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PubMedDate not supplied

A life story approach for people with profound learning disabilities.

This article presents an alternative approach to studying issues concerning people with profound learning disabilities. Previous approaches have relied too heavily on quantitative methods, e.g. questionnaires and rating scales, which demand a certain degree of verbal competence. When working with people with profound learning disabilities who can not talk, these techniques are clearly limited. The current research aims to redress this imbalance by presenting an in-depth qualitative analysis of issues concerning the identities of people moving from a long-stay hospital to community care. Life story books were introduced as a resource for presenting biographical information about clients previously undocumented. It is suggested that we should move away from measuring to observing. Life story books take the focus away from viewing the participants as patients or subjects to considering them as people with their own unique life.

Attitude to Health↗
PubMed1991

Individual differences in the self-image of adolescents with learning disabilities: the roles of severity, time of diagnosis, and parental perceptions.

The self-images of 49 adolescents with learning disabilities (Grades 9 through 12, mean age = 15.9) and 49 normally achieving peers (Grades 9 through 12, mean age = 16.0) were compared using the Offer Self-Image Questionnaire (OSIQ). The group with LD scored significantly lower than the comparison group on 4 of the 10 OSIQ scales. Later-diagnosed adolescents with LD scored significantly higher than early-diagnosed adolescents on two of the scales. Severity of the learning disability was not found to be related to self-image scores. In a second study, parental perceptions of the self-images of 28 of the 49 students with LD were studied by administering the Offer Parent-Adolescent Questionnaire (OPAQ) and an informal questionnaire to their parents. On 6 of the 10 OPAQ scales, parents perceived their children as having a lower self-image than the adolescents themselves reported. Significant but moderate relationships were found between parents' perceptions and adolescent self-image scores. Results of the two studies are interpreted in terms of a multidimensional conception of self-image that considers factors inherent to the individual as well as interpersonal and institutional factors.

Adult↗
PubMed1980

Abnormal eye movements in hyperkinetic children with learning disability.

Eye movements were studied in 29 school children aged 6--12 years diagnosed as having Hyperactivity (HA) with Learning Disabilities (LD) and compared to an age matched control group of 32 children. The children had to track a moving target on a metronome and a canopy, to maintain eye fixation on a stationary target and to read a standard reading material. Accuracy, nystagmoid, reversal and overshoot movements were observed, as well as head movements and blinks. Persistence and deviations were monitored during fixation; duration, accuracy, number of fixations and reversals were monitored during reading. The tracking accuracy and fixation persistence were significantly inferior in the HA-LD children as compared to the control group in most items. This correlated well with the inferior performance on the reading task. This study supports the hypothesis that children with MBD and learning disabilities have primary defects in the motor control of eye movements which contribute significantly to their reading difficulties.

Brain↗
PubMed1995

Promoting strategic learning by postsecondary students with learning disabilities.

The research described here investigated the effectiveness of an intervention model designed to promote self-regulated and strategic learning: Strategic Content Learning (SCL). In SCL, rather that focusing on teaching students specific cognitive strategies, instruction focuses on supporting students to develop a strategic approach to learning. The study comprised six parallel case studies embedded within a single-group, pre-post design. Each student chose a task of importance to current or future academic work, and individualized support was provided on those tasks. Participants were adults with learning disabilities (5 women and 1 man, ages 18 to 36 years) enrolled in postsecondary education programs. Results indicated, that students' task performance improved. Additionally, gains in metacognitive knowledge about tasks and strategies, increased perceptions of self-efficacy, and shifts in attributional patterns were observed. Most critically, the evidence suggested that students became more self-regulated in their learning: They were active in developing and modifying strategies, they transferred strategies across contexts, and they began to attack noninstructed tasks strategically. The particular suitability of SCL as an intervention for adults with learning disabilities is described, and implications of the findings for research and practice are discussed.

Adolescent↗
PubMed1989

Academic competence and social adjustment of boys with learning disabilities and boys with behavior disorders.

The aim of the present study was to compare academic competence and social adjustment of students with learning disabilities and two groups of students with behavior disorders. The sample consisted of 31 boys with learning disabilities and 52 boys with behavior disorders divided into two subgroups: (a) boys displaying hyperactive behavior (BDH) and (b) boys not demonstrating such behavior (BDNH). Significant differences were found among the three groups using the Classroom Behavior Inventory, and three measures contributed to the significant difference: Hostility versus Consideration, Extroversion versus Introversion, and Independence versus Dependence. The results highlighted teachers' needs for differential approach in their interventional planning.

Achievement↗
PubMed2002

The effects of music on clients with learning disabilities: a literature review.

