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The article presents a summary of the paper "The learning disabled preschool child," by S. A. Kirk, in "Teaching Exceptional Children." The paper argues for the continued use of the term "learning disabled" and advocates its use in terms of preschool children. The author argues that identifying these children early will help get them remedial help early on.

The evolution of psychology services in the current climate of change for local authorities (LAs) will lead to a move towards the implementation of creative, collaborative initiatives and ways of engaging with parents. This paper discusses the role of educational psychologists (EPs) in engaging with parents of children with complex special educational needs (SEN) during times of transition and uncertainty in one LA. The involvement of EPs in early years transition planning is considered as a model of successful parental engagement. The positive outcomes of a collaborative project between the Educational Psychology Service (EPS) and a Down syndrome (DS) support group for parents and carers are presented. The project, undertaken in 2010/11, is referenced as a case study in the SEN and disability green paper (DfE, 2011). Evaluative comments and project outcomes emphasise the value of providing well co-ordinated and family focused services for children and their families at times of transition. EP partnerships with parent support groups impact positively on parental confidence and support professionals in allaying parental concerns at pivotal moments in children's lives. Greater parental engagement is currently a key element of service delivery, and it is concluded that there are far-reaching benefits of EPs engaging with parent forums focused on a range of complex SEN. As support services professionals consult on how they can work most effectively to support children and young people and their families, and consider the resulting implications of this for local commissioning and EP service delivery, the outcomes of this work represents a good example. [ABSTRACT FROM AUTHOR]

This paper summarises the implications for practice arising from the 'International review of the evidence on best practice in educational provision for children on the autism spectrum' and it focuses on key priorities for policy makers, families, practitioners and researchers. Findings highlight that there is little evidence to indicate how different types of provision deliver education or to identify how they impact on outcomes for individual children. Furthermore, the process of deciding on an educational intervention is clearly more complex than the results of individual research papers can tell us. Choice of intervention needs to take account of what is best suited to the child and adults concerned, including the child's characteristics, parental preference, staff expertise and the goals selected. There is a need to focus on the developmental areas of functional spontaneous communication and language, social understanding and joint attention, peer interaction and appropriate toy play. Ongoing parent and teacher collaboration is essential as is a need to develop good collaboration between different professionals, both within and outside settings. Wider inclusion of the perspectives of individuals on the autism spectrum would be welcomed. Training is an important priority as practitioners and parents need specialist knowledge and understanding of the specific needs of children and young people on the autism spectrum. Finally, there is a need for researchers, practitioners, parents and individuals on the autism spectrum to work together much more closely than they do currently in order to determine jointly research agendas and methodologies and to discuss the implications of research findings. [ABSTRACT FROM AUTHOR]

Accessible summary We wanted to know what people with learning disabilities know about dementia. We asked service users what the word meant to them, if they knew anyone with dementia, and what it was like to share a house with someone who has dementia. We learnt that: • Service users can know a lot about dementia. • Living with someone with dementia can be really hard – and staff do not always have enough time for everyone else. • Services should think more about how dementia affects everyone – not just the person who has the dementia. This paper reports on research that illuminates how people with a learning disability understand dementia and indicates the implications of these understandings for developing appropriate models of care. As this new policy and practice area struggles to provide appropriate and effective models of care for people with a learning disability and dementia, an awareness of service users’ understandings of dementia leads to a number of important insights. The wider research programme from which this paper is drawn aims to identify best practice in supporting people with learning disabilities to stay in their own homes as they grow older and develop dementia. A combination of focus groups, ethnography and individual interviews were conducted at eight sites across England. Participants were people with a learning disability who had dementia, and those who have lived with someone with dementia. The findings have the potential to improve support to this population as they grow older. [ABSTRACT FROM AUTHOR]

Abstract: The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies. [ABSTRACT FROM AUTHOR]

The Engagement Model was launched in January 2020, endeavouring to address the weaknesses of the P‐scales assessment for students not yet involved in a subject‐specific curriculum. This paper will discuss how and if the tensions between previously adopted assessment systems as discussed in teacher interviews can be reconciled through the Engagement Model in relation to students with autism and severe learning difficulties. The interview findings suggested that some of the problems with assessment, when applied in this context, are related to consistency and transferability, lack of formal recognition of non‐academic progress, familiarity with the students, observation skills and training, workload and time, and subjectivity of judgement amongst professionals. When compared with the aims of the Engagement Model, the findings of the research suggest that even though it addresses some of the issues raised, it cannot act as a substitute to the P‐scale system as it serves a different purpose. [ABSTRACT FROM AUTHOR]

