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The Living Archive of Learning Disability History is being developed by an inclusive team of researchers both with and without learning disabilities. We argue the archive is important in making publicly visible the lives of people with learning disabilities. Yet - drawing on thinking that came out of our collaborative workshops - we also identify alternative imperatives, that you might want to have control over how you share your personal memories and stories, with whom, when you share them and for how long. We show how we are responding to these different ideas in the design of the Living Archive in order to create pathways between two traditions that have emerged through self-advocacy: ‘speaking out in public’ and ‘being person-centred’. We outline our research on consent processes to ensure that our archive builds capacity for as many people as possible to consent while also offering a legally compliant ‘Best Interests’ process in line with the requirements of the Mental Capacity Act, England and Wales (2005). We argue that deploying and actively navigating between the different political logics of ‘speaking out in public’ and ‘being person-centred’ offers a way forward for ongoing debates concerning community engagement in archives, museums and heritage. [ABSTRACT FROM AUTHOR]

This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students identify important information; systematised the process of listening to, interpreting and using that information; and offered students a means by which to organise the information they were hearing. A discussion about metacognition and attention explores how these processes altered students’ awareness of their own learning, as well as how they equipped students with a new strategy for holding onto and translating information from their science lectures into a useful set of notes. These findings have implications for how theorists conceptualise the relationship between metacognition and attention and how teachers use scaffolding to support the learning of students with LD. [ABSTRACT FROM PUBLISHER]

This article describes the situation with respect to students with learning difficulties and learning disabilities in Australia and New Zealand. In two parallel sections related to each country, we provide an understanding of the terms "learning difficulties" and "learning disabilities" in each country. We then report on the support services offered to students with these diagnoses before discussing identification and diagnosis procedures. We end each section by considering the instruction and intervention offered in schools. We conclude the article by identifying some of the challenges faced by both countries and the changes needed in terms of funding, teacher education, professional development, and research. [ABSTRACT FROM AUTHOR]

It is important that any education system should secure the provision of quality education to a diverse learner population. The development of Education White Paper Six (EWP6) special needs education, building an inclusive education, and training system (SA, 2001), reflects the South African government's commitment towards the development of an inclusive education system that would enable all learners to realize their potential. This article provides insight into the unique initiatives aimed at translating the EWP6 policy ideals that recognize the needs, and rights of all learners, including those with learning disabilities in the South African context, into practice. In addition, the article elucidates the etiology, epidemiology, and processes for diagnosing, assessing, and supporting learners with learning disabilities, and concludes with a brief reference to challenges that could stile the provision of quality education for learners with learning disabilities. [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 concept of learning disabilities (LD) was incorporated in the Greek legislation on disabilities and special educational needs in the early 1980s. However, up until now, Greek authorities have declined to endorse any definition of the condition. Identification of LD is mostly based on the discrepancy model and is characterized by the use of diverse criteria and procedures, despite the existence of recently developed Greek diagnostic tools. A positive development, however, is the recent introduction of the model of response to intervention in Greek educational practice. There is evidence to suggest that the rate of LD in the general student population is lower in Greece than that reported by other countries, although there are reasons supporting the view that the number of students with LD is rising. No generally accepted estimates exist as to the magnitude of specific LD subtypes. The theories informing the identification and the educational support of students with LD in Greece are those contemporarily utilized by researchers in other developed counties. Greek schools provide educational services to students with LD either in resource rooms or through inclusionary programs. [ABSTRACT FROM AUTHOR]

The status of learning disabilities within Canadian public schools and the wider population is both optimistic and, at the same time, worthy of great concern. Each individual province and territory in Canada is responsible for its own public education systems, leading to inconsistencies in definition, identification practices, funding for support, and intervention/support services. The changes to the DSM-5 diagnostic criteria have led to even more confusion and concern, particularly among Canadian educational leaders in the field of learning disabilities. The consequences of not addressing learning disabilities can be devastating. Despite these challenges, some innovative practices are being launched in identification (neurobiological) and intervention (universal design for learning and response to intervention frameworks) that hold great promise for children and youth with learning disabilities in Canada. [ABSTRACT FROM AUTHOR]

Learning disabilities is the most common type of disability accounting for approximately 50% of all students receiving special education in the United States. As a field, the area of learning disabilities has evolved from its early days when Sam Kirk coined the term for learning disabilities at a parent meeting. Since that time, controversy has surrounded the field in terms of the name, etiology, and identification. The purpose of this paper is to look at the field of disabilities in the United States from a historical perspective. I address historical issues as well as contemporary issues in the way individuals are identified and provided services from childhood through adulthood. [ABSTRACT FROM AUTHOR]

