Sample records for profound learning disabilities

  1. Abdominal Massage for the Treatment of Idiopathic Constipation in Children with Profound Learning Disabilities: A Single Case Study Design

    ERIC Educational Resources Information Center

    Moss, Lucy; Smith, Melanie; Wharton, Sarah; Hames, Annette

    2008-01-01

    Chronic constipation is a common problem in people with learning disabilities. Treatment often involves dietary changes or long-term laxative use. The participants were five children with profound learning disabilities and additional physical difficulties. Their long-standing idiopathic constipation was managed by laxatives. Intervention lasted up…

  2. 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…

  3. 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…

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

    ERIC Educational Resources Information Center

    Cluley, Victoria

    2017-01-01

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

  5. A comparison of the effects of four therapy procedures on concentration and responsiveness in people with profound learning disabilities.

    PubMed

    Lindsay, W R; Pitcaithly, D; Geelen, N; Buntin, L; Broxholme, S; Ashby, M

    1997-06-01

    This paper is an investigation into the efficacy of four therapeutic treatment procedures increasingly used with people with profound learning disabilities: snoezelen, hand massage/aromatherapy, relaxation, and active therapy (a bouncy castle). In particular, the effects of these procedures on concentration and responsiveness were examined. Eight subjects with profound learning disabilities took part in the study and each subject received each of the treatments. To assess the effects of the treatments, simple concentration tasks were administered and the subjects' responsiveness to each treatment was rated by independent observers. The results suggest that both snoezelen and relaxation had a positive effect on concentration and seemed to be the most enjoyable therapies for clients, whereas hand massage/aromatherapy and active therapy had no or even negative effects on concentration and appeared less enjoyable.

  6. An Audit of Adults with Profound and Multiple Learning Disabilities within a West Midlands Community Health Trust--Implications for Service Development

    ERIC Educational Resources Information Center

    Gittins, Deborah; Rose, Nikki

    2008-01-01

    An audit was carried out to gain an overview of the profound and multiple learning disabilities (PMLD) population in a local health trust to inform current and future service provision. An overview of the issues faced in developing clear defining criteria is presented. Published definitions of PMLD were used to identify clients from data held on…

  7. Speech and Language Therapists' Approaches to Communication Intervention with Children and Adults with Profound and Multiple Learning Disability

    ERIC Educational Resources Information Center

    Goldbart, Juliet; Chadwick, Darren; Buell, Susan

    2014-01-01

    Background: People with profound intellectual and multiple disabilities (PMLD) have communication impairments as one defining characteristic. Aims: To explore speech and language therapists' (SLTs) decision making in communication interventions for people with PMLD, in terms of the intervention approaches used, the factors informing the decisions…

  8. Evaluating groups in learning disabilities.

    PubMed

    Chia, S H

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

  9. Getting the Message: Intuition and Reflexivity in Professional Interpretations of Non-Verbal Behaviours in People with Profound Learning Disabilities

    ERIC Educational Resources Information Center

    Phelvin, Andrew

    2013-01-01

    This paper describes the current challenges facing nurses and other professionals who care for people with profound and multiple intellectual disabilities. This particularly vulnerable group of service users often rely on a repertoire of non-verbal behaviours to communicate their needs and wishes. These challenges include the requirements of…

  10. A learning setup for a post-coma adolescent with profound multiple disabilities involving small forehead movements and new microswitch technology.

    PubMed

    Lancioni, Giulio E; Singh, Nirbhay N; O'Reilly, Mark F; Sigafoos, Jeff; Didden, Robert; Oliva, Doretta; Calzolari, Cinzia; Montironi, Gianluigi

    2007-09-01

    A learning setup was arranged for an adolescent with profound multiple disabilities and a diagnosis of vegetative state. Signs of learning by the adolescent would underline an improvement in his immediate situation with potential implications for his general prospect, and could help revise his diagnosis. The response adopted in the learning setup was forehead skin movement. The microswitch technology used for detecting such a response consisted of (a) an optic sensor (i.e., barcode reader), (b) a small tag with horizontal bars attached to the participant's forehead, and (c) an electronic control system that activated stimuli in relation to the participant's forehead responses. The study followed an ABABACAB sequence, in which A represented baseline periods, B intervention periods with stimuli contingent on the response, and C a control condition with stimuli presented non-contingently. Data showed that the level of responding during the B phases was significantly higher than the levels observed during the A phases as well as the C phase, indicating clear signs of learning. Intervention strategies based on a learning format and suitable technology might be useful to improve the situation and prospect of persons with profound multiple disabilities and a diagnosis of vegetative state.

  11. Teachers' Views of their Pupils with Profound and Multiple Learning Difficulties

    ERIC Educational Resources Information Center

    Jones, Phyllis

    2005-01-01

    This paper explores the perceptions of a small group of teachers of pupils with profound and multiple learning disabilities (PMLD) in north-eastern England. The focus of the paper is their views of their pupils who have PMLD. A total of 14 teachers were interviewed, both individually and in small groups over a four-year period. This paper stems…

  12. Teaching Intensive Interaction to Paid Carers: Using the "Communities of Practice" Model to Inform Training

    ERIC Educational Resources Information Center

    Rayner, Kelly; Bradley, Samantha; Johnson, Gemma; Mrozik, Jennifer H.; Appiah, Afua; Nagra, Maninder K.

    2016-01-01

    The engagement of people with learning disabilities in social communication is crucial to the development of relationships with others, a sense of social inclusion and self-worth. Intensive Interaction is an approach that can help carers develop their skills to engage people with severe and profound learning disabilities in personally relevant…

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

    ERIC Educational Resources Information Center

    Ellis, Roger; Hogard, Elaine; Sines, David

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Robinson, Deborah; Goodey, Chris

    2018-01-01

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

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

    ERIC Educational Resources Information Center

    Leaning, Brian; Adderley, Hope

    2016-01-01

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

  16. Use of Psychoactive Medications in Hong Kong Institutions for Adults with Severe to Profound Learning Disabilities: A Retrospective Study (1988-2003) and Economic Analysis

    ERIC Educational Resources Information Center

    Lim, Winston Woon Chu

    2007-01-01

    Background: Little information is available about prescribing patterns for patients with severe learning disabilities in Asian institutions. Materials and methods: Prescription audits were performed at Siu Lam Hospital (SLH) and Tuen Mun Hospital (TMH), Hong Kong, between 1988 and 2003. Results: About 65% of patients were receiving psychoactive…

  17. 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.

  18. You're not to dance with the girls: oral history, changing perception and practice.

    PubMed

    Mee, Steve

    2010-03-01

    The learning disability nursing course at the University of Cumbria features people with a learning disability presenting an oral history of their past in a long-stay institution. These are powerful stories which frequently portray very negative life experiences. Student feedback suggests that the resulting learning is profound, possibly transformative and offering a different type of learning to a 'traditional' lesson. Students report that they experience different and more positive perceptions of people with a learning disability. They have a new respect for people who have survived these experiences. This change of perception may, in part, be due to observing people with a learning disability in positive roles such as storyteller, teacher and carer. The students reported that in subsequent placements their professional practice changed as a result of these insights. These changes include being more outspoken against bad practice and being able to listen more effectively.

  19. Dyslexia, Learning, and Pedagogical Neuroscience

    ERIC Educational Resources Information Center

    Fawcett, Angela J; Nicolson, Roderick I

    2007-01-01

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

  20. Supporting Children with Severe-to-Profound Learning Difficulties and Complex Communication Needs to Make Their Views Known: Observation Tools and Methods

    ERIC Educational Resources Information Center

    Greathead, Scot; Yates, Rhiannon; Hill, Vivian; Kenny, Lorcan; Croydon, Abigail; Pellicano, Elizabeth

    2016-01-01

    All children have the right to shape decisions that influence their lives. Yet, children with severe-to-profound intellectual disabilities and complex communication needs are often marginalized from this process. Here, we examined the utility of a set of tools incorporating ethnographic and structured observational methods with three such…

  1. Positioning New Patterns of Privilege in Learning: A Response to Ware

    ERIC Educational Resources Information Center

    Paxton-Buursma, Debra J.; Mariage, Troy V.

    2011-01-01

    This special series represents collective courage because what is willing to be risked may be profound. At center is a willingness to reach out and cultivate new conversations on disability. Indeed, the artists who contribute to Ware's article are key co-authors; their art ushers us into a new disability literacy that extends and challenges…

  2. Parents' Perceptions of a Later Learning Disability in Reading and the First Five Years of Life

    ERIC Educational Resources Information Center

    Delaney, Patrick S.

    2013-01-01

    Research suggests that a child's earliest interactions with parents and guardians have a profound effect on later social and educational development. The purpose of this phenomenological study was to explore perceptions of parents of children with diagnosed reading disabilities to better understand how the early home literacy environment may…

  3. 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.…

  4. Maintaining Long-Term Therapeutic Programmes: A Qualitative Case Study

    ERIC Educational Resources Information Center

    Brown, J. F.

    2006-01-01

    Maintaining therapeutic programmes for people with learning disabilities over long periods of time presents a major challenge to care systems as the limited and slow pace of client behavioural change is often insufficient to sustain staff behaviour. In this study, a 17-year-old young man with profound learning difficulties was successfully…

  5. Learning disabilities and the college student: identification and diagnosis.

    PubMed

    Cohen, J

    1983-01-01

    The identification and diagnosis of a learning disability in the college student are complex tasks. They constitute important tasks when we realize that 720,000 college students (6 percent, if we assume that there are 12 million in college today) may be learning disabled ( Astin 1983). It is evident that children with learning disabilities are at risk for psychological and social problems in adolescence and young adulthood ( Bellak 1979; Crabtree 1981; Cruikshank et al. 1980; Horowitz 1981). There is a risk that the learning disability will not be identified, and, hence, the problem will be treated as only a psychogenic one. Unfortunately, this will tend to contribute not only to the student's feelings of guilt, stupidity, and inability to change but also to the clinician's sense of frustration. The description of the learning disabled college student and the two-step identification process in this chapter provides guidelines to aid understanding of these issues. Most colleges have not yet come to grips with what it means to have learning disabled students in terms of teaching, academic evaluation, diagnosis, and college counseling. To do so is important not only because of recent laws that guarantee equal educational opportunity for these students but also because a learning disability, whether overt or covert, can profoundly affect a person's educational and psychosocial development. It has often been said that the capacity to love and work is the foundation for the healthy adult. It is easy to see how academic learning is the work of the college student and educational success or failure is linked integrally to self-esteem and self-love.

  6. A learning assessment procedure to re-evaluate three persons with a diagnosis of post-coma vegetative state and pervasive motor impairment.

    PubMed

    Lancioni, Giulio E; Singh, Nirbhay N; O'Reilly, Mark F; Sigafoos, Jeff; de Tommaso, Marina; Megna, Gianfranco; Bosco, Andrea; Buonocunto, Francesca; Sacco, Valentina; Chiapparino, Claudia

    2009-02-01

    Detecting signs of learning in persons with a diagnosis of post-coma vegetative state and profound motor disabilities could modify their diagnostic label and provide new hopes. In this study, three adults with such a diagnosis were exposed to learning assessment to search for those signs. PROCEDURE AND DESIGN: The assessment procedure relied on participants' eye-blinking responses and microswitch-based technology. The technology consisted of an electronically regulated optic microswitch mounted on an eyeglasses' frame that the participants wore during the study and an electronic control system connected to stimulus sources. Each participant followed an ABABCB design, in which A represented baseline periods, B intervention periods with stimuli contingent on the responses and C a control condition with stimuli presented non-contingently. The level of responding during the B phases was significantly higher than the levels observed during the A phases as well as the C phase for all participants (i.e. indicating clear signs of learning by them). These findings may have important implications for (a) changing the participants' diagnostic label and offering them new programme opportunities and (b) including learning assessment within the evaluation package used for persons with post-coma profound multiple disabilities.

  7. Unconscious and Unnoticed Professional Practice within an Outstanding School for Children and Young People with Complex Learning Difficulties and Disabilities

    ERIC Educational Resources Information Center

    Crombie, Richard; Sullivan, Lesley; Walker, Kate; Warnock, Rebecca

    2014-01-01

    This article describes a three-year project undertaken at Pear Tree School for children and young people with severe and multiple and profound learning difficulties. Lesley Sullivan, the school's head teacher, believed that much of the value within the work of this outstanding school went unidentified by existing approaches to planning, monitoring…

  8. Individuals with Profound Disabilities: Instructional and Assistive Strategies. Third Edition.

    ERIC Educational Resources Information Center

    Sternberg, Les, Ed.

    This collection of 14 essays focuses on the education of individuals with profound disabilities. The essays include: (1) "Individuals with Profound Disabilities: Definitions, Characteristics, and Conceptual Framework" (Les Sternberg); (2) "Creating Environments That Support and Enhance the Lives of All Individuals" (Lucille Zeph); (3) "Biomedical…

  9. Teaching Individuals with Profound Multiple Disabilities to Access Preferred Stimuli with Multiple Microswitches

    ERIC Educational Resources Information Center

    Tam, Gee May; Phillips, Katrina J.; Mudford, Oliver C.

    2011-01-01

    We replicated and extended previous research on microswitch facilitated choice making by individuals with profound multiple disabilities. Following an assessment of stimulus preferences, we taught 6 adults with profound multiple disabilities to emit 2 different responses to activate highly preferred stimuli. All participants learnt to activate…

  10. Behavioral and Psychosocial Outcomes of a 16-Week Rebound Therapy-Based Exercise Program for People with Profound Intellectual Disabilities

    ERIC Educational Resources Information Center

    Jones, Martyn C.; Walley, Robert M.; Leech, Amanda; Paterson, Marion; Common, Stephanie; Metcalf, Charlotte

    2007-01-01

    People with profound intellectual disabilities rarely experience a physically active lifestyle, and their long-term physical inactivity likely contributes to poor health. The authors developed and implemented a pilot exercise program for persons with a profound intellectual disability and conducted a study to evaluate the effort. The development…

  11. Prevalence of autism in children of Somali origin living in Stockholm: brief report of an at-risk population.

    PubMed

    Barnevik-Olsson, Martina; Gillberg, Christopher; Fernell, Elisabeth

    2010-12-01

    This work was a follow-up study (birth years 1999-2003) of the prevalence of autism in children of Somali background living in the county of Stockholm, Sweden. In a previous study (birth years 1988-98), the prevalence of autism associated with learning disability* was found to be three to four times higher among Somali children compared with other ethnicities in Stockholm. We examined all records of children of Somali background, born from 1999 to 2003, registered at the centre for schoolchildren with autism and learning disability. The census day was 31 December 2009. The prevalence of autism and PDDNOS (with learning disability) was 0.98% (18/1836) in the Somali group and 0.21% (232/111555) in the group of children of non-Somali origin (p<0.001). The increased prevalence remained and was now between four and five times higher in children of Somali background. A clinical observation was that more than 80%, in addition to autism and learning disability, had a profound hyperactivity. The findings accord with many other studies reporting higher prevalence rates of autism in children of immigrant mothers. We discuss the need for further research of underlying mechanisms.

  12. Domains of Quality of Life of People with Profound Multiple Disabilities: The Perspective of Parents and Direct Support Staff

    ERIC Educational Resources Information Center

    Petry, Katja; Maes, Bea; Vlaskamp, Carla

    2005-01-01

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

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

    PubMed

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

    2008-06-01

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

  14. Effects of synthetic speech output in the learning of graphic symbols of varied iconicity.

    PubMed

    Koul, Rajinder; Schlosser, Ralf

    To examine the effects of additional auditory feedback from synthetic speech on the learning of high translucent symbols versus low translucent symbols. Two adults with little or no functional speech and severe intellectual disabilities served as participants. A single-subject ABACA/ACABA design was used to study the relative effects of two treatments: symbol training in the presence and absence of synthetic speech output. The results clearly indicated that the two treatments, rather than extraneous variables were responsible for gains in the symbol learning. Both participants learned either more low translucent symbols or reached their maximum learning of low translucent symbols in the speech output condition. The results of this preliminary study replicate and extend the iconicity hypothesis to a new set of learning conditions involving speech output, and suggest that feedback from speech output may assist adults with profound intellectual disabilities in coding particularly those symbols whose association with their referent cannot be coded via their visual resemblance with the referent.

  15. Human dignity and the profoundly disabled: a theological perspective.

    PubMed

    Matthews, Pia

    2011-01-01

    One challenge to the concept of human dignity is that it is a rootless notion invoked simply to mask inequalities that inevitably exist between human beings. This privileging of humans is speciesist and its weak point is the profoundly disabled human being. This article argues that far from being a weak point, the profoundly disabled person is a source of strength and witness to the intrinsic dignity that all human beings have by virtue of being human. The disabled represent the reality of human existence that is both strong and fragile. Although human dignity can be understood philosophically its depth is rooted in Christian theological insights. The profoundly disabled occupy a privileged position and share in a theology of mission since they testify to the interdependence of every human being and human dependence on God to a myopic world that only values strength, autonomy and independence.

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

    PubMed

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

    2017-06-01

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

  17. Health Status, Social Support, and Quality of Life among Family Carers of Adults with Profound Intellectual and Multiple Disabilities (PIMD) in Taiwan

    ERIC Educational Resources Information Center

    Chou, Yueh-Ching; Chiao, Chi; Fu, Li-Yeh

    2011-01-01

    Background: Primary family carers of adults with profound intellectual and multiple disabilities (PIMD) experience a range of considerable demands. Method: A census survey was conducted in a city of Taiwan; 796 family carers of adults (aged 18 or older) diagnosed with intellectual disability and/or with multiple disabilities living with the family…

  18. An Examination of Specific Daily Living Skills Deficits in Adults with Profound Intellectual Disabilities

    ERIC Educational Resources Information Center

    Belva, Brian C.; Matson, Johnny L.

    2013-01-01

    While some researchers have investigated daily living skills deficits in individuals with intellectual disability (ID) as a whole, research on specific daily living skills in a profound ID population is limited. Two hundred and four adults with profound ID residing in two large developmental centers in the southeast portion of the United States…

  19. Making Sense of Bereavement in People with Profound Intellectual and Multiple Disabilities: Carer Perspectives

    ERIC Educational Resources Information Center

    Young, Hannah; Hogg, James; Garrard, Brenda

    2017-01-01

    Background: People with intellectual disabilities are thought to have a reduced capacity for understanding death. Drawing on cognitive theory, researchers have suggested that those with profound intellectual and multiple disabilities mainly perceive loss as a mismatch between past and present experiences. However, very little research has…

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

    PubMed

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

    2013-12-01

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

  1. Implementation of Educational Provision for Children with Severe to Profound Intellectual Disability in the Western Cape: From Rights to Reality

    ERIC Educational Resources Information Center

    McKenzie, Judith A.; Pillay, Savondarie G.; Duvenhage, Chris-Marie; Du Plessis, Erika; Jelsma, Jennifer M.

    2017-01-01

    Children with severe to profound intellectual disability have been excluded from education on the basis that their impairment makes them "ineducable". The Western Cape Forum for Intellectual Disability challenged this notion through litigation against the South African Government. The ensuing judgement asserts the right to education of…

  2. The Structure of Informal Social Networks of Persons with Profound Intellectual and Multiple Disabilities

    ERIC Educational Resources Information Center

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

    2015-01-01

    Background: Persons with less severe disabilities are able to express their needs and show initiatives in social contacts, persons with profound intellectual and multiple disabilities (PIMD), however, depend on others for this. This study analysed the structure of informal networks of persons with PIMD. Materials and Methods: Data concerning the…

  3. Health promotion for young people with profound and multiple learning disabilities.

    PubMed

    Davis, Kathy; Carter, Simone; Myers, Elizabeth; Rocca, Nicola

    2018-02-07

    Research confirms that children and young people with severe learning disabilities do not have the same level of access to high-quality care, health education and health promotion activities as children and young people without disabilities. This article discusses a quality improvement, action research project to investigate alternative approaches to health promotion that enhance the health and well-being of children and young people with complex neurodisabilities. The project involved assessment of school records and completion by staff of an eight-question survey. It found that the proactive approach of school nurses in raising awareness and understanding through questioning was positively received, and reinforced how meaningful and relevant information could be delivered to these young people. The project also had unexpected benefits, including more integrated team working, increased knowledge, greater awareness and understanding of the importance of health promotion participation, and student satisfaction. ©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.

  4. Pain Assessment in People with Profound Intellectual and Multiple Disabilities; a Pilot Study into the Use of the Pain Behaviour Checklist in Everyday Practice

    ERIC Educational Resources Information Center

    van der Putten, Annette; Vlaskamp, Carla

    2011-01-01

    Because of their physical and general health problems, people with a combination of profound intellectual and severe or profound motor disabilities (PIMD) are at risk of pain-related medical conditions. They are fully dependent on support professionals for the detection and accurate interpretation of nonverbal pain behaviour. These professionals…

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

    PubMed

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2018-01-01

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

  7. Supporting end of life decision making: Case studies of relational closeness in supported decision making for people with severe or profound intellectual disability.

    PubMed

    Watson, Joanne; Wilson, Erin; Hagiliassis, Nick

    2017-11-01

    The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) promotes the use of supported decision making in lieu of substitute decision making. To date, there has been a lack of focus on supported decision making for people with severe or profound intellectual disability, including for end of life decisions. Five people with severe or profound intellectual disability's experiences of supported decision making were examined. This article is particularly focused on one participant's experiences at the end of his life. All five case studies identified that supporters were most effective in providing decision-making support for participants when they were relationally close to the person and had knowledge of the person's life story, particularly in relation to events that demonstrated preference. Findings from this study provide new understandings of supported decision making for people with severe or profound intellectual disability and have particular relevance for supporting decision making at the end of life. © 2017 John Wiley & Sons Ltd.

  8. Let's Get Fit!: Fitness Activities for Children with Severe/Profound Disabilities.

    ERIC Educational Resources Information Center

    Modell, Scott J.; Cox, Thomas Alan

    1999-01-01

    Guidelines for developing a physical activity program for students with severe/profound disabilities address medical clearance; levels of participation; staffing; equipment; and program components, including warm-up, range of motion/flexibility activities, aerobics, resistance training, and cool-down. (DB)

  9. The Role of Attention in the Affective Life of People with Severe or Profound Intellectual Disabilities

    ERIC Educational Resources Information Center

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

    2013-01-01

    Although it is shown that attention plays an important role both in the onset and in the regulation of emotions in people without disabilities there is no information about how attention is related to emotions in people with severe or profound intellectual disability (ID). Therefore, in our study, we investigated the role of attention in the onset…

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

    PubMed

    Griffiths, Colin; Smith, Martine

    2016-03-01

    People with severe and profound intellectual disability typically demonstrate a limited ability to communicate effectively. Most of their communications are non-verbal, often idiosyncratic and ambiguous. This article aims to identify the process that regulates communications of this group of people with others and to describe the methodological approach that was used to achieve this. In this qualitative study, two dyads consisting of a person with severe or profound intellectual and multiple disability and a teacher or carer were filmed as they engaged in school-based activities. Two 1-hour videotapes were transcribed and analysed using grounded theory. Attuning was identified within the theory proposed here as a central process that calibrates and regulates communication. Attuning is conceptualized as a bidirectional, dyadic communication process. Understanding this process may support more effective communication between people with severe or profound intellectual and multiple disability and their interaction partners. © 2015 John Wiley & Sons Ltd.

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

    ERIC Educational Resources Information Center

    Watson, Joanne; Wilson, Erin; Hagiliassis, Nick

    2017-01-01

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

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

    PubMed

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

    2018-05-25

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

  13. Discovering Indices of Contingency Awareness in Adults with Multiple Profound Disabilities

    ERIC Educational Resources Information Center

    Saunders, Richard R.; Saunders, Muriel D.; Struve, Brittany; Munce, Abbie L.; Olswang, Lesley B.; Dowden, Patricia A.; Klasner, Estelle R.