The aim of this paper was to promote the use of musical interventions with clients with learning disabilities. Musical interventions with this group of clients were found to be effective in reducing self-injurious behaviour, aggression and other behaviour, which challenge the service providers. Music was also found to have the potential to improve the communication skills of clients and to maintain their psychological well being. A review of the literature shows that music, though not widely used in the field of learning disabilities, can be an effective medium through which the quality of life of clients can be enhanced.

Humans↗
PubMed1987

A critical examination of vestibular function in motor-impaired learning-disabled children.

This study examined the role of the vestibular system in balance and coordination problems found in motor-impaired, learning-disabled (LD) children. Vestibulo-ocular reflex (VOR) and vestibulo-spinal tests (moving platform posturography) were performed on 15 learning disabled and 54 normal children. Twelve LD children had normal VOR scores suggesting normal peripheral vestibular inputs. All 15 LD children had abnormal posturography. Motor-impaired LD children could not appropriately integrate vestibular information with visual and somatosensory inputs for postural orientation. Results suggest that the best discriminator of abnormal sensorimotor function in LD children are posturography trials requiring orientation to gravity despite absent or inaccurate visual and somatosensory cues, rather than traditionally relied on VOR and Romberg tests.

Child↗
PubMed1989

Three-year analysis of characteristics of learning disabled students in self-contained classrooms and resource rooms.

The present investigation examined the characteristics of school-identified learning disabled students from a large metropolitan school district in Tennessee. While it corroborated several findings of previous surveys of such students, this report also supplemented the literature by comparing the differences within a three-year span of time between school-identified learning disabled students who were assigned to self-contained classrooms and those who were assigned to resource rooms. Among the major findings were the presence of initial differences in IQ between self-contained and resource room students, the absence of differences in initial achievement scores between these two groups, and a decline over time in IQ, arithmetic, and spelling scores for both groups.

Achievement↗
PubMed2006

The mental health needs of people with a learning disability detained in police custody.

Few research studies examine the prevalence or mental health needs of people with a Learning Disability (LD) detained in police custody. This paper describes the population of detainees with an LD who presented to an inner city inter-agency police liaison service during a three-year period. Two forensically trained Community Mental Health Nurses (CMHNs) screened all custody record forms (n=9014) for evidence of a mental health problem or LD. The CMHNs interviewed positively screened detainees (n=1089) using a battery of measures designed to assess mental health status, risk-related behaviour and alcohol or drug abuse. Almost one-in-ten of those interviewed (95/1089) were judged to have a possible or definite LD. Fifty-two per cent were cases on the General Health Questionnaire (GHQ) whilst 61% attained 'above threshold' Brief Psychiatric Rating Scale (BPRS) scores. The majority (63%) had a history of causing harm to others while 56 per cent had a history of self-harm. More than half (56%) regularly consumed harmful levels of alcohol while one-in-four (27%) reported abusing drugs. Higher than expected numbers of detainees have a learning disability and most have complex mental health needs. A police liaison service offers a way of identifying people with LD and connecting them with appropriate health and social care agencies.

Adult↗
PubMed1994

Self-concept and children with learning disabilities: observer-child concordance across six context-dependent domains.

This study assessed the self-concept of students with learning disabilities (LD), comparing observer ratings and self-reports both within the LD group and across LD, nondisabled, and high-achieving (HA) classes. Using the Multidimensional Self Concept Scale (MSCS) a total of 135 students from the sixth, seventh, and eighth grades rated their self-concepts. Teachers and parents also rated the children's self-concepts using an abbreviated form of the MSCS. Compared to students' ratings, teachers generally underestimated the LD and nondisabled students' self-concepts, but overestimated the HA students' self-concepts. Parents' ratings of children with LD and HA children generally matched their children's self-reports, but the agreement between nondisabled children and their parents varied depending on the domain of self-concept. This study demonstrates the importance of assessing multiple self-concept domains when working with children who have learning disabilities.

Adolescent↗
PubMedDate not supplied

Supporting nursing students with learning disabilities: a metacognitive approach.

As more students with diagnosed learning disabilities (LD) enroll in college nursing programs, nursing educators must increase their understanding of ways to support these students without compromising their academic standards. This article describes a framework for understanding LD including issues in diagnosis, intervention, and accommodation and is designed to assist nursing faculty in maximizing the likelihood of success of these students. Specifically, this article examines the characteristics of students with LD from a metacognitive perspective, identifies curricular issues specific to a typical nursing curriculum, reviews legal obligations under the Americans with Disabilities Act (1990), and provides examples of classroom and clinical modifications including teaching approaches that can benefit all students.