This article describes how to teach fraction and percentage word problems using a model-drawing strategy. This cognitive strategy places emphasis on explicitly teaching students how to draw a schematic diagram to represent the qualitative relations described in the problem, and how to formulate the solution based on the schematic diagram. The step-by-step procedures for using the model-drawing strategy are described. In addition, the results of an action research study applying the model-drawing strategy with high school students who have learning disabilities are reported. [ABSTRACT FROM PUBLISHER]

The focus of this article is participatory research with and by people with learning disabilities. Drawing on discussions that took place across a series of seminars, we use the concepts of space and boundaries to examine the development of a shared new spatial practice through creative responses to a number of challenges. We examine the boundaries that exist between participatory and non-participatory research; the boundaries that exist between different stakeholders of participatory research; and the boundaries that exist between participatory research with people with learning disabilities and participatory research with other groups. With a particular focus on participatory data analysis and participatory research with people with high support needs, we identify a number of ways in boundaries are being crossed. We argue that the pushing of new boundaries opens up both new and messy spaces and that both are important for the development of participatory research methods. [ABSTRACT FROM PUBLISHER]

A review of 23 studies investigating the prevalence of Behavioural and psychological symptoms of dementia (BPSD) in the general and learning disability population and measures used to assess BPSD was carried out. BPSD are non-cognitive symptoms, which constitute as a major component of dementia regardless of its subtype Research has indicated that there is a high prevalence of BPSD in the general dementia population. There are limited studies, which investigate the prevalence of BPSD within individuals who have learning disabilities and dementia. Findings suggest BPSDs are present within individuals with learning disabilities and dementia. Future research should use updated tools for investigating the prevalence of BPSD within individuals with learning disabilities and dementia. [ABSTRACT FROM AUTHOR]

While there is extensive research regarding the readiness of faculty members to provide accommodations for students with disabilities in higher education, less has been reported concerning the preparation of teaching assistants in faculty-like positions. The investigation reported here focused on college-level language instruction, and it expands current understanding by incorporating the perceptions of teaching assistants. A survey of higher education institutions in the United States was conducted in order to gather impressions from language program directors, teaching assistants, and Disability Services Office staff about their perceptions of the collective effort to guarantee access to students with disabilities. Results indicate a mixed-pattern; and, while accommodating language students with learning disabilities is occurring, there is still significant need for ongoing awareness-raising and training. [ABSTRACT FROM AUTHOR]

Since the reauthorization of the Individuals With Disabilities Education Act (IDEA) in 2004, standards-based individualized education plans (IEPs) have been an expectation for serving students with disabilities in the K-12 public school setting. Nearly a decade after the mandates calling for standards-based IEPs, special educators still struggle with how to develop standards-based IEPs and provide the required access to the general curriculum for their students. In 1997, the Elementary and Secondary Education Act requirement under IDEA called for the development of standards-based IEP goals. More than a decade later, only 37 states show evidence of implementing standards-based IEPs. Special educators need assistance to develop competence in the area of writing standards-based IEP goals according to the Common Core State Standards. The process outlined in this article offers educators and IEP teams strategies to build competence in this area. [ABSTRACT FROM AUTHOR]

Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher rates of teachers' assertive statements and lower rates of regulative statements. Language arts lessons using classroom drama were associated with higher rates of students' on-task behavior than conventional language arts lessons. The findings indicate that the classroom drama language arts setting influenced teachers' use of assertive and regulative discourse, and students' on-task behavior. The authors discuss the implications of arts integrated instruction for educational practice and research as well as policy. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the relationship between problems that accompany individuals with learning disability and the variables of gender and family economic status for a selected sample of Jordanians. The sample of the study, which consisted of (239) male and female students, was chosen randomly. To achieve this aim, the researcher developed a questionnaire that consisted of four domains (psychology, school, health and environment). The findings showed that the relationship among these four domains were related to LD, while the academic problems were the highest with no significance differences in terms of gender or economical status. [ABSTRACT FROM AUTHOR]