    2007-01-01

    Two studies were conducted to examine parameters of social attention in contingency awareness training using switch activation with individuals who had multiple profound disabilities. Study 1 compared leisure devices and social attention as reinforcing stimuli with 5 individuals. Results indicated the reinforcing qualities of social attention over…

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

    ERIC Educational Resources Information Center

    Nijs, Sara; Maes, Bea

    2014-01-01

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

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

    PubMed

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

    2014-01-01

    Intensive Interaction was initially developed in the 1980s as an educational approach for developing social communication and engagement with people with severe or profound intellectual disabilities and/or autism. Intensive Interaction has subsequently been adopted by a range of practitioners and professionals working in learning disability services and has a broad multi-disciplinary acceptance, being recommended in a number of UK governmental guidance documents. Despite this, there has been limited work on developing a deeper psychological understanding of the approach. This study utilises a qualitative description/thematic analysis approach to explore how clinical psychologists conceptualise the approach with regard to currently accepted psychological theories, as well as looking at other factors that influence their adoption and advocacy. The sample deliberately consisted of eight NHS (National Health Service) clinical psychologists known to be using or advocating the use of Intensive Interaction with people with a learning disability. The results of this study indicate that although the participants referred to some theories that might explain the beneficial outcomes of Intensive Interaction, these theories were rarely explicitly or clearly referenced, resulting in the authors having to attribute specific theoretical positions on the basis of inductive analysis of the participants' responses. Moreover, the participants provided varying views on how Intensive Interaction might be conceptualised, highlighting the lack of a generally accepted, psychologically framed definition of the approach. In conclusion, it was felt that further research is required to develop a specifically psychological understanding of Intensive Interaction alongside the formation of a Special Interest Group, which might have this task as one of its aims. There appeared to be a limited recognition amongst the participants of the specific psychological theories that can be seen to explain the beneficial outcomes of Intensive Interaction. The participants were found to differ in how they explained the approach and typically used everyday 'non-psychological' language or individual concepts/terms rather than clearly or extensively referencing particular theoretical models. The participants appeared to differ in the range of clients who they thought might benefit from Intensive Interaction. An Intensive Interaction Special Interest Group, which includes clinical psychologists, should be set up to instigate psychologically informed theory development and research with the broader aims of fostering greater understanding and adoption of Intensive Interaction within services for people with severe or profound intellectual disabilities and/or autism. Copyright © 2013 John Wiley & Sons, Ltd.

  16. School-Wide Positive Behavior Support for Individuals with Severe and Profound Disabilities

    ERIC Educational Resources Information Center

    Judge, Brittany A.

    2015-01-01

    One of the greatest challenges for alternative schools is to develop effective training programs for students with severe and profound developmental disabilities. School-wide positive behavior support (SWPBS) has been shown to decrease problematic behaviors in alternative schools and self-contained settings yet little is known about how effective…

  17. Peer Interactions among Children with Profound Intellectual and Multiple Disabilities during Group Activities

    ERIC Educational Resources Information Center

    Nijs, Sara; Penne, Anneleen; Vlaskamp, Carla; Maes, Bea

    2016-01-01

    Background: Children with profound intellectual and multiple disabilities (PIMD) meet other children with PIMD in day care centres or schools. This study explores the peer-directed behaviours of children with PIMD, the peer interaction-influencing behaviour of the direct support workers and the children's positioning. Method: Group activities for…

  18. Self-Injurious Behavior in People with Profound Intellectual Disabilities: A Meta-Analysis of Single-Case Studies

    ERIC Educational Resources Information Center

    Denis, Jo; Van den Noortgate, Wim; Maes, Bea

    2011-01-01

    The limitations people with profound intellectual disabilities experience in functioning contribute to a vulnerability to self-injurious behavior. Since this problem behavior has important negative consequences for people concerned, examining the effectiveness of treatments is important. In the current meta-analysis, single-case studies…

  19. Classroom Procedures for the Measurement of Behavior State among Students with Profound Disabilities.

    ERIC Educational Resources Information Center

    Guy, Barbara; And Others

    1993-01-01

    This study examined whether teacher-implemented classroom measurement procedures of short duration are as reliable as methods used in research studies to determine behavior state (e.g., awake active, awake inactive, asleep, drowsed) of six students with profound mental disabilities. Results indicated that more frequent but briefer measurements…

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

    ERIC Educational Resources Information Center

    Jackson, Jeffrey B.; Roper, Susanne Olsen

    2014-01-01

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

  1. Visual Impairments in People with Severe and Profound Multiple Disabilities: An Inventory of Visual Functioning

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Griffiths, Colin; Smith, Martine

    2016-01-01

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

  3. Investigating the Relationship between Observed Mood and Emotions in People with Severe and Profound Intellectual Disabilities

    ERIC Educational Resources Information Center

    Vos, P.; De Cock, P.; Petry, K.; Van Den Noortgate, W.; Maes, B.

    2013-01-01

    Background: The measurement of subjective well-being in people with severe and profound intellectual disabilities (ID) is a difficult challenge. As they cannot self-report about their life satisfaction, because of severe communicative and cognitive limitations, behavioural observations of their emotions and moods are important in the measurement…

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

    ERIC Educational Resources Information Center

    Aherne, Cian; Coughlan, Barry

    2017-01-01

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

  5. Review of the Choice and Preference Assessment Literature for Individuals with Severe to Profound Disabilities

    ERIC Educational Resources Information Center

    Tullis, Christopher A.; Cannella-Malone, Helen I.; Basbigill, Abby R.; Yeager, Amanda; Fleming, Courtney V.; Payne, Daniel; Wu, Pei-Fang

    2011-01-01

    Since 2002, the body of literature examining choice interventions and preference assessments for individuals with severe to profound disabilities has grown substantially. This paper is an extension of the Lancioni, O'Reilly, & Emerson (1996) and Cannella, O'Reilly, & Lancioni (2005) papers and reviews 50 studies conducted between 2002 and 2010…

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

    ERIC Educational Resources Information Center

    Ine, Hostyn; Heleen, Neerinckx; Bea, Maes

    2011-01-01

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

  7. Therapeutic Interventions in the Netherlands and Belgium in Support of People with Profound Intellectual and Multiple Disabilities

    ERIC Educational Resources Information Center

    Vlaskamp, Carla; Nakken, Han

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  9. Carer-Reported Contemporary Health Problems in People with Severe and Profound Intellectual Disability and Genetic Syndromes

    ERIC Educational Resources Information Center

    Berg, Katy; Arron, Kate; Burbidge, Cheryl; Moss, Joanna; Oliver, Chris

    2007-01-01

    Identifying health problems in people with severe and profound disabilities and genetic syndromes can be problematic, and unidentified or unmanaged health problems may adversely impact an individual's quality of life. The authors studied carer-reported contemporary health problems in three genetic syndromes (Angelman, Cornelia de Lange, and Cri du…

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

    PubMed

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

    2016-10-01

    Learning disabilities have profound, long-lasting health sequelae. Affected children born over the course of 1 year in the United States of America generated an estimated lifetime cost of $51.2 billion. Results from some studies have suggested that autistic spectrum disorder may vary by season of birth, but there have been few studies in which investigators examined whether this is also true of other causes of learning disabilities. We undertook Scotland-wide record linkage of education (annual pupil census) and maternity (Scottish Morbidity Record 02) databases for 801,592 singleton children attending Scottish schools in 2006-2011. We modeled monthly rates using principal sine and cosine transformations of the month number and demonstrated cyclicity in the percentage of children with special educational needs. Rates were highest among children conceived in the first quarter of the year (January-March) and lowest among those conceived in the third (July-September) (8.9% vs 7.6%; P < 0.001). Seasonal variations were specific to autistic spectrum disorder, intellectual disabilities, and learning difficulties (e.g., dyslexia) and were absent for sensory or motor/physical impairments and mental, physical, or communication problems. Seasonality accounted for 11.4% (95% confidence interval: 9.0, 13.7) of all cases. Some biologically plausible causes of this variation, such as infection and maternal vitamin D levels, are potentially amendable to intervention. © The Author 2016. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  12. Policy, Service Pathways and Mortality: A 10-Year Longitudinal Study of People with Profound Intellectual and Multiple Disabilities

    ERIC Educational Resources Information Center

    Hogg, James; Juhlberg, K.; Lambe, L.

    2007-01-01

    Background: One hundred and forty-two children and adults with profound intellectual and multiple disabilities were identified in 1993 in a single Scottish region on whom detailed information was collected via a postal questionnaire survey. Methods: They were followed up in 2003. The time spanned represented a period of significant policy change…

  13. Camera-Based Microswitch Technology to Monitor Mouth, Eyebrow, and Eyelid Responses of Children with Profound Multiple Disabilities

    ERIC Educational Resources Information Center

    Lancioni, Giulio E.; Bellini, Domenico; Oliva, Doretta; Singh, Nirbhay N.; O'Reilly, Mark F.; Lang, Russell; Didden, Robert

    2011-01-01

    A camera-based microswitch technology was recently used to successfully monitor small eyelid and mouth responses of two adults with profound multiple disabilities (Lancioni et al., Res Dev Disab 31:1509-1514, 2010a). This technology, in contrast with the traditional optic microswitches used for those responses, did not require support frames on…

  14. Camera-Based Microswitch Technology for Eyelid and Mouth Responses of Persons with Profound Multiple Disabilities: Two Case Studies

    ERIC Educational Resources Information Center

    Lancioni, Giulio E.; Bellini, Domenico; Oliva, Doretta; Singh, Nirbhay N.; O'Reilly, Mark F.; Sigafoos, Jeff

    2010-01-01

    These two studies assessed camera-based microswitch technology for eyelid and mouth responses of two persons with profound multiple disabilities and minimal motor behavior. This technology, in contrast with the traditional optic microswitches used for those responses, did not require support frames on the participants' face but only small color…

  15. The Documentation of Health Problems in Relation to Prescribed Medication in People with Profound Intellectual and Multiple Disabilities

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  16. Stability and Change in Sustainability of Daily Routines and Social Networks in Families of Children with Profound Intellectual and Multiple Disabilities

    ERIC Educational Resources Information Center

    Wilder, Jenny; Granlund, Mats

    2015-01-01

    Background: Children with profound intellectual and multiple disabilities (PIMD) demand intense family accommodations from birth and onwards. This study used an exploratory and qualitative study design to investigate stability and change in sustainability of daily routines and social networks of Swedish families of children with PIMD. Materials…

  17. Treatment of Hand Mouthing in Individuals with Severe to Profound Developmental Disabilities: A Review of the Literature

    ERIC Educational Resources Information Center

    Cannella, Helen I.; O'Reilly, Mark F.; Lancioni, Giulio E.

    2006-01-01

    This paper reviews studies investigating the assessment and treatment of hand mouthing in individuals with severe to profound developmental disabilities. A literature search identified 101 studies carried out between 1969 and 2004. The trend in the studies indicated a shift away from aversive interventions in the last 10 years, so this review…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Axelsson, Anna Karin

    2015-01-01

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

  20. Effects of Inservice Teacher Training on Correct Implementation of Assessment and Instructional Procedures for Teachers of Students with Profound Multiple Disabilities

    ERIC Educational Resources Information Center

    Horrocks, Erin L.; Morgan, Robert L.

    2011-01-01

    A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. Phase 1 of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment (i.e., identification of…

  1. Parents' Experiences of Collaborating with Professionals in the Support of Their Child with Profound Intellectual and Multiple Disabilities: A Multiple Case Study

    ERIC Educational Resources Information Center

    Jansen, Suzanne L. G.; van der Putten, Annette A. J.; Vlaskamp, Carla

    2017-01-01

    Background: There is little data on the collaboration between parents and professionals in the support of persons with profound intellectual and multiple disabilities. Since communication is essential to collaboration, this study analysed the frequency, means, and personal experiences of communication between parents and professionals. Method: A…

  2. See Me, Feel Me. Using Physiology to Validate Behavioural Observations of Emotions of People with Severe or Profound Intellectual Disability

    ERIC Educational Resources Information Center

    Vos, P.; De Cock, P.; Petry, K.; Van Den Noortgate, W.; Maes, B.

    2013-01-01

    Background: Behavioural observations are the most frequently used source of information about emotions of people with severe or profound intellectual disabilities but have not yet been validated against other measures of emotion. In this study we wanted to validate the behavioural observations of emotions using respiration (rib cage contribution,…

  3. The Effectiveness of a Constant Time Delay Procedure on Teaching Lifetime Sport Skills to Adolescents with Severe to Profound Intellectual Disabilities.

    ERIC Educational Resources Information Center

    Zhang, Jiabei; And Others

    1995-01-01

    A constant time delay (CTD) procedure was used to teach four adolescents with severe/profound intellectual disabilities to perform bowling, throwing, and putting. Results indicated that the adolescents could be effectively taught gross motor lifetime sport skills with the CTD procedure and that verbal description plus physical assistance could be…

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

    PubMed

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

    2014-07-01

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

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

    PubMed

    Ellis, Roger; Hogard, Elaine; Sines, David

    2013-09-01

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

  6. Assessing the Balance Capabilities of People with Profound Intellectual Disabilities Who Have Experienced a Fall

    ERIC Educational Resources Information Center

    Hale, L.; Bray, A.; Littmann, A.

    2007-01-01

    Background: Although it is common for people with intellectual disability (ID) to fall, the reasons for this have not yet been identified. This pilot study aimed to explore the balance capabilities of a sample of adults with profound ID who had experienced a fall, in order to identify possible reasons for falling and to identify potential tests…

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  8. Can You Know Me Better? An Exploratory Study Combining Behavioural and Physiological Measurements for an Objective Assessment of Sensory Responsiveness in a Child with Profound Intellectual and Multiple Disabilities

    ERIC Educational Resources Information Center

    Lima, Mariely; Silva, Karine; Magalhaes, Ana; Amaral, Isabel; Pestana, Helena; de Sousa, Liliana

    2012-01-01

    Background: Sensory assessment of individuals with profound intellectual and multiple disabilities (PIMD) can be difficult for several reasons, including the idiosyncratic reactions that these individuals exhibit to environmental stimuli. This case report presents a combination of behavioural and physiological measurements aimed at providing an…

  9. Transferring Young People with Profound Intellectual and Multiple Disabilities from Pediatric to Adult Medical Care: Parents' Experiences and Recommendations

    ERIC Educational Resources Information Center

    Bindels-de Heus, Karen G. C. B.; van Staa, AnneLoes; van Vliet, Ingeborg; Ewals, Frans V. P. M.; Hilberink, Sander R.

    2013-01-01

    Many children with profound intellectual and multiple disabilities (PIMD) now reach adulthood. The aim of this study was to elicit parents' experiences with the transfer from pediatric to adult medical care. A convenience sample of 131 Dutch parents of young people with PIMD (16--26 years) completed a web-based questionnaire. Twenty-two percent of…

  10. Still Picture Telephones for Persons with Profound Mental Retardation. Telematik och Handikapp, Rapport 92:9 (Telematics and Disability, Report 92:9).

    ERIC Educational Resources Information Center

    Brodin, Jane; Bjorck-Akesson, Eva

    This project studied the use of still picture telephones by four Swedish adults (ages 25-45) with profound mental retardation and additional severe disabilities. After 5 to 6 months of subjects employing still picture telephones on a regular basis in their daily lives, relatives, staff from group homes, and other caregivers completed…

  11. People with Profound and Multiple Intellectual Disabilities Using Symbols to Control a Computer: Exploration of User Engagement and Supporter Facilitation

    ERIC Educational Resources Information Center

    Bunning, Karen; Kwiatkowska, Gosia; Weldin, Nick

    2012-01-01

    Computer usage features in everyday life for the majority of people in developed countries. Access is a problem for many users with intellectual disability. Action-research was conducted to develop and explore the potential of specially adapted, computer readable symbols for choosing and accessing media on a computer. Five people with profound and…

  12. Efforts to Increase Social Contact in Persons with Profound Intellectual and Multiple Disabilities: Analysing Individual Support Plans in the Netherlands

    ERIC Educational Resources Information Center

    Kamstra, Aafke; van der Putten, Annette A. J.; Vlaskamp, Carla

    2017-01-01

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

  13. The Tell-Tale: What Do Heart Rate; Skin Temperature and Skin Conductance Reveal about Emotions of People with Severe and Profound Intellectual Disabilities?

    ERIC Educational Resources Information Center

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

    2012-01-01

    Identifying emotions in people with severe and profound intellectual disabilities is a difficult challenge. Since self-reports are not available, behaviour is the most used source of information. Given the limitations and caveats associated with using behaviour as the sole source of information about their emotions, it is important to supplement…

  14. Students with Severe to Profound Mental Handicaps and Multiple Disabilities in Rural Schools: Can Their Needs Be Met?

    ERIC Educational Resources Information Center

    Cates, Dennis L.; Kinnison, Lloyd

    The education of students with severe to profound mental handicaps (SPH) or multiple disabilities may be greatly limited in rural settings. A survey investigating this issue in a southwestern state was completed by 136 of 346 directors of special education, 67 of whom worked in rural special education cooperatives. These cooperatives served 393…

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

    PubMed

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

    2012-01-01

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

  16. Multi-Sensory Storytelling as an Aid to Assisting People with Profound Intellectual Disabilities to Cope with Sensitive Issues: A Multiple Research Methods Analysis of Engagement and Outcomes

    ERIC Educational Resources Information Center

    Young, Hannah; Fenwick, Maggi; Lambe, Loretto; Hogg, James

    2011-01-01

    The importance of storytelling in social, cultural and educational contexts is well established and documented. The extension of storytelling to people with profound intellectual and multiple disabilities (PIMD) has in recent years been undertaken with an emphasis on the value of sensory experience and the context storytelling provides for social…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  19. Do You Know What I Feel? A First Step towards a Physiological Measure of the Subjective Well-Being of Persons with Profound Intellectual and Multiple Disabilities

    ERIC Educational Resources Information Center

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

    2010-01-01

    Background: Because of limited communicative skills, it is not self-evident to measure subjective well-being in people with profound intellectual and multiple disabilities. As a first step towards a non-interpretive measure of subjective well-being, we explored how the respiratory, cardiovascular and electro dermal response systems were associated…

  20. The Time and Effort in Taking Care for Children with Profound Intellectual and Multiple Disabilities: A Study on Care Load and Support

    ERIC Educational Resources Information Center

    Tadema, Annemarie C.; Vlaskamp, Carla

    2010-01-01

    Raising children with profound intellectual and multiple disabilities is considered to be extremely difficult for parents, but figures on the content and amount of time needed for the caring task of parents is lacking. Data on what the caring task actually means (in terms of amount of time and type of task) is needed to be able to understand the…

  1. The Content of Support of Persons with Profound Intellectual and Multiple Disabilities: An Analysis of the Number and Content of Goals in the Educational Programmes

    ERIC Educational Resources Information Center

    van der Putten, Annette; Vlaskamp, Carla; Poppes, Petra

    2009-01-01

    Background: This study focuses on the support of persons with profound intellectual and multiple disabilities (PIMD) by analysing the number and content of formulated goals in the educational programmes. Methods: The programmes of 145 persons with PIMD were analysed. The number of long- and short-term goals as well as the number of goals reached…

  2. Task variation versus task repetition for people with profound developmental disabilities: an assessment of preferences.

    PubMed

    Lancioni, G E; O'Reilly, M F; Campodonico, F; Mantini, M

    1998-01-01

    An assessment of preferences between task variation and task repetition with four adults with profound developmental disabilities was implemented. After participants were exposed to both task variation and task repetition conditions, they were allowed to choose between them. Results showed that all participants had strong preferences; three preferred task variation and one task repetition. Aspects of the assessment and use of assessment data for planning daily work conditions were discussed.

  3. Access to computer-based leisure for individuals with profound disabilities.

    PubMed

    Bache, Jane; Derwent, Gary

    2008-01-01

    Advances in computer technology and the Internet have meant that more and more occupations can be made available to disabled individuals, including occupations generally considered to be leisure. However, computers and the Internet also provide barriers to access for these individuals. This article discusses some of these barriers, solutions to them and highlights the complexities involved in the provision of a computer-based assistive technology solution for access to leisure for a profoundly disabled young lady. It also points out the need for the input of a highly skilled, multi-disciplinary team in the assessment for and provision of such a system.

  4. Epidemiology of fractures in people with severe and profound developmental disabilities

    USGS Publications Warehouse

    Glick, N.R.; Fischer, M.H.; Heisey, D.M.; Leverson, G.E.; Mann, D.C.

    2005-01-01

    Fractures are more prevalent among people with severe and profound developmental disabilities than in the general population. In order to characterize the tendency of these people to fracture, and to identify features that may guide the development of preventive strategies, we analyzed fracture epidemiology in people with severe and profound developmental disabilities who lived in a stable environment. Data from a 23-year longitudinal cohort registry of 1434 people with severe and profound developmental disabilities were analyzed to determine the effects of age, gender, mobility, bone fractured, month of fracture, and fracture history upon fracture rates. Eighty-five percent of all fractures involved the extremities. The overall fracture rate increased as mobility increased. In contrast, femoral shaft fracture risk was substantially higher in the least mobile [relative risk (RR), 10.36; 95% confidence interval (CI), 3.29-32.66] compared with the most mobile group. Although the overall fracture rate was not associated with age, the femoral shaft fractures decreased but hand/foot fractures increased with age. Overall fracture risk declined in August and September (RR, 0.70; 95% CI, 0.55-0.89), being especially prominent for tibial/fibular fractures (RR, 0.31; 95% CI, 0.13-0.70). Gender was not a factor in fracture risk. Two primary fracture mechanisms are apparent: one, largely associated with lack of weight-bearing in people with the least mobility, is exemplified by femoral fractures during non-traumatic events as simple as diapering or transfers; the other, probably due to movement- or fall-related trauma, is exemplified by hand/foot fractures in people who ambulate. The fracture experience of people with severe and profound developmental disabilities is unique and, because it differs qualitatively from postmenopausal osteoporosis, may require population-specific methods for assessing risk, for improving bone integrity, and for reduction of falls and accidents. ?? International Osteoporosis Foundation and National Osteoporosis Foundation 2004.

  5. Sleeping while disabled, disabled while sleeping.

    PubMed

    Reiss, Benjamin

    2016-09-01

    This essay considers areas in which the study of sleep and sleep disorders might profit from the perspective of disability studies, as practiced in the humanities and social sciences. This interdisciplinary perspective considers the social and cultural dimensions of bodily and mental states and conditions that a particular society deems abnormal or impaired, as well as the lived consequences of those determinations. Some sleep disorders are considered disabilities, but almost all disabilities entail some disruption from normal sleeping patterns--whether because of physical pain, exhaustion, and emotional stress of facing obstacles in work and other areas of waking life, or challenging sleeping environments in which many disabled people live. Despite these disruptions, finding adequate nighttime care is often difficult for people with disabilities, and consequently, night is often when social isolation and vulnerability are most profound. In addition, caretakers themselves often find their own sleep profoundly disrupted, whether this occurs in a family setting or an institutional space. Finally, the essay suggests that a disability studies perspective can help us to see that disordered sleep--whether primary or secondary to a disabling condition--can both impact and be shaped by social relationships. Copyright © 2016 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

  6. Self-Harm among People with Intellectual Disabilities Living in Secure Service Provision: A Qualitative Exploration

    ERIC Educational Resources Information Center

    Brown, Jessica; Beail, Nigel

    2009-01-01

    Background: Research into self-harm among people with intellectual disabilities has focused predominantly on high frequency internally maladaptive behaviour among people whose disability is severe or profound. Research into different forms of self-harm, such as cutting or burning the skin, found in those with mild intellectual disabilities;…

  7. The 2% Transition: Supporting Access to State Assessments for Students with Disabilities

    ERIC Educational Resources Information Center

    Jamgochian, Elisa M.; Ketterlin-Geller, Leanne R.

    2015-01-01

    Most students with disabilities participate in state assessments with or without accommodations [based on each student's Individualized Education Program (IEP)]. A small number of students with the most severe or profound intellectual disabilities participate in an alternate assessment based on alternate achievement standards (AA-AAS). Until…

  8. Intellectual developmental disorders: towards a new name, definition and framework for "mental retardation/intellectual disability" in ICD-11.

