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PubMedDate not supplied

A German perspective on learning disabilities.

German practices in the field of learning disabilities beyond preschool level are described in the context of their historical formation. In a historical perspective it becomes obvious that the German notion of Lernbehinderung, although being just a translation of "learning disabilities," differs markedly from the American definition. Definitional problems, educational practices, and emerging trends in the German field of "learning disabilities" are discussed.

Adolescent↗
PubMed1997

Epidemiology of psychiatric disorders in elderly compared with younger adults with learning disabilities.

BACKGROUND: The literature regarding psychiatric illness among elderly people with learning disabilities is limited and conflicting because of methodological differences. There have been no recent studies comparing psychiatric epidemiology between younger and older adults with learning disabilities, using the same methodology and definitions. METHOD: Comprehensive psychiatric examination using a semi-structured rating scale was undertaken on everyone with learning disabilities, aged 65 years or over (n = 134), living in a defined geographical area. Comparison was made with a randomly selected control group of adults with learning disabilities aged 20-65 years (n = 73) drawn from the same geographical area. RESULTS: Elderly people with learning disabilities have a greater prevalence of psychiatric morbidity than younger controls (68.7 v. 47.9%). Rates for depression and anxiety disorders are high, and dementia is common: there are equal rates for schizophrenia/delusional disorders, autism and behaviour disorders in the two groups. CONCLUSIONS: The higher psychiatric morbidity among elderly (compared with younger) people with learning disabilities has not previously received adequate recognition. This warrants further investigation by service planners and clinicians.

Adult↗
PubMedDate not supplied

Mental retardation and learning disabilities: conceptual and applied issues.

The relationship between mental retardation and learning disabilities is clouded by conceptual issues and current practices in applied (i.e., educational and noneducational) settings. In this article, we initially discuss whether mental retardation can be considered a concomitant disability associated with learning disabilities or whether these two disabilities are mutually exclusive categories. Conceptual issues related to this question are then reviewed to provide a perspective for viewing these two traditional areas of exceptionality. Emerging areas of concern in term of definition, classification, etiology, and lifelong issues are addressed. Attention is then given to applied issues that have a direct effect on the lives of individuals with disabilities. Specific topics include educational curricula, instruction, inclusion, and adult services and supports.

Curriculum↗
PubMedDate not supplied

The genetics of learning disabilities.

Rapid progress in the study of learning disabilities requires a common context within which investigators and professionals with very diverse backgrounds can work towards common goals. Much evidence points to the heterogeneity of origin and clinical expression of learning disabilities as well as to many other ways in which they resemble such multifactorial conditions as mental retardation, gout and hypertension. In these conditions, genetic and epidemiological methods have been used to sort out the constitutional and environmental factors which precipitate disease in susceptible persons. Such an approach to learning disabilities can be expected to be rewarding.

Dyslexia↗
PubMed1983

A categorical analysis of the social attributions of learning-disabled children.

The social attributions of learning-disabled and control children with either similar or higher social acceptance ratings were assessed within an open-ended interview format. In addition, measures of social self-esteem and expectation of social success were obtained. The learning-disabled group used luck more frequently and personality interaction less frequently as explanations for social outcomes than did the other two groups. Learning-disabled children also had the lowest expectation of social success and, like the low acceptance group, had a poorer social self-image. Possible explanations for the development of these attributions and the implications for holding them were discussed.

Child↗
PubMed1983

Learning disabilities and the college student: identification and diagnosis.

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.

Dyslexia↗
PubMed1997

Discourse processes underlying social competence in children with language learning disabilities.

Children with both a language impairment and a learning disability are at risk for poor social competence. Yet the processes that place these children at risk remain unclear. A developmental-organizational perspective was used to explore processes underlying risk for poor social competence among language learning disable children. To this end, the relative influences of language learning disability and social discourse skills on social competence were examined in 50 language learning disabled (LLD) and 50 control (non-LLD) children aged 8-12 years. Findings indicated that social discourse skills mediated the relation between LLD status and children's social competence. Specifically, a domain of social discourse, figurative language, was the strongest mediator of the effect of LLD status on social competence. Additionally, differences were confirmed between the LLD and non-LLD group in two domains of social discourse, recreating sentences and figurative language, as well as social competence. Two other domains of social discourse, understanding ambiguous sentences and making inferences, did not discriminate the groups. The findings emphasize the importance of analyzing interrelations among domains to identify critical factors related to developmental outcomes.

Child↗
PubMed1989

Social skills deficits as a primary learning disability.

