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PubMedDate not supplied

What learning disability does: sustaining the ideology of schooling.

This article uses discourse theory to determine what kind of relationship learning disabilities have with taken-for-granted assumptions of schooling and the social and political contexts in which schools are situated. The authors argue that learning disabilities, by helping to explain several contradictions and anomalies of schooling, function to sustain dominant assumptions underlying schooling and society. From this perspective, the field of learning disabilities plays a role in maintaining a status quo in which the inequitable distribution of social goods in society is seen as the "natural" consequence of an "equitable" meritocracy. The authors call on learning disabilities practitioners to augment the support they offer students with efforts to actively confront the inequities of schooling and society.

Education, Special↗
PubMed1997

The specialist learning disability nurse in Wales.

This paper reflects on the development of services for people with learning disabilities within the United Kingdom and focuses on the role of the specialist nurse. The nurse's contribution to the care of this client group has been the subject of debate and controversy for a number of years. Developments within the learning disability filed in Wales in particular are explored, with the All Wales Strategy for People with Learning Disabilities providing the background and context for these developments. An example of how specialist nurses from around Wales came together in order to share good and best practice is discussed. The conclusion is that the specialist learning disability nurse has a great deal to offer, but must be prepared to work together with other professionals as well as service users and their families.

Humans↗
PubMedDate not supplied

A study to determine the qualities of a learning disability practitioner.

In recent years a number of research studies have explored the role of key professionals in the field of learning disability. These have been predominantly large studies, nationally commissioned and offering a broad structural picture of the professionals' current function. This article explores a localized research study undertaken in the Avon, Gloucestershire and North Wiltshire area of the south-west of England. While acknowledging the national context in which both learning disability nurses (RN(LDs) and social workers operate, this study offers a more intimate insight into what form of future practitioner would be most effective. The qualitative research study included a series of topic-focused interviews and focus groups comprising professionals, people with learning disabilities, carers and representatives from the voluntary and independent sectors. Findings established that the desired future practitioner would maintain the specialist way of thinking of the RN(LD), together with the care management facilitation role of the social worker. For the research participants the optimal choice of practitioner was a dually qualified RN(LD)/social worker. Although the study was set in a particular locality, the researchers suggest that the outcomes both endorse and identify tensions in the proposed national developments for professional education, at a crucial point for the delivery and design of health and social care learning disability services.

Case Management↗
PubMed1997

Learning disabilities, crime, delinquency, and special education placement.

This paper explores the influence of learning disabilities on the participation of youth in the juvenile justice system. The important role early placement of learning disabled youth in public school and in correctional education programs is explained and discussed. In addition, social and academic skill remediation is suggested as a means of preventing learning disabled youth from dropping out of school before incarceration, or of returning to crime upon release from incarceration.

Adolescent↗
PubMed1995

Operationalizing a definition of learning disabilities.

Past, present, and future concerns regarding the definition of learning disabilities (LD) are documented. Research on efforts to clarify the LD label is discussed, with a focus on the questionable utility of the discrepancy model. Finally, an approach to operationalizing the NJCLD definition of LD is presented and applied.

Humans↗
PubMed1996

Behavioural changes in people with learning disability and dementia: a descriptive study.

The behaviour of 12 people with mild and more severe learning disability and dementia is described using Past Behavioural History Inventory (PBHI), an instrument devised for the description of behaviour in people of normal intelligence and dementia. The PBHI appears sensitive to behavioural changes. The behavioural changes are described and are similar to those seen in people without a learning disability. Carers were unaware of the behavioural changes associated with dementia. The behavioural changes could be used to assist in the earlier diagnosis and management of dementia in people with learning disability.

Activities of Daily Living↗
PubMed1989

Follow-up of postsecondary-age rural learning disabled graduates and dropouts.

This article reports the dropout rates, basic skills competency levels, and employment status of a group of semi-rural learning disabled postsecondary-age youth and a control group of nonlearning disabled same-age peers. Findings indicated significantly higher dropout rates and significantly lower basic skills competency levels among learning disabled youth. Learning disabled graduates and dropouts were not different in how they fared in the employment market for the group, nor were they different compared to peers. Educational implications of these findings and future suggestions for follow-up research are discussed.

Achievement↗
PubMed1980

Relationship between learning disabilities and juvenile delinquency.