    PubMed

    Salvador-Carulla, Luis; Reed, Geoffrey M; Vaez-Azizi, Leila M; Cooper, Sally-Ann; Martinez-Leal, Rafael; Bertelli, Marco; Adnams, Colleen; Cooray, Sherva; Deb, Shoumitro; Akoury-Dirani, Leyla; Girimaji, Satish Chandra; Katz, Gregorio; Kwok, Henry; Luckasson, Ruth; Simeonsson, Rune; Walsh, Carolyn; Munir, Kemir; Saxena, Shekhar

    2011-10-01

    Although "intellectual disability" has widely replaced the term "mental retardation", the debate as to whether this entity should be conceptualized as a health condition or as a disability has intensified as the revision of the World Health Organization (WHO)'s International Classification of Diseases (ICD) advances. Defining intellectual disability as a health condition is central to retaining it in ICD, with significant implications for health policy and access to health services. This paper presents the consensus reached to date by the WHO ICD Working Group on the Classification of Intellectual Disabilities. Literature reviews were conducted and a mixed qualitative approach was followed in a series of meetings to produce consensus-based recommendations combining prior expert knowledge and available evidence. The Working Group proposes replacing mental retardation with intellectual developmental disorders, defined as "a group of developmental conditions characterized by significant impairment of cognitive functions, which are associated with limitations of learning, adaptive behaviour and skills". The Working Group further advises that intellectual developmental disorders be incorporated in the larger grouping (parent category) of neurodevelopmental disorders, that current subcategories based on clinical severity (i.e., mild, moderate, severe, profound) be continued, and that problem behaviours be removed from the core classification structure of intellectual developmental disorders and instead described as associated features.

  9. A Feasibility Study into the Measurement of Physical Activity Levels of Adults with Intellectual Disabilities Using Accelerometers and the International Physical Activity Questionnaire

    ERIC Educational Resources Information Center

    Dairo, Yetunde M.; Collett, Johnny; Dawes, Helen

    2017-01-01

    Background: Few studies have measured physical activity (PA) levels of adults with intellectual disabilities using both objective and subjective methods, but none included individuals with profound intellectual disabilities. To inform effective measurement of PA across the disability spectrum, this study explored: the feasibility of measuring PA…

  10. Making Sense of Bereavement in People with Profound Intellectual and Multiple Disabilities: Carer Perspectives.

    PubMed

    Young, Hannah; Hogg, James; Garrard, Brenda

    2017-11-01

    People with intellectual disabilities are thought to have a reduced capacity for understanding death. Drawing on cognitive theory, researchers have suggested that those with profound intellectual and multiple disabilities mainly perceive loss as a mismatch between past and present experiences. However, very little research has considered how carers conceptualize bereavement in relation to this group. Semi-structured interviews obtained responses from seven carers. Transcripts were examined using interpretative phenomenological analysis. Two superordinate themes emerged: 'difficulty articulating the experience of loss' and 'making sense of bereavement through familiar patterns'. Carers conceptualize bereavement primarily in cognitive terms, but also take account of relational factors mediating loss. Implications for training and further research are outlined. © 2016 John Wiley & Sons Ltd.

  11. Interventions for mental health problems in children and adults with severe intellectual disabilities: a systematic review.

    PubMed

    Vereenooghe, Leen; Flynn, Samantha; Hastings, Richard P; Adams, Dawn; Chauhan, Umesh; Cooper, Sally-Ann; Gore, Nick; Hatton, Chris; Hood, Kerry; Jahoda, Andrew; Langdon, Peter E; McNamara, Rachel; Oliver, Chris; Roy, Ashok; Totsika, Vasiliki; Waite, Jane

    2018-06-19

    Mental health problems are more prevalent in people with than without intellectual disabilities, yet treatment options have received little attention. The aim of this study was to identify and evaluate the effectiveness of pharmacological and psychological interventions in the treatment of mental health problems in children and adults with severe and profound intellectual disabilities, given their difficulties in accessing standard mental health interventions, particularly talking therapies, and difficulties reporting drug side effects. A systematic review using electronic searches of PsycINFO, PsycTESTS, EMBASE, MEDLINE, CINAHL, ERIC, ASSIA, Science Citation Index, Social Science Citation Index and CENTRAL was conducted to identify eligible intervention studies. Study selection, data extraction and quality appraisal were performed by two independent reviewers. Study samples included at least 70% children and/or adults with severe or profound intellectual disabilities or reported the outcomes of this subpopulation separate from participants with other levels of intellectual disabilities. Eligible intervention studies evaluated a psychological or pharmacological intervention using a control condition or pre-post design. Symptom severity, frequency or other quantitative dimension (e.g., impact), as assessed with standardised measures of mental health problems. We retrieved 41 232 records, reviewed 573 full-text articles and identified five studies eligible for inclusion: three studies evaluating pharmacological interventions, and two studies evaluating psychological interventions. Study designs ranged from double-blind placebo controlled crossover trials to single-case experimental reversal designs. Quality appraisals of this very limited literature base revealed good experimental control, poor reporting standards and a lack of follow-up data. Mental ill health requires vigorous treatment, yet the current evidence base is too limited to identify with precision effective treatments specifically for children or adults with severe and profound intellectual disabilities. Clinicians therefore must work on the basis of general population evidence, while researchers work to generate more precise evidence for people with severe and profound intellectual disabilities. CRD 42015024469. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  12. Newbery Award Winning Books 1975-2009: How Do They Portray Disabilities?

    ERIC Educational Resources Information Center

    Leininger, Melissa; Dyches, Tina Taylor; Prater, Mary Anne; Heath, Melissa Allen

    2010-01-01

    Newbery books represent quality literature that has a profound social-emotional impact on its readers, yet these books have not been systematically evaluated for their portrayal of characters with disabilities. Thirty-one Newbery Award and Honor books from 1975-2009 were identified and portrayed 41 main or supporting characters with disabilities.…

  13. A Wheelchair User with Visual and Intellectual Disabilities Managing Simple Orientation Technology for Indoor Travel

    ERIC Educational Resources Information Center

    Lancioni, Giulio E.; O'Reilly, Mark F.; Singh, Nirbhay N.; Sigafoos, Jeff; Campodonico, Francesca; Oliva, Doretta

    2009-01-01

    Persons with profound visual impairments and other disabilities, such as neuromotor and intellectual disabilities, may encounter serious orientation and mobility problems even in familiar indoor environments, such as their homes. Teaching these persons to develop maps of their daily environment, using miniature replicas of the areas or some…

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

    PubMed

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

    2017-07-01

    At the age of 21, the trajectory of services offered to youth with profound intellectual disability (ID) change significantly since access to specialised services is more limited. Despite the desire of parents to avoid any impact on their child, several factors can influence the course of this transition. However, there is little research on facilitators and obstacles to the transition to adulthood, and impacts on people with a profound ID. It is therefore difficult to provide solutions that meet their specific needs. The study aimed to document the needs of parents and young adults with profound ID during and after the transition to adulthood by exploring their transitioning experience and factors that influenced it. Using a descriptive qualitative design, two individual semi-structured interviews were conducted with fourteen (14) parents of young adults aged between 18 and 26 with a profound ID. At this point, many material, informative, cognitive and emotional needs of young adults and their parents are not met. Obstacles, mainly organisational, persist and result in a particularly difficult transition to adulthood experience. By knowing the specific needs of these families, it is possible to develop and implement solutions tailored to their reality. WHAT THE PAPERS ADDS?: The transition to adulthood is a critical period for families with young adults with an intellectual disability (ID), a reality observed internationally. Current literature on all levels of ID suggests some barriers to transition that lead to negative impacts on both parents and young adults with ID. However, presently, very little research exists on the reality of families of young adults with profound ID and factors influencing transition to adult life. Most of studies target people with mild to moderate ID. Considering the significant disabilities of people with profound ID, it is possible to imagine that their experience of transition will be even more difficult and they will present specific needs. The lack of understanding of these needs makes it difficult to introduce solutions tailored to their reality. The results of this current study suggest that many needs of young adults with profound ID and their parents are not met despite existent transition planning services. Transition to adulthood seems particularly difficult for these families who face many challenges. Parents in this study proposed different obstacles during transition to adulthood that could be improved for creation of future solutions adapted to their reality. Copyright © 2017. Published by Elsevier Ltd.

  15. Psychometric properties of a Dutch version of the behavior problems inventory-01 (BPI-01).

    PubMed

    Dumont, Eric; Kroes, Diana; Korzilius, Hubert; Didden, Robert; Rojahn, Johannes

    2014-03-01

    There are only a limited number of Dutch validated measurement instruments for measuring behavioral problems in people with a moderate to profound intellectual disability. In this study, the psychometric properties of a Dutch version of the behavior Problems Inventory-01 (BPI-01; Rojahn et al., 2001) have been investigated among 195 people with a moderate to profound intellectual disability who live in a residential facility. The BPI-01 was completed by 42 informants (staff members) of 23 care units. The inter-rater reliability, intra-rater reliability and internal consistency turned out to be good. Factor analysis confirmed two of the three a priori factors and the third factor was a mix of self-injurious (SIB) behavior and stereotypic behavior. The BPI-01 was compared to the Aberrant Behavior Checklist (Aman et al., 1985a) and showed a good convergent validity. This study shows that a Dutch version of the BPI-01 has good psychometric properties for measuring behavior problems in individuals with moderate to profound intellectual disability. Copyright © 2014 Elsevier Ltd. All rights reserved.

  16. Two Children with Multiple Disabilities Increase Adaptive Object Manipulation and Reduce Inappropriate Behavior via a Technology-Assisted Program

    ERIC Educational Resources Information Center

    Lancioni, Giulio E.; O'Reilly, Mark F.; Singh, Nirbhay N.; Sigafoos, Jeff; Didden, Robert; Oliva, Doretta; Campodonico, Francesca

    2010-01-01

    Persons with severe to profound multiple disabilities, such as intellectual, visual, and motor disabilities, may be characterized by low levels of adaptive engagement with the environment. They may also display forms of inappropriate, stereotypical behavior (like hand mouthing, that is, putting their fingers into or over their mouths) or…

  17. Drug Administration via Enteral Feeding Tube in Residential Care Facilities for Individuals with Intellectual Disability: A Focus Group Study on Guideline Implementation

    ERIC Educational Resources Information Center

    Joos, Elke; Van Tongelen, Inge; Wijnants, Karen; Mehuys, Els; Van Bocxlaer, Jan; Remon, Jean Paul; Grypdonck, Maria; Van Winckel, Myriam; Boussery, Koen

    2016-01-01

    People with profound intellectual disabilities often receive medication through enteral feeding tube (EFT). In a previous study, we found that current guidelines concerning medication preparation and administration through EFT are often not followed in residential care facilities (RCFs) for individuals with intellectual disabilities. The present…

  18. What Symptoms Predict the Diagnosis of Mania in Persons with Severe/Profound Intellectual Disability In Clinical Practice?

    ERIC Educational Resources Information Center

    Matson, J. L.; Gonzalez, M. L.; Terlonge, C.; Thorson, R. T.; Laud, R. B.

    2007-01-01

    Background: While researchers have attempted to address the difficulties of diagnosing affective disorders in the intellectually disabled population, diagnosing bipolar disorder in an individual with severe intellectual disability (ID) remains a challenge. The aim of this study was to identify what symptoms can predict a diagnosis of mania in the…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

    Thirty-nine adults with severe to profound intellectual disability (ID) were randomly assigned to either an experimental group (n = 21) or a control group (n = 18). Assessment was blinded and included selected items from the International Classification of Functioning, Disability and Health (ICF), the Behavioral Assessment Battery (BAB), and the…

  20. Out-of-School Suspensions of Black Youths: Culture, Ability, Disability, Gender, and Perspective.

    PubMed

    Haight, Wendy; Kayama, Misa; Gibson, Priscilla Ann

    2016-07-01

    Racial disproportionality in out-of-school suspensions is a persistent social justice issue in public schools. This article examines out-of-school suspensions of four black youths from the perspectives of the youths, their caregivers, and educators. The case involving David, a 14-year-old African American with a learning disability, illustrates the challenges of students experiencing the intersection of disability and race. The case involving George, a 14-year-old Liberian immigrant, illustrates how parents and teachers may form alliances around shared goals and values despite profound cultural differences in understanding of youths' misbehavior. The case involving Nina, a 12-year-old African American, illustrates how educators' failure to consider the context of her misbehaviors as responses to sexual harassment, along with their subsequent harsh punishment and failure to protect her, led to her disengagement from school. The case involving Craig, a 16-year-old African American, provides a glimpse into how the use of criminal justice language to refer to youths' misbehaviors can support the development of a criminalized self- and social identity. These cases illustrate the diversity of black students--including ability, disability, culture, and gender--and how events surrounding suspensions are interpreted by students, caregivers, and educators. Understanding such diversity will undergird implementation of effective alternatives to suspensions.

  1. Virginia Statewide Program To Endorse Teachers of Students with Severe and Profound Handicaps. The Endorsement Project. Final Report.

    ERIC Educational Resources Information Center

    Snell, Martha E.; And Others

    The Virginia Statewide Program To Endorse Teachers in Severe and Profound Handicaps was a 5-year personnel preparation project which selected and trained teachers currently unendorsed but employed to teach students with severe disabilities in schools across Virginia. Participating universities included the University of Virginia (UVA), George…

  2. The impact of dietary and tooth-brushing habits to dental caries of special school children with disability.

    PubMed

    Liu, Hsiu-Yueh; Chen, Chun-Chih; Hu, Wen-Chia; Tang, Ru-Ching; Chen, Cheng-Chin; Tsai, Chi-Cheng; Huang, Shun-Te

    2010-01-01

    The daily oral activities may severely influence oral health of children with disabilities. In this survey, we analyzed the impact of dietary and tooth-brushing habits to dental caries in special school children with disabilities. This cross-sectional survey investigated 535 special school children with disabilities aged 6-12 years, 60.93% males, 39.07% females from 10 special schools in Taiwan. Oral examinations were carried out by dentists with a Kappa score of their inter-examiner agreement exceeding 0.8. Data on demographics, diet, and tooth-brushing habits of children with disabilities were collected using a standardized questionnaire completed by parents/caregivers. More than three quarters of the participants were combined with severe or profound disability. Children with profound severity in disability had a higher percentage (67.37%) in teeth-brushing by parents/caregivers compared to those children with mild/moderate severity in disability which had a higher percentage (81.60%) in teeth-brushing by themselves. Children whose teeth were brushed by parents/caregivers had a better dental health, and lower caries prevalence. The main risk factors related to decayed teeth of children with disabilities are frequency of sweets intake, ability to brush teeth and with plaque or not. The dental health education, prevention program and periodical oral check-up to children with disabilities and their parents/caregivers should be reinforced. Brushing skill should be taught to children according to their type, severity and individual characteristics of disability. Copyright © 2010 Elsevier Ltd. All rights reserved.

  3. Enabling Disabled Persons to Gain Access to Digital Media

    NASA Technical Reports Server (NTRS)

    Beach, Glenn; OGrady, Ryan

    2011-01-01

    A report describes the first phase in an effort to enhance the NaviGaze software to enable profoundly disabled persons to operate computers. (Running on a Windows-based computer equipped with a video camera aimed at the user s head, the original NaviGaze software processes the user's head movements and eye blinks into cursor movements and mouse clicks to enable hands-free control of the computer.) To accommodate large variations in movement capabilities among disabled individuals, one of the enhancements was the addition of a graphical user interface for selection of parameters that affect the way the software interacts with the computer and tracks the user s movements. Tracking algorithms were improved to reduce sensitivity to rotations and reduce the likelihood of tracking the wrong features. Visual feedback to the user was improved to provide an indication of the state of the computer system. It was found that users can quickly learn to use the enhanced software, performing single clicks, double clicks, and drags within minutes of first use. Available programs that could increase the usability of NaviGaze were identified. One of these enables entry of text by using NaviGaze as a mouse to select keys on a virtual keyboard.

  4. Challenges of Developing Communicative Interaction in Individuals with Congenital Profound Intellectual and Multiple Disabilities

    ERIC Educational Resources Information Center

    Blain-Moraes, Stefanie; Chau, Tom

    2012-01-01

    Background: Physiological responses have been used in individuals with acquired disability to enable communicative interaction without motor movement. This study explored four autonomic nervous system (ANS) signals--electrodermal activity, skin temperature, cardiac patterns and respiratory patterns--to enable interaction with individuals born with…

  5. A possible application of care-based ethics to people with disabilities during a pandemic.

    PubMed

    Howe, Edmund G

    2010-01-01

    Should people with exceptionally profound disabilities be given an equal chance of surviving a pandemic, even when their care might require a greater use of limited medical resources? How might an ethics of care be used to shape a policy regarding these patients?

  6. Using goal attainment scaling to evaluate a needs-led exercise programme for people with severe and profound intellectual disabilities.

    PubMed

    Jones, Martyn C; Walley, Robert M; Leech, Amanda; Paterson, Marion; Common, Stephanie; Metcalf, Charlotte

    2006-12-01

    The aim of this study was to evaluate whether involvement in a 16 week exercise programme improved goal attainment in areas of behaviour, access to community-based experiences, health and physical competence. Participants were women with severe intellectual disability and associated challenging behaviour (setting A,N = 14) and male/female service users with profound physical and intellectual disabilities (setting B,N = 8). The exercise programme included active and passive exercise, walking, swimming, hydrotherapy, team games and rebound therapy. Significant gains in aggregated goal attainment were demonstrated by week 16. The reliability and validity of our goal attainment procedures were demonstrated with inter-rater reliabilities exceeding 80 percent. Changes in goal attainment were concurrent with global clinical impression scores in a series of single case studies. Continuing care settings should dedicate care staff to provide routinized, continuing exercise programmes.

  7. Meaning-Led Learning for Pupils with Severe and Profound and Multiple Learning Difficulties

    ERIC Educational Resources Information Center

    Goss, Phil

    2006-01-01

    This paper proposes that learning and teaching for pupils with severe and profound and multiple learning difficulties could be enhanced by a closer focus on emotional factors and on the careful identification of what is meaningful for them. Phil Goss, senior lecturer in counselling and psychotherapy at the University of Central Lancashire draws on…

  8. Transition for Persons with Deaf-Blindness and Other Profound Handicaps: State of the Art. Section I. Community Based Residential Options.

    ERIC Educational Resources Information Center

    Romer, Lyle T.; And Others

    This compilation brings together various conference papers and a working group report on the topic of residential services for people with deaf-blindness and other profound disabilities. The title paper by Lyle T. Romer describes three measures for evaluating residential programs: capacity, progress, and lifestyle. Valued outcomes of a residential…

  9. An Informal Paper: Teaching the Profoundly Handicapped Child.

    ERIC Educational Resources Information Center

    Silverrain, Ann

    The paper outlines the operative principles for understanding learning and discusses how these principles can help in planning a functional program for a severely or profoundly brain-damaged child. Discussed are: (1) the role of memory in learning; (2) simple associative learning (Pavlovian Conditioning and Operant Conditioning); (3) Piaget's…

  10. 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;…

  11. Faculty Attitudes and Knowledge Regarding College Students with Disabilities

    ERIC Educational Resources Information Center

    Sniatecki, Jessica L.; Perry, Holly B.; Snell, Linda H.

    2015-01-01

    The presence of students with disabilities (SWD) at colleges and universities in the United States has increased significantly in recent years, yet many of these students continue to encounter significant barriers that can have a profound impact on their college experience. Salient factors that contribute to the challenging climate for SWD include…

  12. Enhancing Services for Toddlers with Disabilities: A Reverse Mainstreaming Inclusion Approach.

    ERIC Educational Resources Information Center

    Cormany, Ernestine E.

    This practicum designed and developed a program to implement a reverse mainstreaming model of inclusion for 7 toddlers (ages 1 to 3) with disabilities (Down syndrome, profound mental retardation, cerebral palsy, neurofibromatosis, stroke, and hearing impairment) and 3 of their typically developing peers. Emphasis was on the provision of…

  13. Phenotype-Environment Interactions in Genetic Syndromes Associated with Severe or Profound Intellectual Disability

    ERIC Educational Resources Information Center

    Tunnicliffe, Penny; Oliver, Chris

    2011-01-01

    The research literature notes both biological and operant theories of behavior disorder in individuals with intellectual disabilities. These two theories of genetic predisposition and operant reinforcement remain quite distinct; neither theory on its own is sufficient to explain challenging behavior in genetic syndromes and an integrated approach…

  14. Identities of Dis/Ability and Music

    ERIC Educational Resources Information Center

    Watts, Michael; Ridley, Barbara

    2012-01-01

    Centring on a small-scale capability-based case study of music provision for adults with profound dis/abilities, this paper considers the significance of music and music education in people's lives. It offers a philosophical defence of music's importance in enjoying a truly human life and then, drawing on an overview of the work of dis/abled…

  15. Severe Intellectual Disability: Systematic Review of the Prevalence and Nature of Presentation of Unipolar Depression

    ERIC Educational Resources Information Center

    Walton, Catherine; Kerr, Mike

    2016-01-01

    Background: The diagnosis of depression in severe and profound intellectual disability is challenging. Without adequate skills in verbal self-expression, standardized diagnostic criteria cannot be used with confidence. The purpose of this systematic review was to investigate the assessment and diagnosis of unipolar depression in severe and…

  16. Adaptive Force Control in Grasping as a Function of Level of Developmental Disability

    ERIC Educational Resources Information Center

    Sprague, R. L.; Deutsch, K. M.; Newell, K. M.

    2009-01-01

    Background: The adaptation to the task demands of grasping (grip mode and object mass) was investigated as a function of level of developmental disability. Methods: Subjects grasped objects of different grip widths and masses that were instrumented to record grip forces. Results: Proportionally, fewer participants from the profound compared with…

  17. Incidence and Trends in Psychopathology Symptoms over Time in Adults with Severe to Profound Intellectual Disability

    ERIC Educational Resources Information Center

    Horovitz, Max; Matson, Johnny L.; Sipes, Megan; Shoemaker, Mary; Belva, Brian; Bamburg, Jay W.

    2011-01-01

    Individuals with intellectual disability (ID) have a high risk for developing comorbid psychopathology. While researchers have shown that symptoms of psychopathology remain relatively stable in children with ID over time, little research has been conducted to demonstrate symptom stability for adults with ID. Incidence of psychopathology symptoms…

  18. Problem and pro-social behavior among Nigerian children with intellectual disability: the implication for developing policy for school based mental health programs

    PubMed Central

    2010-01-01

    Background School based mental health programs are absent in most educational institutions for intellectually disabled children and adolescents in Nigeria and co-morbid behavioral problems often complicate intellectual disability in children and adolescents receiving special education instructions. Little is known about prevalence and pattern of behavioral problems existing co-morbidly among sub-Saharan African children with intellectual disability. This study assessed the prevalence and pattern of behavioral problems among Nigerian children with intellectual disability and also the associated factors. Method Teachers' rated Strengths and Difficulties Questionnaire (SDQ) was used to screen for behavioral problems among children with intellectual disability in a special education facility in south eastern Nigeria. Socio-demographic questionnaire was used to obtain socio-demographic information of the children. Results A total of forty four (44) children with intellectual disability were involved in the study. Twenty one (47.7%) of the children were classified as having behavioral problems in the borderline and abnormal categories on total difficulties clinical scale of SDQ using the cut-off point recommended by Goodman. Mild mental retardation as compared to moderate, severe and profound retardation was associated with highest total difficulties mean score. Males were more likely to exhibit conduct and hyperactivity behavioral problems compared to the females. The inter-clinical scales correlations of teachers' rated SDQ in the studied population also showed good internal consistency (Cronbach Alpha = 0.63). Conclusion Significant behavioral problems occur co-morbidly among Nigerian children with intellectual disability receiving special education instructions and this could impact negatively on educational learning and other areas of functioning. There is an urgent need for establishing school-based mental health program and appropriate screening measure in this environment. These would afford early identification of intellectually disabled children with behavioral problems and appropriate referral for clinical evaluation and interventions. The need to focus policy making attention on hidden burden of intellectual disability in sub-Saharan African children is essential. PMID:20465841

  19. 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,…

  20. 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.

