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The Conference at the University of Oviedo, Spain, within the 44th Annual Meeting of the International Academy for Research in Learning Disabilities, was an excellent opportunity to share knowledge, explore perspectives and reflect on the study of neurodevelopmental disorders in Europe and elsewhere in the world. The William M. Cruickshank Memorial Keynote Address, New Directions in the Study of Neurodevelopmental Disorders, covered a broad range of topics relevant to cognition, intelligence, and achievement. It also provided the opportunity to present parts of our current work pertinent to the study of neurodevelopmental dysfunctions and the Marie Skłodowska-Curie Action (MSCA) ITN Neo-PRISM-C project. The presentation began by focusing on what we study and how and why we study what we study about neurodevelopmental disorders. This was followed by a discussion about the brain and (learning) behaviour, accompanied by some relevant evidence on the neurological basis for reading difficulties, particularly the phonological and visual deficits pathways in the framework of the magnocellular deficit theory. The session concluded with a discussion of the comorbidity of various disorders and the use of the Research Domain Criteria (RDoC) framework as an alternative to the traditional diagnostic categories for the study of neurodevelopmental disorders. Examples of how neuroscience research can contribute to this endeavour were also provided. [ABSTRACT FROM AUTHOR]

Beginning in the 1960s, the Isle of Wight studies were among the first to investigate developmental reading problems in representative, population-based samples, using the tools of epidemiology. In this paper, we provide an overview of the contribution of the Isle of Wight studies to research on reading disabilities. We begin with an account of the surveys of primary school children, then move on to describe the programme of epidemiological and longitudinal research that flowed from them. The early studies provided some of the first systematic evidence on the extent and correlates of severe developmental reading problems, and their overlaps with other childhood difficulties. Subsequent studies documented the persistence of early reading problems into adolescence; provided comparative data on rates of reading problems in an inner city area; and most recently explored the long-term persistence of literacy problems up to mid-life. [ABSTRACT FROM AUTHOR]

This commentary reviews and summarises the strides which neuroscience has made in our present understanding of the development of literacy and numeracy in children. Specifically, it draws attention to key insights from studies which have elucidated the possible neural mechanisms that may account for difficulties in the development of these fundamental learning abilities. It also discusses the possible future applications of neuroscience in providing early detection of these learning difficulties in children, and in guiding the design of appropriate interventions aimed at mitigating these difficulties. Finally, it identifies challenges that will arise as the field of educational neuroscience matures. Importantly, it emphasises that educational neuroscience research must be considered in tandem with research in other fields in order to develop a holistic understanding of the process of learning. [ABSTRACT FROM AUTHOR]

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]

Accessible Summary This article is about the Inclusive Research Network run by the Centre for Disability Studies., It outlines our progress made towards an inclusive research network since 2010., It highlights 'inclusive research' from the view of people in our network., It answers the questions 'what is inclusive research?' and 'what makes research inclusive?', It compares the process of research undertaken by our network against Johnson and Walmsley ()., Three themes were an important part of inclusive research: togetherness, teamwork and challenges, It notes that 'togetherness' is missing from Johnson and Walmsley principles of 'inclusive research.', Abstract Background This article presents a case study of the Centre for Disability Studies' Inclusive Research Network. The network is a dynamic group of around fifteen people who have intellectual and other disabilities, support workers and university researchers. Methods The study was based upon an evaluation of the group's research practice, as demonstrated by their work together over the last 7 years. Network members created focus groups to outline the process of their research. These reflections formed the basis of a presentation video recorded for the 50th anniversary of the International Association for the Scientific Study of Intellectual and Developmental Disabilities conference. The video outlined the groups' understanding of 'inclusive research.' A transcript of the script was used to analyse and reflect upon the group's processes. Thus, this article outlines inclusive research from the perspective of network members, evaluated against the founding principles of inclusive research presented in Johnson and Walmsley ()'s well-known volume. Results The network member's answers show consistency with these principles developed by Johnson and Walmsley. Themes identified were the need for 'teamwork' and 'challenges' in following these principles. Conclusion In defining what inclusive research is and what makes research 'inclusive,' the answers highlight the relational dynamics between the team members, and need to continually work on 'togetherness.' The affective connection between researchers is to them a highly significant part of what is considered successful inclusive research, particularly for coresearchers with intellectual disabilities. This article suggests the affective dimension may be undervalued in the current literature. [ABSTRACT FROM AUTHOR]