As high-stakes testing, Common Core, and state standards become the new norms in schools, teachers are tasked with helping all students meet specific benchmarks. In conjunction with the influx of more students with disabilities being included in inclusive and general education classrooms where lectures with note-taking comprise a majority of instruction, teachers must find ways to assist all students in their classes, especially students with disabilities. For these students to learn efficiently, note-taking becomes a critical skill for their success. This article addresses the demands placed on students during class lectures, difficulties they experience with note-taking, specific accommodations for students with disabilities, and practical ways in which teachers can help students successfully record notes in content area classes. [ABSTRACT FROM PUBLISHER]

This paper discusses the role brain disease has played in the discourse and practices of child scientists involved in the study of learning disabilities and behavioural disorders from the 1950s up to the mid-1980s, particularly in the Netherlands as part of a developing international scientific community. In the pre-ADHD era, when child sciences established themselves as academic fields of study and special education expanded quickly, brain-related psychiatric labels like “minimal brain damage” (MBD, later “dysfunction”) were often used for inattentive or hyperactive children. These diagnoses seem to have contributed to the academic status of the developing field of study by connecting neurological research into brain dysfunction with the study of learning problems and their treatment. The increasing differentiation between medical and educational research provided opportunities for those who focused on the development of American-style treatment such as behaviouristic conditioning. By 1980, more than a decade after their Anglo-American colleagues had done so, Dutch child scientists had finally lost confidence in the unspecific and overinclusive MBD label. Its popularity among the larger public, as well as concern about the rapidly growing number of diagnoses, continued to stimulate demand for more research into the nature of learning disabilities and methods of remedial teaching. [ABSTRACT FROM PUBLISHER]

Many students with learning disabilities (LD) in mathematics receive their mathematics education in general education inclusive classes; therefore, these students must be capable of learning algebraic concepts, including developing algebraic thinking abilities, that are part of the general education curriculum. To help students develop algebraic thinking, teachers should ask questions in different ways to promote the ability to think algebraically. This article describes three types of questions—reversibility, flexibility, and generalizations—which support the acquisition of broader concepts leading to algebraic thinking. Examples of the question types within the contexts of rational numbers and integers are provided to assist teachers in creating similar questions for teaching mathematics to students with LD. [ABSTRACT FROM PUBLISHER]

While often recommended as a strategy to use in order to solve word problems, drawing a diagram is a complex process that requires a good depth of understanding. Many middle school students with learning disabilities (LD) often struggle to use diagrams in an effective and efficient manner. This article presents information for teaching middle school students with LD about diagrams and how to use them to solve word problems. [ABSTRACT FROM PUBLISHER]

Attention-deficit/hyperactivity disorder (ADHD) often co-occurs with reading disability. A cross-sectional study in an Italian-speaking, nonclinical sample was conducted in an attempt to document the existence of an early association between reading difficulties (RD) and ADHD behaviours. We recruited a sample of 369 children in their first year at primary school. Of the sample, 8.4% displayed RD; 7.0% had ADHD; 3.5% presented both RD and ADHD behaviours; 50% of the children with ADHD displayed RD; 41.9% of those with RD displayed ADHD behaviours. Low socioeconomic status was associated with a fourfold increased probability of displaying RD (odds ratio = 3.98), but not ADHD behaviours. In this nonclinical sample, we detected an early association between ADHD behaviours and RD. A key role in this association may be played by inattention symptoms, which occurred with significantly increased frequency also in the group presenting only RD. [ABSTRACT FROM AUTHOR]

The study was to investigate the external causes of learning disabilities in basic skills of students at primary level. The major objectives of the study were to find out the external causes of learning disabilities in basic skills of reading, writing and arithmetic among students at primary level and to find out the remedial techniques used by the primary school teachers to help disabled students in learning. The research questions were to see that physical deficiencies, socioeconomic factors, home environment, teaching skills and status of parents cause which learning disabilities among students? Due to time and financial constraints the study was delimited to the Government Boys Primary Schools of District Mianwali. All the teachers teaching primary classes and all the learning disabled students of 3rd, 4th and 5th classes (indicated by the teachers) in the Government Boys Primary Schools of District Mianwali were included in population. Fifty primary schools were randomly selected as sample from the district and all the disabled students (indicated by the class teachers) studying in the selected schools were included in the sample, according to the check list prepared by the researchers. One check list and two opinionnaires were developed for the study. Check list was used to indicate the learning disabled students. One opinionnaire was for the teachers and the other for the students to collect their responses about the causes of learning disabilities. After validation through pilot testing the opinionnaires were administered to 88 teachers and 95 students of the selected schools. Responses were analyzed on the percentage basis. This study revealed that educationally weak peers, lack of facility of media resources were the causes of reading, writing and fundamental math disabilities. Lack of teaching skills, teachers' attention, use of Audio-Visuals aids (AV-aids) in teaching and lack of opportunities of learning experiences also caused reading, writing and fundamental math disabilities in primary grade students. Teachers were using the remedial techniques like simple individualized and group techniques, affectionate and encouraging attitude, drill and practice in disable area. They were also keeping liaison with the parents. However they were not using the modern techniques due to lack of special trainings in this regard. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

