC Educational Resources Information Center

Cihak, David F.; Bowlin, Tammy

2009-01-01

The researchers examined the use of video modeling by means of a handheld computer as an alternative instructional delivery system for learning basic geometry skills. Three high school students with learning disabilities participated in this study. Through video modeling, teacher-developed video clips showing step-by-step problem solving processes…

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

ERIC Educational Resources Information Center

Gregg, Noel

2012-01-01

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

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…

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2011-05-23

... serve, and learn about the latest research in the area of patent, family, and community engagement and... disabilities or special needs. If you require special accommodations due to a disability, please contact...

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

PubMed

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

2014-04-01

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

Effects of Post-School Options Instruction on Knowledge of Options and Ability to Orally Present Post-School Goals for High School Students with Developmental Disabilities

ERIC Educational Resources Information Center

Bartholomew, Audrey

2012-01-01

The study examined the effects of teaching presentation skills and post-school options to three high school students with developmental disabilities. While previous research has indicated students with learning disabilities can learn both academic and life skills within the same activity (Collins, Hager, & Galloway, 2011; Falkenstine, Collins,…

"I Didn't Used to Have Much Friends": Exploring the Friendship Concepts and Capabilities of a Boy with Autism and Severe Learning Disabilities

ERIC Educational Resources Information Center

Potter, Carol

2015-01-01

Whilst progress has been made in understanding the friendships of children with autism, research on the friendships of children with additional learning disabilities remains extremely limited. In this research, a qualitative case study approach provided a rich description of the friendship concepts and capabilities of Ben, a 10-year-old boy with…

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

PubMed

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

2013-09-01

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

A Current View of Learning Disabilities.

ERIC Educational Resources Information Center

Feagans, Lynne

1983-01-01

The issue of defining learning disability is considered. Important recent trends in research are reviewed with regard to: intellectual skills, academic retardation, neurological and behavioral dysfunction, and cognitive and interactive processes. Current intervention methods are also briefly described. Available from: Journal of Pediatrics, C.V.…

Behavioral Disorders, Learning Disabilities and Megavitamin Therapy.

ERIC Educational Resources Information Center

LaPerchia, Phyllis

1987-01-01

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

Learning Disability Programs in Large Universities. Research Report #18-87.

ERIC Educational Resources Information Center

Woods, Paula A.; And Others

Thirteen large state universities offering comprehensive services to learning-disabled students responded to a questionnaire concerning general program characteristics, existing support services, accommodations to aid students in using those services, standardized assessment and diagnosis, and types of academic assistance. Results showed that most…

An Exploration of Community Learning Disability Nurses' Therapeutic Role

ERIC Educational Resources Information Center

Marsham, Marian

2012-01-01

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

Moving closer to a public health model of language and learning disabilities: the role of genetics and the search for etiologies.

PubMed

Miller, Brett; McCardle, Peggy

2011-01-01

Continued progress in language and learning disabilities (LDs) research requires a renewed focused on issues of etiology. Genetics research forms a central tenet of such an agenda and is critical in clarifying relationships among oral language development, acquisition of literacy and mathematics, executive function skills, and comorbid conditions. For progress to be made, diversified efforts must continue to emphasize molecular and behavioral genetics (including quantitative genetics) approaches, in concert with multi-disciplinary and multi-modal projects, to provide an integrated understanding of the behavioral and biological manifestations of language and learning disabilities. Critically, increased efforts to include ethnic, socio-economic, and linguistically diverse participant samples across a range of developmental stages is required to meet the public health needs of learners in the US and across the world. Taken together, this body of work will continue to enhance our understanding of LDs and help us move toward a truly prevention based approach to language and learning disabilities.

Improving Learning Outcomes: The iPad and Preschool Children with Disabilities

PubMed Central

Chmiliar, Linda

2017-01-01

The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles. PMID:28529493

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

PubMed

Chmiliar, Linda

2017-01-01

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

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

ERIC Educational Resources Information Center

Boyle, Joseph R.; Rivera, Tina Z.

2012-01-01

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

Inclusive Education in Secondary Schools: Perspectives of Students With Disabilities

ERIC Educational Resources Information Center

Clark, Lyndsay R.

2008-01-01

This study aims at understanding the perspectives of students with learning disabilities that are placed in general education inclusive classrooms. The main focus of this research is to determine if the students with disabilities feel included by their peers and teachers as active and important members in the class. The qualitative research was…

Obesity interventions for people with a learning disability: an integrative literature review.

PubMed

Jinks, Annette; Cotton, Angela; Rylance, Rebecca

2011-03-01

This paper is a review of the effectiveness of non-surgical, non-pharmaceutical interventions designed to promote weight loss in people with a learning disability and how qualitative evidence on people's experiences and motivations can help understanding of the quantitative research outcomes. The health risks of obesity underline the importance of effective evidence-based weight loss interventions for people with learning disabilities as they are at increased risk of being overweight. Papers published from 1998 to 2009 were identified through searches of the Cumulative Index for Nursing and Allied Health Literature, Proquest, Medline (PubMed), PSYCHINFO databases, and the Cochrane Library. An integrative review method was used. Studies included were non-surgical or non-pharmaceutical interventions aimed at weight reduction for people with a learning disability. Synthesis of the findings related to study design, participants, types of interventions, outcome measures and participant perspectives. Twelve studies met the inclusion criteria. The most common research design was quasi-experimental pretest and post-test. Few researchers used a clinical trial approach, and there was only one predominantly qualitative study. Interventions were mainly focused on energy intake, energy expenditure or health promotion. Only a few studies incorporated behaviour modification approaches. Nurses who work with clients with learning disabilities have a key role to play in the management of obesity. Future research needs to focus on qualitative studies of the perceptions of clients and their families, controlled trials investigating the effectiveness of interventions and their costs and sustainability, and longitudinal studies examining weight loss over time. © 2010 Blackwell Publishing Ltd.

Providing sex education to persons with learning disabilities in the era of HIV/AIDS: tensions between discourses of human rights and restriction.

PubMed

Rohleder, Poul; Swartz, Leslie

2009-05-01

Research suggests that disabled people may be at increased risk for HIV infection, yet are excluded from HIV prevention campaigns. Historically people with learning disabilities have been constructed as either being asexual or sexually uninhibited, and sex education considered to be unnecessary or potentially harmful. This article reports on findings of a qualitative study exploring the challenges expressed by participants who provide sex education for persons with learning disabilities, revealing a tension between a human rights discourse and a discourse of restriction of sexual behaviours. Sex education, in the context of HIV/AIDS, may potentially construct sex as dangerous, echoing past constructions of disabled people's sexuality as problematic.

Why Is Math So Hard for Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities

ERIC Educational Resources Information Center

Berch, Daniel B., Ed; Mazzocco, Michele M.M., Ed.

2007-01-01

In order for schools to help students with learning difficulties and disabilities improve their achievement in mathematics, educators, researchers, practitioners, and policymakers need a better understanding of the evidence based on what is behind these students' difficulties in learning math. That is just what they will get with this landmark…

The Effect of Situated Learning on Knowledge Transfer of Students with and without Disabilities in Inclusive Classrooms: A Meta-Analysis

ERIC Educational Resources Information Center

Kim, Jiyoung

2012-01-01

The purpose of this meta-analysis was to examine the effect of situated learning on the academic performance of students with and without disabilities in inclusive general education classrooms. While previous research has reported the overall effectiveness of situated learning, relatively few studies have been conducted to investigate how situated…

Including Disabled Children in Learning: Challenges in Developing Countries. CREATE Pathways to Access. Research Monograph No. 36

ERIC Educational Resources Information Center

Croft, Alison

2010-01-01

This is an exploratory study suggesting ways of analysing challenges for developing countries in the move to greater inclusion of disabled children and young people in learning. The paper focuses on pedagogical challenges to realising more inclusive education. Pedagogy encompasses not only the practice of teaching and learning, but also the ideas…

An Investigation of CHC Cognitive Patterns among School Students in Grades Five through Nine with Learning Disabilities

ERIC Educational Resources Information Center

McClain-Pace, Erin Marie

2012-01-01

Interest in students who exhibit characteristics with difficulties in learning can be traced as far back as 1800. In order to better understand the complexities and causes of learning disabilities, many researchers (Bannatyne, 1968, 1974; Rugal, 1974) have investigated ways to better identify learners who struggle with academics. A strong argument…

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…

Rap and Technology Teach the Art of Argument

ERIC Educational Resources Information Center

Fink, Rosalie

2017-01-01

How can teachers integrate rap and technology strategies to teach students with learning disabilities the art of persuasive argument writing? This teacher research study presents creative new approaches for teaching argument writing. Strategies used in the study helped college freshmen with learning disabilities (LD) succeed in developing…

Understanding Dyscalculia for Teaching

ERIC Educational Resources Information Center

Vaidya, Sheila Rao

2004-01-01

Dyscalculia, a poor understanding of the number concept and the number system, is a learning problem affecting many individuals. However, less is known about this disability than about the reading disability, dyslexia, because society accepts learning problems in mathematics as quite normal. This article provides a summary of the research on…

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…

The Prevalence of Overweight and Obesity Levels among Forensic Inpatients with Learning Disability

ERIC Educational Resources Information Center

Russell, Rachel; Chester, Verity; Watson, James; Nyakunuwa, Canisius; Child, Lucy; McDermott, Mary; Drake, Sharon; Alexander, Regi T.

2018-01-01

Background: Inpatient mental health settings have been described as "obesogenic," due to factors including psychotropic medication, high-calorie food provision, restricted physical activity and sedentary lifestyles. No research has investigated the prevalence of obesity among forensic inpatients with learning disability, despite this…

Anomia-Pathological Verbal Dominance. Agnosic Behavior in Anomia: A Case of Pathological Verbal Dominance

ERIC Educational Resources Information Center

McGlannan, Frances, Ed.

1975-01-01

Summarized are three articles concerned with research on neurological aspects of learning disabilities entitled "Anomia-A Case of Pathological Verbal Dominance;""Brain--Right Hemisphere--Man's So Called 'Minor Hemisphere;""Neurology-A Special Neurological Examination of Children with Learning Disabilities". (DB)

Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems.

PubMed

Bouck, Emily; Park, Jiyoon; Nickell, Barb

2017-01-01

The Concrete-Representational-Abstract (CRA) instructional approach supports students with disabilities in mathematics. Yet, no research explores the use of the CRA approach to teach functional-based mathematics for this population and limited research explores the CRA approach for students who have a disability different from a learning disability, such as an intellectual disability. This study investigated the effects of using the CRA approach to teach middle school students in a self-contained mathematics class focused on functional-based mathematics to solve making change problems. Researchers used a multiple probe across participants design to determine if a functional relation existed between the CRA strategy and students' ability to solve making change problems. The study of consisted of five-to-eight baseline sessions, 9-11 intervention sessions, and two maintenance sessions for each student. Data were collected on percentage of making change problems students solved correctly. The CRA instructional strategy was effective in teaching all four participants to correctly solve the problems; a functional relation between the CRA approach and solving making change with coins problems across all participants was found. The CRA instructional approach can be used to support students with mild intellectual disability or severe learning disabilities in learning functional-based mathematics, such as purchasing skills (i.e., making change). Copyright © 2016 Elsevier Ltd. All rights reserved.

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

PubMed

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

2017-10-01

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

Secondary School Reform, Inclusion, and Authentic Assessment. Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief.

ERIC Educational Resources Information Center

Braden, Jeffery P.; Schroeder, Jennifer L.; Buckley, Jacquelyn A.

The Research Institute on Secondary Education Reform for Youth with Disabilities (RISER) has identified Schools of Authentic and Inclusive Learning (SAIL) to explore whether and how secondary students with disabilities are included in secondary education reform. In this brief, the literature describing the intersection of reform, inclusion, and…

The Challenge and Challenging of Childhood Studies? Learning from Disability Studies and Research with Disabled Children

ERIC Educational Resources Information Center

Tisdall, E. Kay M.

2012-01-01

Childhood studies have argued for the social construction of childhood, respecting children and childhood in the present, and recognising children's agency and rights. Such perspectives have parallels to, and challenges for, disability studies. This article considers such parallels and challenges, leading to a (re)consideration of research claims…

The First "R": Evidence-Based Reading Instruction for Students with Learning Disabilities

ERIC Educational Resources Information Center

Ritchey, Kristen D.

2011-01-01

Students with learning disabilities (LD) represent a significant proportion of students enrolled in U.S. schools. Research suggests that students with LD in reading benefit from specialized reading instruction, and effective reading instruction can be characterized as explicit, intensive, and systematic. Examples of evidence-based interventions…

Gifted Students with Learning Disabilities: Who Are They?

ERIC Educational Resources Information Center

Lovett, Benjamin J.; Lewandowski, Lawrence J.

2006-01-01

More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted…

The University Experiences of Students with Learning Disabilities

ERIC Educational Resources Information Center

McGregor, Karla K.; Langenfeld, Natalie; Van Horne, Sam; Oleson, Jacob; Anson, Matthew; Jacobson, Wayne

2016-01-01

To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self-reported LD (5.96 percent) had difficulty with assignments and had more obstacles caused by nonacademic responsibilities and…

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,…

If the Book Fits: Selecting Appropriate Texts for Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Leko, Melinda M.; Mundy, Charlotte A.; Kang, Hyun-Ju; Datar, Sujata D.

2013-01-01

Many adolescents with learning disabilities (LD) experience difficulties reading. To improve reading outcomes for these students, research has demonstrated the importance of providing students with appropriate texts. Appropriate texts are those that match both the reading and interest levels of students and are often credited with reducing…

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…

Visual Persistence and Information Pick-up in Learning Disabled Children.

ERIC Educational Resources Information Center

Mazer, Suzanne R.; And Others

1983-01-01

Two experiments tested possible explanations for previous research demonstrating lower span of apprehension for learning disabled students. In experiment 1, the length of visual persistence was less for LD subjects, while in experiment 2, the rate of information pick-up was slower for LD subjects. (CL)

Historical Roots of the Field of Learning Disabilities: Some Nineteenth-Century German Contributions.

