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PubMed1996

Assistive technology for postsecondary students with learning disabilities.

An increasing number of students with learning disabilities are attending postsecondary institutions. To meet the educational demands of these students, support service providers will likely rely on assistive technology. This article lists types of assistive technology appropriate for use with persons with learning disabilities at the postsecondary level and discusses ways in which assistive technology enhances learning. Additionally, an overview of legislation that has had an impact on assistive technology at the postsecondary level is presented. Issues involving assistive technology programs at the postsecondary level are discussed. Postsecondary assistive technology program components, device selection, and training guidelines also are outlined.

Adolescent↗
PubMedDate not supplied

Perceptions of academic strategies and competence in students with learning disabilities.

Research findings regarding general self-concept, academic self-concept, and self-awareness in students with learning disabilities have varied, and results are still inconclusive regarding the consistency between students' and teachers' judgments of academic performance. The current study focuses on students' and teachers perceptions of the students' strategy use and performance in nine different academic and organizational domains. Six hundred sixty-three students and their 57 teachers were involved in the study. Findings indicated that the students with learning disabilities considered themselves appropriately strategic and competent in the five domains of reading, writing, spelling, math, and organization. These students also rated their academic performance and organization as average to above-average in seven of nine domains, with the exception of checking and planning their work. Nevertheless, the self-ratings of the students with learning disabilities were still significantly lower than the self-ratings of average achievers in virtually all domains. The second major set of findings revealed a sharp discrepancy between the self-assessments of the students with learning disabilities and their teachers' judgments. Teachers rated the students with learning disabilities as weak in their strategy use and below-average in their performance in all nine academic and organizational domains. Finally, gender differences were not evident in eight of the nine domains. These results have added to the increasing body of literature indicating that students with learning disabilities frequently perceive themselves as capable and effective and often rate themselves as academically stronger than their teachers judge them to be.

Adolescent↗
PubMedDate not supplied

Community learning disability teams.

In the past, community learning disability teams (CLDTs) have not been particularly effective in obtaining the views of their users and perhaps even less effective in adapting the service in line with changing needs. The Halstead Learning Disability Team in Essex carried out two surveys in 1992 and 1994. The findings show that clients and carers have very different needs and expectations which present a challenge to CLDTs to identify and redefine their services.

Community Health Nursing↗
PubMed1977

Locus of control and law knowledge: a comparison of normal, retarded and learning disabled adolescents.

Individualization of instruction of mentally handicapped adolescents may be facilitated by understanding of relevant variables associated with the learning skills required for coping with community life. This study explores the relationship between knowledge of such skills and locus of control (belief concerning the relative contribution of chance or others to outcomes and events which follow one's behavior). Comparisons of scores of 94 high school students on the Bialer-Cromwell Locus of Control Scale and a test of knowledge of law about such matters as credit, theft, and marriage, indicated that: (1) High school students in standard and college preparatory programs were more likely to see outcomes as determined by their own behaviors than were retarded and learning disabled students; (2) High school students in standard and college preparatory programs were better informed about legal matters crucial to community life than were mentally retarded and learning disabled students; (3) Mentally retarded and learning disabled students did not differ in law knowledge or on locus of control; (4) Locus of control was not directly related to IQ within the retarded-learning disabled group; (5) A moderate positive correlation was found between locus of control and law knowledge for the total group. Findings support Rotter's social learning theory. These findings also suggest that educators may need to provide more direct and specific training in critical aspects of layman's law for most retarded and learning disabled adolescents, as well as for average students who manifest external locus of control beliefs.

Activities of Daily Living↗
PubMed1997

The prevalence of fragile-X syndrome in an institution for people with learning disability.

The prevalence of Fragile-X syndrome in those with learning disability has been reported. There is little agreement regarding the prevalence rate which varies between 0% and 16%. We report a study investigating the prevalence of Fragile-X syndrome in two institutions for those with learning disability, using DNA testing. We found a rate of 0.7%, which is one of the lowest record rates. We also found that physical signs could be used as a reliable discriminator to determine those likely to have the disorder. We conclude that indiscriminate mass screening of those with learning disability for the Fragile-X syndrome is probably not useful because, in adults, physical signs and a family history of learning disability can predict those likely to have the disorder.

Adult↗
PubMed1999

Effective health care for people with learning disabilities: a formal carers' perspective.

This paper explores the perceptions and experiences of formal carers, working in three different geographical locations in the south of England, in accessing primary health care for people with learning disabilities. The sample included six multidisciplinary, community learning disability teams and 11 managers of small homes for residents who had learning disabilities. Data were collected through focus group and individual semistructured interviews. Levels of collaboration between primary health care groups and the community learning disability teams and the managers of small homes were assessed. Questions were focused upon the importance of primary health care and the key care provider within the community setting. Although some good experiences were recorded, the overall levels of collaboration were poor. Health care was perceived as very important by all of the respondents. The general practitioner (GP) as the coordinator of health care was perceived as the normal model within our health care system but the majority of respondents questioned the effectiveness in relation to their own experiences of accessing health care for people with learning disabilities. The relocation of this role to the learning disability nurse was perceived as a possible solution.