This paper reports research commissioned by an English City Council. Its aim was to gather data to identify and prioritise the council's efforts to develop, co‐ordinate and monitor services and support for young people with SEND in the city as they move into their adult lives. This included the four areas identified by the English government in the SEND Code of Practice, these being: employment, community inclusion, health and independent living. The study used qualitative and quantitative research methods including semi‐structured interviews and questionnaires to investigate the experiences of students, teachers, National Health Service staff and social workers in identifying processes and structures that support or hinder the transition process as children prepare for adulthood. As such the study gathered generic data to indicate the expectations, needs, aspirations and views of young persons between the ages of 14 and 22 with regards to employment, education, community inclusion and health. An interpretation of data from the research illustrated the effectiveness of the support structures that are in place to help with planning and delivery of the strategic direction for services supporting children and young people with SEND as they become adults. [ABSTRACT FROM AUTHOR]

In the UK, the Disability Discrimination Act 2005 created a positive duty on the public sector to promote disability equality. This duty extends to higher education and local planning authorities. Based on Zuber-Skerrit's CRASP model for professional development, this paper examines an initiative to enact the duty. It details a completed action research project with undergraduate students and an adult learning project, that works with adults labeled as 'learning disabled'. The paper considers how this co-educational learning experience enabled the undergraduate students to engage with the principles of inclusive design in the built environment and offers a model for how inclusive policy and practice may be implemented at the university level, and particularly in built environment courses. [ABSTRACT FROM AUTHOR]

Purpose - The paper's purpose is to describe the information content of web sites developed by and for people with learning disabilities around the theme of transition from school to adulthood. Design/methodology/approach - The paper adopts a content analysis approach, in which subject experts evaluate user-generated content produced as part of a project on inclusion and people with learning disabilities. Findings - Despite being only one theme of a number pertaining to transition, leisure, entertainment and hobby-related information dominated the web sites. Other issues elicited included that of writing about one's personal experiences providing limited information of use to others, the key role of carers/supporters in information provision, and some material being too difficult for people with learning disabilities to understand. Practical implications - The paper shows that for the information service to be valuable and relevant to the target audience, much training and considerable time investment are required for both people with learning disabilities and their supporters. The practice of creating and uploading information on to the web site holds benefits to the creator beyond mere information provision. Originality/value - The development of information services for people with learning disabilities by the service users themselves is an important innovation. This paper points out how such an inclusive approach could work in the future. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including supporting and enhancing the learning of students with disabilities, the emerging landscape and increased opportunities for people with intellectual disabilities to learn in higher education and educational intervention to enhance moral reasoning in tax.

The article offers news briefs related to special education in Europe as of June 2016. Topics include results of an interim report which highlights priorities for investigation on transforming student's perception on mathematics, professional development of mathematics teachers and value of mathematics, fundraising for Learning Disability Wales Engage to Change project for young people with learning disability and updates on special education needs and disability regulation in Northern Ireland.

A forced-choice preference assessment using pictures and no access upon selection was used to determine preferences for community-based activities with 4 young adults with autism and intellectual disability. High- and low-preference activities were then provided as delayed consequences, using a token economy, for completion of vocational tasks in a concurrent operants paradigm. All participants responded to the contingency associated with earning the high-preference activity and away from the contingency associated with earning the low-preference activity. The results suggest that a pictorial assessment without access is a valid method for identifying community-based activities that will function as reinforcers. This efficient protocol could improve treatment efficacy in applied settings. [ABSTRACT FROM AUTHOR]

Learning disabilities are a group of disorders that affect 10–15% of the general population and 3% of United States medical students. Medical students with learning disabilities are typically unaware of their disorder and may only learn of it when the pace of medical school curriculum overtakes what were previously successful study techniques. Despite the significant prevalence of this disorder, medical educators’ awareness, understanding and provision of services for people with these disabilities are inadequate. This paper will present a medical student with a learning disability as a basis for discussion of the prevalence, classification systems and diagnostic testing methods for this disorder. Finally, recommendations for medical school administrative preparedness and accommodation of learning disability students will be presented, followed by a list of celebrated physicians with learning disabilities. [ABSTRACT FROM AUTHOR]

