Top Research Papers on Learning Disabilities

This article advocates an approach to supporting students who experience difficulties in learning, irrespective of nosology, particularly in the key areas of literacy and numeracy. In the state of Queensland, Australia, a distinction has been made between students' experiencing learning difficulties and those who have learning disabilities (LD). However, government priorities for improved achievement in literacy and numeracy have focused schools on the performance of all low-achieving students, without regard to diagnostic category. Many are now mobilizing a schoolwide effort that combines res...

Clinical experience at the Gesell Institute of Human Development suggests that a very large percentage of the children referred as learning disabled have been children of apparently quite normal academic potential who simply were overplaced in school.

While severe reading disorders are clearly a major concern, even mild deficits in reading skills are likely to portend significant difficulties in academic learning, and are worthy of early identification and intervention.

An unsuccessful search continues for a definition of learning disabilities within a unidimensional framework without recognition of the lack of uniddimensional characteristics in children.

By reflecting on your own course while reading the Lesson Content, you will be guided to consider possible modifications to your course specifically related to learning disabilities. By sharing and discussing course modifications with other participants, you will develop an awareness of additional strategies and applications of the issues related to accommodations for students with learning disabilities.

A variety of characteristics, primarily negative in nature, have been associated with learning disabilities. A review of the empirical research which has compared learning disabled children with the academically successful finds little data to support these notions. Behaviors which discriminate groups do not appear to include simple perception and discrimination, hyperactivity, nor neurological deficits, and there is some question about the intelligence level of sampled children. Behaviors which do discriminate groups include ability to pay attention, difficulty with complex tasks, and tasks w...

Whether any of the learning disabled child's unique ability patterns, learning styles, and behavioral attributes become assets or severe liabilities depends on the nature of the school tasks helshe is expected to accomplish and the settings in which the child studies, lives, and plays.

Mass media have triumphed! The word is out. The name of the game (depending upon your own personal preference) may be dyslexia, learning disability, perceptual handicap, specific language disability, primary reading disability, vulnerable child, or interjacent child. And, if these are unsuitable, there are many more labels to choose from. (With the recent success of the lunar landing perhaps it would be appropriate to label the hyperactive child outerspacent since he appears to be in orbit most of the time anyway!) While all the current publicity certainly contains plus factors, it is unfortun...

In the September issue of PIR (3:91, 1981), Table 3 (p 95) has errors in the dose of dextroamphetamine sulfate sustained release capsules. Correct values are: ages 5 to 7, 5-15 mg dose, 5-15 mg dose/day; ages 8 to 12, 15-40 mg dose, 15-40 mg dose/day.

There are several concepts regarding learning disabilities that, if kept in mind, can assuage the abuse of learning disabilities educators.

Researchers, policy makers, and teacher trainers, who were identified by peers as being on the “cutting edge” of research and programming in learning disabilities, responded to surveys in 1975 and 1981.

Those involved in teacher training are becoming concerned over the acute shortage of trained jersonnel in the area of learning disabilities. In order to meet the current critical need in this area, nstitutes of higher learning and school systems are going to have to train the best teachers wailable in comprehensive workshops, institutes, and other in-service programs. Special Education wograms at the college and university level, particularly, will need to re-evaluate current course fferings and include courses in learning disabilities for both regular and special class teachers.

The approach to learning disabilities in this paper emphasizes the potential for learning of any organism under extraordinary environ-mental conditions—regardless of the inner status of the organism. Subjects diagnosed as learning disabled are so designated on the basis of their performances under ordinary environ-mental conditions. However, nothing precludes their functioning more normally under ap-propriately exceptional conditions. A dis-tioction is drawn between contingencies in the organism enabling him to perform and causes in the environment producing his performance. Implications for i...

The concept of multiple approaches is accepted over that of any single approach with the understanding that no approach is considered to be inherently superior to another, and that the decision about what approach to take depends on the purpose of the particular research as well as the intellectual bent the individual researcher finds most appealing.

The fact that there are uncertainties underlines the importance of linking evaluations of treatment with any large-scale screening programmes, and the possible need for more facilities to help general practitioners to cope with the longterm care of hypertensive patients is worth examining.

To stand back and view learning disabilities from afar is to see a landscape of rugged and diverse terrain. Over the past quarter of a century the field has grown up; that is, the young schoolchildren whose parents banded together in the early 1960s to get services for them are now thirty-something and going to their children's IEP meetings. Conferences on learning disabilities now include sessions on transition, college programs, and employment. Some corners of the landscape have been repainted. "Hyperactivity" and "short attention span" have become "attention deficit-hyperactivity disorder" ...

A two part article which reviews the clinical diagnostic findings of a multi-disciplinary study of learning disabled students. Part II of the article relates the clinical findings to pertinent literature in the field in generating suggestions for school curriculum and program planning for such children.