ERIC Educational Resources Information Center

Opp, Gunther

1994-01-01

This article highlights the scientific contributions of nineteenth-century German researchers in describing neuropsychologic dysfunction and in conceptualizing and cerebrally localizing clinical syndromes associated with learning disabilities. Noted are contributions of Pierre Paul Broca, Carl Wernicke, Ludwig Lichtheim, Hugo Karl Liepmann, B.…

Learning Disabilities at Twenty-Five: The Early Adulthood of a Maturing Concept.

ERIC Educational Resources Information Center

Levine, Melvin D.

1989-01-01

The keynote speech identifies six categories of problem areas for children with learning disabilities: (1) synchronization, (2) consistency, (3) methodology, (4) cohesion, (5) saliency determination, and (6) tempo. A model of neurodevelopmental functions and performance elements to guide researchers and practitioners is offered. (DB)

Culturally Responsive Instruction for English Language Learners with Learning Disabilities

ERIC Educational Resources Information Center

Orosco, Michael John; O'Connor, Rollanda

2014-01-01

This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused…

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)

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

ERIC Educational Resources Information Center

Dunn, Michael W.

2010-01-01

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

University Teaching with a Disability: Student Learnings beyond the Curriculum

ERIC Educational Resources Information Center

Sheridan, Lynnaire; Kotevski, Suzanne

2014-01-01

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

Issues and Concerns of Assessment for English Language Learners with Learning Disabilities

ERIC Educational Resources Information Center

Pichardo, Blanca

2014-01-01

Limited research has been accomplished within the past few years regarding issues and concerns of assessment for English Language Learners (ELL) with Learning Disabilities (LD). The increasing number of this unique population throughout schools has raised many concerns for professionals in education. English Language Learners with Learning…

Learning Strategies for Adolescents with Mild Disabilities

ERIC Educational Resources Information Center

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

2013-01-01

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

U.S.-Born Salvadoran American Women with Learning Disabilities in Transition to Adulthood

ERIC Educational Resources Information Center

Ortiz, Deanna M.

2010-01-01

This exploratory and descriptive qualitative interview study examined the postsecondary experiences of three Salvadoran-American women with learning disabilities (LD) living in the District of Columbia in the 3 years since graduating from high school. This research analyzed the young women's experiences in employment, education, community…

The Actuarial Turn in the Science of Learning Disabilities

ERIC Educational Resources Information Center

Danforth, Scot

2011-01-01

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

Self-Regulated Math Instructions for Pupils with Learning Disabilities

ERIC Educational Resources Information Center

Bishara, Saied

2016-01-01

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

Self-Disclosure Decisions of University Students with Learning Disabilities

ERIC Educational Resources Information Center

Cole, Emma V.; Cawthon, Stephanie W.

2015-01-01

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

Emptiness as Material for Devised Theatre Performance

ERIC Educational Resources Information Center

Ames, Margaret

2018-01-01

The article examines the ways in which failure operated in the devising process with a colleague with learning disabilities. Themes of collaboration, co-creativity and power relations are set within the account of a process between the author and a research participant with learning and physical disabilities. The postdramatic device of failure…

Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Satsangi, Rajiv; Hammer, Rachel; Evmenova, Anya S.

2018-01-01

Students with learning disabilities often struggle with the academic demands presented in secondary mathematics curricula. To combat these students' struggles, researchers have studied various pedagogical practices and classroom technologies for teaching standards covered in subjects such as algebra and geometry. However, as the role of computer-…

Teachers' Educational Beliefs about Students with Learning Disabilities

ERIC Educational Resources Information Center

Landers, Andrew James

2017-01-01

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

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

ERIC Educational Resources Information Center

Rose, Dale Rennard

2017-01-01

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

Correctional Education Experiences of Female Offenders with a Learning Disability

ERIC Educational Resources Information Center

Smith, Ezekiel

2012-01-01

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

Comprehension Questioning Small Group Reading Instruction for Urban Students with Learning Disabilities

ERIC Educational Resources Information Center

Jones, Valerie

2012-01-01

It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs, & Mastropieri, 2010). Given that questioning takes up the vast majority of instructional interactions between teachers and students (Chin,…

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…

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

PubMed

Nuwagaba, Ephraim L; Rule, Peter N

2016-01-01

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

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

PubMed Central

Nuwagaba, Ephraim L.

2016-01-01

Background Despite Uganda’s progress in promoting affirmative action for persons with disabilities and its strategy of using microfinance to fight poverty, access to microfinance services by persons with disabilities is still problematic due to barriers, characterised by discrepancies between policies and practices. Regarding education, the affirmative action in favour of learners with disabilities has not translated into actual learning opportunities due to personal and environmental barriers. Objectives The study on which this article is based investigated the non-formal and informal adult learning practices regarding microfinance that persons with disabilities engaged in. This article seeks to illuminate the barriers that a person with a visual impairment encountered while learning about and engaging with microfinance and the strategies that he developed to overcome them. Methods This was a case study, framed within the social model of disability and critical research paradigm. Data were collected through in-depth interviews of a person with visual impairment and observations of the environment in which adult learning and engagement with Savings and Credit Cooperative Organisations (SACCOs) occurred. Results Findings indicate that the person with a visual disability faced barriers to learning about microfinance services. He experienced barriers in an integrated manner and developed strategies to overcome these barriers. The barriers and strategies are theorised using the social model of disability. Conclusion The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially motivate participants to succeed in learning about and engaging with microfinance. PMID:28730047

What Are Treatments for Intellectual & Developmental Disabilities (IDDs)?

MedlinePlus

... Browse AZTopics Browse A-Z Adrenal Gland Disorders Autism Spectrum Disorder (ASD) Down Syndrome Endometriosis Learning Disabilities Menstruation and ... NICHD Research Information Find a Study More Information Autism Spectrum Disorder (ASD) About NICHD Research Information Find a Study ...

The Postschool Outcomes of Students with Mild Intellectual Disability: Does It Get Better with Time?

ERIC Educational Resources Information Center

Bouck, E. C.

2014-01-01

Background: Although students with mild intellectual disability (MID) present unique educational needs and considerations, in research and in practice, they are sometimes aggregated with students with learning disabilities and emotional disorders and considered mild disabilities or aggregated with students with moderate/severe intellectual…

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

PubMed

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

2016-01-01

(Please see www.Toolsfortalking.co.uk for an easy read summary of the project.) The Tools for Talking are a set of resources that were developed through collaboration between Black, Asian and minority ethnic people with learning disabilities and researchers at the University of Birmingham. The resources were designed to be used by people with learning disabilities and service providers to facilitate culturally-sensitive communication and information sharing, service planning and delivery. They comprise illustrative videos and exploratory activities relating to five topics, namely, culture, activities, support from staff, important people, choices and independence. These topics emerged as important to people with learning disabilities during the 'Access to Social Care-Learning Disabilities' (ASC-LD) study which involved interviews with 32 adults with learning disabilities from Black, Asian and minority ethnic communities. The results of the ASC-LD study were used to develop a set of draft resources which were then co-developed through collaboration with people with learning disabilities and service providers. A 'Partnership event' was convened to involve stakeholders in the development of the resources. This paper describes the refinement of these materials by people with learning disabilities from Black, Asian and minority ethnic backgrounds in cooperation with a range of other stakeholders. Background Black, Asian and minority ethnic people with learning disabilities face inequities in health and social care provision. Lower levels of service uptake and satisfaction with services have been reported, however, this is largely based on the views of carers. The 'Access to Social Care: Learning Disabilities (ASC-LD)' study sought to explore the views and experiences of social support services among adults with learning disabilities from Black, Asian and minority ethnic communities. Interviews with 32 Black, Asian and minority ethnic adults with learning disabilities were conducted to explore participants' cultural identities, their understanding and experience of 'support'. The views and experiences expressed in the ASC-LD study were used in the 'Tools for Talking project' to develop a suite of resources designed to facilitate culturally-sensitive communication and information-sharing, service planning and delivery through improved mutual understanding between providers and users of services. This paper describes the Tools for Talking project which sought to co-develop the resources through a partnership event. Methods An inclusive approach was adopted to address issues that are important to people with learning disabilities, to represent their views and experiences, and to involve Black, Asian and minority ethnic people with learning disabilities in the research process. Partnerships were developed with provider organisations and service users who were invited to a 'Partnership Event'. Collaborators at the partnership event were asked to comment on and evaluate draft resources which included a series of videos and activities to explore topics that emerged as important in the ASC-LD study. Their comments were collated and the tools developed as they suggested. Results Using the results from the ASC-LD study helped to ensure that the draft resources were relevant to service users, addressing topics that were important to them. The partnership event was an effective method to collaborate with a relatively large number of stakeholders. However, the event was resource intensive and required substantial planning to ensure active and meaningful participation. Considerations, such as inviting stakeholders, developing the programme and selecting a venue are discussed. Conclusions The partnership approach has led to the development of a set of five illustrative videos and accompanying activities that address issues that emerged from the collaborative process including: culture, activities, support from staff, important people, choices and independence. These resources are freely available at: www.Toolsfortalking.co.uk. They are designed to be used by users and providers of services, but may also be useful in other settings.

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

ERIC Educational Resources Information Center

Haegele, Katherine; Burns, Matthew K.

2015-01-01

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

Reviewing Research on Mobile Learning in K-12 Educational Settings: Implications for Students with Disabilities

ERIC Educational Resources Information Center

Xie, Jingrong; Basham, James D.; Marino, Matthew T.; Rice, Mary F.

2018-01-01

Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant research base for mobile learning (M-learning) and…

Delivering on the promise of Plato's academy: educational accessibility for the 21st century.

PubMed

Wheatly, Michele G; Flach, John; Shingledecker, Clark; Golshani, Forouzan

2010-01-01

This special volume is dedicated to eight updated and expanded communications selected from 33 refereed papers presented at the inaugural international conference on Technology-based Learning with Disability (LWD-07) which took place on July 19-20, 2007 at Wright State University in Dayton, Ohio. Approximately 140 researchers and practitioners attended LWD-07 representing a cross-section of K-12 and higher education, pure and applied research, disability-related industry and rehabilitation agencies with common interests in facilitating educational attainment for people with all types of disabilities through use of technology. The communications selected for publication are representative of the breadth of interest at the nexus of disability, assistive technology, and the pedagogy of individualized learning. Access to education is a key component for quality of life and rehabilitation of any individual with a disability.

The Effects of Repeated Reading on the Fluency and Comprehension Skills of Elementary-Age Students with Learning Disabilities (LD), 2001-2011: A Review of Research and Practice

ERIC Educational Resources Information Center

Strickland, Whitney D.; Boon, Richard T.; Spencer, Vicky G.

2013-01-01

This article provides an extensive review of the literature on the use of repeated reading to improve the reading fluency and comprehension skills of elementary-age students with learning disabilities. A systematic review of the published literature from 2001 to 2011 was conducted and nineteen (N = 19) research-based repeated reading studies were…

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.

Schools of Authentic and Inclusive Learning. Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief.

ERIC Educational Resources Information Center

Hanley-Maxwell, Cheryl; Phelps, L. Allen; Braden, Jeff; Warren, Valli

This brief provides an overview of the foundation and framework for the Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities. RISER focuses on secondary schools engaged in reform efforts that include students with disabilities and seeks to identify restructuring practices that benefit all students. RISERs goal is to…

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

ERIC Educational Resources Information Center

Leggett, Janice; Goodman, Wendy; Dinani, Shamim

2007-01-01

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

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…

An Appreciation of Learning Disabilities: The Value of Blue-Green Algae.

ERIC Educational Resources Information Center

Gerber, Michael M.

2000-01-01

This review of the history of learning disabilities (LD) suggests that creation of the LD category has served scientific, if not always, policy purposes. It finds that 40 years of research have produced inventive, creative tools that benefit both investigation and intervention and, most importantly, a better understanding of individual…

English and the Learning-Disabled Student: A Survey of Research.

ERIC Educational Resources Information Center

Siegel, Gerald

The author reviews literature on teaching the learning disabled (LD) in college English classrooms. He notes work by V. Davis which suggests the following methods and techniques: (1) reinforce coping techniques the students have already developed; (2) provide help with reading tasks through summaries of vocabulary; (3) allow taping of classes (to…

A Foucaultian Critique of Learning Disability Discourses: Personal Narratives and Science

ERIC Educational Resources Information Center

Mazher, Waseem

2012-01-01

In this article, I present a critical discourse analysis (CDA) of two discourses in learning disabilities (LD)--the academic research literature on emotions of students labeled as LD and retrospective autobiographies from adults labeled as LD writing about their emotions as students. Drawing mainly on Foucaultian explanations of power, I…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Using Technology for Accessible Chemistry Homework for High School Students with and without Learning Disabilities

ERIC Educational Resources Information Center

King-Sears, Margaret E.; Evmenova, Anya S.; Johnson, Todd M.

2017-01-01

High school students with and without learning disabilities in two chemistry classes accessed technologically-enhanced worksheets, called Pencasts, when completing homework assignments. In this action research study, feedback from students was gathered via questionnaires and interviews. Students most frequently used Pencasts to figure out how to…

Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities

ERIC Educational Resources Information Center

Glover, Patti; McLaughlin, Thomas; Derby, K. Mark; Gower, Jan

2010-01-01

Introduction: The use of Direct Instruction (DI) flashcards has been suggested as an effective classroom intervention procedure. The present case report examined the use of DI flashcards with two adolescents with learning disabilities. Objectives: The purpose of this research was to increase the correct rate and decrease the error rate for…

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

ERIC Educational Resources Information Center

Lewis, Sarah; Bell, Dorothy; Gillanders, David

2007-01-01

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

Working with Learning Disabled Writers: Some Perspectives. Research to Practice.