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

    ERIC Educational Resources Information Center

    Cluley, Victoria

    2018-01-01

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

  2. Effectiveness of a nurse-led preadmission intervention for parents of children with profound multiple disabilities undergoing hip-joint surgery: A quasi-experimental pilot study.

    PubMed

    Seliner, Brigitte; Latal, Beatrice; Spirig, Rebecca

    2017-07-01

    The aim of this study was to assess the effectiveness of a family-centered care (FCC) intervention provided by an advanced practice nurse (APN) for parents of children with profound disabilities undergoing surgery. In a quasi-experimental design, we used the MPOC-20 to assess satisfaction with FCC and interviews to identify potential mechanisms for improving satisfaction. There was a positive effect on the MPOC-20 domain "general information," albeit with a small effect size (Cohen's d = 0.35). The interviewed parents expected additional support. Emphasis should be placed on providing comprehensive care coordination by an experienced APN. Shared care management is crucial in improving FCC. © 2017 Wiley Periodicals, Inc.

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

    PubMed

    Goldbart, Juliet; Chadwick, Darren; Buell, Susan

    2014-11-01

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

  4. Dr. Tulp, I Presume: Intellectual Disability and Ethnicity in Rotherham

    ERIC Educational Resources Information Center

    McClimens, Alex; Lewis, Robin; Brewster, Jacqui

    2013-01-01

    In this article, we report on that aspect of our ongoing simulation project which focuses on the cultural needs of a "virtual" young man living with profound and multiple intellectual disabilities, who is British Asian and receives care in a residential setting. We describe our involvement with a local agency who supports families from…

  5. Cause-Specific Mortality and Death Certificate Reporting in Adults with Moderate to Profound Intellectual Disability

    ERIC Educational Resources Information Center

    Tyrer, F.; McGrother, C.

    2009-01-01

    Background: The study of premature deaths in people with intellectual disability (ID) has become the focus of recent policy initiatives in England. This is the first UK population-based study to explore cause-specific mortality in adults with ID compared with the general population. Methods: Cause-specific standardised mortality ratios (SMRs) and…

  6. A Microswitch-Based Program to Enable Students with Multiple Disabilities to Choose among Environmental Stimuli

    ERIC Educational Resources Information Center

    Lancioni, Giulio E.; O'Reilly, Mark F.; Singh, Nirbhay N.; Sigafoos, Jeff; Didden, Robert; Oliva, Doretta; Severini, Laura

    2006-01-01

    Students with multiple disabilities, such as severe to profound mental retardation combined with motor and visual impairment, are usually unable to engage in constructive activity or play a positive role in their daily context. Microswitches are technical tools that may help them improve their status by allowing them to control environmental…

  7. Effects of a Voice Output Communication Aid on Interactions between Support Personnel and an Individual with Multiple Disabilities.

    ERIC Educational Resources Information Center

    Schepis, Maureen M.; Reid, Dennis H.

    1995-01-01

    A young adult with multiple disabilities (profound mental retardation, spastic quadriplegia, and visual impairment) was provided with a voice output communication aid (VOCA) which allowed communication through synthesized speech. Both educational and residential staff members interacted with the individual more frequently when she had access to…

  8. The Americans with Disabilities Act: A Decision Tree for Social Services Administrators

    ERIC Educational Resources Information Center

    O'Brien, Gerald V.; Ellegood, Christina

    2005-01-01

    The 1990 Americans with Disabilities Act has had a profound influence on social workers and social services administrators in virtually all work settings. Because of the multiple elements of the act, however, assessing the validity of claims can be a somewhat arduous and complicated task. This article provides a "decision tree" for…

  9. Graduate Students' Practicum Experiences Instructing Students with Severe and Profound Disabilities in Physical Education

    ERIC Educational Resources Information Center

    Sato, Takahiro; Haegele, Justin A.

    2017-01-01

    Students with disabilities are more likely than ever to be educated in physical education classes with their typically developing peers. Because of this, it is essential for all educational personnel, including physical educators, to have proper teacher education to help meet the unique needs of these students. Currently, the research base is…

  10. Communication Opportunities via Special Messaging Technology for Two Post-Coma Persons with Multiple Disabilities

    ERIC Educational Resources Information Center

    Lancioni, Giulio E.; O'Reilly, Mark F.; Singh, Nirbhay N.; Sigafoos, Jeff; Buonocunto, Francesca; Sacco, Valentina; Colonna, Fabio; Navarro, Jorge; Lanzilotti, Crocifissa; de Pace, Claudia; Megna, Marisa; Oliva, Doretta

    2011-01-01

    This study extended the assessment of a special messaging technology with two additional post-coma adults who had emerged from a minimally conscious state, but showed multiple disabilities including profound motor and communication impairments. For each participant, the study involved an ABAB design, in which the A represented baseline phases and…

  11. Differentiating Characteristics of Deafblindness and Autism in People with Congenital Deafblindness and Profound Intellectual Disability

    ERIC Educational Resources Information Center

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

    2009-01-01

    Background: In persons with deafblindness, it is hard to distinguish autism spectrum disorders from several deafblind specific behaviours caused by the dual sensory impairments, especially when these persons are also intellectually disabled. As a result, there is an over-diagnosis of autism in persons who are deafblind leading to unsuitable…

  12. Prevalence and Associated Factors of Sarcopenia in Older Adults with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Bastiaanse, Luc P.; Hilgenkamp, Thessa I. M.; Echteld, Michael A.; Evenhuis, Heleen M.

    2012-01-01

    Sarcopenia is defined as a syndrome characterised by progressive and generalised loss of skeletal muscle mass and strength. It has hardly been studied in older people with intellectual disabilities (ID). In this study 884 persons with borderline to profound ID aged 50 years and over, were investigated to determine the prevalence of sarcopenia in…

  13. Neurodevelopmental Disorders in Children with Severe to Profound Sensorineural Hearing Loss: A Clinical Study

    ERIC Educational Resources Information Center

    Chilosi, Anna M.; Comparini, Alessandro; Scusa, Maria F.; Berrettini, Stefano; Forli, Francesca; Battini, Roberta; Cipriani, Paola; Cioni, Giovanni

    2010-01-01

    Aim: The effects of sensorineural hearing loss (SNHL) are often complicated by additional disabilities, but the epidemiology of associated disorders is not clearly defined. The aim of this study was to evaluate the frequency and type of additional neurodevelopmental disabilities in a sample of children with SNHL and to investigate the relation…

  14. Promoting Physical Activity in People with Intellectual and Multiple Disabilities through a Basic Technology-Aided Program

    ERIC Educational Resources Information Center

    Lancioni, Giulio E.; Singh, Nirbhay N.; O'Reilly, Mark F.; Sigafoos, Jeff; Alberti, Gloria; Perilli, Viviana; Zimbaro, Carmen; Boccasini, Adele; Mazzola, Carlo; Russo, Roberto

    2018-01-01

    This study assessed a technology-aided program (monitoring responding, and ensuring preferred stimulation and encouragements) for promoting physical activity with 11 participants with severe/profound intellectual and multiple disabilities. Each participant was provided with an exercise device (e.g. a static bicycle and a stepper) and exposed to…

  15. Assessing Emotional and Behavioral Problems in Children with Intellectual Disability: Revisiting the Factor Structure of the Developmental Behaviour Checklist.

    ERIC Educational Resources Information Center

    Dekker, Marielle C.; Nunn, Russell J.; Einfeld, Stewart E.; Tonge, Bruce J.; Koot, Hans M.

    2002-01-01

    Analysis of parent and teacher Developmental Behavior Checklist (DBC) ratings on a combined sample of 1,536 Dutch and Australian children (ages 3-22) with mild to profound intellectual disabilities produced five subscales: Disruptive/Antisocial, Self-Absorbed, Communication Disturbance, Anxiety, and Social Relating. Internal consistency of the…

  16. An Introduction to Menstrual Management for Women Who Have an Intellectual Disability and High Support Needs.

    ERIC Educational Resources Information Center

    Griffen, Jeni; And Others

    1994-01-01

    This paper describes a project researching the management of menstruation for women who have severe/profound intellectual disability. It outlines the importance of acceptance of menstruation, the possibility of partial participation in menstrual care, key factors to consider in developing skill development activities (such as attitudes of care…

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

    ERIC Educational Resources Information Center

    Rayner, Matthew

    2011-01-01

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

  18. "Trying, Failing, Succeeding, and Trying Again and Again": Perspectives of Teachers of Pupils with Severe Profound Multiple Learning Difficulties

    ERIC Educational Resources Information Center

    Jones, Phyllis; Riley, Michael W.

    2017-01-01

    This article explores the perspectives of seven teachers in England who teach pupils with severe profound and multiple learning difficulties about their learning to teach this group of students. Teachers' views were captured through a combination of synchronous and asynchronous online communications. Four themes emerged from teachers' perspectives…

  19. [Etiological, clinical and neuroradiological investigation of deaf children with additional neuropsychiatric disabilities].

    PubMed

    Chilosi, A M; Scusa, M F; Comparini, A; Genovese, E; Forli, F; Berrettini, S; Cipriani, P

    2012-04-01

    Sensorineural hearing loss (SNHL) is complicated by additional disabilities in about 30% of cases, but the epidemiology of associated disorders, in terms of type, frequency and aetiology is still not clearly defined. Additional disabilities in a deaf child have important consequences in assessing and choosing a therapeutic treatment, in particular when considering cochlear implantation (CI) or hearing aids (HA). The aim of this paper was to evaluate frequency, type and severity of additional neurodevelopmental disabilities in children with profound bilateral sensorineural hearing loss and to investigate the relationship between disability and the etiology of deafness. Eighty children with profound bilateral sensorineural hearing loss (mean age 5.4 years) were investigated by means of a diagnostic protocol including clinical, neurodevelopmental, and audiological procedures together with genetic and neurometabolic tests and neuroradiological investigation by brain MRI. Fifty-five percent of the sample exhibited one or more disabilities in addition to deafness, with cognitive, behavioural-emotional and motor disorders being the most frequent. The risk of additional disabilities varied according to aetiology, with a higher incidence in hereditary syndromic deafness, in cases due to pre-perinatal pathology (in comparison to unknown and hereditary non syndromic forms) and in the presence of major brain abnormalities at MRI. Our results suggest that the aetiology of deafness may be a significant risk indicator for the presence of neuropsychiatric disorders. A multidimensional evaluation, including aetiological, neurodevelopmental and MRI investigation is needed for formulating prognosis and for planning therapeutic intervention, especially in those children candidated to cochlear implant.

  20. Risk Factors Associated with Severity of Nongenetic Intellectual Disability (Mental Retardation) among Children Aged 2–18 Years Attending Kenyatta National Hospital

    PubMed Central

    Chege, Margaret Njambi; Odhiambo, Eunice Ajode

    2018-01-01

    Background Many of the nongenetic causal risk factors of intellectual disability (ID) can be prevented if they are identified early. There is paucity on information regarding potential risk factors associated with this condition in Kenya. This study aimed to establish risk factors associated with severity of nongenetic intellectual disability (ID) among children presenting with this condition at Kenyatta National Hospital (KNH). Methods A hospital-based cross-sectional study was conducted over the period between March and June 2017 in pediatric and child/youth mental health departments of Kenyatta National Hospital (KNH), Kenya. It included children aged 2–18 years diagnosed with ID without underlying known genetic cause. Results Of 97 patients with nongenetic ID, 24% had mild ID, 40% moderate, 23% severe-profound, and 10% unspecified ID. The mean age of children was 5.6 (±3.6) years. Male children were predominant (62%). Three independent factors including “labor complications” [AOR = 9.45, 95% CI = 1.23–113.29, P = 0.036], “admission to neonatal intensive care unit” [AOR = 8.09, 95% CI = 2.11–31.07, P = 0.002], and “cerebral palsy” [AOR = 21.18, CI = 4.18–107.40, P ≤ 0.001] were significantly associated with increased risk of severe/profound nongenetic ID. Conclusion The present study findings suggest that perinatal complications as well as postnatal insults are associated with increased risk of developing severe-profound intellectual disability, implying that this occurrence may be reduced with appropriate antenatal, perinatal, and neonatal healthcare interventions. PMID:29850243

  1. 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.…

  2. Att Tolka Barns Signaler: Gravt utvecklingsstorda flerhandikappade barns lek och kommunikation (To Interpret Childrens' Signals: Play and Communication in Profoundly Mentally Retarded and Multiply Handicapped Children).

    ERIC Educational Resources Information Center

    Brodin, Jane

    Written in Swedish with an English-language summary, this report describes a study which examined the interaction between mothers or caregivers and their children with profound mental retardation and multiple disabilities, particularly looking at the function of play in communicative interaction. The six children all had five or six handicaps in…

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

    MedlinePlus

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

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

    ERIC Educational Resources Information Center

    Harwell, Joan M.

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

  5. 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...

  6. Executive Functioning and Figurative Language Comprehension in Learning Disabilities

    ERIC Educational Resources Information Center

    Bishara, Saied; Kaplan, Shani

    2016-01-01

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

  7. 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…

  8. 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.

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

    ERIC Educational Resources Information Center

    Lyon, G. Reid, Ed.; And Others

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

  10. Quality of Life and Quality of Support for People with Severe Intellectual Disability and Complex Needs

    ERIC Educational Resources Information Center

    Beadle-Brown, J.; Leigh, J.; Whelton, B.; Richardson, L.; Beecham, J.; Baumker, T.; Bradshaw, J.

    2016-01-01

    Background: People with severe and profound intellectual disabilities often spend substantial time isolated and disengaged. The nature and quality of the support appears to be important in determining quality of life. Methods: Structured observations and staff questionnaires were used to explore the quality of life and quality of support for 110…

  11. Verbal and Nonverbal Communication of Students with Severe and Profound Disabilities

    ERIC Educational Resources Information Center

    Tabacaru, Cristina Dumitru

    2016-01-01

    The article aims to study ways of achieving human rights by offering everyone a voice, a communicational tool which will allow accessibility and access to quality education for all, regardless of the degree of disability. The main objective of the present study was to describe the profile of communication and study the use of verbal and nonverbal…

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

    PubMed

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

    2009-01-01

    This study addresses the question to what extent visual impairment leads to additional disability in adults with intellectual disabilities (ID). In a multi-centre cross-sectional study of 269 adults with mild to profound ID, social and behavioural functioning was assessed with observant-based questionnaires, prior to expert assessment of visual function. With linear regression analysis the percentage of variance, explained by levels of visual function, was calculated for the total population and per ID level. A total of 107/269 participants were visually impaired or blind (WHO criteria). On top of the decrease by ID visual impairment significantly decreased daily living skills, communication & language, recognition/communication. Visual impairment did not cause more self-absorbed and withdrawn behaviour or anxiety. Peculiar looking habits correlated with visual impairment and not with ID. In the groups with moderate and severe ID this effect seems stronger than in the group with profound ID. Although ID alone impairs daily functioning, visual impairment diminishes the daily functioning even more. Timely detection and treatment or rehabilitation of visual impairment may positively influence daily functioning, language development, initiative and persistence, social skills, communication skills and insecure movement.

  13. 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.

  14. 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)

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

    ERIC Educational Resources Information Center

    Shapiro, Joan; Rich, Rebecca

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

  16. 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…

  17. Profound Expressive Language Impairment in Low Functioning Children with Autism: An Investigation of Syntactic Awareness Using a Computerised Learning Task

    ERIC Educational Resources Information Center

    McGonigle-Chalmers, Maggie; Alderson-Day, Ben; Fleming, Joanna; Monsen, Karl

    2013-01-01

    Nine low-functioning children with profound expressive language impairment and autism were studied in terms of their responsiveness to a computer-based learning program designed to assess syntactic awareness. The children learned to touch words on a screen in the correct sequence in order to see a corresponding animation, such as "monkey…

  18. 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…

  19. Accessing disability services by people from culturally and linguistically diverse backgrounds in Australia.

    PubMed

    Zhou, Qingsheng

    2016-01-01

    To examine whether differences in access to specialist disability services by people from culturally and linguistically diverse (CALD) backgrounds when compared with those born in Australia represent a service gap or the healthy migrant effect. To use the latest disability statistics to measure the different rates of people with disability, and the rates of people with profound and severe disability, of people born in Australia and those born abroad; to compare the difference between those who mainly speak English with those who primarily speak a language other than English at home (LOTE); and examine the age-specific and standardised disability rates of these subgroups. The rate of access of specialist disability services by people with disability who were from CALD backgrounds is highly disproportionate to their presence in the community. As a whole, people from CALD backgrounds have a similar level of disability as Australia-born people. They have a greater rate of profound and severe disability and a higher level of need for assistance in undertaking core activities. For younger age cohorts targeted by specialist disability services, there is little difference in the level of need for assistance between people from CALD backgrounds and the rest of community. Those people who mainly speak LOTE at home have a relatively higher level of need for assistance than those who speak mainly English at home. The paper reveals a substantial gap in specialist disability services between people from CALD and the broader community. This cannot be explained by the difference in the level of need for assistance between Australia-born and overseas-born populations, therefore raises some policy questions as to the barriers to the use of such services and how to effectively narrow the service access gap and improve utilisation rates. The paper reveals a substantial accessibility gap in specialist disability services between people from culturally and linguistically diverse (CALD) backgrounds and the broader community in Australia. Rehabilitation is a large component of disability services. Therefore, understanding the gap, promoting the awareness of the services, developing appropriate and effective services to respond the need of people with disability from CALD backgrounds, are critically important to rehabilitation services and related research.

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

    ERIC Educational Resources Information Center

    Learning Disabilities: A Multidisciplinary Journal, 2012

    2012-01-01

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

  1. 45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

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

  2. 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.

  3. 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

  4. Learning Disabilities Association of America

    MedlinePlus

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

  5. Toward a Definition of Learning Disability.

    ERIC Educational Resources Information Center

    Campbell, Paul B.

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

  6. A Two Hundred Year History of Learning Disabilities

    ERIC Educational Resources Information Center

    Carlson, Shirley

    2005-01-01

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

  7. A Long-Term Leisure Program for Individuals with Intellectual Disability in Residential Care Settings: Research to Practice

    ERIC Educational Resources Information Center

    Fox, Robert A.; Burke, Amie M.; Fung, Michael P.

    2013-01-01

    We studied the effectiveness of an individually-tailored leisure program implemented by direct care staff in a residential program for 28 adults with severe to profound intellectual disability using a multiple baseline design across two homes over a 1.5 year baseline and treatment period followed by another nearly 1.5 year maintenance phase. The…

  8. The Effects of Gender and Age on Repetitive and/or Restricted Behaviors and Interests in Adults with Autism Spectrum Disorders and Intellectual Disability

    ERIC Educational Resources Information Center

    Hattier, Megan A.; Matson, Johnny L.; Tureck, Kimberly; Horovitz, Max

    2011-01-01

    Frequency of repetitive and/or restricted behaviors and interests (RRBIs) was assessed in 140 adults with autism spectrum disorders (ASDs) and severe or profound intellectual disability (ID). The associations of gender and age range were analyzed with RRBI frequency which was obtained using the Stereotypies subscale of the "Diagnostic…

  9. Assisting People with Multiple Disabilities and Minimal Motor Behavior to Control Environmental Stimulation through a Mouse Wheel

    ERIC Educational Resources Information Center

    Shih, Ching-Hsiang; Shih, Ching-Tien; Lin, Kun-Tsan; Chiang, Ming-Shan

    2009-01-01

    This study assessed whether two people with profound multiple disabilities and minimal motor behavior would be able to control environmental stimulation using thumb poke ability with a mouse wheel and a newly developed mouse driver (i.e., a new mouse driver replacing standard mouse driver, and turning a mouse into a precise thumb poke detector).…

  10. The Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students with Autism and Severe to Profound Intellectual Disabilities

    ERIC Educational Resources Information Center

    Cox, Amy L.; Gast, David L.; Luscre, Deanna; Ayres, Kevin M.

    2009-01-01

    The purpose of this study was to evaluate the impact of weighted vests on the amount of time 3 elementary-age students with autism, intellectual disabilities, and sensory processing abnormalities engaged in appropriate in-seat behavior. An alternating treatments design was used to examine the duration of appropriate in-seat behavior under three…

  11. A Critical Race Theory Analysis of the Disproportionate Representation of Blacks and Males Participating in Florida's Special Education Programs

    ERIC Educational Resources Information Center

    Allen, Anthony G.

    2010-01-01

    The Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their right to a free appropriate public education (FAPE). It is the goal of national policy, endorsed by Congress, to ensure equality of opportunity, full participation, independent living, and economic…

  12. 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'…

  13. "Learning to Work" in Small Businesses: Learning and Training for Young Adults with Learning Disabilities

    ERIC Educational Resources Information Center

    Ruggeri-Stevens, Geoff; Goodwin, Susan

    2007-01-01

    Purpose: The paper alerts small business employers to new dictates of the Disability Discrimination Act (2005) as it applies to learning disabilities. Then the "Learning to Work" project featured in the paper offers small business employers a set of approaches and methods for the identification of a learning-disabled young adult…

  14. Learning Disabilities: A Piagetian Perspective.

    ERIC Educational Resources Information Center

    Fakouri, M. E.

    1991-01-01

    Superimposes findings of research in learning disabilities on Piagetian stages of cognitive development. Results suggest that during sensorimotor stage, diagnosis of learning disabilities is difficult. Findings suggest delay exists in cognitive development of learning-disabled children during elementary school years, which corresponds to…

  15. Research with and by people with learning disabilities.

    PubMed

    Durell, Shirley

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

  16. Multi-sensory Environments: An Exploration of Their Potential for Young People with Profound and Multiple Learning Difficulties.

    ERIC Educational Resources Information Center

    Mount, Helen; Cavet, Judith

    1995-01-01

    This article addresses the controversy concerning multisensory environments for children and adults with profound and multiple learning difficulties, from a British perspective. The need for critical evaluation of such multisensory interventions as the "snoezelen" approach and the paucity of relevant, rigorous research on educational…

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

    ERIC Educational Resources Information Center

    Jordan, Dale R.

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

  18. 34 CFR 300.309 - Determining the existence of a specific learning disability.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  20. Identification of Learning Disabled Bilingual Hispanic Students.

    ERIC Educational Resources Information Center

    Zavala, Jesus; Mims, Joan

    1983-01-01

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

  1. Developing Recreation Skills in Persons with Learning Disabilities.

    ERIC Educational Resources Information Center

    Peniston, Lorraine C.

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

  2. Triangulated Proxy Reporting: a technique for improving how communication partners come to know people with severe cognitive impairment.

    PubMed

    Lyons, Gordon; De Bortoli, Tania; Arthur-Kelly, Michael

    2017-09-01

    This paper explains and demonstrates the pilot application of Triangulated Proxy Reporting (TPR); a practical technique for enhancing communication around people who have severe cognitive impairment (SCI). An introduction explains SCI and how this impacts on communication; and consequently on quality of care and quality of life. This is followed by an explanation of TPR and its origins in triangulation research techniques. An illustrative vignette explicates its utility and value in a group home for a resident with profound multiple disabilities. The Discussion and Conclusion sections propose the wider application of TPR for different cohorts of people with SCIs, their communication partners and service providers. TPR presents as a practical technique for enhancing communication interactions with people who have SCI. The paper demonstrates the potential of the technique for improving engagement amongst those with profound multiple disabilities, severe acquired brain injury and advanced dementia and their partners in and across different care settings. Implications for Rehabilitation Triangulated Proxy Reporting (TPR) shows potential to improve communications between people with severe cognitive impairments and their communication partners. TPR can lead to improved quality of care and quality of life for people with profound multiple disabilities, very advanced dementia and severe acquired brain injury, who otherwise are very difficult to support. TPR is a relatively simple and inexpensive technique that service providers can incorporate into practice to improving communications between clients with severe cognitive impairments, their carers and other support professionals.