Juvenile delinquency in the United States is increasing in incidence, and children are becoming involved in delinquent activity at a much younger age. Learning disabilities have been associated with juvenile delinquency. Learning disabled children are labeled by teachers and peers as different, which may alienate them from "normal society." If children reject social institutions (such as school), they may seek alternative, frequently delinquent, activities. Learning disabled children must be identified so that programs which minimize the disability while emphasizing the children's strengths can be instituted. Since adjudicated delinquents of normal intelligence show a significant degree of academic underachievement, correctional programs must recognize the possibility of learning disability. Vocational training emphasizing an individual's strengths can be an effective alternative to traditional educational programs for delinquent juveniles.

Achievement↗
PubMed2006

Efficacy of methylphenidate in children with attention-deficit hyperactivity disorder and learning disabilities: a randomized crossover trial.

OBJECTIVE: To determine whether children with attention-deficit hyperactivity disorder (ADHD) and learning disabilities respond differently to methylphenidate (MPH) compared with children with ADHD only. METHODS: We conducted a prospective, double-blind, placebo-controlled, randomized, 2-week crossover trial of MPH, during which response to MPH was assessed. Learning ability was appraised using the Wide Range Achievement Test, Revised (WRAT-R), for English-speaking students and the Test de rendement pour francophones for French-speaking students. The study was conducted at the Douglas Hospital, a McGill University-affiliated teaching hospital in Montréal. Ninety-five children, aged 6-12 years, who met the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV), criteria for ADHD participated in the study, which ran from 2001 to 2004. The outcome measure used was the Consensus Clinical Response, an indicator of the degree of clinical improvement shown when taking MPH. RESULTS: The proportion of children with learning disabilities who responded to MPH (55%) was significantly smaller (chi(2)1 = 4.5, p = 0.034) than the proportion of children without learning disabilities who responded adequately to MPH (75%). This difference was mainly because of children with mathematics disability being particularly unresponsive to MPH (chi(2)1 = 4.5, p = 0.034). Children with reading disability did not show this pattern of poor response (chi(2)1 = 1.0, p = 0.33). CONCLUSION: Children with ADHD and comorbid learning disability tended to respond more poorly to MPH. In particular, children with disability in mathematics responded less to MPH than those without disability in mathematics. Additional therapy may be indicated for this group of patients.

Attention Deficit Disorder with Hyperactivity↗
PubMedDate not supplied

Loneliness and coherence among preschool children with learning disabilities.

This study investigated loneliness and coherence among Israeli preschool children with learning disabilities, in an attempt to identify the sources of social deficits before academic failure was established. The sample consisted of 187 preschool children divided into three groups: (a) 60 children at high risk for developing learning disabilities (LD) in six mainstreamed preschool settings (47 boys and 13 girls), (b) 76 nonhandicapped peers from the same preschools (56 boys and 20 girls), and (c) 51 children (38 boys and 13 girls) at high risk for developing LD who were regular students at 17 preschools and received special help in the afternoons outside their educational settings, at a regional learning center for students with LD. The research instruments consisted of the Children's Sense of Coherence Scale, the Loneliness Scale, a peer nomination procedure, and teachers' ratings. Two-way MANOVAs demonstrated that the two groups of children (Groups [A] and [C]) with LD and with a high risk for developing learning disabilities experienced higher levels of loneliness and lower levels of coherence. A subgroup examination revealed that they were less accepted by nondisabled peers and had less reciprocal nominations. Furthermore, their teachers viewed them as showing more maladjustment.

Child↗
PubMedDate not supplied

Helping people with learning disabilities to grieve.

Historically, it was believed that people with a learning disability did not grieve. Today, however, new and creative ways of working with and supporting the bereft individual who has a learning disability are being sought. This article addresses the current issues for both the individual with a learning disability who has experienced a bereavement and his/her carers, it advocates the importance of competence in the carer to enable effective support, acknowledges proactive educational approaches to enable the individual to cope more healthily with loss, addresses the education and training forum from a pre- and postregistration perspective, and explores the current deficits and potential research areas within this specialist field.

Adaptation, Psychological↗
PubMed1996

Adults with language-learning disabilities: new challenges and changing perspectives.

As children and adolescents mature into adult life, their language-learning disabilities continue. Consequently, the view that language-learning disabilities are limited to the school years must be changed. This article reviews our understanding of adults with language-learning disabilities. Ecological and context-specific perspectives are presented to provide a framework for understanding the chronic and persistent nature of these disabilities across the lifespan. Descriptors of language-learning disorders in adults are provided that focus the clinician on observable behaviors to guide the process of assessment and intervention planning.