The concept of 'special' has played a crucial role in the development of educational policy and practice, and the meaning of the term has been the subject of far-reaching debates and controversy. This paper is based on research which explored the meaning of 'specialness' in theory and practice from the point of view of practitioners working in segregated schools, providing education for young people designated as having moderate and severe learning difficulties. The research demonstrates the articulation of the individual model of special in teachers' thinking about pupils, themselves and their relationships with pupils, and also in the learning environment provided for different categories of young people. We argue that the dominant discursive practices of practitioners construct and maintain 'otherness' in special education, and pre-empt alternative discourses. [ABSTRACT FROM AUTHOR]

The Internet can be an excellent tool to help people with learning disabilities access relevant and appropriately written information. However, little work has been undertaken to ascertain web design or content preferences for this cohort. This paper examines methods to address this issue. Twenty five participants were presented with three web sites dealing with employment information. They were asked to browse each and carry out a series of set-tasks. Interviews and a rating scale ascertained preferences. The problem of acquiescence bias, the tendency for people to automatically agree with those in perceived positions of authority, was minimised by the avoidance of 'polar interrogatives' (questions requiring a 'yes/no' or similarly polarised answer). Participants liked the use of pictures, especially when they featured other young people with learning disabilities. Abstract content related to money or benefits often went unnoticed. Audio was appreciated where offered, although not extensively used. Preferences regarding text size and menu position were also established. Results are compared to other relevant literature and recommendations formulated to help web developers and information providers. The methodological issues inherent in this study were the use of the rating system, and the interview technique. The former was adapted following early findings that the neutral position, on a three point scale, was confusing. Using four points avoided this problem and produced more varied results. Avoiding polar interrogatives greatly helped in minimising 'acquiescence bias'. The study concludes that it is possible to elicit considerable information from people who find it difficult to articulate their views. [ABSTRACT FROM AUTHOR]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although increasingly implemented in elementary and secondary education settings, research provides limited insight into practitioners' knowledge of Response-to-Intervention (RTI) at the secondary level. his paper presents descriptive findings from an exploratory survey of teachers that assessed the relationship between the grade level of teachers (n = 609), their exposure to RTI, and the implementation of practices associated with RTI (e.g., progress monitoring). Results underscore differences in the perception and implementation of RTI in elementary and secondary schools. Implications related to more clearly defining RTI at the secondary level are discussed. [ABSTRACT FROM AUTHOR]

An essential element of science instruction is content literacy. In order to improve literacy specific to science, vocabulary must be addressed. As Jitendra et al. (2004) pointed out, "because learning vocabulary during independent reading is very inefficient for students with reading difficulties, vocabulary and word learning skills must be taught." We provide a summary of an investigation to improve the technology-based vocabulary of students with learning disabilities in a freshman high school biology class. The procedures for the project are provided, along with lessons learned about vocabulary instruction of students with disabilities. [ABSTRACT FROM AUTHOR]

This journal analysis identifies types of articles published in 11 highly visible journals relevant to special education from 1988 `through 2006 paying particular attention to intervention research. It was concluded that (a) research articles represent the largest category of articles published across all journals, (b) the proportion of intervention research studies published (15.9%) is disappointingly small, (c) academic intervention research is conducted more frequently than social intervention research, (d) reading intervention research represents the largest area of academic intervention research, and (e) intervention research employing preschool and elementary students with disabilities is published more frequently than research with middle and secondary students. Findings are discussed with respect to implications for research, practice, and policy in special education. [ABSTRACT FROM AUTHOR]

This paper explores two perspectives of students with learning disabilities not traditionally presented in the literature. As an educational psychology consultant, I have worked with students with various learning disabilities and with their families, advocating for them when schools do not comply, and working with compliant schools to provide the best accommodations. As a parent, I have advocated for my own child and experienced the frustrations and obstacles that accompany the parenting of a student with a learning disability. Both areas of experience are shared with the reader. [ABSTRACT FROM AUTHOR]