The purpose of this study was to identify the unique contributions of a comprehensive set of predictors and the most salient predictors of school dropout among a nationally representative sample of students with learning disabilities (LD). A comprehensive set of theoretically and empirically relevant factors was selected for examination. Analyses were conducted to explore the unique contribution and relative importance of these factors in predicting dropout. Results indicated that the most salient predictors of school dropout included a set of malleable individual (grades, and engagement in high-risk behaviors), family (parent expectations), and school (quality of students' relationship with teachers and peers) factors. The findings validate multicomponent dropout prevention and intervention models for this population while at the same time illuminating specific key components that appear to be of particular importance in school dropout among students with LD. [ABSTRACT FROM AUTHOR]

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]

Students with learning disabilities have been reported to have difficulty in a number of different executive function processes that affect their academic performance (Singer & Bashir, 1999). Executive function dificulties for students with learning disabilities have been implicated as the reason why these students struggle with complex academic tasks such as reading, writing, and note-taking (Denckla, 2007). his mixed-methods study explored the extent to which a strategic note-taking intervention encouraged more efficient employment of executive function in middle school students with learning disabilities. his paper draws on interviews, students' notes, and pre- and postintervention assessments to present case studies of three student participants. Results indicate that the strategic note-taking intervention served as a scaffold, opening up new pathways for struggling students to access executive functions and flexibly deploy cognitive strategies. Importantly, how each student did so and what each student learned about her/himself as a learner in the process were dependent on the specific challenges presented by her/his learning disability. These cases shed light on the potential for cognitive scaffolding to help students actively improve their own executive functioning in complex tasks such as note-taking. [ABSTRACT FROM AUTHOR]

Although quality of the teacher–student relationship contributes to school adjustment, students who experience difficulties appear to be least likely to benefit from positive interactions with their teachers. It was of interest to explore a broadened conceptualization of teacher–student relationship that considers both emotional connection and collaborative partnership—classroom working alliance—among students with high-incidence disabilities. This study sought to examine ratings of classroom working alliance for students with and without disabilities, as well as the interaction of disability status with teacher- or student-rated alliance variables in predicting school-related outcomes. Results revealed that teachers had more negative perceptions of their alliances with students with disabilities. Strong working alliance, as rated by the teacher, predicted positive social and behavioral outcomes for all students. Furthermore, students’ ratings of the collaborative elements of alliance were found to predict greater academic competence and school satisfaction for students with disabilities when compared with their peers. [ABSTRACT FROM PUBLISHER]

This study investigates the Chinese reading patterns of students with learning disabilities (LD). The performances of students with LD in reading the three categories of Chinese characters were particularly analysed: regular, irregular, and pseudo-characters. Fifty-three students with LD in reading and 44 students without LD of Year 4 were selected from five Hong Kong primary schools. Their abilities for reading Chinese characters were measured using Rasch analysis. Both types of students found regular characters as the easiest to read. Students without LD showed better performance in reading irregular characters than pseudo-characters, whereas students with LD exhibited no significant performance difference in reading these two categories. The implication of these results is that the students without LD might rely on using the orthographic processing than that of phonological processing to read. On the other hand, students with LD might not have the preference of using the orthographic processing. [ABSTRACT FROM AUTHOR]

Teachers play a critical role in facilitating the academic achievements of students with learning disabilities (LD). The personal resources of teachers, such as sense of coherence (SOC) and hopeful thinking, may predict self-perception of the competency and efficacy they possess to help students with LD acquire needed learning skills. Several studies have shown the importance of SOC and hope to the success of students with LD, but research has not focused on how the hope of their teachers may help these students succeed in inclusive classrooms. The goal of the current study was to identify profiles of teachers, based on their personal resources of SOC and hope, and to examine their self-efficacy (SE) in helping students with LD acquire learning skills. The sample consisted of 624 teachers (567 females and 57 males) from inclusive classes; 143 teachers in this sample had special education training. Using cluster analysis four distinct clusters were identified suggesting that both SOC, as a global personality measure, and hope, as a measure of future expectations, contributed to the SE of teachers: their belief in their ability to help the students with LD acquire learning skills. In each cluster, teachers with special education training had higher levels of hope and SE. The results highlight the important role of teachers’ personal resources in predicting their belief in their professional ability to help students with LD. [ABSTRACT FROM PUBLISHER]