Humans↗
PubMed1989

Vocational education and students with learning disabilities.

This inquiry focuses on the status of nearly 500 students with learning disabilities in 17 state-operated regional vocational-technical schools in a northeastern state. The inquiry addressed four primary concerns: patterns of assessment, career choice, school marks, and attendance. The data indicate that a variety of instruments were used in the assessment process and that the overall grade equivalent levels of attainment ranged between fifth- and seventh-grade levels. Children defined as learning disabled participated in a large number of vocational trade specialties and some 50% or more had school marks indicating that they were passing in these areas. Attendance was high. Many children with learning disabilities successfully perform in competitive vocational education programs designed to produce proficiency at the level of journey person.

Adolescent↗
PubMed1983

Learning disabilities in the junior high school: creating the six-hour emotionally disturbed adolescent?

Special education programs for the learning disabled, junior high school adolescent must ecologically analyze and address the myriad variables which potentially affect self-concept. The present article reviews and coordinates recent literature which has investigated the interaction between learning disabled adolescents' self-concept and academic, peer, family, and community systems. A unique behavioral pattern, the six-hour emotionally disturbed/learning disabled adolescent may result from continuous, negative self-concept experiences. This pattern occurs when learning disabled adolescents develop expectations of constant academic or social failure, choose to avoid these situations, and engage in maladaptive, "emotionally disturbing" behaviors as protective mechanisms. In the family and/or community systems, however, these students can be socially and adaptively successful. Preventive programming for the learning disabled, junior high school adolescent is discussed across the above interdependent systems.

Adolescent↗
PubMed2002

A review of the literature: interventions to maximize capacity to consent and reduce anxiety of women with learning disabilities preparing for a cervical smear test.

Due to the complex nature of the cervical screening for women with learning disabilities, this literature review has several different strands. The aim of which is to give a general overview of the literature available about women with learning disabilities and cervical screening. Discussing key issues in relation to uptake, access and risk factors associated with cervical screening. The role of the learning disability nurse in supporting access to cervical screening services within primary care will be explored. The notion that anxiety and a woman's capacity to consent impacts on her accessing cervical screening services and ultimately undergoing a cervical smear test, will be examined. Relaxation techniques with regard to ascertaining which techniques are more effective when used with individuals with a learning disability will also be discussed.

Anxiety↗
PubMed1987

Treatment assessment of learning disabled children: is there a role for frequently repeated neuropsychological testing?

Test/retest practice effects among learning disabled (LD) and non-learning disabled (NLD) children were examined using the Halstead Category Test. Two experimental paradigms were performed. The first compared subjects on successive trials. The second paradigm used a control group to compare second trial performance of the experimental group with first trial performance of the controls. Both paradigms provide evidence of the relative inability of LD children to profit from practice. It is suggested that neuropsychological data can be used for short term test/retest as one indication of the efficacy of treatment intervention for learning disabled children without the practice effect being a significantly confounding variable.

Journal Article↗
PubMed1987

Visual feature integration in learning disabled children.

This study examined the ability of 7 learning disabled children to detect and integrate visual features in a complex display. While the learning disabled children performed more poorly over-all than 6 control children, differences between the two groups were most pronounced when subjects were required to conjoin or integrate visual features to make a decision about the presence of a target item. This finding is discussed with reference to automatic and attention-demanding components of visual perception.

Attention↗
PubMed1981

Stimulus overselectivity in learning disabled children.

Stimulus overselectivity, a phenomenon exhibited by autistic and institutionalized retarded individuals, was examined in mildly handicapped and nonhandicapped public school children. Subjects were 16 young, educable mentally retarded, 16 learning disabled, 15 nonhandicapped first- and second-graders, and 16 older, educable retarded students. The children were trained on a 3-component visual discrimination task and then tested on individual elements to determine which element or elements were controlling subject responses. Nine of the young educable mentally retarded children and eight of the learning disabled students showed some overselectivity. The majority of overselective retarded children were controlled by only one of the three components of the training cue, whereas the majority of the overselective learning disabled children responded to the discrimination task on the basis of two of the three components. No overselectivity was exhibited by the nonhandicapped students. All three cue components were also functional in controlling the responding of 14 of the 16 older retarded students, but two children were under the control of only one cue. The research indicated that in terms of overselectivity, learning disabled children respond more like young, mildly retarded children than they do like nonhandicapped ones. The demonstration of stimulus overselectivity in a sizable portion of a learning disabled sample may have implications for a more empirically based approach to this handicapped population.

Attention↗