Accessible summary • This article is about Emma's experience of living with learning difficulties. • Emma expresses a lot of anger, and talks about feelings of loss. • This article is interesting to people with learning disabilities because they can see if their experience is like Emma's in any way. This paper presents Emma's story: her experience of living with learning difficulties. The emerging themes of loss, blame and anger are discussed. [ABSTRACT FROM AUTHOR]

In Australian schools, "inclusion" is a term that is used to challenge a previously narrow focus on students with disabilities and their integration within and distribution amongst "mainstream" schools and classrooms. Nevertheless, this article argues that, as a concept, "inclusion" requires further broadening and deepening, particularly in arenas of practice, if it is to serve the interests of all students. Informed by notions of recognitive justice, the paper advocates rethinking inclusion to accommodate student differences in more socially just ways - emphasising students' contributions rather than their disabilities - and what this means for the organisation of classrooms and schools. Within the article, research data are focused primarily on students with learning disabilities and draw on twenty semi-structured interviews conducted with parents and teachers across six Australian state primary and secondary schools. Three sets of conditions are proposed as necessary for inclusive classroom and school processes: specifically, those that promote self-identity and respect, self expression and development and selfdetermination and decision-making. [ABSTRACT FROM AUTHOR]

In previous work with mainstream students in a small Interactive Science Centre it was shown that curiosity, followed by identification of cause and effect, were essential for moving on from playing to intentional investigation and so to learning. Here we report studies of students with severe learning difficulties and show that they could, under appropriate conditions, display impressive concentration and curiosity, and often appeared to achieve valuable learning. The paper concludes by describing some of the dilemmas that may arise in developing these kinds of activities for special education. [ABSTRACT FROM AUTHOR]

In this paper, drawing on data from the ESRC project The Meaning of the Learning Society for Adults with Learning Difficulties [23], we use key informants' accounts to explore the nature of supported employment provision in Scotland, where it has an even shorter history than in the rest of the UK. We also draw on in-depth case studies of three supported employment participants to investigate the significance of supported employment in their lives and the extent to which it has succeeded in enhancing their degree of social inclusion. [ABSTRACT FROM AUTHOR]

The expansion of 'care in the community' has highlighted the need for more effective educational and training media for people with learning disabilities, and this paper suggests that virtual environments (VEs) may help to meet this need. Firstly, key terms (virtual environment, cyberspace and artificial reality) are defined. Secondly, aspects of developmental and cognitive psychological theories and principles of computer-assisted learning are presented that suggest that VEs might be an especially valuable educational media for people with learning disabilities. Thirdly, the existing literature in this field is reviewed. Fourthly, ethical issues associated with the use of VE, both generally and specifically by people with learning disabilities are discussed. Fifth, possible future developments of VEs, both in education and through their convergence with technologies of miniaturization, are suggested. It is concluded that VEs are an effective, affordable, accessible and safe training and educational media for people with learning disabilities, although further research will be required to realise their full potentials. [ABSTRACT FROM AUTHOR]

This paper focuses on research and practice concerning learning disabilities in Turkey. In the first part of our article, we discuss the current use of the term "learning disabilities" as it has evolved over the past decades in the Turkish scholarly literature. We then focus on questions on how this disorder is diagnosed in our part of the world, on what approaches we use to explain how it develops, and on how many children and youth in Turkey are affected by it. Finally, we describe and appraise educational services that are offered to these students and address some of the research questions that the scientific community in Turkey currently attends to. [ABSTRACT FROM AUTHOR]

The paper considered several psychosocial variables as predictors of school adjustment of 40 gifted students with learning disabilities in Junior Secondary School in Ikenne Local Government Council Area of Ogun State, Nigeria. Purposeful random sampling was employed to select four schools from 13 junior secondary schools in the area, six assessment instruments were administered to the participants, and the resulting data were then collated and analyzed using multiple linear regression. Results demonstrated that both emotional intelligence and self-concept were potent factors that could predict school adjustment of gifted students with learning disabilities. Similarly, socioeconomic status was a significant factor in influencing school adjustment of gifted students with learning disabilities. Gender also had a differential effect on school adjustment of students with learning disabilities. The implications and recommendations of the study were discussed. [ABSTRACT FROM AUTHOR]

The article presents a white paper from the National Joint Committee on Learning Disabilities, which describes the critical areas need to be addressed to help students with learning disabilities (LD) achieve high quality education standards. It discusses the need of LD educators for a deeper knowledge of learning processes, broader set of instructional strategies, and understanding of specific learning needs of the students across learning and social environments.