Associate Professor, College of Education, Butler University, 2014 current Coordinator of Global Experiences for the College of Education, Butler University, 2017 current Interim Chair of Undergraduate Learning and Teaching Teams, Butler University, 2019 current Multilingual and Exceptional Learner Program Coordinator, Butler University, 20112017 Assistant Professor, College of Education, Butler University, 2010 2014

A multidimensional perspective that integrates aspects of these three views is proposed and a distinction is drawn between production and mediational subtypes of learning disorders, and emphasis is placed on an idiographic approach to assessment and treatment.

It is postulated that the learning disabled label has become reflective of a problem related more to social structure than to children, and it is time that the optimism orginally connected with the term should lead to greater attention to individual needs and less emphasis on categorical concerns.

PART II: IMPLICATIONS FOR SCHOOL CURRICULUM AND PROGRAM PLANNING This study of learning disabilities (reported in Part I,) although conducted in a medical center clinic by a multi-disciplinary team, had a strong educational orientation. Three of the primary investigators had broad experience in public school education before coming to the clinic. We had been involved in public school psychoeducational evaluation of pupils, in the development of public school reading programs, and in special education. The issues and questions presented here in Part II are derived from a review of pertinent lit...

Learning disabilities (LD) need not be defined as such. It is satisfactory to explain what is meant by “learning“ and “disability.” Disability is conceived as a structural disturbance of a particular ability. In principle, LD is a psychological term dealing with many different kinds of psychological traits or processes, and their disturbances, respectively. LD is to be strictly distinguished from more educationally conceived “learning failures,” as well as from more medically/neurologically conceived “dysfunctions” of learning. The label LD cannot be used in clinical practice as a diagnosis, o...

This toolkit brings together a range of resources to promote understanding about what it is like to live with a learning disability, allowing healthcare professionals to adjust the care they deliver and helping people with a Learning Disabilities accesses the services they need.

The search for effective means of assessing learning disabled children is continuous and often frustrating. Because of the uniqueness of the learning disabled, few professionals feel totally confident in interpreting test data to reach the diagnosis ‘learning disabled’. Historically, diagnosis of learning disabilities has focused on a number of isolated variables. Deficits and strengths within the child were identified and labelled; task analysis has been used to determine level of skill; learning styles have been analysed and matched with supposed teaching models; motivation, interests and at...

Based on approximately 1,600 referrals of learning disabled, educable mentally impaired, emotionally impaired, other disabled and regular students, 94 empirically derived formulas for assessment of learning disability were used.

Throughout this article, the different yet converging understandings of LD in Australia and the United States are tracked, with suggestions made for future research that avoid the problems of operationalizing the definition of LD proposed by Keogh in 1982.

The West Cheshire NHS Trust has produced a video entitled Valued Lives, which aims to highlight the importance of evidence-based decision-making in the care of patients with mental health problems.

A distinction is to be made between LD and dementia, the former originating early in life and the latter after 18 years of age, although not reversible, much can be done to enable people with LDs to live as normally as possible.

This paper will consist of the essential elements in a definition and of my long-standing point of view regarding learning disabilities.

WINIFRED D. KIRK, M.A., Ph.B University of Arizona Janet Lerner has made a significant contribution to the field of learning disabilities (LD) in her article &dquo;Remedial Reading and Learning Disabilities: Are They the Same or Different?&dquo; Some differentiations she makes, however, may have opened a Pandora’s box of disagreement between and within the two fields. The article outlines differences relating to &dquo;the nature of the problem, the label to be given to the phenomenon, the diagnostic procedures required, and the proposed treatment for the disorder&dquo; (p. 119 [of text]). Cate...

Terms like special child and disability are commonly used now. People understand that something is lacking with the child when such terms are used. But this awareness is incomplete and has brought in lot of confusion. This paper aims to bring out such misconceptions and its implication while also clarifying the terms ‘Intellectual disability’ and ‘Learning disability’. A clear distinction of these two terms can be arrived with the help of the IQ levels of each category. Intellectual disability is characterized by a below average IQ level (IQ < 70) while learning disability is characterized by ...

Common assessment procedures are examined, describing approaches that are inappropriate for students who have low vision or blindness and future directions include refinement of diagnostic approaches, and research related to the characteristics and instructional needs ofStudents who have both visual and learning disabilities.

Un portale per la scuola sull'uso degli ausili tecnologici nell'integrazione degli alunni disabili

Adaptive behavior, problem behavior, and self-perception of behavior of 54 learning disabled children and 54 non-learning disabled children were compared to revealed the differences mainstream teachers perceive between the two groups. Multivariate analysis revealed differences in the first two measures. That is, the groups were different in each subscale of adaptive behavior, including social coping, relationships, pragmatics and production. Analysis of the problem-behavior scale indicated differences between the groups on three of five subscales. In each case, the scores for the LD group were...