ERIC Educational Resources Information Center

Bardine, Bryan

Although most learning disabled (LD) adult learners have a strong desire to enhance their writing skills, many obstacles hinder their success. Characteristics of LD students found in their writing or actions include the following: frustration; poor study/note taking skills; test anxiety; lack of social skills; a difficult time following oral…

Different Behavioral and Eye Movement Patterns of Dyslexic Readers with and without Attentional Deficits during Single Word Reading

ERIC Educational Resources Information Center

Thaler, Verena; Urton, Karolina; Heine, Angela; Hawelka, Stefan; Engl, Verena; Jacobs, Arthur M.

2009-01-01

Comorbidity of learning disabilities is a very common phenomenon which is intensively studied in genetics, neuropsychology, prevalence studies and causal deficit research. In studies on the behavioral manifestation of learning disabilities, however, comorbidity is often neglected. In the present study, we systematically examined the reading…

"I Carry Her in My Heart": An Exploration of the Experience of Bereavement for People with Learning Disability

ERIC Educational Resources Information Center

Thorp, Nicki; Stedmon, Jacqui; Lloyd, Helen

2018-01-01

Background: Bereavement is a universal experience, yet little research has explored the lived experience of bereavement for people with learning disability (PWLD). Materials and methods: Four PWLD were interviewed about their experience of bereavement. Data were analysed using interpretative phenomenological analysis. Results: Four themes were…

Predicting Performance on Academic and Non-Academic Tasks: A Comparison of Adolescents with and without Learning Disabilities

ERIC Educational Resources Information Center

Job, Jenelle M.; Klassen, Robert M.

2012-01-01

Previous research suggests that adolescents with learning disabilities (LD) are less accurate in predicting academic performance than normally achieving (NA) adolescents and display a tendency to overestimate their level of performance (e.g., Klassen, 2007). However, no studies have been conducted investigating whether this overestimation is…

Reading Instruction for Students with Learning Disabilities: An Observation Study Synthesis (1980-2014)

ERIC Educational Resources Information Center

Walker, Melodee A.; Stevens, Elizabeth A.

2017-01-01

This article synthesizes observation studies investigating reading instruction for students with learning disabilities (LD) in Grades K-12. A systematic search of the literature between 1980 and 2014 resulted in the identification of 25 studies. In addition to replicating and extending E. A. Swanson's synthesis, the research questions of studies…

Norms and Goals of Appraisal of German Teachers for Students with Learning Disabilities

ERIC Educational Resources Information Center

Wilbert, Jurgen; Grunke, Matthias

2010-01-01

Although there is an ongoing debate about which achievement feedback is most useful, the majority of researchers agree that social comparisons and a focus on competition are inappropriate for students with learning disabilities and otherwise academically-challenged students. They are highly at-risk to be unfavorably influenced by inappropriate…

Transition for Students with Learning Disabilities in Four Rocky Mountain States.

ERIC Educational Resources Information Center

McCuller, Glen L.; And Others

Recent research indicates that problems in the transition from school to employment are frequent among students with learning disabilities, particularly those in rural areas. While a systematic approach to transition appears to be beneficial, the best method for implementing such an approach is still in question. One hundred seventeen special…

Principal Component Analysis Study of Visual and Verbal Metaphoric Comprehension in Children with Autism and Learning Disabilities

ERIC Educational Resources Information Center

Mashal, Nira; Kasirer, Anat

2012-01-01

This research extends previous studies regarding the metaphoric competence of autistic and learning disabled children on different measures of visual and verbal non-literal language comprehension, as well as cognitive abilities that include semantic knowledge, executive functions, similarities, and reading fluency. Thirty seven children with…

Meta-Analysis of Reading Comprehension Interventions for Students with Learning Disabilities: Strategies and Implications

ERIC Educational Resources Information Center

Sencibaugh, Joseph M.

2005-01-01

This paper examines research studies, which focus on interventions commonly used with students who are learning disabled and identify effective methods that produce substantial benefits concerning reading comprehension. This paper synthesizes previous observation studies by conducting a meta-analysis of strategies used to improve the reading…

Meta-Analysis of Reading Comprehension Interventions for Students with Learning Disabilities: Strategies and Implications

ERIC Educational Resources Information Center

Sencibaugh, Joseph M.

2007-01-01

This paper examines research studies, which focus on interventions commonly used with students who are learning disabled and identifies effective methods that produce substantial benefits concerning reading comprehension. This paper synthesizes previous observation studies by conducting a meta-analysis of strategies used to improve the reading…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Ageing and People with Learning Disabilities: In Search of Evidence

ERIC Educational Resources Information Center

Walker, Carol

2015-01-01

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

Teaching Mathematics to Students With Learning Disabilities: A Review Of Literature

ERIC Educational Resources Information Center

Obudo, Francis

2008-01-01

The purpose of this study was to review and synthesize available literature to draw a comprehensive picture of what is necessary to teach mathematics to students with learning disabilities. A systematic search was conducted through 5 computerized databases (Academic Search Complete, ERIC, Education Research Complete, and Primary Search) The…

Research in Secondary Schools. Advances in Learning and Behavioral Disabilities. Volume 17

ERIC Educational Resources Information Center

Scruggs, Thomas E., Ed.; Mastropieri, Margo A., Ed.

2004-01-01

Secondary education of students with learning and behavioral disabilities is an issue of great importance. Unlike elementary schools, secondary schools require substantially more independent functioning, assume the effective use of student planning and study skills, and often lack the classes in basic skills needed by some learners. Further, new…

Equity through Accountability? Mandating Minimum Competency Exit Examinations for Secondary Students with Learning Disabilities.

ERIC Educational Resources Information Center

Manset, Genevieve; Washburn, Sandra J.

2000-01-01

This article reviews the research related to minimum competency testing (MCT) as a requirement for high school graduation for students with learning disabilities. It examines whether inclusive MCT requirements lead to positive educational outcomes, raises issues of accommodations and alternative diplomas, possible increased dropout rates, and…

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…

The Necessity of Academic Accommodations for First-Year College Students with Learning Disabilities

ERIC Educational Resources Information Center

Hadley, Wanda M.

2007-01-01

The number of students with learning disabilities enrolling in colleges and universities is increasing each year. Affirming effectiveness of resources and programs meant to support students' integration into the campus community involves multilayered research, because the subjects must be self-advocating to get the full advantages the resources…

Long-Term Metacognitive Effects of a Strategic Learning Course for Postsecondary Students with and without Disabilities

ERIC Educational Resources Information Center

Burchard, Melinda S.

2010-01-01

This dissertation examined long-term metacognitive effects of participation in a Strategic Learning course for postsecondary students with and without disabilities. The researcher integrated existing archival data from three sources, a university-wide assessment program, assessments of 114 students who took a postsecondary Strategic Learning…

Closing the Math Gap of Native American Students Identified as Learning Disabled

ERIC Educational Resources Information Center

Hankes, Judith; Skoning, Stacey; Fast, Gerald; Mason-Williams, Loretta

2013-01-01

This article serves as an overview of activities and selected assessment findings of a three-year research study titled, Closing the Mathematics Achievement Gap of Native American Students Identified as Learning Disabled Project (CMAG Project). Methods used were problem-based, consistent with those of Cognitively Guided Instruction, and culturally…

An Application of Attribution Theory to Developing Self-Esteem in Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Tollefson, Nona; And Others

The effect of an attribution retraining program intended to teach 35 learning disabled (LD) junior high school students to attribute achievement outcomes to the internal factor of effort was examined in the study. The research was concerned with LD adolescents' perceptions of personal (internal) and environmental (external) causality as…

Postsecondary Educational Aspirations and Enrollment of Students with Learning Disabilities: The Role of Secondary Schooling Experiences

ERIC Educational Resources Information Center

Park, Youn Jung

2013-01-01

While there have been steady increases in postsecondary education attendance by students with learning disabilities (LD), limited research has examined secondary schooling factors that may affect and promote their postsecondary educational aspirations and enrollment. Drawing on a sample of 370 students with LD from the National Longitudinal…

Using Repertory Grid Techniques to Measure Change Following Dialectical Behaviour Therapy with Adults with Learning Disabilities: Two Case Studies

ERIC Educational Resources Information Center

McNair, Louisa; Woodrow, Ceri; Hare, Dougal

2016-01-01

Background: Government strategy indicates that individuals with learning disabilities should have access to adapted psychological therapies. Dialectical behaviour therapy (DBT) is recommended for the treatment of borderline personality disorder (BPD); however, there is little published research regarding whether it can be appropriately adapted for…

The Four-Year College Experience of One Student with Multiple Learning Disabilities

ERIC Educational Resources Information Center

Hadley, Wanda

2017-01-01

The number of students with learning disabilities (LD) attending postsecondary institutions with the intent of graduating and pursuing employment is progressively increasing. This paper was developed from the experiences of Mitchell's (a pseudonym) participation in a four-year research study with nine other college students with LD. At the end of…

Improving the Test-Taking Skills of Learning Disabled Students.

ERIC Educational Resources Information Center

Scruggs, Thomas E.; Jenkins, Vesna

Research on test taking skills of LD (learning disabled) students is reviewed and implications for improving the skill are noted. Among findings considered are that separate answer sheets appear to inhibit the performance of LD students, LD students can benefit from training and demonstrate improved attitudes toward testing, and students should…

Leading interprofessional practice: a conceptual framework to support practitioners in the field of learning disability.

PubMed

McCray, Janet

2003-11-01

One of the key challenges for practitioners in present day health and social care has been responding effectively in the interprofessional teamwork setting, where collaboration is at the centre of professional activity. For whilst practitioners are expected to work interprofessionally there often remains limited attention to the actual process of interprofessional practice itself, within organizational strategy, local workforce development planning and individual continuing professional development. These concerns were a driver for this research with practitioners in the field of learning disability which resulted in the development of a conceptual framework for interprofessional practice. This paper sets out the process of conceptual framework development, underpinned by the concepts of knowledge of learning disabilities, contextual socialisation, empowerment, conflict management, transforming capability and interprofessional reflection on action. The researcher suggests that the framework may offer clinical leaders in learning disabilities and a range of other practice settings a tool to facilitate individual practitioner development, enabling as it does, the identification of a range of critical factors which impact on the outcomes of interprofessional practice intervention.

Note-taking skills of middle school students with and without learning disabilities.

PubMed

Boyle, Joseph R

2010-01-01

For middle school students with learning disabilities (LD), one major component of learning in content area classes, such as science, involves listening to lectures and recording notes. Lecture learning and note-taking are critical skills for students to succeed in these classes. Despite the importance of note-taking skills, no research has been reported on the problems that school-age students with LD encounter when recording notes during science lectures. Using a sample size of 90 middle school students, the performance of students with LD was compared to students with no learning disabilities (NLD). Results found that students with LD performed significantly worse than students with NLD in terms of the type and amount of notes recorded and test performance.

Disability and Learning Outcomes: How Much Does the Disability Really Matter? Occasional Paper

ERIC Educational Resources Information Center

Karmel, Tom; Nguyen, Nhi

2008-01-01

In 2005, the National Centre for Vocational Education Research (NCVER) produced a statistical compendium examining vocational education and training (VET) students with a disability as a whole group; it also compared different disability groups, focusing on their participation levels, achievements and outcomes from VET in 2003 (Cavallaro et al.…

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…

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

PubMed

Mangina, Constantine A; Beuzeron-Mangina, Helen

2009-08-01

This research pursues the crucial question of the differentiation of preadolescents with "Pure" ADHD, comorbid ADHD with learning disabilities, "Pure" learning disabilities and age-matched normal controls. For this purpose, Topographic Mapping of Event-Related Brain Potentials (ERPs) to a Memory Workload Paradigm with visually presented words, Bilateral Electrodermal Activity during cognitive workload and Mangina-Test performance were used. The analysis of Topographic distribution of amplitudes revealed that normal preadolescents were significantly different from "Pure" ADHD (P<0.0001), "Pure" learning disabilities (P<0.0001), and comorbid ADHD with learning disabilities (P<0.0009), by displaying enhanced prefrontal and frontal negativities (N450). In contrast, preadolescents with "Pure" ADHD and comorbid ADHD with learning disabilities have shown a marked reduction of prefrontal and frontal negativities (N450). As for the "Pure" Learning Disabled preadolescents, very small positivities (P450) in prefrontal and frontal regions were obtained as compared to the other pathological groups. Bilateral Electrodermal Activity during cognitive workload revealed a significant main effect for groups (P<0.00001), Left versus Right (P=0.0029) and sessions (P=0.0136). A significant main effect for the Mangina-Test performance which separated the four groups was found (P<0.000001). Overall, these data support the existence of clear differences and similarities between the pathological preadolescent groups as opposed to age-matched normal controls. The psychophysiological differentiation of these groups, provides distinct biological markers which integrate central, autonomic and neuropsychometric variables by targeting the key features of these pathologies for diagnosis and intervention strategies and by providing knowledge for the understanding of normal neurocognitive processes and functions.

Evaluation of the benefits of assistive reading software: perceptions of high school students with learning disabilities.

PubMed

Chiang, Hsin-Yu; Liu, Chien-Hsiou

2011-01-01

Using assistive reading software may be a cost-effective way to increase the opportunity for independent learning in students with learning disabilities. However, the effectiveness and perception of assistive reading software has seldom been explored in English-as-a-second language students with learning disabilities. This research was designed to explore the perception and effect of using assistive reading software in high school students with dyslexia (one subtype of learning disability) to improve their English reading and other school performance. The Kurzweil 3000 software was used as the intervention tool in this study. Fifteen students with learning disabilities were recruited, and instruction in the usage of the Kurzweil 3000 was given. Then after 2 weeks, when they were familiarized with the use of Kurzweil 3000, interviews were used to determine the perception and potential benefit of using the software. The results suggested that the Kurzweil 3000 had an immediate impact on students' English word recognition. The students reported that the software made reading, writing, spelling, and pronouncing easier. They also comprehended more during their English class. Further study is needed to determine under which conditions certain hardware/software might be helpful for individuals with special learning needs.