Attitude of Health Personnel↗
PubMed1991

Prognosis: the adult with a learning disability.

Deficiencies in reading and writing appear to be major and lasting handicaps for learning-disabled college students. However, gains have been made in program modifications for learning-disabled students in many higher education institutions. Many adults with learning disabilities find that their handicap makes it difficult to obtain and keep jobs. Although they perceive a need for a wide range of educational and vocational services, there are few services available at most community agencies. Service providers and educators in vocational rehabilitation and adult education and literacy programs need to know more about learning disabilities in adults and how to identify such persons and provide them with more appropriate educational instruction and job counseling and training.

Adult↗
PubMed1986

Learning disabilities. The primary care role in multidisciplinary management.

Learning disability is not just a school disability; it is a total life disability. The same dysfunctions that interfere with normal learning processes also impact on self-image, peer relationships, family relationships, and social interactions. If attention deficit disorder is present, the same hyperactivity or distractibility that creates problems for the child in the classroom interferes with peer and family relationships. From initial request for help to final implementation of a model of intervention, a multidisciplinary team effort is needed. Since many areas of difficulty may be involved, this team ideally should consist of a primary care physician, psychiatrist, neurologist, psychologist, social worker, special educator, and speech pathologist. Each professional contributes to a full understanding of the total child. The primary care physician may participate as part of such a team or refer the child to other professionals and then coordinate the recommendations. When a learning disability is properly recognized, diagnosed, and treated, the child has the potential for a reasonably successful future. Without help, the child's disabilities may become incapacitating and function as a major handicap throughout life.

Adolescent↗
PubMed1983

Effects of rehearsal activity and level of word processing on learning disabled and normal readers' free recall.

This study investigated the relationship of stimulus encoding and rehearsal activity in accounting for learning disabled readers' deficient recall performance. Learning disabled and nondisabled readers from ages 8 and 10.6 were compared on free recall of semantically and phonemically related words under two types of rehearsal conditions, one-item and multiitem repetitions. Consistent with previous work, developmental differences occurred in word recall with semantically related word lists being recalled more often than phonemically related ones. Regardless of age and rehearsal activity, learning disabled readers were inferior in recall to nondisabled readers. For both reading groups, the influence of the type of processing and rehearsal activity were not independent. That is, an interaction occurred between level of processing and rehearsal activity. The results were construed as evidence for deficient elaborative rehearsal and semantic encoding in learning disabled readers.

Age Factors↗
PubMedDate not supplied

Correspondences among parent, teacher, and student perceptions of adolescents' learning disabilities.

A group of 26 adolescents with learning disabilities (Grades 9 through 12), their parents, and their special education teachers were asked to rate the students' skills in each of 21 specific areas covering general ability, oral language, reading, written language, math, study skills, motivation, social skills, attention, and nonverbal skills. Correspondences in the absolute and relative ratings of parents, teachers, and students across the 21 skill areas were examined. The parents' ratings were consistent with those of the teachers in 16 areas and significantly lower than the teachers in 5 areas. The students' ratings were generally higher than those of their parents and teachers. The student-teacher differences were significant in 6 areas, whereas the student-parent differences were significant in 11 areas. Although generally lower in absolute terms than the ratings of their children, the parents' relative ratings were strikingly parallel to their children's ratings across skill areas (r = 80). Differences in the reference groups used for the ratings did not seem to account for the discrepant ratings. Possible implications of the differing perceptions of students' learning disabilities for students' self-esteem and academic progress are discussed.

Achievement↗
PubMed1981

Cognitive development and cerebral lateralization in children with learning disabilities.

Basic assumptions related to research with learning disabled children are critically examined as they pertain to conceptual models of the relationship between cerebral lateralization and cognitive development. Based on this review, it seems that some assumptions regarding the relationship between cerebral lateralization and cognitive development among learning disabled children are without strong empirical support. Consequently, researchers in this area need to be particularly aware of underlying assumptions related to their research and may need to discuss their results from a more current perspective.

Attention↗
PubMed1992

Perceptual and academic patterns of learning-disabled/gifted students.

This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling. 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and auditory memory as well as auditory discrimination of sounds. Their responses to reading and to mathematical computations were further considered for evidence of problems in visual discrimination, visual sequencing, and visual spatial areas. Analyses indicated that these learning-disabled/gifted students were significantly weaker than controls in their decoding skills, in spelling, and in most areas of mathematics. They were also significantly weaker in auditory discrimination and memory, and in visual discrimination, sequencing, and spatial abilities. Conclusions are that these underlying perceptual and memory deficits may be related to students' academic problems.

Achievement↗
PubMed2005

Rules for the classification of younger children with nonverbal learning disabilities and basic phonological processing disabilities.