  3. Interventions for Learning Disorders

    MedlinePlus

    ... about any treatment you are considering. Children and Learning Disabilities Here are some points to keep in mind about learning disabilities. Children with learning disabilities are a very heterogeneous ...

  4. 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.

  5. 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

  6. 34 CFR 300.307 - Specific learning disabilities.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

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

  7. 34 CFR 300.307 - Specific learning disabilities.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

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

  8. 34 CFR 300.307 - Specific learning disabilities.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

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

  9. 34 CFR 300.307 - Specific learning disabilities.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

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

  10. 34 CFR 300.307 - Specific learning disabilities.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

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

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

    PubMed

    Shifrer, Dara; Callahan, Rebecca

    2010-09-01

    Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework-traditionally considered non-academic coursework-than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

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

    PubMed Central

    Shifrer, Dara; Callahan, Rebecca

    2016-01-01

    Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework—traditionally considered non-academic coursework—than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability. PMID:27695150

  13. A New Movement Detector to Enable People with Multiple Disabilities to Control Environmental Stimulation with Hand Swing through a Commercial Mouse

    ERIC Educational Resources Information Center

    Shih, Ching-Hsiang; Shih, Ching-Tien

    2009-01-01

    This study assessed whether two persons with profound multiple disabilities would be able to control environmental stimulation using hand swing and a standard mouse with a newly developed mouse driver (i.e. a new mouse driver replaces standard mouse driver, and turns a mouse into a precise two-dimensional motion detector). The study was performed…

  14. 45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... appropriate learning experiences for the age and ability; or (2) The child has a severe discrepancy between... 45 Public Welfare 4 2011-10-01 2011-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

  15. Screening for Learning Disabilities in Adult Basic Education Students

    ERIC Educational Resources Information Center

    Reynolds, Sharon L.; Johnson, Jerry D.; Salzman, James A.

    2012-01-01

    The extant literature offers little to describe the processes for screening students in adult basic education (ABE) programs for potential learning disabilities, referring adult students for diagnostic assessment, or barriers to obtaining diagnostic assessment for a learning disability. Without current documentation of a learning disability, ABE…

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

    PubMed

    Timmons, Stephen

    2006-01-01

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

  17. Intellectual developmental disorders: towards a new name, definition and framework for “mental retardation/intellectual disability” in ICD-11

    PubMed Central

    CARULLA, LUIS SALVADOR; REED, GEOFFREY M.; VAEZ-AZIZI, LEILA M.; COOPER, SALLY-ANN; LEAL, RAFAEL MARTINEZ; BERTELLI, MARCO; ADNAMS, COLLEEN; COORAY, SHERVA; DEB, SHOUMITRO; DIRANI, LEYLA AKOURY; GIRIMAJI, SATISH CHANDRA; KATZ, GREGORIO; KWOK, HENRY; LUCKASSON, RUTH; SIMEONSSON, RUNE; WALSH, CAROLYN; MUNIR, KEMIR; SAXENA, SHEKHAR

    2011-01-01

    Although “intellectual disability” has widely replaced the term “mental retardation”, the debate as to whether this entity should be conceptualized as a health condition or as a disability has intensified as the revision of the World Health Organization (WHO)’s International Classification of Diseases (ICD) advances. Defining intellectual disability as a health condition is central to retaining it in ICD, with significant implications for health policy and access to health services. This paper presents the consensus reached to date by the WHO ICD Working Group on the Classification of Intellectual Disabilities. Literature reviews were conducted and a mixed qualitative approach was followed in a series of meetings to produce consensus-based recommendations combining prior expert knowledge and available evidence. The Working Group proposes replacing mental retardation with intellectual developmental disorders, defined as “a group of developmental conditions characterized by significant impairment of cognitive functions, which are associated with limitations of learning, adaptive behaviour and skills”. The Working Group further advises that intellectual developmental disorders be incorporated in the larger grouping (parent category) of neurodevelopmental disorders, that current subcategories based on clinical severity (i.e., mild, moderate, severe, profound) be continued, and that problem behaviours be removed from the core classification structure of intellectual developmental disorders and instead described as associated features. PMID:21991267

  18. 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…

  19. Teaching Science to a Profoundly Deaf Child in a Mainstream Classroom

    ERIC Educational Resources Information Center

    Spicer, Sally

    2016-01-01

    From her experience of teaching a profoundly deaf child learning science with British Sign Language (BSL) as the child's first language, Sally Spicer learned methods that could be good practice for all learners. In this article, Sally Spicer shares how providing an opportunity for first-hand experience to develop knowledge and understanding of…

  20. Awareness of Number In Children With Severe And Profound Learning Difficulties: Three Exploratory Case Studies

    ERIC Educational Resources Information Center

    Porter, Jill

    2005-01-01

    This paper reports on exploratory work investigating how children with severe and profound learning difficulties register an awareness of small quantities and how they might use this information to inform their understanding. It draws on studies of typically developing children and investigates their application to pupils whose response to…

  1. Psychosocial Functioning of Learning-Disabled Children: Replicability of Statistically Derived Subtypes.

    ERIC Educational Resources Information Center

    Fuerst, Darren R.; And Others

    1989-01-01

    Investigated Personality Inventory for Children scores of 132 learning-disabled children between ages of 6 and 12 years. Results indicated that learning-disabled children comprised heterogeneous population in terms of psychosocial functioning and that subtypes of learning-disabled children with similar patterns of socioemotional adjustment can be…

  2. Hair Mineral Content as a Predictor of Learning Disabilities.

    ERIC Educational Resources Information Center

    Marlowe, Mike; And Others

    1984-01-01

    This study investigated the relationship between hair mineral elements and childhood learning disabilities and determined which minerals, if any, separated 26 learning disabled children with 24 normal controls. The learning disabled group had significantly raised hair-lead concentrations. There were also differences in the mean levels of 10 other…

  3. Learning Disabilities and Achieving High-Quality Education Standards

    ERIC Educational Resources Information Center

    Gartland, Debi; Strosnider, Roberta

    2017-01-01

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

  4. Awareness on Learning Disabilities among Elementary School Teachers

    ERIC Educational Resources Information Center

    Menon K. P., Seema

    2016-01-01

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

  5. Relationships of People with Learning Disabilities in Ireland

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  6. A Learning Disabilities Digest for Literacy Providers.

    ERIC Educational Resources Information Center

    Stewart, Arlene C.; Lillie, Pat

    The purpose of this booklet is to provide literacy instructors and tutors with information on adults with learning disabilities and their needs within literacy programs. It defines learning disabilities and describes characteristics of adults with learning disabilities, emphasizing that, for tutors, the issue is how to determine whether the…

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

    ERIC Educational Resources Information Center

    Lindstrom, Jennifer H.; Lindstrom, Will

    2011-01-01

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

  8. A safe way to talk about death.

    PubMed

    2016-11-09

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

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

    ERIC Educational Resources Information Center

    Canino, Frank J.

    1981-01-01

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

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

    ERIC Educational Resources Information Center

    Lamberg, Catherine Denise

    2012-01-01

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

  11. Forensic Learning Disability Nursing Role Analysis

    ERIC Educational Resources Information Center

    Mason, Tom; Phipps, Dianne; Melling, Kat

    2011-01-01

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

  12. 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…

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

    ERIC Educational Resources Information Center

    Parry, Rachel

    2017-01-01

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

  14. Chemical Dependency in Students with and without Learning Disabilities.

    ERIC Educational Resources Information Center

    Karacostas, Demetra D.; Fisher, Gary L.

    1993-01-01

    Secondary students (88 with learning disabilities and 103 without) completed a substance abuse screening inventory. Of the 30 students who were classified as chemically dependent, 70% were students with learning disabilities. The presence or absence of a learning disability was a better predictor of chemical dependency than gender, ethnicity, age,…

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

    ERIC Educational Resources Information Center

    Florio-Forslund, Evelyn

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

  16. Using Microcomputers To Help Learning Disabled Student with Arithmetic Difficulties.

    ERIC Educational Resources Information Center

    Brevil, Margarette

    The use of microcomputers to help the learning disabled increase their arithmetic skills is examined. The microcomputer should be used to aid the learning disabled student to practice the concepts taught by the teacher. Computer-aided instruction such as drill and practice may help the learning disabled student because it gives immediate feedback…

  17. An Analysis of Individualized Education Program Goals Selected for Learning-Disabled Students.

    ERIC Educational Resources Information Center

    McCormick, Paula K.; Fisher, Maurice D.

    The study was designed to analyze the types and frequencies of individualized education program (IEP) goals selected for 102 elementary learning disabled students in resource rooms (LDR) and 94 learning disabled students in self-contained classrooms (LDSC) and to compare the learning disabilities teachers' assessments of progress made on the goals…

  18. 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…

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

    ERIC Educational Resources Information Center

    Mafuba, Kay; Gates, Bob

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Epps, Susan; And Others

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

  1. Becoming a blind teacher in Turkey: A long journey.

    PubMed

    Koca-Atabey, Müjde

    2016-06-08

    The story of Hakan profoundly calls attention to the dialectical relationship between the macro and the micro influences on the social and political situated nature of disability, work life expectations and the transformative power of life-long learning. All of these are reflected in Hakan's journey and his capacity to self-manage his needs and adapt in spite of disability adversity and impairment challenges at the turning points in his life. He used his ingenuity when faced with challenges by tapping into non-disabling environments (finding a university program that fit with his needs and he was able to meet standard examination expectations) and familiar human relationships (finding friends or family that agreed to read to him). His early experiences in the formal and informal labour markets that were available to him provided grounding into various workplace acumen and social requirements. In effect these experiences were part of his early employment socialization that are often overlooked as essential to being ready to shift from a job to deciding on a career in a changing labour economy. While Hakan developed his capacity and competencies to be ready for work in a viable career, the policy's of prescriptive employment for the disabled shifted slightly to open up the door to more persons with impairments. Read on to find out the details of Hakan's numerous experiences with turning points, shifts and his efforts to persist in becoming a teacher. Following this article there are reflective questions for deeper consideration and contemplation of the many relationships that shaped the journey.

  2. Two women with multiple disabilities sharing an acoustic orientation system and traveling together to indoor destinations.

    PubMed

    Lancioni, G E; Mantini, M

    1998-12-01

    This study assessed whether two women with total blindness and profound intellectual disability could share an acoustic orientation system and travel together simultaneously to common indoor destinations to perform occupational and vocational activities. The orientation system provided acoustic cues which indicated the direction to the destinations. Analysis of data indicated that the women were successful in sharing the system and could reach the destinations independently.

  3. An Open-Label Study of Risperidone in the Improvement of Quality of Life and Treatment of Symptoms of Violent and Self-Injurious Behaviour in Adults with Intellectual Disability

    ERIC Educational Resources Information Center

    Read, Stephen G.; Rendall, Maureen

    2007-01-01

    Background: We examined the benefits of risperidone, including quality of life (QoL), in the treatment of violent and self-injurious behaviour in adults with moderate, severe or profound intellectual disability. Methods: Twenty-four participants received open-label, oral, flexible-dose risperidone of 0.5-6 mg/day for 12 weeks. Efficacy was…

  4. Forniceal deep brain stimulation rescues hippocampal memory in Rett syndrome mice

    PubMed Central

    Hao, Shuang; Tang, Bin; Wu, Zhenyu; Ure, Kerstin; Sun, Yaling; Tao, Huifang; Gao, Yan; Patel, Akash J.; Curry, Daniel J.; Samaco, Rodney C.; Zoghbi, Huda Y.; Tang, Jianrong

    2016-01-01

    Deep brain stimulation (DBS) has improved the prospects for many individuals with diseases affecting motor control, and recently it has shown promise for improving cognitive function as well. Several studies in individuals with Alzheimer disease and in amnestic rats have demonstrated that DBS targeted to the fimbria-fornix1-3, the region that appears to regulate hippocampal activity, can mitigate defects in hippocampus-dependent memory3-5. Despite these promising results, DBS has not been tested for its ability to improve cognition in any childhood intellectual disability disorder (IDD). IDDs are a pressing concern: they affect as much as 3% of the population and involve hundreds of different genes. We hypothesized that stimulating the neural circuits that underlie learning and memory might provide a more promising route to treating these otherwise intractable disorders than seeking to adjust levels of one molecule at a time. We therefore studied the effects of forniceal DBS in a well-characterized mouse model of Rett Syndrome (RTT), which is a leading cause of intellectual disability in females. Caused by mutations that impair the function of MeCP26, RTT appears by the second year of life, causing profound impairment in cognitive, motor, and social skills along with an array of neurological features7; RTT mice, which reproduce the broad phenotype of this disorder, also show clear deficits in hippocampus-dependent learning and memory and hippocampal synaptic plasticity8-11. Here we show that forniceal DBS in RTT mice rescued contextual fear memory as well as spatial learning and memory. In parallel, forniceal DBS restored in vivo hippocampal long-term potentiation (LTP) and hippocampal neurogenesis. These results indicate that forniceal DBS might mitigate cognitive dysfunction in RTT. PMID:26469053

  5. 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.

  6. A homozygous loss-of-function CAMK2A mutation causes growth delay, frequent seizures and severe intellectual disability.

    PubMed

    Chia, Poh Hui; Zhong, Franklin Lei; Niwa, Shinsuke; Bonnard, Carine; Utami, Kagistia Hana; Zeng, Ruizhu; Lee, Hane; Eskin, Ascia; Nelson, Stanley F; Xie, William H; Al-Tawalbeh, Samah; El-Khateeb, Mohammad; Shboul, Mohammad; Pouladi, Mahmoud A; Al-Raqad, Mohammed; Reversade, Bruno

    2018-05-22

    Calcium/calmodulin-dependent protein kinase II (CAMK2) plays fundamental roles in synaptic plasticity that underlies learning and memory. Here, we describe a new recessive neurodevelopmental syndrome with global developmental delay, seizures and intellectual disability. Using linkage analysis and exome sequencing, we found that this disease maps to chromosome 5q31.1-q34 and is caused by a biallelic germline mutation in CAMK2A . The missense mutation, p.His477Tyr is located in the CAMK2A association domain that is critical for its function and localization. Biochemically, the p.His477Tyr mutant is defective in self-oligomerization and unable to assemble into the multimeric holoenzyme. In vivo , CAMK2A H477Y failed to rescue neuronal defects in C. elegans lacking unc-43 , the ortholog of human CAMK2A. In vitro , neurons derived from patient iPSCs displayed profound synaptic defects. Together, our data demonstrate that a recessive germline mutation in CAMK2A leads to neurodevelopmental defects in humans and suggest that dysfunctional CAMK2 paralogs may contribute to other neurological disorders. © 2018, Chia et al.

  7. From diminished men to conditionally masculine: sexuality and Australian men and adolescent boys with intellectual disability.

    PubMed

    Wilson, Nathan J; Parmenter, Trevor R; Stancliffe, Roger J; Shuttleworth, Russell P

    2013-01-01

    Men and boys with intellectual disability represent a unique group who have hitherto been overlooked by researchers and theorists exploring men and masculinities. Qualitative data from an Australian ethnographic study focused on the sexual health needs of men and adolescent boys with moderate to profound intellectual disability. Findings suggest that masculinity for this group of men is more a biopsychosocial phenomenon than a social construct organised around heteronormative ideals. The conditional masculinity of the men participating in the study was based instead on a number of intrinsic and external factors, which are described in detail.

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

    PubMed Central

    McFerran, Katrina S.; Shoemark, Helen

    2013-01-01

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

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

    PubMed

    McFerran, Katrina S; Shoemark, Helen

    2013-08-07

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

  10. Issues and Recommendations: A Report of the Learning Disabilities Task Force on Definition, Criteria and Identification Procedures.

    ERIC Educational Resources Information Center

    Iowa State Dept. of Education, Des Moines. Bureau of Special Education.

    The report, developed by a special Iowa task force, examined issues of definition, criteria, and identification procedures for learning disabilities as a point of departure for the examination of current practices affecting learning disabled students in Iowa. The committee's working definintion of learning disabilities is presented as a basis for…

  11. Awareness among Teachers of Learning Disabilities in Students at Different Board Levels

    ERIC Educational Resources Information Center

    Mehta, Deepti

    2006-01-01

    Learning disability is a complex phenomenon to understand. There are many connotations of learning disabilities thus even today it creates confusion in the mind of the general public and the professionals. Learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written…

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

    ERIC Educational Resources Information Center

    Hannah, C. Lynne; Shore, Bruce M.

    1995-01-01

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

  13. Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues.

    ERIC Educational Resources Information Center

    Lyon, G. Reid, Ed.

    This book offers 27 papers addressing critical issues in the assessment of students with all kinds of learning disabilities. Papers have the following titles and authors: "Critical Issues in the Measurement of Learning Disabilities" (G. Reid Lyon); "A Matrix of Decision Points in the Measurement of Learning Disabilities" (Barbara K. Keogh);…

  14. "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.…

  15. 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…

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

    ERIC Educational Resources Information Center

    Nganji, Julius T.; Brayshaw, Mike

    2017-01-01

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

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

    ERIC Educational Resources Information Center

    Hewitt, Olivia; Clarke, Angela

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Barrientos, Pablo

    2017-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  20. What's It Like to Work with a Clinical Psychologist of a Specialist Learning Disabilities Service? Views from People with Learning Disabilities

    ERIC Educational Resources Information Center

    Gifford, Clive; Evers, Catherine; Walden, Sarah

    2013-01-01

    Clinical psychologists are well placed to work with people with learning disabilities given the high prevalence of psychiatric disorders in this population and the specialist training undertaken by psychologists. The evidence for psychological interventions in learning disabilities is scarce compared to the evidence for mainstream psychological…

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

    PubMed

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

    2016-10-05

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

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

    PubMed

    Theobald, Roddy J; Goldhaber, Dan D; Gratz, Trevor M; Holden, Kristian L

    2018-05-01

    We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.

  3. 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.

  4. Reelin protects against amyloid β toxicity in vivo

    PubMed Central

    Lane-Donovan, Courtney; Philips, Gary T.; Wasser, Catherine R.; Durakoglugil, Murat S.; Masiulis, Irene; Upadhaya, Ajeet; Pohlkamp, Theresa; Coskun, Cagil; Kotti, Tiina; Steller, Laura; Hammer, Robert E.; Frotscher, Michael; Bock, Hans H.; Herz, Joachim

    2015-01-01

    Alzheimer's disease (AD) is a currently incurable neurodegenerative disorder and the most common form of dementia in people over the age of 65. The predominant genetic risk factor for AD is the ε4 allele encoding apolipoprotein E (ApoE4). The secreted glycoprotein Reelin, which is a physiological ligand for the multifunctional ApoE receptors Apolipoprotein E receptor 2 (Apoer2) and very low-density lipoprotein receptor (Vldlr), enhances synaptic plasticity. We have previously shown that the presence of ApoE4 renders neurons unresponsive to Reelin by impairing the recycling of the receptors, thereby decreasing its protective effects against amyloid β (Aβ) oligomer-induced synaptic toxicity in vitro. Here, we show that when Reelin was knocked out in adult mice, these mice behaved normally without overt learning or memory deficits. However, they were strikingly sensitive to amyloid-induced synaptic suppression, and had profound memory and learning disabilities at very low amounts of amyloid deposition. Our findings highlight the physiological importance of Reelin in protecting the brain against Aβ-induced synaptic dysfunction and memory impairment. PMID:26152694

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  6. Learning about Learning Disabled College Students.

    ERIC Educational Resources Information Center

    Spalding, Norma V.

    Information in this paper is presented to help college instructors identify and assist learning disabled (LD) students. The paper first explains what learning disabilities are, emphasizing that while LD students exhibit a discrepancy between apparent learning ability and actual academic achievement, they are not mentally retarded or emotionally…

  7. 45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... achievement of developmental milestones and intellectual ability in one or more of these areas: oral... 45 Public Welfare 4 2013-10-01 2013-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

  8. 45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... achievement of developmental milestones and intellectual ability in one or more of these areas: oral... 45 Public Welfare 4 2014-10-01 2014-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

  9. 45 CFR 1308.14 - Eligibility criteria: Learning disabilities.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... achievement of developmental milestones and intellectual ability in one or more of these areas: oral... 45 Public Welfare 4 2012-10-01 2012-10-01 false Eligibility criteria: Learning disabilities. 1308... DISABILITIES Health Services Performance Standards § 1308.14 Eligibility criteria: Learning disabilities. (a) A...

  10. The Role of Parenting for the Adjustment of Children with and without Learning Disabilities: A Person-Oriented Approach

    ERIC Educational Resources Information Center

    Barkauskiene, Rasa

    2009-01-01

    A person-oriented approach was used to examine the role of parenting in the associations between single learning disabilities and multiple learning disabilities and the adjustment difficulties in 8-11-year-olds. The results revealed that multiple, but not single, learning disabilities were associated with greater difficulties in emotional and…

  11. 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…

  12. General Information about Learning Disabilities (Fact Sheet Number 7) = Informacion General sobre Impedimentos en el Aprendizaje (Fact Sheet Number 19).

    ERIC Educational Resources Information Center

    Interstate Research Associates, Inc., Washington, DC.

    This fact sheet providing general information about learning disabilities is presented in both English and Spanish versions. It begins with the federal definition of learning disabilities and a discussion of its implications followed by estimates of incidence. Typical characteristics of students with learning disabilities are then summarized as…

  13. The Learning-to-Learn Strategies of Adolescent Students with Disabilities: Highlighting, Note Taking, Planning, and Writing Expository Texts

    ERIC Educational Resources Information Center

    Englert, Carol Sue; Mariage, Troy V.; Okolo, Cynthia M.; Shankland, Rebecca K.; Moxley, Kathleen D.; Courtad, Carrie Anna; Jocks-Meier, Barbara S.; O'Brien, J. Christian; Martin, Nicole M.; Chen, Hsin-Yuan

    2009-01-01

    This study focuses on an examination of the learning-to-learn strategies of seventh-grade students as they highlight, take notes, plan, organize, and write expository texts. Participants consist of 125 students, 41 with disabilities and 84 without disabilities. The results reveal that the students with disabilities have more difficulties in using…

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

    ERIC Educational Resources Information Center

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

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

  15. The Valued People Project: users' views on learning disability nursing.

    PubMed

    Gates, Bob

    A well-educated and trained workforce is undoubtedly crucial to the development of quality care for people with learning disabilities. Notwithstanding this, and unsure as to the need to continue to commission educational programmes for one part of this workforce-pre-registration learning disability nursing-South Central Strategic Health Authority commissioned the Valued People Project to undertake a detailed strategic review of educational commissioning, along with a review of the specialist learning disability health workforce more generally. This project has recently been completed, and provides a unique evidence-based expert evaluation of the future strategic direction of education commissioning and leadership for workforce issues in specialist learning disability services, as well as the wider NHS workforce. This is the first in a series of articles that reports on one aspect of the project: the focus group work undertaken with parents and relatives of people with learning disabilities, and people with learning disabilities themselves, as to the need and type of health workforce needed to support them in the future. The article concludes by identifying the key messages of importance from parents and people with learning disabilities concerning the future specialist and wider NHS workforce.

  16. Myths about Foreign Language Learning and Learning Disabilities

    ERIC Educational Resources Information Center

    Sparks, Richard L.

    2016-01-01

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

  17. Learning Disabilities

    MedlinePlus

    ... language, do mathematical calculations, coordinate movements, or direct attention. Although learning disabilities occur in very young children, ... language, do mathematical calculations, coordinate movements, or direct attention. Although learning disabilities occur in very young children, ...

  18. Learning Disabilities

    ERIC Educational Resources Information Center

    Myklebust, Helmer R.