Story mapping is an effective visual strategy to enhance comprehension of narrative text in students, with or without disabilities. This article demonstrates how instruction can be designed using principles of universal design for learning with the evidence-based story-mapping strategy to improve reading comprehension for elementary students with a reading disability. Applying the principles of universal design for learning in the instructional design of a story-mapping lesson increases accessibility and removes barriers to engagement and interaction experienced by students with learning disabilities who have reading and writing challenges. An illustration of the planning and delivery of a universal design for learning enhanced story-mapping lesson that fits into the classroom schedule in inclusive general education or special education classrooms is included. [ABSTRACT FROM PUBLISHER]

We compared two instructional models (co-teaching inclusion and solo-taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1, there were eight inclusive classes and nine special education classes with a total of 353 students (195 without disabilities, 58 with LD in inclusion and 100 with LD in special education classes). The data were collected from academic tests. Although our results revealed no significant difference between the two models in terms of target population, objectives and assigned resources, significant differences were observed in the effects on student outcomes in reading/writing and on attendance, as the inclusion model was shown to be globally more effective compared with the special education setting. [ABSTRACT FROM AUTHOR]

The purpose of this study was to test the invariance of scores derived from the Woodcock-Johnson III Tests of Cognitive Ability (WJ HI COG) and Woodcock- Johnson HI Tests of Academic Achievement (WJ III ACH) across a group of students diagnosed with learning disorders (n = 994) and a matched sample of students without known clinical diagnoses (n = 994). This study focused on scores reflecting broad cognitive abilities and areas of academic achievement in which children may demon- strate learning disabilities. Results of this study support the conclusion that the WJ III COG and WJ III ACH measure similar constructs for students with learning disabilities and students without learning disabilities. However, large and pervasive between- groups differences were found with regard to intercepts. Intercepts can be defined as predicted group means for individual tests, in which predicted group means are based on the factor loadings of these tests on the latent variable they are intended to measure. As many intercepts are not equivalent, it is possible that observed scores may not accurately reflect differences in the construct of interest when testing children with learning disabilities. However, tests displaying the largest intercept differences also displayed the largest group differences in observed scores, providing some support for the conclusion that these differences reflect construct-relevant between-group differences. Implications of this research are discussed. [ABSTRACT FROM AUTHOR]

We investigated whether there was a noticeable shift in focus from general to specific learning disabilities, and in the types of articles (narrative or empirically based) in the Journal of Learning Disabilities (JLD) between 1995 to 2000. A pilot study had revealed an increase in empirically based articles and a shift toward specifically delineated learning disabilities across three journals focusing on learning disabilities between 1995 and 2000. To attempt to delineate a specific year for the change, we examined all JLD articles from 1995 to 2000. We found a dramatic increase in articles focusing on specific learning disabilities (designating area of academic weakness) and on the percentage of empirically based articles beginning in 1999. We speculate on the relationship between this increase and evolving practices emphasizing research-based interventions, particularly those that predated No Child Left Behind and the reauthorization of the Individuals with Disabilities Education Act. [ABSTRACT FROM PUBLISHER]

Content and Focus: Literature has repeatedly demonstrated that individuals with learning disabilities are at a significantly greater risk of developing mental health problems and are more likely to experience adverse life events. Historically, treatment has been dominated by psychopharmacology and applied behavioural models; however, an evidence base has grown, which advocates the use of psychological therapy with these individuals. Individuals with learning disabilities receive assistance from a variety of services and professionals throughout their lives, including multidisciplinary community teams, day services and residential or supported living projects. The community teams, are often multidisciplinary, professionals involved may include community nurses, psychologists, speech and language therapists, occupational therapists, psychiatrists, and social workers. The array of professionals involved in the lives of individuals with learning disabilities reflects their complex and diverse needs. Conclusions: Very little is known about counselling psychologists working with people with learning disabilities. This article wishes to offer some reflections regarding the current and potential role of counselling psychology within this specialist field. [ABSTRACT FROM AUTHOR]