Advances in the definition of social skills deficits in children and youth with learning disabilities are presented and critiqued. The proposed modified definition of learning disability by the Interagency Committee on Learning Disabilities, which includes social skills deficits as a specific learning disability, is presented and discussed. This definition is analyzed from primary, secondary, and social learning theory causative hypotheses. Development of an adequate assessment technology is viewed as critical to the identification and classification of social skills deficits in children and youth with learning disabilities.

Government Agencies↗
PubMedDate not supplied

Instructional and curricular requisites of mainstreamed students with learning disabilities.

The successful integration of students with learning disabilities into mainstream reading classes may require teachers to adapt instruction and curricula in major ways. In this article, we discuss the relation between the instruction prescribed by standardized commercial curricula and the reading achievement of mainstreamed students with learning disabilities and other low-performing nonhandicapped students. An instructional template designed to complement commercially published reading lessons is described and its effects on the reading achievement of mainstreamed students with learning disabilities examined. Next, the limitations of generic instructional procedures to rectify the deficiencies of mainstream curricular programs for students with greater-than-average instructional needs are reviewed. We conclude with a discussion of the complexity of educating instructively needy learners in mainstream settings and the significance of well-designed instruction.

Achievement↗
PubMed1978

Pharmacists' knowledge and attitudes regarding monitoring the behaviors of children with learning disabilities.

The attitudes and knowledge of pharmacists in Nebraska regarding children's learning disabilities were surveyed by questionnaire. One hundred thirty-three pharmacists responded. The results were analyzed according to type of practice (community, chain and hospital) and age (20--30 years, 31--40 years, 41--50 years, and 51 years and over). The results indicate that pharmacists are being asked about learning disabilities. Overall, 53% of the pharmacists responding had been asked about learning disabilities by parents, physicians, teachers or others. No significant interactions were found between the type of practice and age, and no significant main effect for type of practice was found in the ANOVA results for knowledge scores or attitude scores. Even though there were no differences owing to age in pharmacists' knowledge of learning disabilities, age was found to have a significant effect on attitudes toward increased pharmacist involvement in monitoring behaviors of learning-disabled children; the younger groups had a more positive attitude. The pharmacist seems to have the knowledge and attitudes required to become more actively involved in monitoring the medications and behaviors of children with learning disabilities.

Adult↗
PubMed1993

Is the money following the clients with learning disabilities?

For the past decade patients with learning disabilities living in long stay mental handicap hospitals have been resettled in the community. Local authorities have also taken on the care of new patients who would once have been long stay residents. The imperfect data that are available suggest that in England about half the residents in mental handicap hospitals in 1981 are now the responsibility of local authorities; the figures for Wales and Northern Ireland are 38% and 33%. Data on revenue suggest that the savings to the health service are much less--perhaps 9% in Northern Ireland and 3.6% in England, although there have also been capital gains through the sale of hospitals. Existing methods of transferring money from health to local authorities--joint finance and "dowries" for individual patients--do not seem adequately to have compensated local authorities. Moreover, as patients still to be transferred are more severely disabled local authorities will require larger sums--about 26 000 pounds per patient per year plus 39 200 pounds in capital. If the government chooses not to transfer these resources from health authorities it will be switching funds away from learning disabled people to other care groups.

Community Mental Health Services↗
PubMed2002

Annie's story: the use of oral history to explore the lived experience of a learning disability nurse in the 20th century.

In the field of learning disabilities, oral history has exclusively focussed on the lives of people who were detained in large institutions and hospitals for the mentally deficient or handicapped. Such work has been invaluable in providing unique and authentic insights into the lives of people with learning disabilities during the last century. It has also helped us better understand the impact of social policy and legislative change, such as the introduction to the Mental Deficiency Act 1913. However, little is known about what life was like as a nurse working the field of learning disabilities in the last century. The chief aim of this paper is to present analysed data obtained by using the oral history approach to support and/or challenge our current knowledge of learning disability during this time. As such, it presents a unique contribution to our knowledge of the history of learning disability nursing in the UK.

History, 20th Century↗
PubMed1998

Self-injury and violence in people with severe learning disabilities.

BACKGROUND: Psychiatry in severe and profound learning disability is essentially behavioural psychiatry. Some clinical and research observations of disorders of behaviour in this group are summarised in this study. METHOD: After inspection of the literature, I postulated a clinical syndrome of violence and self-injury in the severely learning disabled. A check-list of behavioural symptoms was developed and used in a community survey. RESULTS: Behaviour, assessed by the check-list, supported the existence of organic behaviour disorder, as did small-scale psychophysiological testing. CONCLUSIONS: Self-injury is strongly associated with violence, and with severe and profound learning disability. Pathophysiology of violence and self-injury may include high levels of psychophysiological arousal demonstrated by unstable EEGs. Reduction of arousal by antipsychotic medication is associated with clinical improvement in violent and self-injurious behaviours.