    1976-01-01

    Minimal cerebral dysfunctions are noted as primary cause for learning disability in children. Although children have normal capacities for learning, it is stated that their cognitive processes have been altered and special instructional techniques and procedures are needed. The various types of learning disabilities are discussed. (EB)

  19. Academic Students' Attitudes toward Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Gonen, Ayala; Grinberg, Keren

    2016-01-01

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

  20. Prevalence and clinical presentation of constipation in children with severe generalized cerebral palsy.

    PubMed

    Veugelers, Rebekka; Benninga, Marc A; Calis, Elsbeth A C; Willemsen, Sten P; Evenhuis, Heleen; Tibboel, Dick; Penning, Corine

    2010-09-01

    Our aim was to study the prevalence and characteristics of constipation in children with profound multiple disabilities, as data in this area are scarce. A cross-sectional observational study was performed in specialized day-care centres and schools in the Netherlands. The study included 152 children (81 males, 71 females; mean age 9 y 6 mo, SD 4 y 6 mo). Intellectual disability ranged from moderate (7%) to profound (52%) in all participants who also had severe motor disabilities (83% classified at Gross Motor Function Classification System level V). We collected data on defaecation characteristics, food and fluid intake, and laxative consumption using standardized bowel diaries and interviews. Constipation was defined as (1) scybalous, pebble-like, hard stools in over a quarter of defaecations in combination with a defaecation frequency of less than three times per week during a 2-week study period; (2) large stools palpable on abdominal examination; or (3) laxative use or manual disimpaction of faeces. Of the studied population, 57% were constipated and 55% used laxatives, 27% of whom showed symptoms of constipation. Daily intakes of water and fibre were below the required standards in 87% and 53% of participants respectively, without a proven relation to constipation. Constipation is a common problem in children with severe disabilities. Laxative use is high but dosing is frequently inadequate to prevent symptoms.

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

    PubMed

    Geiger, Martha

    2012-01-01

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

  2. Social Connections for Older People with Intellectual Disability in Ireland: Results from Wave One of IDS-TILDA.

    PubMed

    McCausland, Darren; McCallion, Philip; Cleary, Eimear; McCarron, Mary

    2016-01-01

    The literature on influences of community versus congregated settings raises questions about how social inclusion can be optimised for people with intellectual disability. This study examines social contacts for older people with intellectual disability in Ireland, examining differences in social connection for adults with intellectual disability and other adults. Data were drawn from the IDS-TILDA study in Ireland. A nationally representative sample (n = 753) included adults aged 40 years and older, with additional comparison with general population participants. Predictors of social contacts were explored. Residence, level of intellectual disability and age were significant factors determining social contact. People in institutional residences, older respondents and those with severe/profound intellectual disability had the lowest levels of contact; older adults with intellectual disability had much lower rates than general population counterparts. Community-dwelling people with intellectual disability have greater social contact than those living in institutions, but levels are below those for other adults in Ireland. © 2015 John Wiley & Sons Ltd.

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

    PubMed

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

    2009-06-01

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

  4. Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language

    PubMed Central

    Shifrer, Dara; Muller, Chandra; Callahan, Rebecca

    2014-01-01

    The disproportionate identification of learning disabilities among certain socio-demographic subgroups, typically groups who are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, while students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. We use the Education Longitudinal Study of 2002 to describe national patterns in learning disability identification. Results indicate that socio-demographic characteristics are predictive of identification with a learning disability. While some conventional areas of disproportionality are confirmed (males and language minorities), differences in SES entirely account for African-American and Hispanic disproportionality. Discrepancy between the results of bivariate and multivariate analyses confirms the importance of employing multivariate multilevel models in investigation of disproportionality. PMID:20587753

  5. Psychiatrist's Notebook.

    ERIC Educational Resources Information Center

    Gifted Child Today (GCT), 1988

    1988-01-01

    A child psychiatrist offers a brief introduction to learning disabilities: their causes, common signals of learning disabilities, student assessment to clarify the existence of a learning disability, and treatment with special educational services or medication. (JDD)

  6. Answers for Parents of the Child with Learning Disabilities. Showing and Telling It Like It Is!

    ERIC Educational Resources Information Center

    McCurley, Arlene Bell

    The guidebook for parents of learning disabled (LD) children provides answers to questions such as the following: What is a learning disability? How does an LD child behave? What should parents who suspect their child has a learning disability do? Can an LD child succeed in school? How should parents discipline an LD child? How can parents manage…

  7. INTERNATIONAL APPROACH TO LEARNING DISABILITIES OF CHILDREN AND YOUTH, ANNUAL INTERNATIONAL CONFERENCE OF THE ASSOCIATION FOR CHILDREN WITH LEARNING DISABILITIES, INC. (3RD, TULSA, OKLAHOMA, MARCH 3-5, 1966).

    ERIC Educational Resources Information Center

    MESIROW, LOUISE

    SELECTED PRESENTATIONS (27) OF PARTICIPANTS IN THE THIRD INTERNATIONAL CONFERENCE OF THE ASSOCIATION FOR CHILDREN WITH LEARNING DISABILITIES ARE PRESENTED. PAPERS FROM GENERAL SESSIONS DISCUSS THE FOLLOWING TOPICS--LEARNING DISABILITIES, A SCREENING SCALE, DIAGNOSIS AND REMEDIATION, ETIOLOGY, AND READING. OTHER TOPIC AREAS INCLUDE MEDICATION, THE…

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

    ERIC Educational Resources Information Center

    Pilling, Rachel F.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Towers, Christine

    2013-01-01

    The increasing life expectancy of people with learning disabilities makes it imperative that families plan for the future. The number of people with learning disabilities over the age of 65 is predicted to double over the next two decades. The greatest increase in life expectancy will be amongst people with mild learning disabilities who will have…

  11. Resources to Support Disabled Learners

    ERIC Educational Resources Information Center

    Dessoff, Alan

    2008-01-01

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

  12. The Solomon Effect in Learning Disabilities Diagnosis: Can We Learn from History?

    ERIC Educational Resources Information Center

    Dombrowski, Stefan C.; Kamphaus, Randy W.; Barry, Melissa; Brueggeman, Amber; Cavanagh, Sarah; Devine, Katie; Hekimoglu, Linda; Vess, Sarah

    2006-01-01

    The Individuals with Disabilities Act (Individuals with Disabilities Education Improvement Act; IDEIA, 2004) has been reauthorized, and new parameters for defining learning disabilities (LD) have been established that provide more flexibility for corresponding state and local regulations. The field now has a unique opportunity to shape the…

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

    ERIC Educational Resources Information Center

    Marita, Samantha; Hord, Casey

    2017-01-01

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

  14. 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.

  15. The Relative Effects of University Success Courses and Individualized Interventions for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Reed, Maureen J.; Kennett, Deborah J.; Lewis, Tanya; Lund-Lucas, Eunice; Stallberg, Carolyn; Newbold, Inez L.

    2009-01-01

    Little is known about the relative effects of post-secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course-intervention), (2) have regular individual interventions (high-intervention) or (3) use services…

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

    ERIC Educational Resources Information Center

    Tolbert, Joshua B. L.; Lazarus, Belinda Davis; Killu, Kim

    2017-01-01

    Successful inclusion of students with learning disabilities in foreign language courses has been problematic, likely due to factors such as heightened anxiety and individualized learning challenges which are characteristic of those with learning disabilities. These learning characteristics often necessitate that multisensory strategies be employed…

  17. Talking-Point: Books about Children with Learning Disabilities.

    ERIC Educational Resources Information Center

    Winsor, Pamela J. T.

    1998-01-01

    Four children's books on learning disabilities are profiled: "Trouble with School: A Family Story about Learning Disabilities" (Kathryn and Allison Dunn); "The Don't Give-up Kid" (Jeanne Gehret); "Keeping a Head in School: A Student's Book about Learning Abilities and Learning Disorders" (Mel Levine); and "What Do You Mean I Have a Learning…

  18. 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…

  19. Noonan Syndrome: An Underestimated Cause of Severe to Profound Sensorineural Hearing Impairment. Which Clues to Suspect the Diagnosis?

    PubMed

    Ziegler, Alban; Loundon, Natalie; Jonard, Laurence; Cavé, Hélène; Baujat, Geneviève; Gherbi, Souad; Couloigner, Vincent; Marlin, Sandrine

    2017-09-01

    To highlight Noonan syndrome as a clinically recognizable cause of severe to profound sensorineural hearing impairment. New clinical cases and review. Patients evaluated for etiological diagnosis by a medical geneticist in a reference center for hearing impairment. Five patients presenting with confirmed Noonan syndrome and profound sensorineural hearing impairment. Diagnostic and review of the literature. Five patients presented with profound sensorineural hearing impairment and molecularly confirmed Noonan syndrome. Sensorineural hearing impairment has been progressive for three patients. Cardiac echography identified pulmonary stenosis in two patients and was normal for the three other patients. Short stature was found in two patients. Mild intellectual disability was found in one patient. Inconspicuous clinical features as facial dysmorphism, cryptorchidism, or easy bruising were of peculiar interest to reach the diagnosis of Noonan syndrome. Profound sensorineural hearing impairment can be the main feature of Noonan syndrome. Associated features are highly variable; thus, detailed medical history and careful physical examination are mandatory to consider the diagnosis in case of a sensorineural hearing impairment.

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  1. Learning Disabilities

    ERIC Educational Resources Information Center

    Sittiprapaporn, Wichian, Ed.

    2012-01-01

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

  2. Cognitive Profile of Neurofibromatosis Type 1: Rethinking Nonverbal Learning Disabilities

    ERIC Educational Resources Information Center

    Cutting, Laurie E.; Clements, Amy M.; Lightman, Andrea D.; Yerby-Hammack, Pamula D.; Denckla, Martha Bridge

    2004-01-01

    The cognitive profiles of children with Neurofibromatosis Type 1 (NF-1) have many similarities to those observed in learning disabilities in the general school population, as well as some distinct features. Approximately 30-65 percent of children with NF-1 have learning disabilities; most commonly, they have language and reading disabilities,…

  3. Ontology-Driven Disability-Aware E-Learning Personalisation with ONTODAPS

    ERIC Educational Resources Information Center

    Nganji, Julius T.; Brayshaw, Mike; Tompsett, Brian

    2013-01-01

    Purpose: The purpose of this paper is to show how personalisation of learning resources and services can be achieved for students with and without disabilities, particularly responding to the needs of those with multiple disabilities in e-learning systems. The paper aims to introduce ONTODAPS, the Ontology-Driven Disability-Aware Personalised…

  4. The Legal Context for Serving Students with Learning Disabilities in Postsecondary Education

    ERIC Educational Resources Information Center

    Keenan, Walter R.; Shaw, Stan F.

    2011-01-01

    The legal basis for serving students with learning disabilities at the K-12 level is predominantly derived from the Individuals with Disabilities Education Act (IDEA). This federal law provides for substantive education support for students with learning disabilities through an Individualized Educational Program (IEP). However, because the IDEA…

  5. Students with Learning Disabilities in the Music Classroom

    ERIC Educational Resources Information Center

    Darrow, Alice-Ann

    2012-01-01

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

  6. Tips for Science Teachers Having Students with Disabilities.

    ERIC Educational Resources Information Center

    Keller, Ed C., Jr.

    This document highlights strategies for teaching science students with common learning disabilities. For each learning disability listed, there are sections on courtesy and several teaching methods with mitigative teaching strategies. Highlighted disabilities include Attention Deficit Disorder (ADD), Emotional Disabilities, Epilepsy, Hearing…

  7. Learning Enhancement for Adults with Disabilities. LEAD 2000 Congress Proceedings (Little Rock, Arkansas, January 29-31, 1993).

    ERIC Educational Resources Information Center

    University of the Ozarks, Clarksville, AR.

    Forty representative learning disabilities specialists from 19 states met to discuss ways of improving the diagnosis, remediation, and counseling of adults with learning disabilities. First, the activities of the Jones Learning Center at the University of the Ozarks regarding diagnosing and mainstreaming college students with learning disabilities…

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

    ERIC Educational Resources Information Center

    Cavioni, Valeria; Grazzani, Ilaria; Ornaghi, Veronica

    2017-01-01

    This paper discusses the key role of social and emotional learning programmes for children with Learning Disability (LD). The first part of the paper discusses the difficulties students with learning disability may encounter in their education, such as issues related to peer group acceptance, friendship and social isolation, low self-efficacy and…

  9. Genetics Home Reference: 48,XXYY syndrome

    MedlinePlus

    ... degree of difficulty with speech and language development. Learning disabilities, especially those that are language-based, are very ... Autism Speaks CHADD: The National Resource on ADHD Learning Disabilities Association of America National Center for Learning Disabilities ...

  10. Understanding Dyslexia (For Parents)

    MedlinePlus

    ... dis-LEK-see-uh) is a type of learning disability. A child with a learning disability has trouble processing words or numbers. There are several kinds of learning disabilities — dyslexia is the term used when people have ...

  11. 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)

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

    PubMed

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

    2013-09-01

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

  13. The effect of severity of unilateral vestibular dysfunction on symptoms, disabilities and handicap in vertiginous patients.

    PubMed

    Bamiou, D E; Davies, R A; McKee, M; Luxon, L M

    1999-02-01

    This study compares the symptoms, disabilities and handicap, as assessed by means of a questionnaire, in two groups of patients with a unilateral peripheral vestibular disorder: those with a total canal paresis and those with a partial canal paresis, as judged by the duration parameter using the Fitzgerald Hallpike caloric test in the absence of optic fixation. The results of the study indicate that the severity of dizziness, the Dizziness Index (severity x frequency) and the overall level of disabilities related to visual vertigo are less severe in unilateral profound or total loss of vestibular function than in unilateral mild vestibular loss.

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

    PubMed

    Marsden, Daniel; Giles, Rachel

    2017-01-18

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

  15. Learning Disorders

    MedlinePlus

    ... more of a challenge. What causes learning disorders? Learning disabilities don't have anything to do with intelligence. ... for learning disorders? The most common treatment for learning disabilities is special education. A teacher or other learning ...

  16. 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…

  17. Computer Assisted Instruction to Promote Comprehension in Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Stetter, Maria Earman; Hughes, Marie Tejero

    2011-01-01

    Reading comprehension is a crucial skill for academic success of all students. Very often, students with learning disabilities struggle with reading skills and since students learn new information in school by reading; these difficulties often increase the academic struggles students with learning disabilities face. The current study examined…

  18. School Shock: Learning Disability as a Dissociative Reaction.

    ERIC Educational Resources Information Center

    Zitani, E. Alfredo

    Learning disability is suggested to be a dissociative reaction (school shock) similar to shell shock in wartime requiring appropriate theoretical and remedial approaches. Psychoanalytic and learning theory viewpoints are applied to the nature of learning disabilities. Also considered are the relation of anxiety to achievement and hypnosis to…

  19. Learning Disabilities and the American Public: A Look at American's Awareness and Knowledge.

    ERIC Educational Resources Information Center

    Roper Starch Worldwide Inc.

    This study examined 1,200 adults' understanding of and attitudes toward learning disabilities, through a telephone survey. Additional objectives included the identification of various information sources and testing of potential messages about learning disabilities. Halfway through each telephone interview, a definition of learning disabilities…

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

    ERIC Educational Resources Information Center

    Hersh, Marion

    2017-01-01

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

  1. 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…

  2. 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.

  3. 75 FR 33593 - Office of Special Education and Rehabilitative Services; Overview Information; Personnel...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-14

    ... ``high-incidence disabilities'' refers to learning disabilities, emotional disturbance, or mental... purposes of this priority, the term high-incidence disabilities refers to learning disabilities, emotional... Information; Personnel Development To Improve Services and Results for Children With Disabilities; Notice...

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    PubMed

    Clapham, Anthony

    2014-07-02

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

  6. Comments on the Community Colleges' Study of Students with Learning Disabilities: A Report to the Legislature in Response to Supplemental Report Language to the 1988 State Budget Act. Commission Report 89-5.

    ERIC Educational Resources Information Center

    California State Postsecondary Education Commission, Sacramento.

    Prepared in response to a report by the Office of the Chancellor of the California Community Colleges on learning disabled students, this report describes students with learning disabilities, explains the operation of the community colleges' learning disability eligibility model, summarizes the main findings of the Office of the Chancellor's…

  7. Signs of neurobehavioral dysfunction in a sample of learning disabled children: stability and concurrent validity.

    PubMed

    Morrison, D C; Hinshaw, S P; Carte, E T

    1985-12-01

    Of 270 learning disabled children with average intelligence and significant delays in reading comprehension a sample of 37 were evaluated for signs of neurobehavioral dysfunction. All such signs--primitive reflexes, equilibrium reactions, and postrotary nystagmus--were reliably assessed. A subsample of 19 children was compared with developmentally normal and mentally retarded samples for the occurrence of tonic neck reflexes and equilibrium reactions. The learning disabled children consistently showed deviancies like those of the retarded children; both of these groups differed from the normal children on most measures. These deviant responses persisted over a 9-mo. period for the learning disabled group. Compared with norms, the total learning disabled sample displayed hyponystagmus, and this depressed nystagmus persisted for 11 mo. Results are discussed in relation to the lack of correlation among the various signs of neurobehavioral dysfunction in the learning disabled children.

  8. Self-image and people with learning disabilities.

    PubMed

    Markwick, A; Sage, J

    Self-image arises from a complex interaction of intrinsic and extrinsic factors. This article explores the importance of people with a learning disability attaining a positive self-image. It discusses the effect of society's perception of people with learning disabilities, and questions the willingness of the community to accept such people in a non-judgmental way. It argues that staff caring for this client group have a vital role to play in how people with learning disabilities are perceived by others and discusses the effects that a market philosophy (Fromm, 1978) and the popular media have on society regarding people with learning disabilities. Self-worth is important to everyone; however, the article concludes that a person with a learning disability is seriously disadvantaged in this respect. This aspect of care therefore requires insight, support and skills on the part of those healthcare professionals caring for this client group.

  9. Spatial short-term memory in children with nonverbal learning disabilities: impairment in encoding spatial configuration.

    PubMed

    Narimoto, Tadamasa; Matsuura, Naomi; Takezawa, Tomohiro; Mitsuhashi, Yoshinori; Hiratani, Michio

    2013-01-01

    The authors investigated whether impaired spatial short-term memory exhibited by children with nonverbal learning disabilities is due to a problem in the encoding process. Children with or without nonverbal learning disabilities performed a simple spatial test that required them to remember 3, 5, or 7 spatial items presented simultaneously in random positions (i.e., spatial configuration) and to decide if a target item was changed or all items including the target were in the same position. The results showed that, even when the spatial positions in the encoding and probe phases were similar, the mean proportion correct of children with nonverbal learning disabilities was 0.58 while that of children without nonverbal learning disabilities was 0.84. The authors argue with the results that children with nonverbal learning disabilities have difficulty encoding relational information between spatial items, and that this difficulty is responsible for their impaired spatial short-term memory.

  10. 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.

  11. Comparison of Students' Achievement: Deaf, Learning Disabled, and Deaf with a Learning Disability

    ERIC Educational Resources Information Center

    Caemmerer, Jacqueline M.; Cawthon, Stephanie W.; Bond, Mark

    2016-01-01

    Approximately half of students who are deaf or hard of hearing (DHH) have a co-occurring disability. Although assessing as well as diagnosing learning disabilities (LDs) is particularly difficult in this population, it is important to properly identify students who may be eligible for academic interventions or accommodations. This study analyzed…

  12. 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…

  13. Yes You Can! A Booklet to Help Young People with Learning Disabilities Understand and Help Themselves. Revised Edition.

    ERIC Educational Resources Information Center

    East, Joanne

    Intended for students with learning problems, this booklet is designed to help the student deal with his/her learning disability. Presented in simple language and cartoon-like illustrations, this publication addresses the causes of and misconceptions about learning problems, how it feels to have a learning disability, what can be done, and where…

  14. 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.

  15. 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

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

    PubMed

    Walmsley, Jan

    2004-03-01

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

  17. School Counselors and Psychological Aspects of Learning Disabilities.

    ERIC Educational Resources Information Center

    Fahey, David A.

    1984-01-01

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

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

    PubMed

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

    2014-01-01

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

  19. Not Fit for Purpose: A Call for Separate and Distinct Pedagogies as Part of a National Framework for Those with Severe and Profound Learning Difficulties

    ERIC Educational Resources Information Center

    Imray, Peter; Hinchcliffe, Viv

    2012-01-01

    The introduction of the National Curriculum in 1988 caused much discussion (some of it angst-ridden) among both academics and practitioners working with pupils with severe and profound learning difficulties, and much of the meat (and the angst) of these discussions is still going on today. We argue that 24 years is a long experiment; that despite…

  20. 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.

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

    ERIC Educational Resources Information Center

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

    2002-01-01

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

  2. Changing How We Think, Changing How We Learn: Scaffolding Executive Function Processes for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Rosen, Sonia M.; Boyle, Joseph R.; Cariss, Kaitlyn; Forchelli, Gina A.

    2014-01-01

    Students with learning disabilities have been reported to have difficulty in a number of different executive function processes that affect their academic performance (Singer & Bashir, 1999). Executive function difficulties for students with learning disabilities have been implicated as the reason why these students struggle with complex…

  3. Ecological Congruence and the Identification of Learning Disabilities

    ERIC Educational Resources Information Center

    Riddle, Shayna

    2017-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  6. Learning disabilities in Darier's disease patients.

    PubMed

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

    2014-03-01

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

  7. 77 FR 26265 - Applications for New Awards; Model Demonstration Projects on Reentry of Students With...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-03

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

  8. Locus of Control Orientations in Students with Intellectual Disability, Learning Disabilities, and No Disabilities: A Latent Growth Curve Analysis

    ERIC Educational Resources Information Center

    Shogren, Karrie A.; Bovaird, James A.; Palmer, Susan B.; Wehmeyer, Michael L.

    2010-01-01

    Previous research has suggested differences in the locus of control (LOC) orientations of students with intellectual disability, learning disabilities, and no disabilities, although this research has been characterized by methodological limitations. The purpose of this study was to examine the development of LOC orientations in students with…

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

    ERIC Educational Resources Information Center

    Mauk, Gary W.; Mauk, Pamela P.

    1993-01-01

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

  10. 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)

  11. 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)

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

    PubMed

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

    2016-01-01

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

  13. Skills, Standards, and Disabilities: How Youth with Learning Disabilities Fare in High School and beyond

    ERIC Educational Resources Information Center

    McGee, Andrew

    2011-01-01

    Learning disabled youth in the Child and Young Adult samples of the NLSY79 are "more" likely to graduate from high school than peers with the same measured cognitive ability, a difference that cannot be explained by differences in noncognitive skills, families, or school resources. Instead, I find that learning disabled students graduate…

  14. 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)…

  15. 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:…

  16. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0052-1804

    ERIC Educational Resources Information Center

    Hayes, Anne M.; Dombrowski, Eileen; Shefcyk, Allison H.; Bulat, Jennae

    2018-01-01

    Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to…

  17. Verbal and nonverbal communication of events in learning-disability subtypes.

    PubMed

    Loveland, K A; Fletcher, J M; Bailey, V

    1990-08-01

    This study compared a group of nondisabled children (ND) with groups of learning-disabled children who were primarily impaired in reading and arithmetic skills (Reading-Arithmetic Disabled; RAD) and arithmetic but not reading (Arithmetic Disabled; AD) on a set of tasks involving comprehension and production of verbally and nonverbally presented events. Children viewed videotaped scenarios presented in verbal (narrative) and nonverbal (puppet actors) formats and were asked to describe or enact with puppets the events depicted in the stories. Rourke (1978, 1982) has shown that RAD children have problems with verbal skills, whereas AD children have problems with nonverbal skills. Consequently, it was hypothesized that children's performance in comprehending and reproducing stories would be related to the type of learning disability. Results showed that RAD children made more errors than AD children with verbal presentations and describe-responses, whereas AD children made more errors than RAD children with nonverbal presentations and enact-responses. In addition, learning disabled children were more likely than controls to misinterpret affect and motivation depicted in the stories. These results show that learning disabled children have problems with social communication skills, but that the nature of these problems varies with the type of learning disability.