According to the procedural deficit hypothesis (PDH), abnormal development in the procedural memory system could account for the language deficits observed in specific language impairment (SLI). Recent studies have supported this hypothesis by using a serial reaction time (SRT) task, during which a slower learning rate is observed in children with SLI compared to controls. Recently, we obtained contrasting results, demonstrating that children with SLI were able to learn a sequence as quickly and as accurately as controls. These discrepancies could be related to differences in the statistical structure of the SRT sequence between these studies. The aim of this study was to further assess, in a group of 21 children with SLI, the PDH with second-order conditional sequences, which are more difficult to learn than those used in previous studies. Our results show that children with SLI had impaired procedural memory, as evidenced by both longer reaction times and no sign of sequence-specific learning in comparison with typically developing controls. These results are consistent with the PDH proposed by Ullman and Pierpont (2005) and suggest that procedural sequence-learning in SLI children depends on the complexity of the to-be-learned sequence. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study 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.)

There are currently multiple explanations for mathematical learning disabilities (MLD). The present study focused on those assuming that MLD are due to a basic numerical deficit affecting the ability to represent and to manipulate number magnitude (Butterworth, 1999, 2005; A. J. Wilson & Dehaene, 2007) and/or to access that number magnitude representation from numerical symbols (Rousselle & Noël, 2007). The present study provides an original contribution to this issue by testing MLD children (carefully selected on the basis of preserved abilities in other domains) on numerical estimation tasks with contrasting symbolic (Arabic numerals) and nonsymbolic (collection of dots) numbers used as input or output. MLD children performed consistently less accurately than control children on all the estimation tasks. However, MLD children were even weaker when the task involved the mapping between symbolic and nonsymbolic numbers than when the task required a mapping between two nonsymbolic numerical formats. Moreover, in the estimation of nonsymbolic numerosities, MLD children relied more than control children on perceptual cues such as the cumulative area of the dots. Finally, the task requiring a mapping from a nonsymbolic format to a symbolic format was the best predictor of MLD. In order to explain these present results, as well as those reported in the literature, we propose that the impoverished number magnitude representation of MLD children may arise from an initial mapping deficit between number symbols and that magnitude representation. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) 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.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research 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.)

This study attempts to determine if the conclusions of Fordham and Hayes (2009) can be confirmed to include exam performance (they study only quiz performance) by examining the impact of paper color on student final exam performance. One thousand three hundred seventy-two final exams were evaluated covering ten academic quarters, from the Winter 2007 through the Winter 2011. Over this time period, eight different paper colors were used, including seven pastel colors and white. The results show that paper color has no impact on student exam performance and that paper color and student exam performance are independent factors. If we assume that students are motivated to take a final exam and less so to take a quiz, then student motivation (as per Soldat et al. 1997) may be a plausible explanation for the differing results between this study and Fordham and Hayes (2009). The results of this study suggest there may not be a need to restrict the use of pastel paper color on exams, although we describe some evidence and opinions that suggest certain paper colors, including white, may impact those with certain disabilities (i.e., dyslexia, Attention Deficit Disorder [ADD], and Attention Deficit Hyperactivity Disorder [ADHD]). Further, we determine that the widespread use of colored paper may be somewhat of a U.S. phenomenon. [ABSTRACT FROM AUTHOR]