Rules for the classification of Nonverbal Learning Disabilities (NLD) and Basic Phonological Processing Disabilities (BPPD) that had been generated and tested on older children (ages 9-15) were applied to younger children (ages 7-8). The goal was to evaluate the applicability of these classification rules for a younger population with NLD and BPPD, and to make revisions if necessary. These rules were used to differentiate these two subtypes of learning disabilities using levels and patterns of performance on motor/psychomotor, tactile/perceptual, visual-spatial, auditory-perceptual, problem solving, and language measures. An experienced child-clinical neuropsychologist classified each child. Only those children who received a classification of NLD or BPPD by the neuropsychologist and those who met criteria for definite or probable NLD and BPPD as defined by the rules were used in this study. Revisions were made to these rules for younger children. Revised rules allow for their use as a source of information to assist a clinician in deciding whether a comprehensive neuropsychological evaluation would be valuable. They may also be useful for research purposes.

Articulation Disorders↗
PubMedDate not supplied

Treatment of continence in people with learning disabilities: 1.

This article is the first of a four-part series which examines the continence-based needs of people with a learning disability. It considers the difficulty in defining learning disability as it is not a unitary phenomenon but covers a spectrum where learning delay is present to varying degrees. At best, the term is used administratively and therefore people with learning disabilities are those who are known to agencies providing services for such people. However, less than half of the total UK learning disabled population will not be identified as suffering impaired intellectual ability. So, even as an administrative term, learning disability fails.

Fecal Incontinence↗
PubMed1993

Adolescents with learning disabilities: a comparative life-stream interpretation.

The subjective experiences of adolescents with learning disabilities (LD) were compared to those of their low-achieving and normally achieving peers. Three groups of juniors and seniors from one suburban high school district, 18 students with learning disabilities (15 males, 3 females), 17 low-achieving students (12 males, 5 females), and 20 average-achieving students (12 males, 8 females), were given electronic pagers and booklets for 1 week. They were signaled every 40 minutes during school hours, and every 2 hours after school. As soon as possible after receiving a signal, they responded to questions in their booklets. The questions provided subjective measures on levels of affect, activation, cognitive efficiency self-esteem, motivation, and feedback from others. The students with learning disabilities reported feeling more positive and active than either of the other groups during school hours, while after school there were no differences on any of the subjective measures for the three groups. Specific LD school practices are high-lighted for their probable impact on the heightened affect and activation of the students with learning disabilities.

Adolescent↗
PubMed2003

Quality of life as a concept for developing learning disability nursing practice?

This paper offers a critical examination of how the concept of Quality of Life might be used to enhance learning disability nursing practice. Quality of Life will increasingly influence the provision and evaluation of services and practice in the field of learning disability. Attempting to define and assess Quality of Life is, however, problematic because of the complexity and multidimensional nature of the concept. The use of domains to measure Quality of Life is advocated by many researchers for both objective and subjective measures and use of Quality of Life as an evaluation tool is seen as a way of improving the life quality of people with learning disabilities. However, there are concerns that the use of such an approach could perpetuate professional agendas rather than empower people with learning disabilities themselves. To date, Quality of Life approaches have not had a major impact on learning disability nursing. However, it is suggested that they can be helpful as sensitizing concepts, a basis for collaborative care planning and a framework for evaluation. Recommendations are made for education, practice and research.

Adult↗
PubMed1996

Attitudes of nurses in a general hospital towards people with learning disabilities: influences of contact, and graduate-non-graduate status, a comparative study.

A review of the literature suggests people with learning disabilities are viewed negatively by others in society. Such negative views have also been found among many health care professionals, including nurses. This study measured the attitudes of a randomly selected sample of nurses in a general hospital (n = 31) towards people with learning disabilities. The study involved a triangulation approach utilizing a Likert scale attitude measurement questionnaire. Two comparisons between subjects in the study were undertaken-a comparison of the attitudes of graduate nurses and those who were non-graduates; a comparison between nurses who had most contact, and those who had least contact with people who have learning disabilities. From the sample of 31 nurses, 10 subjects were selected for more in-depth interviews which were tape recorded, transcribed and, using the process of 'content analysis', quantified. Findings suggest the attitudes held by the total sample towards people with learning disabilities were more negative than would be expected from those in a caring profession. The graduate nurses were found to be more positive in their perceived attitudes towards people with learning disabilities than non-graduate nurses. Nurses in the sample who had high contact were found to have more positive attitudes than nurses who had lower amounts of contact with people who had learning disabilities.

Adolescent↗
PubMed1997

Is there an increased prevalence of severe learning disabilities among British Asians?

Age-specific prevalence rates for learning disabilities among the Asian communities in three Metropolitan Boroughs in the North of England are presented. These data indicate that: (1) below school age there is little difference in the apparent prevalence of severe learning disabilities between the Asian and non-Asian communities; (2) between 5 and 34 years of age, however, the apparent prevalence of severe learning disabilities is approximately three times higher among the Asian community when compared with the non-Asian community.

Adolescent↗