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PubMed1997

Parental work: an account of the day-to-day activities of parents of adults with learning disabilities.

The parental role can be an enduring one for many people with sons or daughters with learning disabilities. Despite this, there has been little research on parents' experiences during their offspring's adult years. The present paper examines the different dimensions of work undertaken by parents in the care of their adult offspring and how they felt these had changed over the years. The paper also explores how parents seek to combine parental work with other aspects of their lives. Data for this study were derived from a qualitative, in-depth study of the experiences of parents of 33 co-resident adult offspring with learning disabilities. The data suggest that the long-term nature of parenting involves both stability and change. For example, some parents had experienced a depletion of physical resources and enthusiasm that made it difficult for them to carry out some aspects of parental work. Parents had also met new difficulties, such as the handling of the disclosure of learning disability to their offspring, as well as to members of the public. For all parents, parenting had remained an extensive involvement, so that they still found it difficult to meet the demands of parenting, and their own non-parental tasks and interests. The data also indicate that service intervention needs to be based on an appreciation of the temporal and personal difficulties in parents' lives, and that service intervention can add to the perceived burden of carers without such an appreciation.

Adolescent↗
PubMed1989

A computer analysis of written language variables and a comparison of compositions written by university students with and without learning disabilities.

The utility of computerized analysis of variables cited as predictors of success in written expression was examined. The analysis of compositions written by 423 university students revealed a three-factor structure on 17 variables associated with written expression. A comparison of compositions written by university students with and without learning disabilities was conducted on the three factors identified as vocabulary/fluency, syntactic maturity, and vocabulary/diversity. Students with learning disabilities differed significantly on the factors labeled vocabulary/fluency and syntactic maturity. Students with learning disabilities were not as fluent in word production and in the number of different words used in their compositions as their non-learning-disabled peers. They did, however, produce longer sentences and T-units. The findings of this study suggest that emphasis on the postsecondary level needs to focus on expanding the use of written vocabulary skills, and that the T-unit may not be the best determiner of syntactic complexity at the adult level.

Adolescent↗
PubMed1983

Lateralized sensorimotor asymmetries in normal, learning-disabled and brain-damaged young adults.

Left-right asymmetries in sensorimotor abilities (based on the Tactile Finger Localization, Fingertip Number Writing, Finger Tapping, Grip Strength, and Tactual Performance Tests of the Halstead-Reitan Battery) were compared among groups of 30 normal, 60 learning-disabled, and 20 brain-damaged adults aged 17 to 29 yr. The normal and learning-disabled groups (which did not differ) had significantly fewer asymmetries than the brain-damaged group. However, 36% of the learning-disabled group who had a Halstead Impairment Index greater than or equal to 0.4, also had significantly more sensorimotor asymmetries than the normals. These results support the idea of an association between neurobehavioral deficits and learning disabilities for this age group.

Adult↗
PubMed1987

Psychotropic drug treatment among learning-disabled, educable mentally retarded, and seriously emotionally disturbed students.

Psychotropic drug treatment in learning-disabled (LD), educable mentally retarded (EMR), and seriously emotionally disturbed (ED) children and adolescents receiving public school special education services was examined. The findings indicated that while treatment prevalence rates for EMR and ED groups were comparable, the rate for LD students was much lower. In the LD sample, pharmacotherapy was associated with higher ratings of behavioral deviance, longer placement in special education, less social integration, and greater peer rejection, which suggests that symptom severity is an important determiner of pharmacotherapy in this population.

Achievement↗
PubMed1996

Learning disabilities, low achievement, and mild mental retardation: more alike than different?

Children identified with learning disabilities (LD), low achievement (LA), or mild mental retardation (MMR) were contrasted on 41 measures of ability, academic achievement, social skills, problem behavior, academic engaged time, perceptual-motor skills, and school history. Both multivariate, univariate, and meta-analytic comparisons among the three groups showed relatively large differences on measures of aptitude and achievement, with the LD group scoring higher on measures of cognitive ability than the LA and MMR groups and the LA group showing higher tested academic achievement than the LD and MMR groups. Teacher ratings of academic competence showed similar levels of functioning for the LD and LA groups. No differences among the groups were found on measures of social skills, problem behaviors, or academic engaged time, or on most indices reflecting school history. Results were interpreted in light of studies contrasting LD and LA groups. Comparisons with earlier studies were difficult in light of demographic differences in samples and the lower cognitive and academic functioning of children in the present study. The current study showed that 61% of the LD group could be differentiated from the LA group, with LD-MMR and LA-MMR differentiation levels being 68.5% and 67.5%, respectively.