Çalışmada okuma becerilerini sınıf düzeyinde kazanamamış üçüncü sınıf öḡrencilerinin alt sosyoekonomik düzeyde (alt SED) yer alan okullardaki sıklıḡı incelenmiş ve okuma performansları öḡrenme güçlüḡü riski acısından deḡerlendirilmiştir. Tarama modelinde desenlenen çalışma 38 sınıfta öḡretmenleri tarafından okuma problemleri olduḡu bildirilen 112 öḡrenci ile gerçekleştirilmiştir. Öḡrencilerin doḡru okuma oranları, okuma hızları ve hataları sınıf düzeyinde bir metin okutularak incelenmiştir. Veriler betimsel istatistik yöntemleri, tek faktörlü varyans analizi ve Tukey post-hoc analizleri ve Pearson momentler çarpımı korelasyon katsayısı kullanılarak analiz edilmiştir. Sonuçlar, sınıflardaki öḡrencilerin ortalama %13'ünün okumada güçlük yaşadıḡını göstermiştir. Çalışma grubundaki öḡrenciler, metinde doḡru okuyabildikleri sözcük sayısı temelinde üç düzeye (endişe, öḡretim ve baḡımsız) ayrılmış ve öḡrencilerin okuma performansları bu düzeyler temelinde incelenmiştir. Analizler sonucunda endişe düzeyindeki öḡrencilerin, beklentilere uygun olarak, hem doḡru okumada hem de hızlı okumada düşük bir performans sergiledikleri görülmüştür. Buna karşın, öḡretim ve baḡımsız düzeydeki öḡrencilerin doḡru okumada sınıf düzeyine uygun veya yakın bir performans göstermelerine raḡmen hızlı okumada sınıf düzeyinin oldukça gerisinde kaldıkları dikkati çekmiştir. Her üç düzeydeki öḡrencilerin okuma performansları da öḡrenme güçlüḡü yaşayan öḡrencilerin alanyazında tanımlanmış okuma performanşlanyla uyumluluk göstermektedir. Bu nedenle, öḡrencilerin yaşadıkları okuma problemlerinin öḡrenme güçlüḡünden kaynaklanma olasılıḡının yüksek olduḡu düşünülmektedir. Çalışmanın sınırlılıkları ve öneriler tartışılmıştır. [ABSTRACT FROM AUTHOR]

In this study, the frequency of third grade students who have not acquired the grade level reading skills were examined and their reading skills were evaluated in terms of the risk for having learning disabilities. The study was carried out with 112 students in 38 classrooms. Teachers were asked to list the students with reading problems in their classrooms. Identified students were asked to read a grade level text. Students' reading fluency and accuracy were analyzed. Students in the study were assigned to one of the reading levels (frustration, instruction, and independent) based on the number of words read correctly in the text. Results showed that about 13% of students in participating classrooms were reported to have difficulty in reading. Reading fluency rates in all three reading levels were much lower than the reading fluency norms identified for third graders. Syllable repetition and incorrect reading were the most frequently made reading errors. Reading performances of participating students suggest that their reading difficulties are more likely resulted from the underlying learning disabilities. Limitations and implications for practice are discussed. [ABSTRACT FROM AUTHOR]

This study focused on the relationship among language, behavior, cognitive ability, and academic performance constructs for school-aged students identified with educational disabilities. The authors provide a review of research findings in regard to the language and academic deficits of students with emotional disturbance (ED) and specific learning disabilities (LD). Using an extant school database and structural equation modeling, the interrelationship among the constructs were examined, finding language to be a significant predictor of cognitive ability and academic performance, but not behavior, and that no differences were evident between the disability groups except on the behavioral measure. [ABSTRACT FROM AUTHOR]

The metacognitive perspective suggests that children with learning disabilities are uninvolved with the educational task and do not plan their educational tasks in any straightforward manner. Researchers began to focus on techniques that gave the student more responsibility for metacognitive planning of the solution for educational problems, such as learning-strategies acronyms to facilitate the use of inner language for highly specific academic task in secondary school. The non-specific strategies, such as text previewing, comprehension monitoring, scaffolding, and self-correction are based on inner language for task planning. Reciprocal teaching is an instructional method that focuses the child's metacognitive planning on specific types of tasks in order to improve reading comprehension. This strategy encourages the child to interact with the reading material in a well-planned manner. Finally, self-monitoring of behavior is an example of the use of inner language to monitor appropriate behavior and academic performance in the classroom. The dependence on inner language is made clear by the questions that students are trained to ask themselves silently. [ABSTRACT FROM AUTHOR]

Purpose - This purpose of this paper is to seek service users' opinions in order to assist the development of the challenging behaviour strategy (CBS) being developed by Worcestershire Mental Health Partnership Trust.Design/methodology/approach - Potential focus group members were identified by local advocacy workers and clinical psychologists. All were known through their involvement in advocacy groups. During the focus group, opinions were sought on the draft CBS document to establish areas to be modified. Focus group members also spontaneously highlighted helpful and unhelpful service responses to challenging behaviour, their opinions of the term "challenging behaviour" and ideas about how such behaviour may develop.Findings - Service responses were seen as important moderators of challenging behaviour. The proposed strategy was seen as mostly acceptable, but there were some important caveats raised. Participants thought that individuals should be involved as much as is possible in services (e.g. recruitment, inspections of services). Participants also discussed ideas of how to achieve their desired service, which was flexible and inclusive with well-trained staff who understood the reasons for the individual's distress and how best to help with the resulting behaviours.Originality/value - Service users with behaviour described as "challenging" are able to reflect upon the service they have received and provide helpful feedback and suggestions on improving it. Service users want staff to understand each individual and the triggers to their behaviour, as opposed to treating people the same way. [ABSTRACT FROM AUTHOR]

