Learning Disabilities

Learning Disabilities

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Learning Disabilities

By: Suzanne Gosden Kitchen and Sarah Dufalla (2006)

Introduction

JAN's Accommodation and Compliance Series (JAN Consultant Corner) is designed to help determine effective accommodations and comply with Title I of the Americans with Disabilities Act (ADA).

Accommodations should be made on a case by case basis, considering each student’s individual limitations and accommodation needs. This is determined by the Disabled Students Programs & Service (DSPS) office.

Learning Disabilities A. Basic Information

Learning Disabilities A. Basic Information

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Learning Disabilities

A. Basic Information

A learning disability (LD) is a “hidden” disability. Unlike the person who uses sign language or walks with crutches, the person with a learning disability shows no visible characteristics of a disability. Because it is a hidden disability, the person may have experienced being accused of "faking it" or "being lazy."

Les rythmes scolaires sont-ils adaptés aux besoins des enfants ?

Les rythmes scolaires sont-ils adaptés aux besoins des enfants ?

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Les rythmes scolaires sont-ils adaptés aux besoins des enfants ? 

"On ne peut ignorer les données des différentes recherches dès lors qu’on se propose d’aménager le temps scolaire dans la journée, la semaine et l’année". Nous avons demandé à Hubert Montagner, ancien directeur du laboratoire de psycho-physiologie de la Faculté des Sciences de Besançon, et spécialiste reconnu des rythmes biopsychologiques des enfants, de présenter rapidement les acquis de la recherche scientifiques sur les rythmes. Libre à chacun ensuite de comparer avec l'organisation de l'année scolaire, marquée en France par un nombre d'heures important sur un nombre de jours faibles.

Anxiety disorders in CHILDREN WITH LEARNING disabilities and autism: a review

Anxiety disorders in CHILDREN WITH LEARNING disabilities and autism: a review

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Anxiety disorders in CHILDREN WITH LEARNING disabilities and autism: a review

GOBRIAL, E.¹, AND RAGHAVAN, R. ²

1 UNIVERSITY OF BRADFORD, BRADFORD, UK

 2 UNIVERSITY OF NORTHUMBRIA, UK

Abstract

The increasing number of individuals with Learning Disabilities (LD) and psychiatric disorders presents a key challenge to their assessment and treatment in mental health services. Children and young people with LD are more likely to experience mental health than the general population (FPLD, 2002; Emerson, 2003; Allington-Smith, 2006). There is a close relationship between autism spectrum disorder and learning disability.  Epidemiological studies suggest that autism is more frequent in people with LD, nearly 40% of people with LD also have autism (Bouras et al., 1999; Kraijer, 1997) on the other hand, nearly 70% of people with autism also have LD (La Mafa, 2004) The strong association between autism and LD (Bradley et al, 2004) also associates an increased risk of mental health problems (Morgan et al., 2003). It is suggested that children and young people with LD and autism spectrum disorder (ASD) may experience symptoms of anxiety at a greater level than the general population; however, this requires more conclusive evidence in relation to the prevalence of anxiety disorders in people with LD and autism. The presence of anxiety in individuals with LD and autism has rarely been studied and is the focus of this study. This article provides an overview of the clinical implications of anxiety disorders within the context of learning disability and autism.   

Keywords anxiety disorders, learning disabilities, autism

Terminology Related to Education and Learning Disabilities

Terminology Related to Education and Learning Disabilities

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Terminology Related to Education and Learning Disabilities

Advocacy - The process of speaking or writing knowledgeably on behalf of an individual or group. Action to ensure the best possible services for or intervention in the service system on behalf of an individual or group.

Early Childhood Development and Disability

Early Childhood Development and Disability

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Early Childhood Development and Disability:

A discussion paper

 WHO Library Cataloguing-in-Publication Data

Early childhood development and disability: discussion paper.

1.Child development. 2.Disabled children 3.Child welfare. 4.Child health services. I.World Health Organization. II.UNICEF.

ISBN 978 92 4 150406 5                                   (NLM classification: WS 368)

© World Health Organization 2012

Interventions for Students with Learning Disabilities

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Interventions for Students with Learning Disabilities

News Digest 25 (ND25)

1997

Approx. 22 pages when printed

PDF version

Introduction

Students with learning disabilities often find learning a difficult and painful process. The presence of their learning disability can make learning to read, write, and do math especially challenging.

This News Digest focuses upon two promising interventions for students with learning disabilities: helping students develop their use of learning strategies and helping them develop their phonological awareness. In the first article, Neil Sturomski discusses the importance of teaching students how to learn--specifically, how to use learning strategies to become more purposeful, effective, and independent learners. Research on the use of learning strategies is described briefly, and a process for teaching students about learning strategies is described in detail. This process will be useful for teaching virtually any strategy or set of strategies to students.

A wide variety of learning strategy interventions have been developed over the past 15 years. To identify what strategies might be most appropriate for specific students, teachers can use NICHCY's separate bibliography Learning Strategies for Students with Learning Disabilities. This bibliography provides a listing of articles and books on strategies useful in reading, math, science, and other academic areas.

The second article in this News Digest was written by William Ellis for NICHCY in 1996 and focuses upon the important role that phonological awareness plays in our ability to learn to read. Phonological awareness refers to understanding that the letters of the alphabet correspond to certain sounds and, combined in certain patterns, form meaningful words. Because students with learning disabilities often have great difficulty learning to read, activities addressing and developing their phonological awareness can be the key they need to break the "alphabetic code" and become skilled readers.

Together, these two articles provide information to help professionals working with students with learning disabilities address the special needs of these special students.