Physicians should be aware of common tests used to assess for learning disabilities, understand the laws that support provision of special education, and recognize the main categories of learning disabilities.

This study outlines the results of a survey carried out with parents of children with a learning disability, general practitioners and community learning disability teams as to the health service needs for this client group, finding that 40% of parents were very dissatisfied or dissatisfied with the services they received.

"Learning about Learning Disabilities, 4E" continues to provide equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. The Fourth Edition of this popular title presents 80 per cent new material, keeping the chapters up to date in this fast-moving field. With new contributors, and 11 new chapters, coverage is both comprehensive and thorough, encompassing the classification and identification of learning disabilities, learning disabilities in reading, writing, math, and social studies, interventions, and the issues germane to different age ranges of the ...

The predominant view in the learning disabilities field conceptualizes the development and continuation of dysfunctional cognition as something that can be described primarily in terms of neurological functioning, perception, information processing, or problem solving. I have criticized this viewpoint maintaining that social relationships, which by the standard learning disabilities (LD) definition are excluded as being responsible for the disabilities, need to be regarded as the context in which disabled cognition is created and embedded (e.g., Coles, 1978, 1980, 1983, 1984). In this article ...

Abstract When hyperactive‐learning disabled boys, normal achieving hyperactive boys and normally active learning disabled boys were contrasted separately on three classes of variables, psychosocial measures best separated the groups, with the greatest weight provided by parent ratings of aggressivity, experimenter ratings of home stimulation potential, and the child's ability to take another's perspective. A discriminant analysis combining all three classes of variables successfully classified 84% of the subjects. This result needs replication, but it appears hyperactive‐learning disabled chil...

An article that critics the idea that a learning disability commissioner would make an impact on the lives of someone with learning disabilities. We need someone with learning disabilities to lead the way.

The postsecondary setting poses many difficulties for the learning-disabled student—only the persistent student can succeed.

Abstract Since the introduction of the concept of learning disabilities into school psychology and special education, lack of clarity continues as to the precise terminology and classification. The problem of terminology to logical and socio-political issues is complex. This article reviews complex logical and socio-political issues of learning disabilities as they relate to current educational and social realities.

A call for the design of programs focused on the development of self-awareness skills permeates the field of research and practice on postsecondary students with learning disabilities (LD). Important components of self-awareness are students' advanced understanding of learning, LD, and the social context (peers, instructors, classmates) of college learning. This study explores students with LD's conceptual understanding of learning and LD by situating it within developmental theoretical frameworks delineating the form and content of adult reasoning. Twelve female and five male college-students...

A model that proposes an approach by which Individuals with a learning disability can be involved in developing, planning, implementing and evaluating their own care is presented.

This is the chief editor's first editorial as chief editor and the journal needs to hear the voices of people with learning disabilities like never before and challenge the prejudice in who gets medical help.

There is a tension between the use of the respective national and international subclassifications of learning disability, and a consequent danger that international classifications are used in situations in which the national classifications should apply. This article reviews the current position.

This study examined perceptions of 135 teachers of students with learning disabilities working in middle-junior high and high school programs regarding the presence of specific attributes often associated with successful programs and suggestions for program improvement.

EFFECTS OF INFORMATION ABOUT LEARNING DISABILITIES FOR LEARNING DISABLED ADULTS SEPTEMBER 1992 DENISE KERNAN, B.A., KEAN COLLEGE M.A., COLLEGE OF ST. JOSEPH THE PROVIDER ED.D., UNIVERSITY OF MASSACHUSETTS Directed by: Professor Patricia Gillespie-Silver The present study investigated the influence of cognitive training providing information about learning disabilities on two measures of achievement-related behaviors: the self-concept and comprehension of learning disabilities for five adjudicated learning-disabled adolescent delinquents. The subjects were four male African Americans and one Sp...

The purpose of this study was to examine the differences between learning-disabled (LD) and non-learning-disabled (non-LD) students on the Rorschach inkblot test to help determine how differently the two groups process information. Using the cognitive triad in Exner’s Comprehensive System (CS), the variables consistent with past research and most representative of each of the three stages of the cognitive triad were investigated. The sample consisted of 62 schoolchildren in the age range of 7–12 years in the US state of California. Thirty-one children were identified as LD and were matched on ...

Numerous studies have found that hyperactive and learning disabled children experience social status difficulties. Yet, because many children legitimately meet the assignment criteria for both groups, questions have remained regarding the differential relationship between these disorders and social status. The purpose of this investigation was to determine if it is learning disabilities or the combination of learning disabilities and hyperactivity that most directly relates to problems in social status. This was accomplished by categorizing third-through sixth-grade boys into learning disabled...