Diagnosis, Differential↗
PubMed1980

Relating infant temperament to learning disabilities.

The role of infant temperament in the development of learning disabilities was at issue. As infants, boys with severe learning disabilities were found to be (1) lower in activity level, (2) more irregular, (3) less approaching, and (4) more negative in mood than "normal" boys. Discussion centered around conceptualizing learning disabilities as the outcome of a developmental process. Thus patterns of early parent-infant interaction are established, based in part upon the infant's temperament, that may evolve into a learning disability.

Child↗
PubMed1995

The Multidimensional Perfectionism Scale: correlations with depression in college students with learning disabilities.

Interpretations of depression in children and adolescents with learning disabilities have tended to be neuropsychological or motivational. Some research has related various cognitive-behavioral constructs with depression and other problematic outcomes for this population. Research with nonlearning-disabled college students has provided correlations for scores on the Self-oriented and the two social scales of the Multidimensional Perfectionism Scale with those on depression. No such work has been done with college students having learning disabilities. Measures for multidimensional perfectionism, anxiety, and depression were administered to 110 learning-disabled undergraduate men and women. Analysis showed that scores on only one of the social scales of perfectionism were positively correlated with depression scores, and this relation was weaker than previously found for nonlearning-disabled students. Findings are discussed in terms of previous research and a motivational interpretation of depression in learning-disabled collage students.

Adolescent↗
PubMed1995

An overview of learning disabilities: psychoeducational perspectives.

In general, people with learning disabilities are a heterogeneous population that require a multidisciplinary evaluation and careful, well-planned intervention. Despite this heterogeneity, patterns of problems often co-occur. Therefore, diagnosticians and educators should look beyond single areas of achievement such as reading or arithmetic. In addition, problems in one area of learning typically have secondary impacts on higher levels of learning. That is, comprehension problems typically interfere with expression. Every effort should be made to examine patterns of problems and to avoid fragmentation of services so that each area of underachievement is not treated separately. Although learning disabilities usually interfere with school performance, they are not simply academic handicaps. They interfere with certain social activities as well as occupational pursuits. In many instances, they impact on mental health and self-esteem. Therefore, students need multiple services. And, as emphasized throughout this journal issue, learning disabled individuals may have comorbid conditions such as attention deficit disorder, depression, and neurologic problems. Furthermore, the problems may change over time. Children may first be identified because of language comprehension problems but later have reading or mathematics difficulty. With intervention, oral expressive problems may be alleviated but may be manifested later in written language.

Child↗
PubMed1998

'Pfropfschizophrenie' revisited. Schizophrenia in people with mild learning disability.

BACKGROUND: It is reported that people with mild learning disability have a higher point prevalence of schizophrenia than the normal population, the reasons for which are unclear. METHOD: Thirty-nine subjects with mild learning disability and schizophrenia, 34 control subjects with schizophrenia and 28 control subjects with mild learning disability were seen. Interviews with relatives and carers were also conducted. Assessments were made of clinical variables, psychopathology, neurological 'soft' signs, IQ, memory and family history. Blood was taken for karyotypic analysis from comorbid subjects. RESULTS: The comorbid group had more negative symptoms, episodic memory deficits, soft neurological signs, epilepsy and receive more community supports than control subjects with schizophrenia. Comorbid subjects had a tendency to belong to multiply affected families and show high rates of chromosomal variants on routine karyotypic testing. CONCLUSIONS: Future work on the generality of schizophrenia should include people with premorbid learning disability, as a discrete subtype from whom valuable genetic aetiological clues may be obtained.

Adult↗
PubMedDate not supplied

Mainstream Experiences for Learning Disabled students (Project MELD): preliminary report.

Mainstream Experiences for the Learning Disabled (MELD) was developed to accommodate students with learning disabilities in the mainstream. This article reports the progress of 13 students at the end of 1 year of planning and 1 year of implementing the MELD model in one urban elementary school. Observational and school adjustment data from the implementation year suggest that although the MELD model was not fully incorporated into the mainstream classes, students with learning disabilities adjusted well to a less individualized and more demanding mainstream program. They came to school regularly, did not present serious behavior problems, and spent as much of reading class and more of math class on task as they had in special education. These students in the mainstream were assigned more opportunities to work with text materials rather than workbooks in reading and spent significantly more reading time in teacher-directed lessions. Nevertheless, the students made no significant progress in reading or math and earned lower grades during the implementation year. The authors suggest that students with learning disabilities will not succeed in the mainstream if teachers continue "business as usual" in mainstream classes.

Achievement↗