Purpose - Historically, people with learning disabilities have been the subjects of research, rather than true participants or contributors. Common approaches used to inform people with learning disabilities about research include simplifying information sheets and reading out the information. Literature to date suggests that little is known about what people with learning disabilities understand about research. This paper aims to address this issue.Design/methodology/approach - A total of seven men and ten staff members were invited to become co-researchers with two academic researchers from Northumbria University, over 20 months. Lessons learned can now be used to: educate other adults; show how it can be helpful; and how it can make a difference in the lives of people with learning disabilities. This study used a facilitated collaborative action research approach involving participants becoming researchers in their own right, enabling collaborative discussions, and using multiple ways of engaging with, presenting and collecting information. A longitudinal and recursive process added breadth and depth to the data.Findings - The findings showed that the men required some training including; research, consent and ethics and benefited from opportunities they otherwise may not have been offered such as; intellectual stimulation; extra staff attention; being accredited for their work; realising their own capabilities; increased self-esteem and confidence; pride in their achievements; skills development; and enjoyment. Importantly they have shown how valuable people with learning disabilities are to academic activity and research.Research limitations/implications - The results suggest that the fun, longitudinal, recursive and collaborative approach, was key to developing understandings of research for the men.Practical implications - From this research a framework was developed for engaging similar populations in research - entitled Understanding Research, Consent and Ethics: A Participatory Research Methodology in a Medium Secure Unit for Men with a Learning Disability, including accessible information; and ten top tips for effectively involving people with a learning disability in research.Originality/value - This study discovered how men with learning disabilities and living in a medium secure unit understand research, consent, and ethics and what enables them to learn about these concepts. [ABSTRACT FROM AUTHOR]

This article describes mathematics teaching interventions for students with high functioning autism/Asperger's syndrome (HFA/AS). The article notes that students with nonverbal learning disability (NLD), a condition that can be defined neuropsychologically, have similar behavioral and cognitive symptoms to students with HFA/AS. The article also notes that the neuropsychological diagnosis of NLD allows researchers to target instruction for students and it is believed that the same instruction can be used with students with HFA/AS. The article describes instructional strategies that can be used to instruct HFA/AS students in mathematics.

Although precise numbers are unknown, it is generally acknowledged that between 5-10% of the offending population are people with learning disabilities. While there are few provisions that explicitly target defendants with learning disabilities there is a general recognition in law that defendants must be able to understand and participate effectively in the criminal proceedings of which they are a part. The implications of the principle of effective participation are that criminal prosecution may be deemed inappropriate for certain defendants with learning disabilities, in which case they may be diverted away from criminal justice and into health care. There is scope for a variety of measures to be put into place to support defendants with learning disabilities to maximise their chances of participating effectively. However, in terms of statutory provision, there is a lack of parity between vulnerable witnesses and vulnerable defendants. Further, the absence of effective screening procedures to identify defendants' learning disabilities means that their support needs often go unrecognised and unmet. [ABSTRACT FROM AUTHOR]

Background The social exclusion of persons with intellectual disability is more marked in congregated than in individualised supported accommodation. Goal setting was used as a means of increasing individuals' choices and engaging support staff in personalised planning. Method People living in four different housing and support options were invited to identify up to three ‘social inclusion’ goals they wanted to achieve in the coming months. Nine months later, a review was undertaken to see if their goals had been attained and also to identify what had helped or hindered individuals in doing this. The goal selection was then repeated and reviewed again after a further 9 months. Results The most commonly chosen goals were around social activities with other people and over half the participants were reported to have attained at least one of their goals within 9 months, particularly those in supported living arrangements that had greater hours of individual staff support. In the second 9-month period, fewer people chose goals, although the same proportion as before were successful. The main reason given for goal attainment was the information and support provided by staff. Conclusions Goal setting seems a suitable way of promoting social inclusion as it can be tailored to the needs and aspirations of individuals, although extra efforts may be needed to implement and sustain it with staff across all accommodation options. [ABSTRACT FROM AUTHOR]