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.

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.

Development of Reading Comprehension Skills among Students with Intellectual Disabilities Using Technologically-Based Reading Programs

ERIC Educational Resources Information Center

Macklin, Ella M.

2016-01-01

This research paper reported the results from research conducted regarding technologically-based reading comprehension programs for students who have intellectual disabilities. It provided evidence-based research and theoretical bases for learning (i.e. Zone of Generativity, Constructivism, Self-Efficacy) on the issue of these students not being…

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…

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…

The Interactive Effect of Test Anxiety and Learning Disabilities among Adolescents

ERIC Educational Resources Information Center

Lufi, Dubi; Darliuk, Lina

2005-01-01

The purpose of the present research was to expand the knowledge about test anxiety (TA) and its interactive effect on personality characteristics among adolescents who suffer from learning disabilities (LDs). The 166 participants aged 14-18 years, were divided into the following four groups: (1) adolescents with TA and with LD; (2) adolescents…

Recognising Fathers: A National Survey of Fathers Who Have Children with Learning Disabilities

ERIC Educational Resources Information Center

Towers, Christine

2009-01-01

The "Recognising Fathers" research began in 2005 in response to hearing from mothers and fathers that fathers often felt marginalised in the process of arranging care and support for their children with learning disabilities. At the same time it was apparent that national family policy was indicating a growing recognition of the…

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…

PRESCHOOL PREDICTION AND PREVENTION OF LEARNING DISABILITIES.

ERIC Educational Resources Information Center

BEERY, KEITH E.

THE OBJECTIVES OF THIS INITIAL REPORT OF A FOUR-YEAR PROJECT WERE (1) TO DEMONSTRATE A METHOD FOR THE PREDICTION AND PREVENTION OF LEARNING DISABILITIES, (2) TO FOSTER UNDERSTANDING OF CHILD DEVELOPMENT AMONG TEACHERS, PARENTS, AND PHYSICIANS. SUBJECTS WERE THE 3 1/2 TO 5 1/2 YEAR OLD CHILDREN OF AN ENTIRE SCHOOL DISTRICT. RESEARCHERS WERE…

The Perceived Impact of Unstable Gaps between Academic Ability and Performance on the Self-Image of Students with Learning Disabilities

ERIC Educational Resources Information Center

Einat, Amela

2017-01-01

Disparities among the different abilities of students with learning disabilities have attracted extensive research. The attention has largely focused on how low abilities mask good or high potential intellectual level, and the resulting frustration. Correspondingly, the literature has also concentrated on the methods of detection required to…

Experiences of People with Learning Disabilities in the Criminal Justice System

ERIC Educational Resources Information Center

Hyun, Elly; Hahn, Lyndsey; McConnell, David

2014-01-01

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

Identifying Subtypes among Children with Developmental Coordination Disorder and Mathematical Learning Disabilities, Using Model-Based Clustering

ERIC Educational Resources Information Center

Pieters, Stefanie; Roeyers, Herbert; Rosseel, Yves; Van Waelvelde, Hilde; Desoete, Annemie

2015-01-01

A relationship between motor and mathematical skills has been shown by previous research. However, the question of whether subtypes can be differentiated within developmental coordination disorder (DCD) and/or mathematical learning disability (MLD) remains unresolved. In a sample of children with and without DCD and/or MLD, a data-driven…

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

ERIC Educational Resources Information Center

Swanson, H. Lee

2001-01-01

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

The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students with Disabilities

ERIC Educational Resources Information Center

Rafdal, Brooke H.; McMaster, Kristen L.; McConnell, Scott R.; Fuchs, Douglas; Fuchs, Lynn S.

2011-01-01

This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers received 1-day workshop; n = 19); or K-PALS Level 2…

Learning Disabilities and Career Development. Practice Application Brief No. 20.

ERIC Educational Resources Information Center

Kerka, Sandra

The lifelong process of career development poses special challenges for people with learning disabilities (LD). Literature on employment issues for adults with LD frames on-the-job problems in terms of individual deficits or recasts the issues as a function of the significant societal barriers faced by those who do not fit the norm. Research on…

Intervention Effects for Students with Comorbid Forms of Learning Disability: Understanding the Needs of Nonresponders

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.

2013-01-01

In this article, we considered evidence from our intervention research programs on whether students with learning disability (LD) in reading and mathematics (comorbid LD) respond differently to intervention, compared to students with reading LD alone (RD) or to students with mathematics LD alone (MD). The goal was to gain insight into whether…

Perceptions of School Counselors Regarding Their Roles in Transition Services for Students with Learning Disabilities towards Post Secondary Education

ERIC Educational Resources Information Center

Tait, Molly

2013-01-01

The purpose of this study was to analyze the perceptions of secondary school counselors regarding their roles in the postsecondary transition process for individuals with learning disabilities. Five research areas were discussed knowledge, advocacy, collaboration, self determination, and parent/student involvement with regard to transition…

Taiwanese Families' Perspectives on Learning Disabilities: An Exploratory Study in Three Middle Schools

ERIC Educational Resources Information Center

Chu, Szu-Yin; Lo, Yu-Ling Sabrina

2016-01-01

The purpose of this study was to investigate families' perspectives on learning disabilities (LD) in Taiwan. A researcher-designed survey was sent out to families of children with or without LD from three middle schools. Data from 153 participants were gathered and analysed. The survey consisted of four sections, namely demographic information,…

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'…

Bannatyne-Recategorized WISC-R Patterns of Mentally Retarded, Learning Disabled, Normal, and Intellectually Superior Children: A Meta-Analysis.

ERIC Educational Resources Information Center

Mueller, Horst H.; And Others

1983-01-01

Metaanalytical procedures examined the Wechsler Intelligence Scale-Revised subtest performance patterns of 36 samples of below average, normal average, learning disabled average, and above average IQ children from research. Relative patterning of WISC-R subtests as reflected in children's Bannatyne-recategorized performance profiles appeared to be…

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

ERIC Educational Resources Information Center

Vinciguerra, Salvatore

2016-01-01

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

Understanding Problem-Solving Errors by Students with Learning Disabilities in Standards-Based and Traditional Curricula

ERIC Educational Resources Information Center

Bouck, Emily C.; Bouck, Mary K.; Joshi, Gauri S.; Johnson, Linley

2016-01-01

Students with learning disabilities struggle with word problems in mathematics classes. Understanding the type of errors students make when working through such mathematical problems can further describe student performance and highlight student difficulties. Through the use of error codes, researchers analyzed the type of errors made by 14 sixth…

Beyond the Classroom: The Inclusion of Young People with Learning Disabilities in UK Mainstream Counselling Services

ERIC Educational Resources Information Center

Pattison, Sue

2006-01-01

Counselling is increasingly seen as a way of addressing the psychological needs of young people with emotional, behavioural and academic problems. This paper explores the existing counselling landscape regarding inclusion of young people with learning disabilities in counselling. The research findings are based on data collected from an empirical…

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…

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…

Comparing Neuropsychological Profiles between Girls with Asperger's Disorder and Girls with Learning Disabilities

ERIC Educational Resources Information Center

McKnight, Megan E.; Culotta, Vincent P.

2012-01-01

Research examining neuropsychological profiles of girls with Asperger's disorder (AD) is sparse. In this study, we sought to characterize neurocognitive profiles of girls with AD compared to girls with learning disabilities (LD). Two groups of school-age girls referred for neuropsychological assessment participated in the study. A total of 23…

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

PubMed

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

2016-03-01

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

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.

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

PubMed

Clark, M D

1997-01-01

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

Assessment and treatment of learning disabilities in Portugal.

PubMed

da Fonseca, V

1996-03-01

This article is one in our Special International Perspectives on Learning Disabilities series. The author attempts to present the actual contextual picture of the learning disabilities (LD) field in Portugal, where the school failure rate in public schools is approximately 37% and 29% in primary and secondary systems, respectively. The need for a clear educational and legislative definition of LD is advanced, as well as some expectations for that national problem. A critical analysis of the assessment and treatment models is given, as well as some suggestions for and challenges to the role of schools and personnel training centers. Research priorities also are taken into account.

Developing and feasibility testing of data collection methods for an economic evaluation of a supported selfmanagement programme for adults with a learning disability and type 2 diabetes.

PubMed

O'Dwyer, John L; Russell, Amy M; Bryant, Louise D; Walwyn, Rebecca E A; Wright-Hughes, Alexandra M; Graham, Elizabeth H; Wright, Judy M; Meer, Shaista; Birtwistle, Jacqueline; Farrin, Amanda J; House, Allan O; Hulme, Claire T

2018-01-01

The challenges of conducting research with hard to reach vulnerable groups are particularly pertinent for people with learning disabilities. Data collection methods for previous cost and cost-effectiveness analyses of health and social care interventions targeting people with learning disabilities have relied on health care/health insurance records or data collection forms completed by the service provider rather than by people with learning disabilities themselves. This paper reports on the development and testing of data collection methods for an economic evaluation within a randomised controlled trial (RCT) for a supported self-management programme for people with mild/moderate learning disabilities and type 2 diabetes. A case finding study was conducted to identify types of health and social care use and data collection methods employed in previous studies with this population. Based on this evidence, resource use questionnaires for completion by GP staff and interviewer-administered participant questionnaires (covering a wider cost perspective and health-related quality of life) were tested within a feasibility RCT. Interviewer-administered questionnaires included the EQ-5D-3L (the NICE recommended measure for use in economic evaluation). Participants were adults > 18 years with a mild or moderate learning disability and type 2 diabetes, with mental capacity to give consent to research participation. Data collection for questionnaires completed by GP staff requesting data for the last 12 months proved time intensive and difficult. Whilst 82.3% (121/147) of questionnaires were returned, up to 17% of service use items were recorded as unknown. Subsequently, a shorter recall period (4 months) led to a higher return rate but with a higher rate of missing data. Missing data for interviewer-administered participant questionnaires was > 8% but the interviewers reported difficulty with participant recall. Almost 60% (48/80) of participants had difficulty completing the EQ-5D-3L. Further investigation as to how service use can be recorded is recommended. Concerns about the reliability of identifying service use data directly from participants with a learning disability due to challenges in completion, specifically around recall, remain. The degree of difficulty to complete EQ-5D-3L indicates concerns regarding the appropriateness of using this measure in its current form in research with this population. Current Controlled Trials ISRCTN41897033 (registered 21 January 2013).

Interactions Between Research and Assessment

ERIC Educational Resources Information Center

Rourke, Byron P.

1976-01-01

Available from: Journal of Pediatric Psychology, Child Study Center, 1100 N.E. 13th Street, Oklahoma City, Oklahoma 73117. The author reviews some research in the area of the neuropsychology of learning disabilities (LD) with emphasis on the qualitative analysis of spelling errors in disabled spellers and the predictive accuracy of various…

"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…

Learning What Works in Sensory Disabilities: Establishing Causal Inference

ERIC Educational Resources Information Center

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

2015-01-01

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

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.

Universally Designed Assessments for ELLs with Disabilities: What We've Learned So Far

ERIC Educational Resources Information Center

Johnstone, Christopher J.; Anderson, Michael E.; Thompson, Sandra J.

2006-01-01

English language learners (ELLs) with disabilities are an emerging population in the U.S. and therefore command special attention in assessment systems. Research has demonstrated that "universal design of assessment" approaches are effective in helping to make assessments more accessible for ELLs with disabilities. Special education…

Using Comparison Peers as an Objective Measure of Social Validity: Recommendations for Researchers

ERIC Educational Resources Information Center

Ennis, Robin Parks; Jolivette, Kristine; Fredrick, Laura D.; Alberto, Paul A.

2013-01-01

In this article, students with challenging behaviors (SWCB) in a classroom may include those with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), emotional and behavioral disorders (E/BD), intellectual disabilities, learning disabilities, and those at risk of these disabilities. These students may present…

Examining Postsecondary Education Predictors and Participation for Students with Learning Disabilities

ERIC Educational Resources Information Center

Joshi, Gauri S.; Bouck, Emily C.

2017-01-01

Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study-2 to examine the relationship between postsecondary…

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

PubMed Central

Gacek, Michał; Smoleń, Tomasz; Pilecka, Władysława

2017-01-01

Persons with intellectual disability are a group at risk of being exposed to overly demanding problem-solving situations, which may produce learned helplessness. The research was based on the informational model of learned helplessness. The consequences of exposure to an unsolvable task and the ability to recognize the symptoms of cognitive exhaustion were tested in 120 students with mild intellectual disability. After the exposure to the unsolvable task, persons in the experimental group obtained lower results than the control group in the escape/avoidance learning task, but a similar result was found in the divergent thinking fluency task. Also, participants in the experimental group had difficulties recognizing the symptoms of the cognitive exhaustion state. After a week’s time, the difference in escape/avoidance learning performance was still observed. The results indicate that exposure to unsolvable tasks may negatively influence the cognitive performance in persons with intellectual disability, although those persons may not identify the cognitive state related to lowered performance. PMID:28479937

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

PubMed

Gacek, Michał; Smoleń, Tomasz; Pilecka, Władysława

2017-01-01

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

Testimony from Learning Disabled College Writers on the Efficacy of Word Processing in their Writing Process. Working Paper.

ERIC Educational Resources Information Center

Collins, Terence; Price, Lynda

As part of a three-year federally funded research program intended to shed light on the writing processes of learning disabled college-aged writers (with special emphasis on the use of technology in creating workable mainstreamed curricula), this paper records in an interview format the responses of students to the program, including word…

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.…

Increasing Public Awareness of the Needs of Students with Learning Disabilities in the Elementary Setting

ERIC Educational Resources Information Center

Roualdes, Melissa Merle

2013-01-01

Students with varying backgrounds and learning disabilities enter today's classrooms. Teachers may not be prepared to recognize and handle the needs of these students. The purpose of this study is to examine the research on teacher preparedness with the goal of increasing public awareness of the needs of this student population. A review of the…

A Survey of Self-Advocacy Groups for People with Learning Disabilities in an English Region: Part II.