Child↗
PubMed1980

WISC-R subtest patterns for learning disabled and mentally retarded children.

WISC-R subtest profiles were examined for 20 learning disabled and 20 mentally retarded children. The rank order of the WISC-R subtests supports the concept of distinct patterns for these exceptional children. Correlations between the present samples' subtests patterns and previous findings are also reported.

Child↗
PubMed2000

District nurses' needs: palliative care for people with learning disabilities.

The aim of this article is to identify national palliative care issues, and current palliative care services provided by district nurses for people with a learning disability in North Staffordshire, UK. The professional and educational needs of district nurses in the role of palliative care providers for people with a learning disability were identified by two small focus groups involving district nurses. This resulted in the formulation of a questionnaire, which was circulated to 165 district nurses. While the initial part of the research is qualitative, the final survey involved a quantitative analysis using a questionnaire and a three-point Likert scale. This compared a number of independent variables such as age range, length of experience and number of contacts with clients who have a learning disability and palliative care needs. The results provide an overview of existing service uptake and a profile of the professional and educational needs of district nurses when caring for people with a learning disability who also have palliative care needs.

Education, Nursing, Continuing↗
PubMed1992

The effects of summarization instruction on text comprehension of students with learning disabilities.

This study examined the effectiveness of a summarization strategy for increasing comprehension of expository prose in students with learning disabilities. Thirty students with learning disabilities from Grades 6 through 9 were randomly assigned to experimental and control groups. In addition, 15 students without disabilities served as a normal comparison group for comprehension. Students in the experimental condition were trained to criterion on five rules of summarization. Direct instruction in the summarization strategy significantly increased reading comprehension of the students in the experimental group. Strategy usage was maintained over time, and students were reported to generalize its use.

Adolescent↗
PubMedDate not supplied

The discursive practice of learning disability: Implications for instruction and parent-school relations.

This article serves as an invitation to rethink and to broaden the scope of learning disabilities (LD) research and practice. We begin with 3 assumptions: Education in a representative democracy is inevitably a political enterprise; social justice is everyone's responsibility, but educators have a special role to play; and segregated schooling is neither equal nor equitable. After an analysis of the primary extant discourses, we argue for a more comprehensive and more openly political vision of the LD field, which we think is supported by Disability Studies in Education. Finally, we draw 3 conclusions relevant to our collective work as researchers and educators. First, learning disabilities are not objective fact; they are historically and culturally determined. Second, disability is both a personal and a societal attribute. Finally, learning disabilities are not and have never been immutable. We contend that we are ethically bound to transform educational practices to both welcome and accommodate everybody's children.

Biomedical Research↗
PubMed1994

The prevalence of autistic disorder among children with a learning disability.

BACKGROUND: It has been suggested recently that the prevalence of autistic disorder may be rising. No prevalence study specifically among learning disabled children exists and so this study was prompted. METHOD: 767 children with a learning disability who attended 16 different special schools in the Grampian region of north-east Scotland were studied for a diagnosis of autistic disorder according to the DSM-III-R criteria. The study was conducted in three stages. In the first screening stage, a questionnaire was completed for each child by their teachers. In the second stage, teachers completed another questionnaire based on DSM-III-R criteria for autistic disorder. A final diagnosis was made on the basis of examination and information gathered from the questionnaires. RESULTS: Questionnaires were completed for 634 (82.7%) children. 14.3% of children with a learning disability fulfilled the diagnostic criteria for autistic disorder. There was a male:female ratio of 3:1. This gave a 9 per 10,000 minimum prevalence of autistic disorder among all school-age children in the Grampian region. There was a higher prevalence of autistic disorder in the cities compared with rural areas. The prevalence did not change with age but increased with decreasing IQ. CONCLUSION: The results of the study support the view that there may be an increasing prevalence of reported cases of autistic disorder.