  18. 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…

  19. Growing Up Physically Disabled: Factors in the Evaluation of Disability.

    ERIC Educational Resources Information Center

    Weinberg, Nancy

    1982-01-01

    Investigated how people with congenital orthopedic disabilities intially learn that they are different and how they learn the evaluative meaning associated with being disabled. Analyzed the content of 29 autobiographies. Results indicated that people born with orthopedic disabilities discover between ages 3 and 5 that they are different. (Author)

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

    PubMed

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

    2017-06-01

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

  1. Stability and change in sustainability of daily routines and social networks in families of children with profound intellectual and multiple disabilities.

    PubMed

    Wilder, Jenny; Granlund, Mats

    2015-03-01

    Children with profound intellectual and multiple disabilities (PIMD) demand intense family accommodations from birth and onwards. This study used an exploratory and qualitative study design to investigate stability and change in sustainability of daily routines and social networks of Swedish families of children with PIMD. Eight families participated over two years in eco-cultural family interviews and social networks interviews collected at home visits. Data were analyzed descriptively and by manifest contents analysis. Results showed variations in sustainability of daily routines over time across families. The sustainability was linked to fathers' involvement, couples' connectedness and emotional support. Stability and change of social networks were characterized by low overlap between the child and family networks, the children's communicative dependency and low density of able communication partners. The results indicate that patterns of stability and change were linked both to family resources and child characteristics. © 2014 John Wiley & Sons Ltd.

  2. The role of the external personal assistants for children with profound intellectual and multiple disabilities working in the children's home.

    PubMed

    Axelsson, Anna Karin

    2015-05-01

    Children with profound intellectual and multiple disabilities need support to function in an optimal way. However, there is a limited knowledge about the role of external personal assistants working in the children's home. A mixed method study was performed including qualitative data from interviews with 11 Swedish parents and nine external personal assistants and quantitative data from questionnaires answered by 60 families. For the child, the assistant's role was one of reinforcing, meaning supportive and empowering, and the child needed a high level of assistance. For the family, the role was one of balancing and the external personal assistant was more often found to assist in activities away from home while parents tended to assist within home and in family unit activities. In planning and implementation of external assistance, the child's needs as well as considerations of the whole family should be regarded. © 2014 John Wiley & Sons Ltd.

  3. Learning Disabilities: From Identification to Intervention

    ERIC Educational Resources Information Center

    Fletcher, Jack M.; Lyon, G. Reid; Fuchs, Lynn S.; Barnes, Marcia A.

    2006-01-01

    Evidence based and comprehensive, this important work offers a new approach to understanding and intervening with students with learning disabilities. The authors--leading experts in neuropsychology and special education--present a unique model of learning disabilities that integrates the cognitive, neural, genetic, and contextual factors…

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

    ERIC Educational Resources Information Center

    Williams, Donna Elizabeth

    2012-01-01

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

  5. Their World.

    ERIC Educational Resources Information Center

    Ellis, William, Ed.

    1993-01-01

    This 1993 edition offers 23 papers on various aspects of learning disabilities, presented in four sections on: (1) social and emotional dimensions of learning disabilities, (2) creative environments for students with learning disabilities, (3) thoughts for parents, and (4) thinking about college. Articles include, among others: "Building Strength…

  6. 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)

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

    ERIC Educational Resources Information Center

    Boyle, Joseph R.

    2006-01-01

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

  8. 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…

  9. 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'…

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

    ERIC Educational Resources Information Center

    McGrady, Harold J.; Olson, Don A.

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

  11. 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…

  12. Critical Issues in Learning Disabilities. The Cross-Cultural Nature of Learning Disabilities: A Profile in Perseverance.

    ERIC Educational Resources Information Center

    Lerner, Janet; Chen, Andy

    1992-01-01

    This article offers a profile of Dr. Andy Chen, an individual from Taiwan with learning disabilities who became an assistant professor of accounting at Northeastern Illinois University. The interview follows his progress through school, college, military service, and postgraduate work and describes learning strategies he developed to deal with his…

  13. Testing Students with Learning Disabilities. Assessment Brief. Number 6

    ERIC Educational Resources Information Center

    Dietel, Ron

    2004-01-01

    A variety of testing methods can be extremely useful in finding out whether children who are experiencing learning difficulties may have one or more learning disabilities. This is an important and valuable role for testing. Another important issue concerns how best to ensure fairness for a learning disabled student when he or she must take a…

  14. 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.

  15. 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

  16. Limb amputation and other disability desires as a medical condition.

    PubMed

    Brugger, Peter; Christen, Markus; Jellestad, Lena; Hänggi, Jürgen

    2016-12-01

    Some people have a profound dissatisfaction with what is considered an able-bodied state by most others. These individuals desire to be disabled, by conventional standards. In this Review, we integrate research findings about the desire for a major limb amputation or paralysis (xenomelia). Neuropsychological and neuroimaging explorations of xenomelia show functional and structural abnormalities in predominantly right hemisphere cortical circuits of higher-order bodily representation, including affective and sexual aspects of corporeal awareness. These neural underpinnings of xenomelia do not necessarily imply a neurological cause, and a full understanding of the condition requires consideration of the interface between neural and social contributions to the bodily self and the concept of disability. Irrespective of cause, disability desires are accompanied by a disabling bodily dysphoria, in many respects similar to gender dysphoria, and we suggest that they should be considered a mental disorder. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. Brainstem timing: implications for cortical processing and literacy.

    PubMed

    Banai, Karen; Nicol, Trent; Zecker, Steven G; Kraus, Nina

    2005-10-26

    The search for a unique biological marker of language-based learning disabilities has so far yielded inconclusive findings. Previous studies have shown a plethora of auditory processing deficits in learning disabilities at both the perceptual and physiological levels. In this study, we investigated the association among brainstem timing, cortical processing of stimulus differences, and literacy skills. To that end, brainstem timing and cortical sensitivity to acoustic change [mismatch negativity (MMN)] were measured in a group of children with learning disabilities and normal-learning children. The learning-disabled (LD) group was further divided into two subgroups with normal and abnormal brainstem timing. MMNs, literacy, and cognitive abilities were compared among the three groups. LD individuals with abnormal brainstem timing were more likely to show reduced processing of acoustic change at the cortical level compared with both normal-learning individuals and LD individuals with normal brainstem timing. This group was also characterized by a more severe form of learning disability manifested by poorer reading, listening comprehension, and general cognitive ability. We conclude that abnormal brainstem timing in learning disabilities is related to higher incidence of reduced cortical sensitivity to acoustic change and to deficient literacy skills. These findings suggest that abnormal brainstem timing may serve as a reliable marker of a subgroup of individuals with learning disabilities. They also suggest that faulty mechanisms of neural timing at the brainstem may be the biological basis of malfunction in this group.

  18. 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

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

    PubMed

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

    2015-01-01

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

  20. 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.

  1. 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…

  2. Haunted by Math: The Impact of Policy and Practice on Students with Math Learning Disabilities in the Transition to Post-Secondary Education in Mumbai, India

    ERIC Educational Resources Information Center

    Eichhorn, Melinda S.

    2016-01-01

    Only six states in India currently identify learning disabilities as a category of disability. This article highlights the challenges students with math learning disabilities face in their transition from secondary school to higher secondary education and Bachelor of Commerce degree programs in the state of Maharashtra. While the current…

  3. 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:…

  4. 34 CFR 300.311 - Specific documentation for the eligibility determination.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

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

  5. Verbal Rehearsal and Visual Imagery: Mnemonic Aids for Learning-Disabled Children.

    ERIC Educational Resources Information Center

    Rose, Michael C.; And Others

    1983-01-01

    Studies involving 30 learning-disabled elementary students support the contention that reading comprehension difficulties among learning-disabled children are partly due to inefficient memorization strategies, and demonstrate the efficacy of practical, cost-effective mnemonic training procedures which significantly increase reading comprehension…

  6. Increasing Metacomprehension in Learning Disabled and Normally Achieving Students through Self-Questioning Training.

    ERIC Educational Resources Information Center

    Wong, Bernice Y. L.; Jones, Wayne

    1982-01-01

    Training to self-monitor reading comprehension was undertaken with 120 learning disabled eighth and ninth graders and normally achieving sixth graders. It was hypothesized that insufficient metacomprehension is one possible cause underlying learning disabled adolescents' comprehension problems. (Author/SEW)

  7. Preparing Learning Disabled High School Students for Postsecondary Education.

    ERIC Educational Resources Information Center

    Shaw, Stan F.; And Others

    Increasing numbers of capable learning disabled students are attempting to make the difficult transition from high school to postsecondary programming. A comprehensive approach to better serve the college-bound learning disabled high school student includes early transition planning, instructional programming, social skills intervention, and…

  8. The Source for Learning Disabilities.

    ERIC Educational Resources Information Center

    Currie, Paula S.; Wadlington, Elizabeth M.

    This book is designed to help clinicians and teachers work more effectively with people with learning disabilities and their families. Chapter 1 provides an overview of learning disabilities. It presents commonly accepted medical and educational definitions, prevalence figures, and possible etiological explanations for various disorders. Chapter 2…

  9. Attitudes in Education

    ERIC Educational Resources Information Center

    Biddle, Susan

    2006-01-01

    New legislative reforms have made the inclusion of learning disabled students in science classrooms a reality. In the past 40 years federal legislation mandating inclusion in the classroom has given students with learning disabilities (LD) the same educational opportunities as those without learning disabilities. The number of LD students…

  10. 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;…

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

    Code of Federal Regulations, 2010 CFR

    2010-07-01

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

  12. Sheep or Goats? Learning Disabilities and Educational Services for Children with Special Needs: A Canadian Perspective

    ERIC Educational Resources Information Center

    Kendall, David

    1977-01-01

    Presented at the First National Conference on Learning Disabilities in Ottawa, Canada in October, 1977, the article discusses learning disabilities and their appropriate special educational services in Canada, focusing on the processes of categorization and labeling. (DLS)

  13. Semantic and visual memory codes in learning disabled readers.

    PubMed

    Swanson, H L

    1984-02-01

    Two experiments investigated whether learning disabled readers' impaired recall is due to multiple coding deficiencies. In Experiment 1, learning disabled and skilled readers viewed nonsense pictures without names or with either relevant or irrelevant names with respect to the distinctive characteristics of the picture. Both types of names improved recall of nondisabled readers, while learning disabled readers exhibited better recall for unnamed pictures. No significant difference in recall was found between name training (relevant, irrelevant) conditions within reading groups. In Experiment 2, both reading groups participated in recall training for complex visual forms labeled with unrelated words, hierarchically related words, or without labels. A subsequent reproduction transfer task showed a facilitation in performance in skilled readers due to labeling, with learning disabled readers exhibiting better reproduction for unnamed pictures. Measures of output organization (clustering) indicated that recall is related to the development of superordinate categories. The results suggest that learning disabled children's reading difficulties are due to an inability to activate a semantic representation that interconnects visual and verbal codes.

  14. 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.

  15. 34 CFR 300.308 - Additional group members.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

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

  16. Screening for Offenders with an Intellectual Disability: The Validity of the Learning Disability Screening Questionnaire

    ERIC Educational Resources Information Center

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

    2012-01-01

    The study assessed the validity of an intellectual disability screening tool, the Learning Disability Screening Questionnaire (LDSQ), in three forensic settings: a community intellectual disability forensic service; a forensic in-patient secure unit and a prison, using data for 94 individuals. A significant positive relationship was found between…

  17. Universal Design of Research: Inclusion of Persons with Disabilities in Mainstream Biomedical Studies

    PubMed Central

    Williams, Ann S.; Moore, Shirley M.

    2012-01-01

    Although persons with disabilities of all kinds have as wide a range of health conditions as the general population, they are profoundly underrepresented in mainstream health research. Such underrepresentation might contribute to the health disparities in this population. We propose the concept of Universal Design of Research (UDR), which would promote routine inclusion of persons with disabilities in mainstream biomedical studies, without the need for adaptation or specialized design. Elements of UDR include the use of multi-sensory formats for recruiting participants, presenting research instruments and interventions, and data gathering from participants, and should promote the inclusion of participants with a wide range of abilities, thus enhancing the generalizability of results. PMID:21562227

  18. Universal design of research: inclusion of persons with disabilities in mainstream biomedical studies.

    PubMed

    Williams, Ann S; Moore, Shirley M

    2011-05-11

    Although persons with disabilities of all kinds have as wide a range of health conditions as the general population, they are profoundly underrepresented in mainstream health research. Such underrepresentation might contribute to the health disparities in this population. We propose the concept of Universal Design of Research (UDR), which would promote routine inclusion of persons with disabilities in mainstream biomedical and psychosocial studies, without the need for adaptation or specialized design. Elements of UDR include the use of multisensory formats for recruiting participants, presenting research instruments and interventions, and data gathering from participants and should promote the inclusion of participants with a wide range of abilities, thus enhancing the generalizability of results.

  19. Promoting step responses of children with multiple disabilities through a walker device and microswitches with contingent stimuli.

    PubMed

    Lancioni, G E; De Pace, C; Singh, N N; O'Reilly, M F; Sigafoos, J; Didden, R

    2008-08-01

    Children with severe or profound intellectual and motor disabilities often present problems of balance and locomotion and spend much of their time sitting or lying, with negative consequences for their development and social image. This study provides a replication of recent (pilot) studies using a walker (support) device and microswitches with preferred stimuli to promote locomotion in two children with multiple disabilities. One child used an ABAB design; the other only an AB sequence. Both succeeded in increasing their frequencies of step responses during the B (intervention) phase(s). These findings support the positive evidence already available on the effectiveness of this intervention in motivating and promoting children's locomotion.

  20. Evaluation and management of orofacial pain.

    PubMed

    Gilkey, Stephanie Joseph; Plaza-Villegas, Francisco

    2017-05-01

    Challenging to diagnose and manage, orofacial pain is a common and costly problem with a profound effect on quality of life. Delayed diagnosis and management can lead to prolonged patient suffering and disability. This article describes the background, assessment, differential diagnosis, management, and referral of patients with orofacial pain.

  1. Research in Secondary Special Education and Transitional Employment.

    ERIC Educational Resources Information Center

    Rusch, Frank R., Comp.

    This compilation of eight research papers covers various aspects of secondary-level special education and transitional employment involving individuals with mild to profound disabilities. Titles and authors of the papers are: "Parent Involvement in Transition Programs" (Jeff McNair and Frank R. Rusch); "Using a Cognitive-Process…

  2. "I Feel Pain"--Audit of Communication Skills and Understanding of Pain and Health Needs with People with Learning Disabilities

    ERIC Educational Resources Information Center

    Beacroft, Monica; Dodd, Karen

    2011-01-01

    An audit was conducted across Surrey to investigate pain recognition and management with people with learning disabilities. This section of the audit looked at what people with learning disabilities understood and experienced when they had pain compared to good practice from the literature. The results show that people with learning disabilities…

  3. How Many U.S. High School Students Have a Foreign Language Reading "Disability"? Reading without Meaning and the Simple View

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Luebbers, Julie

    2018-01-01

    Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and…

  4. Romantic Agrarianism and Movement Education in the United States: Examining the Discursive Politics of Learning Disability Science

    ERIC Educational Resources Information Center

    Danforth, Scot

    2011-01-01

    The learning disability construct gained scientific and political legitimacy in the United States in the 1960s as an explanation for some forms of childhood learning difficulties. In 1975, federal law incorporated learning disability into the categorical system of special education. The historical and scientific roots of the disorder involved a…

  5. Learning Disabilities and Juvenile Justice. Special Edition. Revised Edition.

    ERIC Educational Resources Information Center

    Tyner, Polly, Ed.

    1995-01-01

    This special newsletter issue on learning disabilities and juvenile justice includes statistics indicating unfavorable outcomes for many individuals with learning disabilities, presents findings of the Incarcerated Youth Task Force Report, and describes five successful programs for teaching reading. Articles include: "Parents Don't Care!--Or Do…

  6. Learning Disabilities and Employment.

    ERIC Educational Resources Information Center

    Gerber, Paul J., Ed.; Brown, Dale S., Ed.

    This book provides information on preparing individuals with learning disabilities for the challenges of employment and outlines the rights of those with learning disabilities in the workplace. Introductory chapters in Part 1 include: "Life after School: Challenges in the Workplace" (Paul J. Gerber); "The New Economy in the 21st…

  7. Exposition: Reading, Writing, and the Metacognitive Knowledge of Learning Disabled Students.

    ERIC Educational Resources Information Center

    Englert, Carol Sue; And Others

    1989-01-01

    Compared to 92 low-achieving and high-achieving students, 46 intermediate grade learning-disabled students wrote compositions, wrote summaries, and produced comprehension recalls that were less organized and contained fewer ideas. Interviews indicated that learning-disabled students possessed less knowledge about processes related to…

  8. Learning Disabilities: An Interdisciplinary Perspective.

    ERIC Educational Resources Information Center

    Zollinger, Ruth H., Ed.; Klein, Nancy K., Ed.

    Presented are six papers originally delivered at a colloquium series on the problems of the learning disabled child, with emphasis on a multidisciplinary perspective. In "One Psychologist's Perspective on Learning Disabilities," J. Kessler provides an overview of the field with sections on definition and identification, etiology, testing as a…

  9. Collective Perspectives on Issues Affecting Learning Disabilities. Position Papers and Statements.

    ERIC Educational Resources Information Center

    National Joint Committee on Learning Disabilities, Baltimore, MD.

    Position papers of the National Joint Committee on Learning Disabilities during 1981-1994 and information about this committee's history, mission, and operational procedures are presented. The position papers and statements are as follows: "Learning Disabilities: Issues on Definition" (1981); "In-service Programs in Learning…

  10. 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…

  11. 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.

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

    PubMed Central

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

    2016-01-01

    Summary Background The prevalence of oral diseases including dental caries and periodontal conditions is remarkably higher in people with disabilities. The provision of accessible oral health services for people with learning disabilities may be challenging. Objectives The objectives of the review were to identify barriers in accessing oral health care that persists within society, enabling or disabling people with learning disabilities. Methods Using the Arksey O’Malley framework, a scoping review was conducted on PubMed/Medline, OVIDSP, and EMBASE. Studies were evaluated and short-listed based on the inclusion criteria, which consisted of: (1) study participants or population with learning disabilities, (2) aged 16 years or over, (3) reporting on access to oral health services, (4) published in the English language. Those that justified the inclusion criteria were carefully chosen after a blind peer-reviewed process when relevance and quality were debated. Results Nine studies were eventually included from searches. Tabulation of data was done under the heading of study type, outcomes, the year of publication and patient selection. The majority of studies provided a biomedical overview of access for adults with learning disabilities. Conclusions The concept of access for people with disability is still ill-defined and obscure. Access to oral health care and needs of people with learning disabilities are complex and multi-facet. PMID:28149451

  13. Brazilian and Nigerian International Students' Conceptions of Learning in Higher Education

    ERIC Educational Resources Information Center

    Ashong, Carol; Commander, Nannette

    2017-01-01

    The growth of international students compels examination of introspective aspects of learning experiences such as conceptions of learning. Additionally, learning conceptions profoundly impact learning outcomes (Tsai, 2009). To address the lack of research on learning conceptions of students from Africa and South America, this study examines…

  14. 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…

  15. Science and Learning Disabilities.

    ERIC Educational Resources Information Center

    Stanovich, Keith E.

    1988-01-01

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

  16. People with disabilities are facing increased hostility.

    PubMed

    Moon, Cath

    2012-02-22

    Community learning disability nurse Linda Phillips is to be commended for a comprehensive literature review on improving care for people with learning disabilities in hospital ( art&science February 8 ).

  17. Measurement tools for mental health problems and mental well-being in people with severe or profound intellectual disabilities: A systematic review.

    PubMed

    Flynn, Samantha; Vereenooghe, Leen; Hastings, Richard P; Adams, Dawn; Cooper, Sally-Ann; Gore, Nick; Hatton, Chris; Hood, Kerry; Jahoda, Andrew; Langdon, Peter E; McNamara, Rachel; Oliver, Chris; Roy, Ashok; Totsika, Vasiliki; Waite, Jane

    2017-11-01

    Mental health problems affect people with intellectual disabilities (ID) at rates similar to or in excess of the non-ID population. People with severe ID are likely to have persistent mental health problems. In this systematic review (PROSPERO 2015:CRD42015024469), we identify and evaluate the methodological quality of available measures of mental health problems or well-being in individuals with severe or profound ID. Electronic searches of ten databases identified relevant publications. Two reviewers independently reviewed titles and abstracts of retrieved records (n=41,232) and full-text articles (n=573). Data were extracted and the quality of included papers was appraised. Thirty-two papers reporting on 12 measures were included. Nine measures addressed a broad spectrum of mental health problems, and were largely observational. One physiological measure of well-being was included. The Aberrant Behavior Checklist, Diagnostic Assessment for the Severely Handicapped Scale-II and Mood, Interest and Pleasure Questionnaire are reliable measures in this population. However, the psychometric properties of six other measures were only considered within a single study - indicating a lack of research replication. Few mental health measures are available for people with severe or profound ID, particularly lacking are tools measuring well-being. Assessment methods that do not rely on proxy reports should be explored further. Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. 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…

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

    ERIC Educational Resources Information Center

    Freides, David; And Others

    1980-01-01

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

  20. 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…

  1. Disabilities and e-Learning Problems and Solutions: An Exploratory Study

    ERIC Educational Resources Information Center

    Fichten, Catherine S.; Ferraro, Vittoria; Asuncion, Jennison V.; Chwojka, Caroline; Barile, Maria; Nguyen, Mai N.; Klomp, Ryan; Wolforth, Joan

    2009-01-01

    This study explored e-learning problems and solutions reported by 223 students with disabilities, 58 campus disability service providers, 28 professors, and 33 e-learning professionals from Canadian colleges and universities. All four groups indicated, via online questionnaires, problems with: accessibility of websites and course/learning…

  2. Learning Disability Subtypes in Children with Neurofibromatosis.

    ERIC Educational Resources Information Center

    Brewer, Vickie R.; Moore, Bartlett D., III; Hiscock, Merrill

    1997-01-01

    This study investigated the incidence of learning disabilities in 105 children (ages 6-18) with neurofibromatosis Type 1 (NF-1). Results found that nearly 70% of the subjects were academically deficient and 42% met the criteria for learning disabilities. A low incidence of visuospatial-constructional deficits was also found. (Author/CR)

  3. 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…

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

    ERIC Educational Resources Information Center

    McManus, Dean; Dryer, Rachel; Henning, Marcus

    2017-01-01

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

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

    ERIC Educational Resources Information Center

    Pickar, Daniel B.; Tori, Christopher D.

    1986-01-01

    Using a developmental perspective, this study contrasted learning and nonlearning disabled adolescents on three variables: Erikson's stages of psychosocial development; self-concept; and delinquent behavior. The results indicated that the learning disabled subjects, due to years of failing, were unable to develop a sense of industry and…

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

    ERIC Educational Resources Information Center

    Dunham, Trudy

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

  7. Closed-Captioned Television: A New Technology for Enhancing Reading Skills of Learning Disabled Students.

    ERIC Educational Resources Information Center

    Koskinen, Patricia S.; And Others

    1986-01-01

    The measured effects of captioned television upon the sight vocabulary, comprehension, and oral reading performance of 77 learning disabled students from 4 Maryland schools suggest that both captioned television with sound and conventional television enhance the reading skills of learning disabled students. (7 references) (MLF)

  8. Reading Instruction in Science for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Kaldenberg, Erica R.; Watt, Sarah J.; Therrien, William J.

    2015-01-01

    As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading.…

  9. Comparison of Teacher-Rated Achievement Levels of Behaviorally Disordered, Learning Disabled, and Nonhandicapped Adolescents.