ERIC Educational Resources Information Center

McNally, Steve

2003-01-01

The second article on a survey of self-advocacy groups for people with learning disabilities in England reports key findings that included the consistency of the issues identified as important and the willingness to engage in research. Key themes were self-advocacy, rights, day service center issues, staffing, personal relationships, complaints,…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

The Science and Politics of Gifted Students with Learning Disabilities: A Social Inequality Perspective

ERIC Educational Resources Information Center

Lovett, Benjamin J.

2013-01-01

Researchers and advocates who argue for increased recognition of gifted students with learning disabilities (G/LD students) often frame their arguments in terms of the need to increase the diversity and inclusiveness of gifted education. However, the criteria used to identify G/LD students are sufficiently vague and fluid that the G/LD category…

Ageing-Related Experiences of Adults with Learning Disability Resident in Rural Areas: One Australian Perspective

ERIC Educational Resources Information Center

Wark, Stuart; Canon-Vanry, Miranda; Ryan, Peta; Hussain, Rafat; Knox, Marie; Edwards, Meaghan; Parmenter, Marie; Parmenter, Trevor; Janicki, Matthew; Leggatt-Cook, Chez

2015-01-01

Background: Access to support services in rural areas is known to be problematic both in Australia, and in other countries around the world, but the majority of research on the population of people ageing with learning disability has so far focussed on metropolitan residents. The authors report about select aspects of the lived experience of older…

Where Should People with Dementia Live? Using the Views of Service Users to Inform Models of Care

ERIC Educational Resources Information Center

Forbat, Liz; Wilkinson, Heather

2008-01-01

This paper reports on research that illuminates how people with a learning disability understand dementia and indicates the implications of these understandings for developing appropriate models of care. As this new policy and practice area struggles to provide appropriate and effective models of care for people with a learning disability and…

Making Sense of Varying Standards of Care: The Experiences of Staff Working in Residential Care Environments for Adults with Learning Disabilities

ERIC Educational Resources Information Center

Hutchison, Andrew; Kroese, Biza Stenfert

2016-01-01

Research evidence reveals that adults with learning disabilities who live in residential care facilities are being exposed to considerable variation in the standards of care they receive. High profile cases of substandard care have also raised concerns regarding the appropriateness of existing care provisions and practices. While attempts have…

Comprehension and Time Expended for a Doctoral Student with a Learning Disability when Reading with and without an Accommodation

ERIC Educational Resources Information Center

Tanners, Adam; McDougall, Dennis; Skouge, Jim; Narkon, Drue

2012-01-01

The purpose of this alternating treatment, single-case research study was to compare reading comprehension and time expended reading, of a doctoral student with learning disabilities, under two reading conditions. In condition one, the student used a self-discovered accommodation, that is, listening, on an iPod, to an audiobook version…

Effects of Adaptive Training on Working Memory and Academic Achievement of Children with Learning Disabilities: A School-Based Study

ERIC Educational Resources Information Center

Cunningham, Rhonda Phillips

2013-01-01

Research has suggested many children with learning disabilities (LD) have deficits in working memory (WM) that hinder their academic achievement. Cogmed RM, a computerized intervention, uses adaptive training over 25 sessions and has shown efficacy in improving WM in children with attention deficit hyperactivity disorder (ADHD) and a variety of…

Preliminary Findings of Learning Gains for Adult Learners with Developmental Disabilities. Research Brief No. 6

ERIC Educational Resources Information Center

Posey, Virginia; Jacobsen, Jared

2007-01-01

Public perception of adults with developmental disabilities realizing learning gains often remains illusive. This paper highlights key findings in achievement in basic skills for adults with mental retardation on a functional assessment in a life skills context for three program years (2003-2006). In this study the time period between the pre- and…

A Synthesis of Interventions for Improving Oral Reading Fluency of Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Kim, Min Kyung; Bryant, Diane Pedrotty; Bryant, Brian R.; Park, Yujeong

2017-01-01

A synthesis of the research literature was conducted from 2004 to 2014 on interventions designed to build oral reading fluency for elementary students with learning disabilities (LD). An extensive search yielded a total of 12 intervention studies. Among the 12 studies, the majority (n = 9) implemented repeated reading with or without a model.…

Long-Term Stability of Scores on the Wechsler Intelligence Scale for Children-Fourth Edition in Children with Learning Disabilities

ERIC Educational Resources Information Center

Lander, Jenny

2010-01-01

The present investigation explored the stability of scores on the Wechsler Intelligence Scale for Children-IV (WISC-IV) over approximately a three-year period. Previous research has suggested that some children with Learning Disabilities (LD) do not demonstrate long-term stability of intelligence. Legally, school districts are no longer required…

A Normativist Account of Language-Based Learning Disability

ERIC Educational Resources Information Center

Tomblin, J. Bruce

2006-01-01

Research on learning disabilities (LD) depends upon a conceptual framework that specifies what it should explain, what kinds of data are needed, and how these data are to be arranged in order to provide a meaningful explanation. An argument is made that LD are no different in this respect than any other form of human illness. In this article, a…

The experiences of orthopaedic and trauma nurses who have cared for adults with a learning disability.

PubMed

Drozd, Mary; Clinch, Christine

2016-08-01

There is no published empirical research about the experiences of orthopaedic and trauma nurses who have cared for people with a learning disability. However, adults with a learning disability sustain more injuries, falls and accidents than the general population. Because of their increased health needs, there has been a corresponding increase in their numbers attending general/acute hospitals. The 6 Cs is a contemporary framework and has been used to gauge how orthopaedic and trauma nurses rate the Care, Communication, Competence, Commitment, Courage and Compassion for patients with a learning disability in orthopaedic and trauma hospital settings compared to patients without a learning disability. The aim of the study was to explore the experiences of orthopaedic and trauma nurses who have cared for people with a learning disability. The study is based on a descriptive survey design and used a questionnaire to elicit data from participants. A convenience sample of Registered Nurses completed a questionnaire. The study was explained to delegates attending a concurrent session on the topic of acute hospital care for people with a learning disability at a conference and the questionnaire was left on a table for participants to take if they wished. Questionnaires were returned anonymously. Of the participants who had completed the questionnaire 100% (n = 13) had cared for a patient with a learning disability. Using the 6 Cs as a framework suggested that care, communication and competence of nurses were worse for people with a learning disability than for people without a learning disability. Three main themes emerged regarding areas of good practices: (1) promoting a positive partnership with patients and carers; (2) modifying care and interventions; (3) supporting the healthcare team. There was evidence of good practices within orthopaedic and trauma settings such as the active involvement of family or a paid carer who is known to thepatient and the modification of care and interventions along with specialist advice and support from the Acute Liaison Learning Disability Nurse. There were areas of concern such as the lack of use of Hospital Passports and the inconsistent implementation of reasonable and achievable adjustments. It is unknown if the care for patients with a learning disability is adequate. However, the themes that have emerged accord with the key domains in 'A competency framework for orthopaedic and trauma practitioners' (Royal College of Nursing 2012a, 2012b) and therefore could be considered for inclusion in future orthopaedic and trauma competencies to enable sharing of best practices. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

PubMed

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

2011-01-01

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

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

NASA Astrophysics Data System (ADS)

Donovan, Kelsey Claire

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

Abuse of disabled parking: Reforming public's attitude through persuasive multimedia strategy

NASA Astrophysics Data System (ADS)

Yahaya, W. A. J. W.; Zain, M. Z. M.

2014-02-01

Attitude is one of the factors that contribute to the abuse of disabled parking. The attitude's components are affective, cognitive and behavioral and may be formed in various ways including learning and persuasion. Using learning and persuasion approach, this study has produced a persuasive multimedia aiming to form a positive attitude toward disabled persons in order to minimize the rate of disabled parking abuse. The persuasive multimedia was developed using Principle of Social Learning draws from Persuasive Technology as learning strategy at macro persuasion level, and modality and redundancy principles draw from Multimedia Learning Principles as design strategy at micro persuasion level. In order to measure the effectiveness of the persuasive multimedia, 93 respondents were selected in a 2 × 2 quasi experimental research design for experiment. Attitude components of affective, cognitive and behavioral were measured using adapted instrument from the Multi Dimensional Attitudes Scale toward Persons With Disabilities (MAS). Result of the study shows that the persuasive multimedia which designed based on Social Learning Theory at macro persuasion level is capable of forming positive attitude toward disabled person. The cognitive component of the attitude found to be the most responsive component. In term of design strategy at the micro persuasion level, modality found to be the most significant strategy compare to redundancy. While males are more responsive to the persuasive multimedia compare to females.

Mathematics education and students with learning disabilities: introduction to the special series.

PubMed

Rivera, D P

1997-01-01

The prevalence of students with mathematics learning disabilities has triggered an interest among special education researchers and practitioners in developing an understanding of the needs of this group of students, and in identifying effective instructional programming to foster their mathematical performance during the school years and into adulthood. Research into the characteristics of students with mathematics learning disabilities is being approached from different perspectives, including developmental, neurological and neuropsychological, and educational. This diversity helps us develop a broader understanding of students' learning needs and difficulties. Special education assessment practices encompass a variety of approaches, including norm-referenced, criterion-referenced, and nonstandardized procedures, depending on the specific assessment questions professionals seek to answer. Students' mathematical knowledge and conceptual understanding must be examined to determine their strengths and weaknesses, curriculum-based progress, and use of cognitive strategies to arrive at mathematical solutions. Research findings have identified empirically validated interventions for teaching mathematics curricula to students with mathematics learning disabilities. Research studies have been grounded in behavioral theory and cognitive psychology, with an emergent interest in the constructivist approach. Although research studies have focused primarily on computational performance, more work is being conducted in the areas of story-problem solving and technology. These areas as well as other math curricular skills require further study. Additionally, the needs of adults with math LD have spurred educators to examine the elementary and secondary math curricula and determine ways to infuse them with life skills instruction accordingly. As the field of mathematics special education continues to evolve, special educators must remain cognizant of the developments in and influences on the field of mathematics education. Reform efforts have shaped the field significantly since the 1950s, contributing to the curriculum offered in mathematics textbooks and the pedagogical practices taught in higher education courses. Mathematics educators continue to search for a better understanding of how children learn mathematics; this process is shaped by the prevailing theoretical orientations and research methodologies. This special series in mathematics special education provides readers with information about the characteristics of students with mathematics learning disabilities, assessment procedures, mathematics programming, teacher preparation, and future directions for the field. The series originated as a result of discussions with Dr. Lee Wiederholt and Dr. Judith K. Voress, who saw a need for the compilation of recent research and best practices in mathematics special education. I thank them for their support of and thoughtful insights about the development of this series. I also appreciate the support of Dr. George Hynd and his editorial assistant, Kathryn Black, in finalizing the details for publication. Finally, I am most appreciative of the authors' contributions to this series; their work continues to significantly influence the development of the field of mathematics special education and programming for students with mathematics learning disabilities.

Researching Learning Difficulties: A Guide for Practitioners

ERIC Educational Resources Information Center

Porter, Jill; Lacey, Penny

2005-01-01

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

Increasing access to learning for the adult basic education learner with learning disabilities: evidence-based accommodation research.

PubMed

Gregg, Noel

2012-01-01

Accommodating adult basic education (ABE) learners with learning disabilities (LD) is common practice across many instructional, testing, and work settings. However, the results from this literature search indicate that very few empirically based studies are available to support or reject the effectiveness of a great deal of accommodation implementation. In addition, in light of the profound changes to literacy taking place in today's digital, networked, and multimodal world, technology is redefining traditional concepts of accessibility and accommodation.

Elementary Students' Use of Dialect and Reading Achievement: Examining Students with Disabilities

ERIC Educational Resources Information Center

Gatlin, Brandy; Wanzek, Jeanne

2017-01-01

Nonmainstream American English, or dialect, among children may have important implications for reading research and practice. However, much of the research involving relations between dialect and literacy has analyzed dialect use in only one context and has omitted students with speech, language, and learning disabilities. Consequently, we…

The Potential of Artificial Intelligence in Aids for the Disabled.

ERIC Educational Resources Information Center

Boyer, John J.

The paper explores the possibilities for applying the knowledge of artificial intelligence (AI) research to aids for the disabled. Following a definition of artificial intelligence, the paper reviews areas of basic AI research, such as computer vision, machine learning, and planning and problem solving. Among application areas relevant to the…

Learned Resourcefulness and Coping with Stress in Mothers of Children with Disabilities

ERIC Educational Resources Information Center

Eroglu, Yüksel; Akbaba, Sirri; Adigüzel, Orhan; Peker, Adem

2014-01-01

Problem Statement: Research has indicated that some mothers can cope with stressful life conditions and continue their lives normally, whereas others are unable to overcome such challenging conditions. Recent research has shown that mothers of children with disabilities are likely to know more about why some mothers have relatively well-adjusted…

Building on transformative learning and response shift theory to investigate health-related quality of life changes over time in individuals with chronic health conditions and disability.

PubMed

Barclay-Goddard, Ruth; King, Judy; Dubouloz, Claire-Jehanne; Schwartz, Carolyn E

2012-02-01

A major goal of treatment for people living with chronic illness or disability is self-management leading to optimized health-related quality of life. This change process has been described in the adult education literature as transformative learning, while in health-related quality of life research, response shift has emerged as a key concept. Response shift and transformative learning literature were reviewed, and the theoretical frameworks of the 2 concepts were compared and contrasted. Response shift is described as a change in internal standards, values, or definition of a construct (eg, health-related quality of life) over time, commonly seen in individuals with chronic illness. In the context of chronic illness, transformative learning is described as a complex process of personal change including beliefs, feelings, knowledge, and values. Transformative learning is often triggered by the diagnosis of a chronic illness. This results in a critical reflection of taken-for-granted assumptions and leads to new ways of thinking, influencing personal changes in daily living. Comparing the models of response shift and transformative learning in chronic illness, the catalyst in response shift appears comparable with the trigger in transformational learning; mechanisms to process of changing; and perceived quality of life to outcomes. Both transformative learning and response shift have much to offer health care providers in understanding the learning process for the person living with chronic illness or disability to optimize their quality of life. Suggestions for future research in response shift and transformative learning in individuals with chronic health conditions and disability are proposed. Copyright © 2012 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Learned Helplessness in Exceptional Children.