This design-based research study was conducted to identify what importance of a tangible user interface ( TUI) can add to teaching and learning. Over a 2-year period, teachers ( n = 39) and students ( n = 145) participated in the study. The identified problem for investigation was how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts combining cognitive and physical activity. A didactical application was designed during the first iteration and implemented in inclusive classrooms during the second and third iterations. Qualitative research methods were applied. A relationship between diverse students' needs and geometry concept learning in relation to computer-supported learning by TUI was discovered. Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities. The study outcomes contributed to the design process of the TUI didactical application and its implementation in inclusive classrooms, and to the body of knowledge in teaching and learning geometry concepts applied for computer-assisted learning environments supported by TUI. [ABSTRACT FROM AUTHOR]

There are a large and increasing number of English language learners with teaming disabilities at our Pre-K-12 schools. However, our schools are not prepared to deal with the unique challenges faced by those students, especially when it comes to appropriately modifying content and assessments to fit their needs. Schools across the country struggle to provide the language assistance these students need, and often must fight to get the extra assistance they need in terms of special accommodations and testing modifications for their learning disabilities. Therefore, the examination of the issues in assessing English language learners with teaming disabilities has important educational implications. This paper discusses the major issues and fundamental concerns in the assessments of English language learners with learning disabilities. It also suggests important implications for policy makers, researchers, educators, assessment professionals, and parents of English language learners with learning disabilities. [ABSTRACT FROM AUTHOR]

Despite the considerable publicity surrounding learning disabilities in the last ten years, there are still large numbers of teachers who have little or no understanding of one of the most common forms of learning disability - dyslexia. This article provides a timely reminder of this important learning difficulty and outlines some basic strategies for both teachers and students. There are many challenges facing education and teachers today; from issues of finance and policy to literacy, communication needs and dyslexia. Arguably, the latter is one of the most fundamental issues for both teachers and pupils alike. [ABSTRACT FROM AUTHOR]

Although the use of differential reinforcement has been recommended in previous investigations and in early intervention curriculum manuals, few studies have evaluated the best method for providing differential reinforcement to maximize independent responding. This paper reviews previous research on the effectiveness of differential reinforcement as treatment and describes important areas of future research. [ABSTRACT FROM AUTHOR]

Rubrics are an integral part of many writing programs, and they represent elements of good writing in essays, stories, poems, as well as other genres and forms of text. Although it is possible to use rubrics to teach students about the processes underlying effective writing, a more common practice is to use rubrics as a means of assessment, after students have completed their work. Thus, the premise of this article is to show teachers how to transform rubrics into powerful teaching devices, using foundations from strategy instruction as a means for this endeavor. Two examples are used in the article to explain this process: (a) a close examination of the comparison genre; and (b) a planning strategy for writing expository essays, called PLAN and WRITE, that was previously validated with middle school students with and without learning disabilities. [ABSTRACT FROM AUTHOR]

Referring to a popular procedure for examining false recall, in 2007 Branch, et al. stated that its two acronyms ("DRM" and "DRMRS") reflected variations in the procedure at the time of testing. However, the acronyms primarily reflect variations in the people to whom the basic procedure should be attributed. A calculation error in their paper is also corrected, and it is observed that magnitudes of both false recall and correct recall obtained by their young adolescents with no learning difficulties are similar to those with adults. Theoretical implications are discussed. [ABSTRACT FROM AUTHOR]

This paper considers the agency and identity of parents of children with Down syndrome within early intervention. It draws upon semi-structured, conversational interviews with nine parents and the reflections of one of the authors upon their experiences within early intervention programmes. It considers how representations of the deficit model permeate the participation of the parent in this process. It explores the multiple identities of the parents and links these to notions of parental participation within the current policy context of early intervention in England. The notion of parental agency is an implicit driver within the current early intervention programmes, yet it appears to be compromised by the nature of those programmes. [ABSTRACT FROM AUTHOR]