Cognition↗
PubMedDate not supplied

Achieving meaningful mathematics literacy for students with learning disabilities. Cognition and Technology Group at Vanderbilt.

In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learning theories to constructivist and social constructivist theories (see Rivera, this series) provides an opportunity to develop and implement a hybrid model of mathematics instruction. The hybrid model we propose embeds, or situates, important skill learning in meaningful contexts. We discuss some examples of instructional approaches to complex mathematical problem solving that make use of meaningful contexts. Evaluation data on these approaches have yielded positive and encouraging results for students with learning disabilities as well as general education students. Finally, we discuss various ways in which technology is important for realizing hybrid instructional models in mathematics.

Achievement↗
PubMed1988

Vestibular function and motor proficiency of children with impaired hearing, or with learning disability and motor impairments.

Vestibular status and motor proficiency of 30 hearing-impaired and 15 motor-impaired learning-disabled children were documented to determine whether vestibular loss can account for deficits in motor co-ordination. Vestibular loss was differentiated from sensory organization deficits by means of VOR and postural orientation test results, which were compared with those of 54 normal seven-to 12-year-olds. Reduced or absent vestibular function in 20 hearing-impaired children did not affect development of motor proficiency, except in specific balance activities. However, sensory organization deficits in the learning-disabled group and in three of the hearing-impaired children were associated with widespread deficits in motor proficiency.

Child↗
PubMed1992

Emotional disorders in learning disabled adolescents.

We retrospectively reviewed patients discharged from the psychiatric inpatient adolescent service and correlated neuropsychological subtypes with the patient's psychiatric diagnoses. Depressed learning disabled patients had visual memory and processing deficits. Conduct or behaviorally disordered patients had expressive language deficits. Learning disability subtypes may affect psychotherapy and therefore should be known when planning psychotherapy.

Achievement↗
PubMedDate not supplied

Detection of learning disabilities using the visually evoked cortical potential.

It was proposed that the Visually Evoked Cortical Potential (VECP) could be used to detect learning disabilities. It was found that a comparison of the responses from the two parietal lobes to a checkerboard pattern could provide such a detector. The latency differences had a correlation of .79 with scores on a test of learning disabilities for high school aged children.

Achievement↗
PubMed1980

Creative capabilities of learning-disabled and normal students.

The Torrance Tests of Creative Thinking (Figural Form A) and Sounds and Images were administered to 26 learning-disabled and 30 average students in Grades 3, 4, and 5. Significant differences between the two groups were noted on all measures except fluency. Although learning-disabled students produced an equivalent number of relevant creative responses in comparison to their average peers, they were less able to generate new ideas and change their initial approach.

Child↗
PubMedDate not supplied

At second glance: employers and employees with learning disabilities in the Americans with Disabilities Act era.

The impact of the Americans with Disabilities Act (ADA) of 1990 on the American workplace is examined. The findings of a previous study (Gerber, 1992) on employer knowledge about learning disabilities are compared to current findings. Important themes and employer beliefs and practices that were consistent in employer responses are described. Although employers are continuing to make efforts to comply with the regulations of the ADA, they still have relatively little knowledge or experience with it in terms of learning disabilities.

Attitude↗
PubMed2005

Advocating for students with learning disabilities and attention deficit hyperactivity disorder in public schools.

Learning disabilities and attention deficit disorders are chronic conditions that represent the most common diagnoses of students served in special education programs in the schools. In this article, we discuss specific problem areas that require decision advocacy on the part of the affected individual as well as his or her family. We briefly describe the requirements for teachers who specialize in this area of education as well as the nature of the conditions. We argue that education programs for individuals with such conditions must be tailored to offset the specific manifestations of the disability and its interactions with the requirements of the educational system. We also note that educational requirements are often dramatically different as students move from early education through the system toward high school graduation and, for many, into post-secondary education. We describe general procedures for advocacy that can be used to enhance educational programs across the spectrum of school placements. A section that specifically addresses advocacy for parents of students with these types of disabilities acknowledges the critical role that having a supportive parent plays in the development of successful education programs. We then address the specific issues that are likely to characterize educational problems at different levels of schooling. Among these are increased requirements for self-management and self-discipline as students move through the grades and increased emphasis on academic learning as students move into middle and secondary schools. The article also discusses instructional methods that are supported for students with such conditions as well as a brief description of several types of treatment that are considered to be ineffective for such students. Brief guidelines for recognizing both supported and contra-indicated educational programs are also provided. We conclude with resources for gathering information and making decisions that promote the long-term interests of the affected child. As with other chronic conditions, the probability of desirable outcomes is greatly enhanced by early and effective planning.

Attention Deficit Disorder with Hyperactivity↗