ERIC Educational Resources Information Center

Brock, Herman B.; Kowitz, Gerald T.

The research literature on learned helplessness in exceptional children is reviewed and the authors' efforts to identify and retrain learning disabled (LD) children who have characteristics typical of learned helplessness are reported. Twenty-eight elementary aged LD children viewed as "learned helpless" were randomly assigned to one of four…

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…

Students with Reading Disabilities Participating in Literature Discussions: A Case Study

ERIC Educational Resources Information Center

O'Brien, Elysha Patino

2011-01-01

This qualitative case study addressed a lack of research concerning literature discussions for students with learning disabilities in reading. Fourth and fifth grade students with reading disabilities participated in twice-weekly literature discussions, 30-to-60 minutes each, for 12 weeks. The students attended a Title I school and most were…

What Lithuanian Pupils Learn about Disability: Analysis of Attitudes and Content of Textbooks

ERIC Educational Resources Information Center

Ruskus, Jonas; Poceviciene, Rasa

2006-01-01

(Purpose) The purpose of this paper was to reveal how stereotyped representations of disability are manifested in school curriculum through the textbook content and the attitudes of participants of education. Research questions of this study were: How is disability represented in Lithuanian textbooks? What is the real discourse--that of…

Phonological Spelling and Reading Deficits in Children with Spelling Disabilities

ERIC Educational Resources Information Center

Friend, Angela; Olson, Richard K.

2008-01-01

Spelling errors in the Wide Range Achievement Test were analyzed for 77 pairs of children, each of which included one older child with spelling disability (SD) and one spelling-level-matched younger child with normal spelling ability from the Colorado Learning Disabilities Research Center database. Spelling error analysis consisted of a percent…

For the Record: The Lived Experience of Parents with a Learning Disability--A Pilot Study Examining the Scottish Perspective

ERIC Educational Resources Information Center

MacIntyre, Gillian; Stewart, Ailsa

2012-01-01

There are increasing numbers of parents with a learning disability living in the community although the exact numbers are unknown. Existing research suggests that this group of parents faces disadvantage and discrimination on a number of levels. This study reports on the findings of a small pilot study that examined the lived experience of five…

An Initial Investigation into the Role of Stereotype Threat in the Test Performance of College Students with Learning Disabilities

ERIC Educational Resources Information Center

May, Alison L.; Stone, C. Addison

2014-01-01

In a quasi-experimental evaluation of the possible role of stereotype threat in the academic performance of college students with learning disabilities (LD), students with (N = 29) and without (N = 62) identified LD took a simulated Verbal GRE® task in one of two conditions modeled after those used in past stereotype threat (ST) research. The task…

Analysis of Educational Setting, Teacher Training, and the Modeling and Instruction of Metacognitive Strategies for Students with Learning Disabilities in Jewish Day Schools

ERIC Educational Resources Information Center

Rothwachs, Yisrael

2010-01-01

Employment of metacognitive strategies has been documented as a key factor in academic success. For students with learning disabilities (LD), however, exposure to these strategies is crucial to both their academic and social growth. While there has been much research demonstrating the importance of modeling metacognitive strategies for students…

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

ERIC Educational Resources Information Center

Marino, Matthew T.; Beecher, Constance C.

2010-01-01

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

Degree of Stereotypic Responding by Hyperactive, Learning Disabled, and Unselected Children in a Computer-Controlled Task.

ERIC Educational Resources Information Center

Metzger, Mary Ann; Freund, Lisa

The present research assessed the ability to attend to relevant information in the presence of irrelevant distraction in hyperactive (H), learning disabled (LD), and unselected (US) children. A total of 20 LD, 20 H, and 20 US children divided into younger and older age groups participated in the study. Younger children were between 94 and 104…

The Impact of Executive Function Skills on Writing: A Comparison of Fifth-Grade Students with Learning Disabilities and Students with Typical Development

ERIC Educational Resources Information Center

Nathan, Anne Michelle

2009-01-01

This study explored the relationship between verbal fluency skills and writing skills in developing writers. There were three research questions addressed: (1) Was there a difference between fifth-grade students who have a learning disability (LD) in written language and fifth-grade students with typical development (TD) on the Delis-Kaplan…

Jo's Story: The Journey of One Woman's Experience of Having Cancer and a "Learning Disability"

ERIC Educational Resources Information Center

Martean, Melissa Hannah; Dallos, Rudi; Stedmon, Jacqui; Moss, Duncan

2014-01-01

With increasing longevity amongst people with learning disabilities, it is not surprising that prevalence and incidence rates of cancer are growing at a significant rate. Much of the research undertaken in the area of psycho-oncology has focused on the "general population", and over the last decade, there has been increasing interest in…

Characteristics of Limited English Proficient Hispanic Students in Programs for the Learning Disabled: Implications for Policy, Practice and Research. Part I. Report Summary.

ERIC Educational Resources Information Center

Ortiz, Alba A., Ed.; Polyzoi, Eleoussa, Ed.

An exploratory and descriptive study is reviewed which examined the identification and placement of 334 limited English proficient Hispanic students (grades 2-5) in learning disability programs. Ss' eligibility folders were examined to determine why they had been referred initially, how they were assessed, and to document the initial placement…

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.

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;…

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.

Identifying College Students at Risk for Learning Disabilities: Evidence for Use of the Learning Difficulties Assessment in Postsecondary Settings

ERIC Educational Resources Information Center

Kane, Steven T.; Roy, Soma; Medina, Steffanie

2013-01-01

This article describes research supporting the use of the Learning Difficulties Assessment (LDA), a normed and no-cost, web-based survey that assesses difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. Previous research has supported…

A scoping review of personalisation in the UK: approaches to social work and people with learning disabilities.

PubMed

Sims, David; Cabrita Gulyurtlu, Sandra S

2014-01-01

There have been rapid developments in personalisation of health and social care in the UK over the past 5 years to develop a more flexible model of provision based upon greater choice and control for service users. This has been important for people with learning disabilities who are often dependent on others such as social workers to support their autonomy and independence. This article discusses a study carried out to explore the impact of personalisation on people with learning disabilities and the role of social workers to support this. A scoping review of the UK literature from 1996 to 2011 was conducted. It was found that there has not been a significant amount of empirical research in this area. Some studies, such as reports by InControl, have suggested that when implemented well, personalisation can have a positive impact on the lives of people with learning disabilities. Other literature highlighted the limitations and critiques of personalisation. Without the right support to manage budgets and autonomy, people with learning disabilities could be left vulnerable. In respect of the social workers, the finding of the review was that there was a lack of guidance on how to implement personalisation and a perceived threat to their traditional practice role, resulting in barriers to implementation. Although the literature emphasises the need for choice, control and autonomy in personalisation, the conclusion of this study is that more research needs to be carried out into how professional roles fit into and can support this process. © 2013 John Wiley & Sons Ltd.

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

The Prevalence of Intellectual Disability in a Major UK Prison

ERIC Educational Resources Information Center

Hayes, Susan; Shackell, Phil; Mottram, Pat; Lancaster, Rachel

2007-01-01

Over-representation of people with learning disability in prisons has been demonstrated in many Western jurisdictions. This was the first comprehensive research in a UK prison. The research used a random 10% sample of a prison population (n = 140). A semi-structured interview, the Wechsler Adult Intelligence Scale-III (UK version) and the Vineland…

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)…

Increase Reading Fluency of 4th and 5th Grade Students with Learning Disabilities Using Readers' Theatre

ERIC Educational Resources Information Center

Mountford, Kathy A.

2007-01-01

The following Action Research Project Report is to improve the oral reading fluency of the 4th and 5th grade students with learning disabilities. The targeted population participating in this study consisted of a total of ten participants of which five were 4th grade students and five were 5th grade students located in a middle class community…

Success Factors 40 Years Later: The Pioneer Postsecondary Program for Students with Learning Disabilities, Attention Deficit Hyperactivity Disorder, and Executive Function

ERIC Educational Resources Information Center

Fox, Laurie

2013-01-01

In 1970, this first program supporting college students with language-based learning disabilities was a radical pioneer. While an exemplar for 40 years, there are fresh challenges today in the form of competition for diminished numbers of 18 year olds. To better understand what helps and what matters to students, research needs to go beyond most…

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…

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students with Learning Disabilities: A Synthesis of the Research from 2001 to 2014

ERIC Educational Resources Information Center

Stevens, Elizabeth A.; Walker, Melodee A.; Vaughn, Sharon

2017-01-01

Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader's cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler's…

A longitudinal study of employment and skill acquisition among individuals with developmental disabilities.

PubMed

Stephens, Dawn L; Collins, Michael D; Dodder, Richard A

2005-01-01

Recent legislation, especially the Americans with Disabilities Act in 1990, generated the closure of institutions for people with disabilities and inclusion into community residences and employment. It has been well documented that individuals with developmental disabilities often experience difficulties with employment including both obtaining and maintaining jobs, and many researchers have looked for ways to make employment more successful [McConkey, R. & Mezza F. (2001). Employment aspirations of people with learning disabilities attending day centers. Journal of Learning Disabilities, 5(4), 309-318; Stevens, G. (2002). Employers' perceptions and practice in the employability of disabled people: a survey of companies in south east UK. Disability and Society, 17(7), 779-796; Capella, M., Roessler, R., & Hemmeria, K. (2002). Work-related skills awareness in high-school students with disabilities. Journal of Applied Rehabilitation Counseling, 33(2), 17-23; Ingraham, K., Rahimi, M., Tsang, H., Chan, F., & Oulvey, E. (2001). Work support groups in state vocational rehabilitation agency settings: a case study. Psychiatric Rehabilitation Skills, 5(1), 6-21; Gosling, V. & Cotterill, L. (2000). An employment project as a route to social inclusion for people with learning difficulties? Disability and Society, 15(7), 1001-1018; Neitupski, J. & Hamre-Nietupski, S. (2000). A systematic process for carving supported employment positions for people with severe disabilities. Journal of Developmental and Physical Disabilities, 12(2), 103-119]. While research has accumulated that has examined predictors of successful employment, this research assessed longitudinal outcomes of employment. Data were obtained from an existing data set of all known persons receiving services from the Developmental Disabilities Division of the Oklahoma Department of Human Services (N=2760). Results indicated that as people moved to employment, scores on adaptive skills increased, that as people moved from employment, adaptive skills decreased, and that as employment status remained constant, adaptive skills also remained unchanged. No consistent impact was found on challenging behaviors. Type of employment (sheltered, supported, and competitive) was then examined, and the same pattern of changes in adaptive skills was found; i.e., changes in employment to more/less competitive was accompanied by more/less adaptive skills. This suggests that employment itself, especially work in the competitive workforce, may be a significant source of enhancing adaptive skills for people with developmental disabilities and, thus, greatly adding to the success of community living.

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

PubMed

Hearne, D; Stone, S

1995-01-01

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

Learning, Independence, and Relationships: The Impact of Supported Higher Education on Students with Intellectual Disabilities. Research Brief. Winter 2015

ERIC Educational Resources Information Center

McKay, David; Banner, Rebekah; Sherif, Victoria; Rhodes, Alice

2015-01-01

The Supported Higher Education Program (SHEP), administered by the Human Development Institute at the University of Kentucky, was one of the funded Transition Programs for Students with Intellectual Disabilities (TPSIDs). SHEP's central goal was to support students with intellectual disabilities toward a meaningful post-secondary education…

Lessons Learned: Parents of Children with Disabilities Offer Recommendations for Strategies that Work

ERIC Educational Resources Information Center

Schumacher Dyke, Karin; Bauer, Lisabeth S.

2010-01-01

When it comes to making the right choices for children with disabilities, families are the experts. To prove this point, the Hatton Project sponsored a grant wherein researchers interviewed members of 12 families of children with disabilities on factors that caused them to identify themselves as "successful." The results yielded eight lessons…

A Systematic Review of the Literature on Mathematics Manipulatives to Support Students with Disabilities

ERIC Educational Resources Information Center

Bouck, Emily C.; Park, Jiyoon

2018-01-01

Manipulatives are considered a common tool for mathematics teaching and learning, for both students with and without disabilities. Yet, a systematic review of the current state of research regarding manipulatives for students with disabilities did not exist prior to this article. This manuscript presents a systematic review of the literature…

Exploring the Integration of Disability Awareness into Tertiary Teaching and Learning Activities

ERIC Educational Resources Information Center

Hale, Leigh; van der Meer, Jacques; Rutherford, Gill; Clay, Lynne; Janssen, Jessie; Powell, Denise

2013-01-01

A desire to have every student attending our University be aware of, and reflect on, disability in their studies and future careers, initiated our project to explore how to enhance disability awareness within all our University's papers. In this project we systematically reviewed pertinent literature and ran an action research workshop for staff.…

Strategic Tool for Students with Disabilities: Creating and Implementing Virtual Learning Environments without Barriers

ERIC Educational Resources Information Center

Barrett, Bob G., Jr.

2011-01-01

While some organizations have made strides in employing workers with disabilities as an act of social responsibility, other entities have started to realize the need and value of this untapped human resource (Thakker, 1997). Research has shown that employees with disabilities have low turnover rates, low absenteeism, and high motivation to prove…

Classification and identification of reading and math disabilities: the special case of comorbidity.