Persons with disabilities, especially children and the young continue to be the most disadvantaged groups in all societies (Hegarty & Alur, 2002). They manifest a number of limitations and are subjected to social discrimination, impoverished educational experiences and above all, very limited work opportunities. In developing countries, where unemployment and under-employment is high, and resources are scarce, the scope of preventing or curing, either partially or fully, and educating, training and rehabilitating the disabled is limited. This is even worse in rural areas. It is ironic that although research [United Nations Educational, Scientific, and Cultural Organization, (UNESCO) 1996] indicates that 87% of the disabled population, in developing countries, lives in rural areas, almost all the education and training institutions for people with disabilities are located in urban areas. This paper is concerned with the challenges that developing countries face in implementing Inclusive Education. These challenges include, lack of relevant research information, inadequate support services, lack of appropriate facilities and materials, inadequate training programs and ineffective policies and legislation. Considering financial constraints and political instability experienced in most developing countries, ‘practical’ suggestions are given. These include, establishment of village or rural resource and research centers, mobile units and community-based support systems. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to discuss programs that serve children with special needs in Iran, as well as early intervention. These programs are provided through two separate governmental organizations: the Well-Fare Department, and Special Education Organization. These programs include different types of habilitation services such as (a) vocational training, (b) speech therapy, occupational therapy, (c) community based rehabilitation and (d) special education services that are offered in special schools. Other programs consist of inclusive education and recently, early intervention. Private sectors carry out most early intervention programs in Iran. Since there is some evidence which indicate that children do not benefit enough from inclusive education, therefore the efficacy of such program needs to be investigated. [ABSTRACT FROM AUTHOR]

There is heightened concern about the need to provide effective special education services around the world. There is also evidence showing that most countries have either legislation already in place or are currently designing legislation to govern the provision of education services and protect the rights of children and families challenged by disabilities. However, despite this positive development, most developing countries face innumerable challenges in their quest to provide effective special education services to their populace. This paper identifies some of the challenges and threats that countries in Southern Africa face in their endeavor to meet the educational needs of their children and families who are challenged by disabilities and provides recommendations on how to mitigate some of the factors in order to enhance development of special education services in this region. [ABSTRACT FROM AUTHOR]

This article explores the tensions between medical and pedagogical professionals involved with the classification and selection of pupils for the special day-schools for "feebleminded" children that were established from 1900 in the Netherlands to promote compulsory mass schooling's efficiency. These are set against the increasing influence of child sciences, including the new technique of intelligence testing. These schools were meant for educable learning-disabled children, the classification of whom involved a child's (ab)normality and (in)educability. The article discusses the categories defined and labels inscribed on children with learning disabilities. These focused mainly on a child's capacity to communicate and learn to adapt to society, as the special schools aimed to educate productive members of society. In spite of the recognised merits of the schools, theorists turned out to be most concerned about undue placements of not "essentially backward" children, who would benefit more from educational support in a regular school. The selection and admission procedure of the schools was standardised by the introduction in 1920 of intelligence testing as part of a developing scientific assessment culture, which for want of psychologists and despite the headmasters' professionalisation continued to be dominated by the medical profession up to the Second World War. [ABSTRACT FROM AUTHOR]

Phil Goss has extensive experience as a practitioner and manager in schools for pupils with severe and profound and multiple learning difficulties. In this article, he reports on his enquiries into the gender mix among staff in these schools. He finds that there are significantly more women than men working as teachers and in support roles in these specialist contexts. Phil Goss goes on to discuss the outcomes of his research into headteachers' perceptions of the impact of this gender imbalance. In concluding, he makes a series of proposals for future policy on recruitment and staff development, for teachers and teaching assistants. Phil Goss argues that we need to find ways to bring more men into this work. [ABSTRACT FROM AUTHOR]

Discusses how speech-feedback and word-prediction computer software can help students with learning disabilities write. Advantages of using speech-feedback and word-prediction in teaching writing skills to the learning disabled; Functionality and applications of speech-feedback and word-prediction software; Factors to consider when planning to use computer software in penmanship education. INSET: Variety of Student Supports..

