Top Research Papers on Learning Disabilities

The authors argue that learning disabilities function to sustain dominant assumptions underlying schooling and society to maintain a status quo in which the inequitable distribution of social goods in society is seen as the “natural” consequence of an “equitable” meritocracy.

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.

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.

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.

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.

The Framework will reduce the risk of diagnostic overshadowing when an individual’s health illness and symptoms are overshadowed by their learning disability.

A capacity conference, hosted by Dr. William Cruickshank a t the University of Michigan, recently reviewed the accomplishments of the learning disabilities field, dissected current developing trends, and probed the future. Using a logical perspective of the field, the presentors were able to weave a positive approach o u t of the current web of issues and viewpoints. The needs of “these” children dominated the conference, not the politics of ambition or discipline. Setting the tone of the meeting, Cruickshank faced the problems created by the extraordinary and rapid growth of the psychoeducati...

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...

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

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" ...

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.

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...

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

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.

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.

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.

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...

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.