PubMed

Branum-Martin, Lee; Fletcher, Jack M; Stuebing, Karla K

2013-01-01

Much of learning disabilities research relies on categorical classification frameworks that use psychometric tests and cut points to identify children with reading or math difficulties. However, there is increasing evidence that the attributes of reading and math learning disabilities are dimensional, representing correlated continua of severity. We discuss issues related to categorical and dimensional approaches to reading and math disabilities, and their comorbid associations, highlighting problems with the use of cut points and correlated assessments. Two simulations are provided in which the correlational structure of a set of cognitive and achievement data are simulated from a single population with no categorical structures. The simulations produce profiles remarkably similar to reported profile differences, suggesting that the patterns are a product of the cut point and the correlational structure of the data. If dimensional approaches better fit the attributes of learning disability, new conceptualizations and better methods to identification and intervention may emerge, especially for comorbid associations of reading and math difficulties.

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

PubMed

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

2017-09-01

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

Ganando Confianza: Research Focus Groups with Immigrant Mexican Mothers

PubMed Central

Hausmann-Stabile, Carolina; Zayas, Luis H.; Runes, Sandra; Abenis-Cintron, Anna; Calzada, Esther

2014-01-01

Immigrant families with children with developmental disabilities must be served using culturally sensitive approaches to service and research to maximize treatment benefits. In an effort to better understand cultural issues relevant to the provision of parenting programs for immigrant Mexican mothers of children with developmental disabilities, we conducted sustained focus groups through which we could learn more about our participants and thereby improve services. This paper reports on the challenges and lessons learned from these groups. We characterize the key lessons as (a) recruitment and retention is more than agreement to participate; (b) confidentiality is not just a word but an activity; (c) the complicated nature of language; (d) cultural norms shape the group process; (e) appreciating the value of taking time; and (f) gender issues and group interaction. Service providers and researchers who work with Mexican families may benefit from our experiences as they promote and develop programs and projects in the developmental disabilities field. PMID:25674353

Ganando Confianza: Research Focus Groups with Immigrant Mexican Mothers.

PubMed

Hausmann-Stabile, Carolina; Zayas, Luis H; Runes, Sandra; Abenis-Cintron, Anna; Calzada, Esther

2011-03-01

Immigrant families with children with developmental disabilities must be served using culturally sensitive approaches to service and research to maximize treatment benefits. In an effort to better understand cultural issues relevant to the provision of parenting programs for immigrant Mexican mothers of children with developmental disabilities, we conducted sustained focus groups through which we could learn more about our participants and thereby improve services. This paper reports on the challenges and lessons learned from these groups. We characterize the key lessons as (a) recruitment and retention is more than agreement to participate; (b) confidentiality is not just a word but an activity; (c) the complicated nature of language; (d) cultural norms shape the group process; (e) appreciating the value of taking time; and (f) gender issues and group interaction. Service providers and researchers who work with Mexican families may benefit from our experiences as they promote and develop programs and projects in the developmental disabilities field.

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,…

A synthesis and meta-analysis of reading interventions using social studies content for students with learning disabilities.

PubMed

Swanson, Elizabeth; Hairrell, Angela; Kent, Shawn; Ciullo, Stephen; Wanzek, Jeanne A; Vaughn, Sharon

2014-01-01

A synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through Grade 12 is provided. A total of 27 studies met criteria for the synthesis, with 16 studies providing sufficient data for inclusion in the meta-analysis. Reading interventions implemented within the context of social studies have employed the use of graphic organizers, mnemonics, reading and answering questions, guided notes, and multicomponent comprehension instruction. The overall mean effect size for interventions included in the meta-analysis was 1.02, indicating that reading interventions delivered using social studies content have a substantial positive effect on outcomes among students with learning disabilities.

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.

The Role of Supporters in Facilitating the Use of Technologies by Adolescents and Adults with Learning Disabilities: A Place for Positive Risk-Taking?

ERIC Educational Resources Information Center

Seale, Jane

2014-01-01

The role of supporters in facilitating access to and use of technology by people (adolescents and adults) with learning disabilities has not been the primary focus of much of the research that has been undertaken to date. The review of literature presented in this paper suggests, however, that issues of support, risk and safety are emerging as…

Neurobiological Underpinnings of Math and Reading Learning Disabilities

PubMed Central

Ashkenazi, Sarit; Black, Jessica M.; Abrams, Daniel A.; Hoeft, Fumiko; Menon, Vinod

2013-01-01

The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in each domain. Next we review functional imaging studies of MD and RD in children, integrating relevant theories from experimental psychology and cognitive neuroscience to characterize the functional neuroanatomy of cognitive dysfunction in MD and RD. We then review recent research on the anatomical correlates of MD and RD. Converging evidence from morphometry and tractography studies are presented to highlight distinct patterns of white matter pathways which are disrupted in MD and RD. Finally, we examine how the intersection of MD and RD provides a unique opportunity to clarify the unique and shared brain systems which adversely impact learning and skill acquisition in MD and RD, and point out important areas for future work on comorbid learning disabilities. PMID:23572008

Supporting Students with Severe Disabilities in Inclusive Schools: A Descriptive Account From Schools Implementing Inclusive Practices

ERIC Educational Resources Information Center

Kurth, Jennifer A.; Lyon, Kristin J.; Shogren, Karrie A.

2015-01-01

The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of…

Inclusive Education and Students with Intellectual Disabilities (IDs) in the State of Kuwait: Are We Ready?

ERIC Educational Resources Information Center

Alshemari, Hawaa

2016-01-01

Policies regarding inclusion that have been adopted by Kuwait emphasize the rights of individuals with disabilities to be integrated into society and learn beside students without disabilities (Al-Kandari & Salih, 2008). Of particular concern in this study was the lack of research regarding the topic of inclusive education in the State of…

Special education for intellectual disability: current trends and perspectives.

PubMed

Kauffman, James M; Hung, Li-Yu

2009-09-01

To inform readers of current issues in special education for individuals with intellectual disabilities and summarize recent research and opinion. Two issues dominate special education for students with intellectual disabilities in the early 21st century. First, what should be taught to such students and who should teach them? Second, where should such students be taught - in 'inclusive' settings alongside normal peers or in special settings dedicated to their special needs? Research on teaching reading, arithmetic, and functional daily living skills to students with disabilities suggests the superiority of direct, systematic instruction. Universal design is often seen as supportive of inclusion. Inclusion has been seen as the central issue in special education but is gradually giving way to concern for what students learn. Direct, systematic instruction in reading, arithmetic, and daily living skills is the most effective approach to teaching students with intellectual disabilities. Basic concepts and logic suggest that special and general education cannot be equivalent. We conclude that what students are taught should be put ahead of where they are taught. Our fundamental concern is that students with intellectual disabilities be respected and be taught all they can learn.

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.

Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities.

PubMed

Stothers, Margot; Klein, Perry D

2010-12-01

It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities (LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated. PO and PA are cognitive functions that have been examined in previous research for their roles in nonverbal LD and phonological dyslexia, respectively. Nonverbal tests of PO and non-reading tests of PA were administered to a sample of adults with postsecondary education. Approximately two thirds of the sample had previously been diagnosed as having LD. In a multiple regression analysis, tests of PO and PA were used to predict scores for tests of reading comprehension and mechanics. Despite the nonverbal nature of the perceptual organizational test stimuli, PO strongly predicted reading comprehension. Tests of PA predicted decoding and reading speed. Results were interpreted as supporting the hypothesis that integrative processes usually characterized as nonverbal were nonetheless used by readers with and without disabilities to understand text. The study's findings have implications for understanding the reading of adults with learning disabilities, and the nature of reading comprehension in general.

Maximizing competence through professional development: increasing disability knowledge among One-Stop Career Center staff.

PubMed

Hall, Allison Cohen; Timmons, Jaimie Ciulla; Boeltzig, Heike; Hamner, Doris; Fesko, Sheila

2006-01-01

The Workforce Investment Act of 1998 (USA) mandates that partners in the One-Stop Career Center system be prepared to serve a diverse customer base. Effective service delivery depends in part on a focus on human resources and professional development. This article presents innovative strategies for One-Stop Career Center staff training related to serving customers with disabilities. Findings from case study research conducted in several One-Stops across the country revealed that staff struggled with both knowledge and attitudes around disability issues. To address these concerns, local leaders developed practices that provided opportunities to gain practical skills and put acquired knowledge to use. These included a formalized curriculum focused on disability issues; informal support and consultation from a disability specialist; and exposure and learning through internships for students with disabilities. Implications are offered to stimulate thinking and creativity in local One-Stops regarding the most effective ways to facilitate staff learning and, in turn, improve services for customers with disabilities.

Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials

ERIC Educational Resources Information Center

Basham, James D.; Smith, Sean J.; Satter, Allyson L.

2016-01-01

In the process of evaluating online learning products for accessibility, researchers in the Center on Online Learning and Students with Disabilities concluded that most often consultation guides and assessment tools were useful in determining sensory accessibility but did not extend to critical aspects of learning within the Universal Design for…

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.…

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, ...

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

PubMed

Katchergin, Ofer

2017-09-01

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

Allowing the Voices of Parents To Help Shape Teaching and Learning.

ERIC Educational Resources Information Center

Nicholson, Karen; Evans, Judith F.; Tellier-Robinson, Dora; Aviles, Leticia

2001-01-01

Three teachers describe how parents of deaf, severely disabled, and bilingual children participated in their children's learning. Qualitative research methods were used to help parents share their knowledge with teachers. (SK)

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...

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…

Psycho-Physical Theatre Practice as Embodied Learning for Young People with Learning Disabilities

ERIC Educational Resources Information Center

Trowsdale, Jo; Hayhow, Richard

2015-01-01

In a dominant Western tradition that reveres cerebral learning, embodied learning approaches have received limited research attention--and less in education than other disciplines. This paper draws on previously reported empirical data from a five-year Creative Partnerships study to argue that psycho-physical theatre practice can promote embodied…

Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning

ERIC Educational Resources Information Center

Flynn, Kathleen

2014-01-01

As a pedagogical approach, problem-based learning (PBL) has shown success for average and gifted students (HmeloSiver, 2004) and there are numerous incentives for its implementation in online learning environments (Savid-Baden, 2007; Chernobilsky, Nagarajan, & Hmelo-Silver, 2005). However, little research has been conducted regarding the…

Inclusive research: making a difference to policy and legislation.

PubMed

Johnson, Kelley; Minogue, Gerard; Hopklins, Rob

2014-01-01

While inclusive research has become an important stream in research with people with intellectual disabilities, there is a tension between the possibly empowering research process and the strength of the research itself to make social change happen. In this paper, we explore the contribution of two inclusive qualitative research studies in Australia and the Republic of Ireland to change in policy and legislation. Both studies used qualitative methods including life stories and focus groups to explore the issue of sexuality and relationships. In both studies, people with intellectual disabilities were actively involved in undertaking the research. Both studies revealed that it was difficult for people with intellectual disabilities to express their sexuality openly or to form adult relationships. Both studies were used by people with intellectual disabilities and their supporters to promote change in which they had a heard voice. This paper is about how people with intellectual disabilities and their supporters can use research which they have done to change policies and laws that affect them. When people with intellectual disabilities are doing research it is called inclusive research.We write about two research studies which were about the sexual lives and relationships of people with intellectual disabilities. One research study was in Australia and one was in the Republic of Ireland.In the Australian study, Living Safer Sexual Lives, 25 people with intellectual disabilities told their life stories and talked about sexuality and relationships.In the Irish study people with intellectual disabilities told life stories and talked with other people with intellectual disabilities about their sexuality and relationships in groups. These are called focus groups.In this paper we explore 4 questions that arose from these studies. Question 1. What impact does doing research have on the people who are involved in it? People with intellectual disabilities in Australia were members of the group that guided the research. They were partners in its design, in deciding what questions should be asked about sexuality and relationships., and thinking about what was found out. They became involved in making films about the study. They learned a lot about research, sexuality and relationships and became members of a government committee to change policy about sexuality and people with disabilities. In Ireland people with intellectual disabilities involved in doing the research talked together about their lives. They then talked with 16 groups of people with intellectual disabilities about their relationships and sexuality. They learned about research and about sexuality and developed plays about their experiences. Question 2. To what extent can inclusive research change policy and practice? In Australia the research led to a change in government policy about sexuality and people with disabilities. The new policy clearly stated people with disabilities had rights to relationships and to a sexual life. It set out rights and responsibilities for people with intellectual disabilities and service providers about relationships and sexuality. It took a long time to get a change in policy and people with intellectual disabilities were part of the getting the change to happen. In Ireland there is a law which says that it is illegal to have some forms of sex with people with intellectual disabilities. From the research people with intellectual disabilities became involved in talking with government about changing this law so that it gives them more rights to a sexual life. The law has not changed yet but the voices of people with intellectual disabilities are now being heard. Question 3 When does research shift into being advocacy? How does this happen? People with intellectual disabilities in both studies became advocates to get change to happen. Partly this was because they had become more 'expert' about sexuality and relationships and the policy and law. They were angry at what they had found out in the research and wanted to get change to happen. Question 4 What added value does including people with intellectual disabilities as researchers give to the research? People with intellectual disabilities had knowledge and experience that made it possible for the research in both Australia and Ireland to happen. They were important in how the research was done and what was done with it after it was finished. © 2013 John Wiley & Sons Ltd.

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

NASA Astrophysics Data System (ADS)

Martínez-Álvarez, Patricia

2017-09-01

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

Number Line Estimation: The Use of Number Line Magnitude Estimation to Detect the Presence of Math Disability in Postsecondary Students

ERIC Educational Resources Information Center

McDonald, Steven A.