Adolescent↗
PubMed1994

Communication deviances and clarity among the mothers of normally achieving and learning-disabled boys.

The main purpose of the study was to reexamine the association between maternal communication deviances and learning disabilities in children. In this study, we adapted and extended the procedure used by Ditton, Green, and Singer (1987). A two-part experimental task was used: one in which the child could not request any clarification of mother's instructions, and another in which the mother and child could communicate. Both communication deviances and the clarity of mothers' communication were analyzed. The subjects were 60 mother-child pairs in which half of the children had learning disabilities and the other half were normally achieving children matched for age and parents' SES. The dyads were videotaped in a laboratory setting. The mothers of learning-disabled (LD) children were found to give less exact instructions and to present more ambiguous messages to the child than the mothers of non-LD children. Despite the more inaccurate input from their mother, the LD boys did not request clarification for ambiguous statements any more than did the NLD boys.

Adult↗
PubMed1986

Can learning disabled students effectively use separate answer sheets?

101 regular class and learning disabled students were administered three subtests of the Comprehensive Test of Basic Skills for which all correct answers had been identified in the students' test booklet. Analysis of the completed separate answer sheets indicated that learning disabled students answered fewer total items than their nondisabled peers but did not differ with respect to percent of items answered correctly. In addition, nonsignificant differences were found for number of answer spaces filled in outside the line. Implications for further research and training are given.

Achievement↗
PubMed1990

Metaphoric competence in children with learning disabilities.

Metaphoric competence was examined in two groups of children with learning disabilities and one group of nondisabled peers ranging in age from 9-0 to 11-0 years. There were five girls and seven boys in each group. One group of students with learning disabilities had a history of spoken language impairment and the other group did not. Subjects were administered three verbal metaphor tasks (comprehension, preference, and completion) and a visual metaphor task, the Metaphor Triads Task (MTT). The three verbal metaphor tasks were administered in three contexts: (a) sentence, (b) story, and (c) story plus visual (pictorial) support. The group with a history of language impairment consistently performed more poorly on the metaphor tasks than the group without a history of language impairment, who, in turn, performed more poorly than the nondisabled children on all but the MTT. Context variations had no effect on children's performance. Theoretical and clinical implications will be discussed.

Aphorisms and Proverbs as Topic↗
PubMed1989

Locus of control of children with learning disabilities and perceived locus of control by significant others.

The perceptions of parents and teachers of 24 children with learning disabilities regarding their children's or students' locus of control (LC) orientation were compared to the LC orientation held by the children themselves. While no significant differences were found between parents and children, teachers were found to perceive in their students with learning disabilities significantly more internally oriented success experiences than the students perceived in themselves. Significant differences in LC orientation were also found between the children with learning disabilities and a comparable group of nondisabled subjects. Implications for both preservice and inservice teacher education are presented.

Child↗
PubMed1996

A status report on transition planning for individuals with learning disabilities.

The predominant focus of the transition movement has been on individuals with moderate and severe disabilities. Only recently have professionals begun to comprehensively address the transition needs of individuals with learning disabilities. Although certain transition planning components are applicable to all youth, regardless of disability, the unique needs of specific disability categories must be recognized. The purpose of this article is to provide a review of transition as it relates to students with learning disabilities. Specifically, it provides (a) an overview of state and federal mandates and initiatives that influence transition practices, and (b) a discussion of transition practices for individuals with learning disabilities.

Adolescent↗
PubMed2001

[Multidisciplinary investigation is best for children with learning disabilities. Too critical attitude to diagnoses can keep the disorders hidden].

This article presents evidence of the importance of multidisciplinary assessment of students with learning disabilities. Multidisciplinary collaboration between different professions provides a more complete picture of each person's unique requirements, thereby facilitating more appropriate teaching. A critical attitude toward diagnosing students with learning disabilities may result in exaggeration of psychosocial problems, thereby running the risk that genuine learning disabilities, neurological problems or other disorders are being overlooked.

Attitude of Health Personnel↗