This article examined the connection between the use of process writing and the increase of self esteem in students with learning disabilities. Two aspects of process writing considered in this paper were: 1) the teacher's view of children's role in the construction of knowledge; and 2) the developmental aspects of writing as it pertains to the individual child. Acquisition of spelling skills were discussed and related to the stages of a first grade student, who was diagnosed as a gifted, learning disabled student at the end of first grade. Writing samples of the student were provided. Implications for teaching using process writing techniques were discussed. [ABSTRACT FROM AUTHOR]

Evaluates the educational practices for children from impoverished backgrounds and those with learning and developmental disabilities using ecobehavioral analysis. Functional relationships between problem behavior and environment; Interventions in experimental investigations; Remediation of learning deficits of at-risk students.

Presents a diagnostic teaching unit designed to identify teaching strategies for elementary students with learning or behavior disorders. Goals of the teaching unit; Implementation of the unit in special and general education classrooms; Materials needed in implementing the unit.

Expounds on the use of Web making as a pre-writing tool for students with learning difficulties. Creation of verbal picture of ideas; Similarity to cognitive mapping and idea mapping; Sample lesson plan using the cognitive instruction format.

Use of evidence-based interventions for learning disabilities (LDs) in the classroom is limited by several factors such as teachers' knowledge of LDs and access to interventions. eHealth interventions (i.e., interventions delivered via the Internet) have the potential to be a powerful tool in overcoming barriers to implementing evidence-based strategies within the classroom. The current article describes the development and usability testing of Teacher Help for LD, an eHealth professional development program that assists classroom teachers in providing evidence-based interventions to students with LDs. Specialists in LDs (n = 18), consisting of individuals within the educational and health systems, were asked to evaluate the usability of the Teacher Help for LD intervention and provide their feedback. Results from both quantitative and qualitative data suggest that participants were very satisfied with the program and found the program highly usable. Results will help to prepare and modify the program for use with regular classroom teachers in an upcoming cluster randomized controlled trial across Canada. [ABSTRACT FROM AUTHOR]

Presents a model for a learning disabilities resource classroom at the secondary level. Reference to the 20-10-20 approach; Direct skill instruction; Learning style accommodations; Use of follow-up forms.

The purpose of this study was to develop an explanatory model for the information and communication technology (ICT) competencies of students with and without learning disabilities (LD). A conceptual model was proposed, and included five major constructs: (1) attitude towards using ICT, (2) ICT competency, (3) demographic characteristics, (4) ICT access, and (5) purpose for using ICT. A self-reported questionnaire, Scale of Digital Participation (SDP), was designed by the authors and used to collect data. Data from 117 elementary school students with LD and 117 without LD were used to test the initial model. Meanwhile, data from 102 junior high school students with LD and 102 students without LD were used to evaluate the cross-validation of the revised model. The results of structural equation modelling (SEM) demonstrate acceptable goodness of fit for the initial ICT competency model but poor parsimony. Therefore, a revised ICT competency model with both parsimony and goodness of fit was generated using data from elementary school age students. Moreover, this new model was also able to further explain the complex phenomena of ICT competency for junior high school age students. Nevertheless, no differences were found between the elementary school and junior high school models, thereby confirming the cross-validation of the revised model. [ABSTRACT FROM AUTHOR]

Summary The present paper gives an overview of some of the modular day courses offered and, in some cases, developed by tutors at a former hospital school providing education to adults with severe learning disabilities. The aims of the courses were cognitive and personal development, as well as aesthetic and spiritual enrichment. Art history was offered as an activity within the Open University ‘Learning Disability - Working as Equal People’ course, and the students' responses to paintings were deep and remarkable. In a play-writing course, tutors acted as ‘writing hands’ and the resultant plays were given a rehearsed reading. Some poetry was also produced. [ABSTRACT FROM AUTHOR]

A comprehensive review of educational interventions for pupils with intellectual disabilities showed that most studies report positive results for a variety of interventions. The aim of this article is to explore how these results can be understood. We draw on similar earlier findings concerning intervention effects in psychotherapy and social work, discussing the so-called Dodo bird conjecture, indicating that established methods for identification of evidence-based practices can provide false, positive results influenced by so-called common factors present in most interventions. In conclusion, we argue for a new paradigm of research on educational interventions for pupils with intellectual disabilities, replacing the present ambition to find evidence-based support for specific interventions in favour of a line of research exploring alternative explanations in terms of, for instance, common positive factors. [ABSTRACT FROM PUBLISHER]