2010-01-01

This study arose from an interest in the possible presence of mathematics disabilities among students enrolled in the developmental math program at a large university in the Mid-Atlantic region. Research in mathematics learning disabilities (MLD) has included a focus on the construct of working memory and number sense. A component of number sense…

Effect of a Physical Education Teacher's Disability on High School Pupils' Learning and Perceptions of Teacher Competence

ERIC Educational Resources Information Center

Bryant, Lance G.; Curtner-Smith, Matthew

2009-01-01

Background: To date, most of the work done by those who do research in adapted sport pedagogy (a sub-discipline of sport pedagogy focused on modified forms of physical education that address the needs of pupils with disabilities) has focused on the experience of pupils with disabilities and relatively little work has examined the difficulties…

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

PubMed

Waldron, K A; Saphire, D G

1992-04-01

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

"An adjective is a word hanging down from a noun": learning to write and students with learning disabilities.

PubMed

Harris, Karen R; Graham, Steve

2013-04-01

By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with learning disabilities (LD) have even greater problems with writing than their normally achieving peers and frequently demonstrate a deteriorating attitude toward writing after the primary grades. In this article, we focus on composing and the writing process, and examine the knowledge base about writing development and instruction among students with LD. We address what research tells us about skilled writers and the development of writing knowledge, strategies, skill, and the will to write, and how this relates to students with LD. Next, we summarize what has been learned from research on writing development, effective instruction, and the writing abilities of students with LD in terms of effective instruction for these students. Finally, we indicate critical areas for future research.

Content Analysis of Memory and Memory-Related Research Studies on Children with Hearing Loss

ERIC Educational Resources Information Center

Dogan, Murat; Hasanoglu, Gülcihan

2016-01-01

Memory plays a profound role in explaining language development, academic learning, and learning disabilities. Even though there is a large body of research on language development, literacy skills, other academic skills, and intellectual characteristics of children with hearing loss, there is no holistic study on their memory processes.…

Disabilities of Arithmetic and Mathematical Reasoning: Perspectives from Neurology and Neuropsychology.

ERIC Educational Resources Information Center

Rourke, Byron P.; Conway, James A.

1997-01-01

Reviews current research on brain-behavior relationships in disabilities of arithmetic and mathematical reasoning from both a neurological and a neuropsychological perspective. Defines developmental dyscalculia and the developmental importance of right versus left hemisphere integrity for the mediation of arithmetic learning and explores…

Alternate Assessment: Have We Learned Anything New?

ERIC Educational Resources Information Center

Towles-Reeves, Elizabeth; Kleinert, Harold; Muhomba, Monicah

2009-01-01

Since the first review of alternate assessment literature by Browder, Spooner, Algozzine, et al. (2003), educational research related to alternate assessment has rapidly expanded as state and federal policies have required the inclusion of students with disabilities, including students with the most significant cognitive disabilities, in state and…

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

PubMed

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

2014-01-01

Inclusive research with people with intellectual disabilities is growing internationally but with few studies examining its feasibility. In undertaking a national study exploring what life was like in Ireland for people with intellectual disabilities, a community of practice was developed involving a core group of co-researchers: five people with intellectual disabilities, four university researchers and three service support staff. An additional cadre of 15 co-researchers with intellectual disabilities was recruited to undertake data gathering and analysis with 23 focus groups involving 168 participants. The research experience was documented through oral feedback, progress reports, minutes and a project review. The key learning is documented arising from the setting up of an inclusive advisory group and implementation of each of six research steps. The study demonstrates feasibility and the added value of university co-researchers recruiting and developing skills together with co-researchers with intellectual disabilities. Topics for further research and development are identified. This paper tells you about how people with intellectual disabilities worked with a group of university researchers. Both groups were called co-researchers and together they ran 23 focus groups across Ireland. People with intellectual disabilities talked about their lives and what could make them better. They said they needed to have a good place to live; a job; enough money; relationships; and acceptance as respected citizens. The university co-researchers wrote about what it was like doing research together and how people with intellectual disabilities joined the advisory group; decided on the questions; ran focus groups; and presented findings. Together they grew into a community of researchers where the university co-researchers shared their research skills and people with intellectual disabilities shared what it was like living with a disability. They both saw great value in working together and plan to work more to make this type of research happen. © 2013 John Wiley & Sons Ltd.

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.

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.

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

PubMed

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

2014-11-20

Epilepsy is the most common neurological problem that affects people with learning disabilities. The high seizure frequency, resistance to treatments, associated skills deficit and co-morbidities make the management of epilepsy particularly challenging for people with learning disabilities. The Books Beyond Words booklet for epilepsy uses images to help people with learning disabilities manage their condition and improve quality of life. Our aim is to conduct a randomized controlled feasibility trial exploring key methodological, design and acceptability issues, in order to subsequently undertake a large-scale randomized controlled trial of the Books Beyond Words booklet for epilepsy. We will use a two-arm, single-centre randomized controlled feasibility design, over a 20-month period, across five epilepsy clinics in Hertfordshire, United Kingdom. We will recruit 40 eligible adults with learning disabilities and a confirmed diagnosis of epilepsy and will randomize them to use either the Books Beyond Words booklet plus usual care (intervention group) or to receive routine information and services (control group). We will collect quantitative data about the number of eligible participants, number of recruited participants, demographic data, discontinuation rates, variability of the primary outcome measure (quality of life: Epilepsy and Learning Disabilities Quality of Life scale), seizure severity, seizure control, intervention's patterns of use, use of other epilepsy-related information, resource use and the EQ-5D-5L health questionnaire. We will also gather qualitative data about the feasibility and acceptability of the study procedures and the Books Beyond Words booklet. Ethical approval for this study was granted on 28 April 2014, by the Wales Research Ethics Committee 5. Recruitment began on 1 July 2014. The outcomes of this feasibility study will be used to inform the design and methodology of a definitive study, adequately powered to determine the impact of the Books Beyond Words intervention to improve the management of epilepsy in people with learning disabilities. http://ISRCTN80067039 (Date of ISRCTN assignation: 23 April 2014).

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)

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…

Development Mathematic Assessment to Increase Mathematical Prerequisite Ability on The Student with Learning Disabilities in Inclusive Elementary School

NASA Astrophysics Data System (ADS)

Robiansyah, S. T. U.; Nanang, F.; Hidayat

2018-01-01

The purpose of this study was to introduce about mathematic assessment is a process of obtaining data or information about the mastery of a student's mathematical skills as an ingredient in preparing a learning program. With this mathematics assessment can be known obstacles, difficulties and needs of students especially in the field of mathematic, so that the learning program will be in accordance with the potential students because it is tailored to what is required of students. This research study was conducted at elementary school of inclusive precisely at SDN Sukagalih I Bandung City based learning in setting of inclusive education. This research study is motivated by the existence of a first-grade student who has disabilities learning in mathematics, the ability of the mathematical prerequisite mastery of the classification of objects by color. The results of the research can provide a profile picture of student data information, the data obtained from the results of the development of systematic and formal mathematical assessment. After doing the development of mathematics assessment then the teacher gets important related information: 1. process the analysis of students’ learning needs, especially in the field of mathematics, 2. preparing the learning program planning according to student learning needs, 3. Designing procedural of method remedial program.

Assistive technology and learning disabilities: today's realities and tomorrow's promises.

PubMed

Lewis, R B

1998-01-01

Many forms of technology, both "high" and "low," can help individuals with learning disabilities capitalize on their strengths and bypass, or compensate for, their disabilities. This article surveys the current status of assistive technology for this population and reflects on future promises and potential problems. In addition, a model is presented for conceptualizing assistive technology in terms of the types of barriers it helps persons with disabilities to surmount. Several current technologies are described and the research supporting their effectiveness reviewed: word processing, computer-based instruction in reading and other academic areas, interactive videodisc interventions for math, and technologies for daily life. In conclusion, three themes related to the future success of assistive technology applications are discussed: equity of access to technology; ease of technology, use; and emergent technologies, such as virtual reality.

TELSQA and the Mainstreamed LD Social Studies Student.

ERIC Educational Resources Information Center

Tama, M. Carrol; Martinez, David H.

1988-01-01

Examines research about learning disabled (LD) students and presents an LD learning-style profile. Describes a learning activity, TELSQA, that social studies teachers can use to encourage reading comprehension. TELSQA asks students to identify title (T), examine material (E), look for important words (L), self-question (SQ), and answer…

Rett Syndrome: Overview

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... Browse AZTopics Browse A-Z Adrenal Gland Disorders Autism Spectrum Disorder (ASD) Down Syndrome Endometriosis Learning Disabilities ... NICHD Research Information Find a Study More Information Autism Spectrum Disorder (ASD) About NICHD Research Information Find ...

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…

41 Active Learning Strategies for the Inclusive Classroom, Grades 6-12

ERIC Educational Resources Information Center

Casale-Giannola, Diane; Green, Linda Schwartz

2012-01-01

Motivating adolescents to learn can be a challenge! Often distracted and easily bored, these kids are also critical thinkers capable of thriving in the classroom while learning 21st century skills. How do we hold their attention and develop their abilities? Research shows that all students--regardless of learning style, disability category, or…

Disabled Children and Child Protection: Learning from Literature through a Non-Tragedy Lens

ERIC Educational Resources Information Center

Flynn, Susan; McGregor, Caroline

2017-01-01

Disabled children experience unique vulnerabilities in the context of child protection and welfare services. Current research alludes to strong concerns about social inequality, professional responses, judgement, knowledge and awareness limitations, and practical constraints. This article presents a focused commentary on the literature pertaining…

Pick One! Conducting Preference Assessments with Students with Significant Disabilities

ERIC Educational Resources Information Center

Cannella-Malone, Helen I.; Sabielny, Linsey M.; Jimenez, Eliseo D.; Miller, Megan M.

2013-01-01

Research has demonstrated that people with significant intellectual, developmental, and physical disabilities can indicate clear preferences through methodologically rigorous assessments. Once preferred items have been identified, they can be used to reinforce new behaviors, which can assist in the development of a meaningful learning experience.…

Strategic Persuasive Writing Instruction for Students with Emotional and Behavioral Disabilities

ERIC Educational Resources Information Center

Mastropieri, Margo A.; Scruggs, Thomas E.; Irby Cerar, Nancy; Guckert, Mary; Thompson, Catherine; Bronaugh, Danette Allen; Jakulski, Jill; Abdulalim, Latif; Mills, Sara; Evmenova, Anya; Regan, Kelley; Cuenca-Carlino, Yojanna

2015-01-01

Expressive writing is important for school and life success, but remains challenging for many students with emotional and behavioral disabilities. Emerging evidence reveals promise for teaching students with learning and behavioral issues to improve written expression with self-regulated strategy development instruction. In that research, students…

Predictors of Asphyxiation Risk in Adults with Intellectual Disabilities and Dysphagia

ERIC Educational Resources Information Center

Samuels, R.; Chadwick, D. D.

2006-01-01

Background: Adults with learning disabilities referred for assessment of their eating and drinking are frequently reported to cough and choke when eating and drinking. The research literature investigating dysphagia has often overlooked asphyxiation risk, highlighting coughing and choking as indicators of aspiration only. This is a notable…

The Role of Social Media Tools: Accessible Tourism for Disabled Citizens

ERIC Educational Resources Information Center

Altinay, Zehra; Saner, Tulen; Bahçelerli, Nesrin M.; Altinay, Fahriye

2016-01-01

Knowledge sharing becomes important to accomplish digital citizenship. Social media tools become popular to share and diffuse the knowledge in the digitalization. This social media learning and knowledge sharing platforms provides accessibility to the services within societies especially for disabled citizens. This research study aims to evaluate…

The Use of Assistive Technology for People with Special Needs in the UAE

ERIC Educational Resources Information Center

Almekhalfi, Abdurrahman Ghaleb; Tibi, Sana

2010-01-01

Today, technology has become an essential part of the everyday educational setting. Its use has proven to facilitate learning and communication of many students with and without disabilities. Assuredly, assistive technology (AT) has transformed education and empowered students with disabilities. However, research studies investigating AT for…

Safeguarding Our Children at Home: Reducing Exposures to Toxic Chemicals and Heavy Metals

ERIC Educational Resources Information Center

Miller, Elise; Snow, Nancy

2005-01-01

Emerging research suggests that exposure to environmental pollutants, prenatally and in early childhood, may contribute significantly to diseases and disabilities. For example, exposures to mercury or lead early in life can impact the nervous system and brain, potentially contributing to learning, behavioral, and developmental disabilities. The…

Examining Individual and Ecological Predictors of the Self-Determination of Students with Disabilities

ERIC Educational Resources Information Center

Shogren, Karrie A.; Wehmeyer, Michael L.; Palmer, Susan B.; Soukup, Jane Helen; Little, Todd D.; Garner, Nancy; Lawrence, Margaret

2007-01-01

This article examines the impact of multiple individual and ecological factors on the self-determination of students with learning disabilities, mild and moderate mental retardation, and other health impairments. Baseline data from a multistate, longitudinal research project evaluating interventions to promote self-determination were examined…

Literacy by Design: A Universal Design for Learning Approach for Students with Significant Intellectual Disabilities

ERIC Educational Resources Information Center

Coyne, Peggy; Pisha, Bart; Dalton, Bridget; Zeph, Lucille A.; Smith, Nancy Cook

2012-01-01

Literacy instruction for students with significant intellectual disabilities traditionally emphasizes isolated skills instruction focusing on sight words and basic vocabulary. Recent research suggests these students benefit from high-quality instruction that includes comprehension and storybook reading. This study examined the effect of a…

Centres for People with Intellectual Disabilities: Attendees' Perceptions of Benefit

ERIC Educational Resources Information Center

Gajewska, Urszula; Trigg, Richard

2016-01-01

Background: Day and community learning centres aim to provide intellectually disabled (ID) people with social support, life skills and greater control over their lives. However, there is little research exploring the benefits of attendance from the perspective of attendees and whether these goals are met. Materials and methods: Unstructured…

Phonics Instruction for Disabled Learners: Applying Theory to Method. Technical Report # 7.

ERIC Educational Resources Information Center

Fayne, Harriet R.

To design effective remedial phonics instruction, it is necessary to examine both learner characteristics and task requirements. The paper integrates research related to information processing and psycholinguistics to formulate questions which can be used to evaluate techniques and materials used with a learning disabled population. Information…