    ERIC Educational Resources Information Center

    Luebke, Jerry; And Others

    1989-01-01

    Teacher ratings on reading recognition, reading comprehension, arithmetic, and written expression revealed that behaviorally disordered and learning-disabled adolescents (N=200) were seen as performing significantly below expected levels of achievement. Differences between behaviorally disordered and learning-disabled students appeared to depend…

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

    ERIC Educational Resources Information Center

    Freund, Lisa A.

    1987-01-01

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

  11. Interinformant Agreement of the Dementia Questionnaire for People with Learning Disabilities

    ERIC Educational Resources Information Center

    Walker, Brigid; MacBryer, Shona; Jones, Alan; Law, Jim

    2015-01-01

    Because of difficulties with neuropsychological assessments for dementia in people with learning disabilities, professionals in clinical practice have relied heavily on carer interviews, one of the most widely used being the "Dementia Questionnaire for People with Learning Disabilities" (DLD-Evenhuis et al. 2006 "Dementia…

  12. Learning Disabilities: Best Practices for Professionals.

    ERIC Educational Resources Information Center

    Bender, William N., Ed.

    This book is written to assist the reader in understanding current thinking in the field of learning disabilities (LD), as well as current practices in that field. Part I describes the characteristics typically associated with LD, and includes the following chapters: "Neurological Basis of Learning Disabilities" (Richard M. Marshall and George W.…

  13. Model Development for A University-Based Learning Disability Clinic.

    ERIC Educational Resources Information Center

    Martin, Larry L.; And Others

    The report presents a model for appraisal and individualized educational programing for learning disabled children at the School of Education, Auburn University, Alabama. Descriptions by clinic staff of visitations to exemplary models and a summary of a regional conference on learning disabilities introduce the report. The clinic model is…

  14. 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…

  15. Measuring Progress in Public & Parental Understanding of Learning Disabilities.

    ERIC Educational Resources Information Center

    Roper Starch Worldwide Inc.

    This report discusses outcomes of a study that conducted telephone interviews with 1,000 adults to investigate their awareness and attitudes toward learning disabilities and attitudinal changes since 1995, to explore parents' recognition of various behaviors or symptoms as indicators of possible learning disabilities, and to determine what level…

  16. A Literary Perspective on Learning Disabilities.

    ERIC Educational Resources Information Center

    Hildreth, Bertina L.

    This critical review examines 18 books available to the general public about learning disabilities (LD) and offers guidelines for use of these books by professionals. Books are grouped into three categories: those written from the perspective of parents and individuals with learning disabilities, those written from an LD professional's…

  17. Using Computers To Accommodate Learning Disabled Students in Mathematics Classes.

    ERIC Educational Resources Information Center

    Rapp, Rhonda H.; Gittinger, Dennis J.

    A person with a learning disability usually has average or above average intelligence, but has difficulty taking in, remembering, or expressing information. Learning disabilities can involve visual processing speed, short-term memory processing, fluid reasoning, and long-term memory retrieval. These disorders are intrinsic to the individual and…

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

    ERIC Educational Resources Information Center

    Johnson, Doris J.

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

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

    ERIC Educational Resources Information Center

    San Miguel, Stephanie K.; And Others

    1996-01-01

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

  20. Autism and Learning Disability

    ERIC Educational Resources Information Center

    O'Brien, Gregory; Pearson, Joanne

    2004-01-01

    In this article a short overview is given of the relationship between autism and learning disability. Autism exists with any level of intelligence, but many individuals with autism suffer also from learning disability. Although both disorders show overlap in some behaviours they are different in many aspects. Are they distinct syndromes which…

  1. The Complete Learning Disabilities Directory. 2017 Edition

    ERIC Educational Resources Information Center

    Grey House Publishing, 2016

    2016-01-01

    Published for over a decade, this directory continues to be a successful, sought-after resource, providing valuable information to professionals, families, and individuals in the learning disabilities community. Supported by the National Center for Learning Disabilities, this 2017 edition brings together the most up-to-date information on LD…

  2. Characteristics of Learning Disabilities Persisting into Adolescence.

    ERIC Educational Resources Information Center

    Whyte, Lillian A.

    1984-01-01

    Describes characteristics of learning disabled teenagers. Describes results of a study of 331 secondary students who completed a self-report inventory showing that childhood learning disability characteristics persist into adolescence, most seriously in the areas of visual perception, fine motor skills, and the ability to write and make spatial…

  3. The Warning Signs of Learning Disabilities. ERIC Digest #E603.

    ERIC Educational Resources Information Center

    Bergert, Susan

    This brief paper summarizes warning signs of learning disabilities in preschool children, elementary school children, and secondary school children. It notes that learning disabilities are presumed to arise from dysfunctions in the brain resulting in significant difficulties in perceiving information, processing and/or remembering information,…

  4. Learning Disabilities: A Neurobiological Perspective in Humans.

    ERIC Educational Resources Information Center

    Bonnet, Kenneth A.

    1989-01-01

    The mechanisms of both language-based and non-language-based learning disabilities are presented within the framework of central nervous system development and the compromises to that development that arise from genetic, hormonal, antibody, medication, and postnatal compromises. Also reviewed is the need for a taxonomy of learning disabilities.…

  5. The Complete Learning Disabilities Directory. 2011 Edition

    ERIC Educational Resources Information Center

    Grey House Publishing, 2010

    2010-01-01

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

  6. Teaching Reading to Learning Disabled Children: A Fourth Approach.

    ERIC Educational Resources Information Center

    Bateman, Barbara

    The evidence presented in this paper suggests that deficits in selective skills are primary factors in learning disabilities, and that aptitude/treatment interaction models may be useful in devising teaching methods for the reading instruction of learning disabled children. After reviewing various approaches to teaching reading to learning…

  7. 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…

  8. Cognitive Therapy Abilities in People with Learning Disabilities

    ERIC Educational Resources Information Center

    Sams, Kathryn; Collins, Suzanne; Reynolds, Shirley

    2006-01-01

    Background: There is a need to develop and adapt therapies for use with people with learning disabilities who have mental health problems. Aims: To examine the performance of people with learning disabilities on two cognitive therapy tasks (emotion recognition and discrimination among thoughts, feelings and behaviours). We hypothesized that…

  9. 76 FR 30681 - Applications for New Awards; Technical Assistance and Dissemination To Improve Services and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-05-26

    ... and learning for students with disabilities. (e) Maintain a Web site that meets government or industry... and learning for students with disabilities. In consultation with the OSEP Project Officer and the...., National Association of State Directors of Special Education, Learning Disabilities Association of America...

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

    ERIC Educational Resources Information Center

    Connor, David J.; Cavendish, Wendy

    2018-01-01

    In this closing commentary to the special edition of "Learning Disability Quarterly" ("LDQ") on parent voice in educational decision making for students with learning disabilities, we briefly survey main topics from each article, illuminating important findings from the authors, along with several questions they raise, and…

  11. When Average Is Not Good Enough: Students with Learning Disabilities at Selective, Private Colleges

    ERIC Educational Resources Information Center

    Weis, Robert; Erickson, Celeste P.; Till, Christina H.

    2017-01-01

    Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensive and selective postsecondary…

  12. Understanding Learning Disabilities: Guide for Faculty.

    ERIC Educational Resources Information Center

    Georgetown Univ., Washington, DC. Office of Student Affairs.

    This guide provides information about the nature of learning disabilities in higher education and about ways of assisting students with learning disabilities at Georgetown University (Washington, D.C.) to fulfill their potential. The booklet uses the metaphor of a "zig zag lightning in the brain" to describe the erratic thinking style…

  13. State Learning Disability Eligibility Criteria: A Comprehensive Review

    ERIC Educational Resources Information Center

    Maki, Kathrin E.; Floyd, Randy G.; Roberson, Triche

    2015-01-01

    For many decades, discussions regarding the definition and identification of learning disabilities have been contentious; one result is the varied practices across states and school districts. This study reviewed learning disability (LD) regulations and guidelines from the 50 United States and the District of Columbia that were employed during…

  14. 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…

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

    ERIC Educational Resources Information Center

    Margalit, Malka; Almougy, Katrina

    1991-01-01

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

  16. Assessment of Learning Disabilities.

    ERIC Educational Resources Information Center

    Shepard, Lorrie A.

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

  17. Learning Disabilities: The Challenges of Adulthood.

    ERIC Educational Resources Information Center

    Patton, James R., Ed.; Polloway, Edward A., Ed.

    This collection of 13 essays focuses on the many challenges that adults with learning disabilities face in educational, work, and social settings. The essays are: (1) "Adults with Learning Disabilities: An Emerging Area of Professional Interest and Public Attention" (James R. Patton and Edward A. Polloway); (2) "Adult Development Theories: An…

  18. A life skills approach to mathematics instruction: preparing students with learning disabilities for the real-life math demands of adulthood.

    PubMed

    Patton, J R; Cronin, M E; Bassett, D S; Koppel, A E

    1997-01-01

    Current mathematics instruction does not address the day-to-day needs of many students with learning disabilities. Although the vast majority of students with learning disabilities are not college bound, much of mathematics instruction provides college preparation. Too often, classes in mathematics ignore the skills needed in home and community and on the job. The present article examines the ways in which general mathematics instruction, focused on daily living skills, can easily be integrated into the classrooms of students with learning disabilities.

  19. The way forward for learning disability nursing.

    PubMed

    Camus, Heather

    This article looks at a possible future or direction for learning disability nursing. Taking into account the physical, emotional, spiritual, social, medical, dental and mental health needs of people with learning disabilities, and reports from Mencap, this article outlines the need for flexibility and innovation from within the nursing profession. One forward-thinking residential home is identified who employ their own learning disability nurse to to support the residents in achieving good health and encourage communication skills between staff and residents and to promote individual rights, choice, privacy and dignity.

  20. Improving care for people with learning disabilities.

    PubMed

    Turner, Sue

    2014-11-25

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

  1. The face you recognize may not be the one you saw: memory conjunction errors in individuals with or without learning disability.

    PubMed

    Danielsson, Henrik; Rönnberg, Jerker; Leven, Anna; Andersson, Jan; Andersson, Karin; Lyxell, Björn

    2006-06-01

    Memory conjunction errors, that is, when a combination of two previously presented stimuli is erroneously recognized as previously having been seen, were investigated in a face recognition task with drawings and photographs in 23 individuals with learning disability, and 18 chronologically age-matched controls without learning disability. Compared to the controls, individuals with learning disability committed significantly more conjunction errors, feature errors (one old and one new component), but had lower correct recognition, when the results were adjusted for different guessing levels. A dual-processing approach gained more support than a binding approach. However, neither of the approaches could explain all of the results. The results of the learning disability group were only partly related to non-verbal intelligence.

  2. 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.

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

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

    PubMed

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

    2011-01-01

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

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

    PubMed

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

    2015-01-01

    Academic self-concept could significantly affect academic achievement and self-confidence in children with epilepsy. However, limited attention has been devoted to determining factors influencing academic self-concept of children with epilepsy. We aimed to analyze potentially significant variables (gender, frequency of seizures, duration of epilepsy, intellectual disability, learning disability and attention deficit hyperactivity disorder) in relation to academic self-concept in children with epilepsy and to additional domains of their quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the SPAS (Student's Perception of Ability Scale) questionnaire determining their academic self-concept and the modified Czech version of the CHEQOL-25 (Health-Related Quality of Life Measure for Children with Epilepsy) questionnaire evaluating their health-related quality of life. Using regression analysis, we identified learning disability as a key predictor for academic-self concept of children with epilepsy. While children with epilepsy and with no learning disability exhibited results comparable to children without epilepsy, participants with epilepsy and some learning disability scored significantly lower in almost all domains of academic self-concept. We moreover found that children with epilepsy and learning disability have significantly lower quality of life in intrapersonal and interpersonal domains. In contrast to children with epilepsy and with no learning disability, these participants have practically no correlation between their quality of life and academic self-concept. Our findings suggest that considerable attention should be paid to children having both epilepsy and learning disability. It should comprise services of specialized counselors and teaching assistants with an appropriate knowledge of epilepsy and ability to empathize with these children as well as educational interventions focused on their teachers and classmates. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. 77 FR 27747 - Applications for New Awards; Personnel Development To Improve Services and Results for Children...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-11

    ... disabilities, that result in improvements in learning and developmental outcomes (e.g., academic, social...-incidence disabilities'' refers to learning disabilities, emotional disturbance, or intellectual... Results for Children With Disabilities--Personnel Preparation in Special Education, Early Intervention...

  7. 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.

  8. 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…

  9. Zebrafish as a Model to Study NF1-Associated Learning Deficits

    DTIC Science & Technology

    2016-07-01

    characterized by attention deficit and learning disabilities . The NF1 protein govern distinct aspects of cognitive behavior: the NF1- GRD attenuates Ras...most prominently scholastic under-performance characterized by attention deficit and learning disabilities . The NF1 protein govern distinct...disorder associated with attention deficits and learning disabilities . The primary known function of neurofibromin, encoded by the NF1 gene, is to

  10. 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.

  11. Understanding Intellectual Disability through Rasopathies

    PubMed Central

    Alvaro, San Martín; Rafael, Pagani Mario

    2014-01-01

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

  12. Understanding intellectual disability through RASopathies.

    PubMed

    San Martín, Alvaro; Pagani, Mario Rafael

    2014-01-01

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

  13. Nurturing the Spiritual Well-Being of Children with Special Needs

    ERIC Educational Resources Information Center

    Zhang, Kaili Chen; Wu, Deirdra I-Hwey

    2012-01-01

    Spirituality is of acknowledged and profound importance to children from mainstream school populations, but has been overlooked in respect of children with special needs. This article explores the issues related to spirituality and disabilities, and the relationship between spirituality and education for students with special needs. The following…

  14. Behaviour State Analysis in Rett Syndrome: Continuous Data Reliability Measurement

    ERIC Educational Resources Information Center

    Woodyatt, Gail; Marinac, Julie; Darnell, Ross; Sigafoos, Jeff; Halle, James

    2004-01-01

    Awareness of optimal behaviour states of children with profound intellectual disability has been reported in the literature as a potentially useful tool for planning intervention within this population. Some arguments have been raised, however, which question the reliability and validity of previously published work on behaviour state analysis.…

  15. Interobserver Agreement and Disagreement in Continuous Recording Exemplified by Measurement of Behavior State.

    ERIC Educational Resources Information Center

    Mudford, Oliver C.; Hogg, James; Roberts, Jessica

    1997-01-01

    Continuous observational recording over 57 hours evaluated behavior states of three adults with profound and multiple disabilities. Two independent observers also recorded for 22 hours. Although overall percentage agreement was satisfactory (above 80%), agreement on occurrence was unsatisfactory (mean of 65%). Agreement data were superimposed on…

  16. Bridging the Gap: Telehealth in Profoundly Rural America.

    ERIC Educational Resources Information Center

    Holderegger, John; Fortune, Jon; Fortune, Barbara

    This report describes the activities and outcomes of a pioneering Telehealth project in which clinical psychologists use state of the art satellite technology to consult with paraprofessionals who live and provide treatment settings to persons with the dual diagnosis of developmental disabilities and mental illnesses. The goal is to provide early…

  17. The Effectiveness of Intensive Interaction, A Systematic Literature Review

    ERIC Educational Resources Information Center

    Hutchinson, Nick; Bodicoat, Anna

    2015-01-01

    Background: Intensive Interaction is an approach used for communicating with people with profound and multiple intellectual disabilities [PMID] or autism. It has gained increased recognition as a helpful technique, but the evidence has not been systematically reviewed. Method: Computerized and hand searches of the literature were conducted using…

  18. The Spiritual Disciplines as Practices of Transformation

    ERIC Educational Resources Information Center

    Carr-Chellman, Davin J.; Kroth, Michael

    2017-01-01

    Spiritual disciplines are practices of transformation intentionally pursued through the day-to-day actions of deeper living. The spiritual disciplines are conceptualized here in their relationship to profound learning. The authors contend that profound learners exhibit certain dispositions, such as curiosity, that facilitate continual growth.…

  19. Intellectual Prosthesis: Reality or Dream for the Severely/Profoundly Retarded Person.

    ERIC Educational Resources Information Center

    Lent, James R.

    1982-01-01

    Developments in artificial intelligence have relevance for the education of severely/profoundly retarded persons by enhancing the learning of facts, principles, skills and concepts and by providing opportunities (via more portable equipment) for applications in a wide variety of settings. (CL)

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

    PubMed

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

    2016-11-01

    Multi-sensory storytelling (MSST) was developed to include persons with profound intellectual and multiple disabilities in storytelling culture. In order to increase the listeners' attention, MSST stories are individualised and use multiple sensory stimuli to support the verbal text. In order to determine the value of MSST, this study compared listeners' attention under two conditions: (1) being read MSST books and (2) being read regular stories. A non-randomised control study was executed in which the intervention group read MSST books (n = 45) and a comparison group (n = 31) read regular books. Books were read 10 times during a 5-week period. The 1st, 5th and 10th storytelling sessions were recorded on video in both groups, and the percentage of attention directed to the book and/or stimuli and to the storyteller was scored by a trained and independent rater. Two repeated measure analyses (with the storytelling condition as a between-subject factor and the three measurements as factor) were performed to determine the difference between the groups in terms of attention directed to the book/stimuli (first analysis) and storyteller (second analysis). A further analysis established whether the level of attention changed between the reading sessions and whether there was an interaction effect between the repetition of the book and the storytelling condition. The attention directed to the book and/or the stimuli was significantly higher in the MSST group than in the comparison group. No significant difference between the two groups was found in the attention directed to the storyteller. For MSST stories, most attention was observed during the fifth reading session, while for regular stories, the fifth session gained least attentiveness from the listener. The persons with profound intellectual and multiple disabilities paid more attention to the book and/or stimuli in the MSST condition compared with the regular story telling group. Being more attentive towards the book and stimuli might give persons with PIMD the opportunity to apprehend the story and to be included in storytelling culture. © 2016 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

  1. 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…

  2. 78 FR 2962 - Applications for New Awards; Personnel Development To Improve Services and Results for Children...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-15

    ... disabilities, that result in improvements in learning and developmental outcomes (e.g., academic, social... purpose of this priority, ``high-incidence disabilities'' refers to learning disabilities, emotional... Results for Children With Disabilities--Personnel Preparation in Special Education, Early Intervention...

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

    NASA Astrophysics Data System (ADS)

    Morales, Marlene

    In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The Teaching Science to Students with Learning Disabilities Inventory, the case study teachers demonstrated characteristics of successful teachers of diverse learners developed by Lynch (2000). Overall, the qualitative findings revealed that the case study teachers were unsure how to provide equitable science teaching practices to all students, particularly to students with learning disabilities. They provided students with a variety of learning experiences that entailed high expectations for all; however, these experiences were similar for all students. Had the teachers fully implemented equitable science teaching practices, students would have had multiple options for taking in the information and making sense of it in each lesson. Teaching that includes using a variety of validated practices that take into account students' individualized learning needs can promote aspects of equitable science teaching practices. Finally, this study provides implications for teacher education programs and professional development programs. As teachers implement science education reform efforts related to equitable science teaching practices, both teacher education programs and professional development programs should include opportunities for teachers to reflect on their beliefs about how students with learning disabilities learn and provide them with a variety of validated teaching practices that will assist them in teaching students with learning disabilities in the general education classroom while implementing science reform efforts.

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

    PubMed

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

    2015-12-01

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

  5. 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.

  6. Visual disability rates in a ten-year cohort of patients with anterior visual pathway meningiomas.

    PubMed

    Bor-Shavit, Elite; Hammel, Naama; Nahum, Yoav; Rappaport, Zvi Harry; Stiebel-Kalish, Hadas

    2015-01-01

    To examine the visual outcome of anterior visual pathway meningioma (AVPM) patients followed for at least one year. Data were collected on demographics, clinical course and management. Visual disability was classified at the first and last examination as follows: I--no visual disability; II--mild visual defect in one eye; III--mild visual defect in both eyes; IV--loss of driver's license; V--legally blind. Eight-one AVPM patients had their tumor originate in the clinoid process in 23 (28%), sphenoid-wing area in 18 (22%), cavernous sinus in 15 (19%), tuberculum sellae in 8 (10%), and mixed in 17 (21%). On last examination, 46 patients (57%) had good visual acuity in one or both eyes (Class I or II) and 17 (21%) were mildly affected in both eyes. The rate of Class IV disability was 16%, and Class V disability was 6%. Attention needs to be addressed to the considerable proportion of patients with AVPM (22% in this study) who may lose their driver's license or become legally blind. Occupational therapists should play an important role in the multidisciplinary management of those patients to help them adapt to their new physical and social situation. Anterior visual pathway meningiomas (AVPMs) are commonly not life-threatening but they can lead to profound visual disability, especially when the tumor originates in the tuberculum sellae and cavernous sinus. Particular attention should be paid to visual acuity and visual field deficits, as these can profoundly affect the patient's quality of life including ability to drive and activities of daily living. The interdisciplinary management of patients with AVPM should include the neurosurgeon, neuro-ophthalmologist and occupational therapist. Also, early intervention by the occupational therapist can help patients adapt to their current physical and social situation and return to everyday tasks more rapidly.

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

    PubMed

    Maehler, C; Schuchardt, K

    2009-01-01

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

  8. Social Information Processing in Students with and without Learning Disabilities.

    ERIC Educational Resources Information Center

    McNamara, John K.

    This paper examines differences between students with and without learning disabilities (LD) in processing social information within the context of a social information processing model. It proposes that language problems may not be the sole cause for poor social skills in students with learning disabilities and suggests that social remediation…

  9. 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…

  10. Groupwork with Learning Disabilities: Creative Drama. A Winslow Practical Manual.

    ERIC Educational Resources Information Center

    Chesner, Anna

    This British book discusses the value of creative drama for people with learning disabilities, offers some basic principles of working with people with learning disabilities, and describes a variety of approaches to drama. An introduction discusses the optimal size of a creative drama group, the kind of work space needed, equipment, membership,…

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

    ERIC Educational Resources Information Center

    Campbell, Alison; Bell, Dorothy

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Barrocas, Lisa; Cramer, Elizabeth D.

    2014-01-01

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

  13. The Characteristics of Learning Disabled and Other Handicapped Students Referred for Evaluation in the State of Iowa.

    ERIC Educational Resources Information Center

    Wilson, Lonny; And Others

    1986-01-01

    Demographic data, IQ, achievement, perceptual-motor, behavior ratings, and diagnostic classification (learning, mental, emotional disability or no handicap) were analyzed for all children (N=2002) referred for complete psychological evaluation during one school year in Iowa. Learning disabled children showed a distinct pattern different from…

  14. Model Centers Program for Learning Disabled Children: Historical Perspective.

    ERIC Educational Resources Information Center

    Senf, Gerald M.

    This document describes the present federal effort on behalf of learning disabled children, beginning with its recent history. It traces the field of learning disabilities as a subspecialty within education from 1963, when a steering committee was appointed to organize a symposium on "The Child with Minimal Brain Dysfunction," through the Learning…

  15. 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…

  16. "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…

  17. The Willingness and Ability of Postsecondary Faculty to Provide Academic Accommodations to Students with Learning Disabilities

    ERIC Educational Resources Information Center

    McCarron, Elizabeth C.

    2017-01-01

    Faculty are responsible for providing the academic accommodations needed and used by students with learning disabilities (SWLD). Since learning disabilities (LD) are hidden, faculty may question the need for, efficacy of, and fairness of accommodations. Yet academically accommodating SWLD is important to academic success and persistence. This…

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

    ERIC Educational Resources Information Center

    Cimera, Robert Evert

    2007-01-01

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

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

    ERIC Educational Resources Information Center

    Schmitz, Suzanne J.

    2007-01-01

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

  20. A Multidisciplinary Approach to Learning Disability: Handbook for the Classroom Teacher.

    ERIC Educational Resources Information Center

    Newton, Jerry, Ed.

    Designed to help teachers better understand the problems of learning disabled (LD) child, the manual explains the basic causes of LD and presents solutions to problems professionals face in working with this population. The manual contains the following chapters and authors: "The Teacher with a Learning Disabled Child," (P. Ackerman), "The…

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