The purpose of this pilot study was to explore the impact of mathematics and reading learning difficulties on the mathematics-vocabulary understanding of fifth-grade students. Students ( n = 114) completed three measures: mathematics computation, general vocabulary, and mathematics vocabulary. Based on performance on the mathematics computation and general vocabulary measures, students were categorized with no learning difficulty (i.e., typical), mathematics difficulty without reading difficulty (MD-only), reading difficulty without mathematics difficulty (RD-only), and combined mathematics and reading difficulties (MDRD). On the mathematics-vocabulary measure, students with MD-only or RD-only scored significantly lower than typical students, and students with MDRD demonstrated significantly lower performance than students with MD-only or RD-only. [ABSTRACT FROM AUTHOR]

The article presents the aims and scope of the journal, lists the officials, editors, and committees, and offers information on the editorial policies of the journal "Learning Disabilities Research and Practice."

The recently reported i3 Scale-Up of Reading Recovery (May et al., 2015) found an effect size of + 0.69 in favor of Reading Recovery compared to the control group. We discuss four issues: (a) many of the lowest achieving students were excluded from participation in Reading Recovery; (b) the control group received a range of different experiences; (c) the successful completion rate of students in the program was modest; and (d) no data supported the claim that Reading Recovery leads to sustained literacy learning gains. We question the value of this study as the basis for widespread implementation of Reading Recovery. [ABSTRACT FROM AUTHOR]

High comorbidity rates have been reported between mathematical learning disabilities (MD) and reading and spelling disabilities (RSD). Research has identified skills related to math, such as number sense (NS) and visuospatial working memory (visuospatial WM), as well as to literacy, such as phonological awareness (PA), rapid automatized naming (RAN) and verbal short-term memory (Verbal STM). In order to explain the high comorbidity rates between MD and RSD, 7-11-year-old children were assessed on a range of cognitive abilities related to literacy (PA, RAN, Verbal STM) and mathematical ability (visuospatial WM, NS). The group of children consisted of typically developing (TD) children (n = 32), children with MD (n = 26), children with RSD (n = 29), and combined MD and RSD (n = 43). It was hypothesized that, in line with the multiple deficit view on learning disorders, at least one unique predictor for both MD and RSD and a possible shared cognitive risk factor would be found to account for the comorbidity between the symptom dimensions literacy and math. Secondly, our hypotheses were that (a) a probabilistic multi-factorial risk factor model would provide a better fit to the data than a deterministic single risk factor model and (b) that a shared risk factor model would provide a better fit than the specific multi-factorial model. All our hypotheses were confirmed. NS and visuospatial WM were identified as unique cognitive predictors for MD, whereas PA and RAN were both associated with RSD. Also, a shared risk factor model with PA as a cognitive predictor for both RSD and MD fitted the data best, indicating that MD and RSD might co-occur due to a shared underlying deficit in phonological processing. Possible explanations are discussed in the context of sample selection and composition. This study shows that different cognitive factors play a role in mathematics and literacy, and that a phonological processing deficit might play a role in the occurrence of MD and RSD. [ABSTRACT FROM AUTHOR]

The article presents the authors' insights about their personal experiences of becoming a researcher. The authors mention the main areas of their research such as on understanding mathematical thinking and teaching and on mathematical learning disabilities. They talk about their deep belief in the apprenticeship model and the social aspect of research.

Background Long-term eye radiation with ultraviolet A ( UVA) denatures the cells of the cerebral hippocampus. However, the influence on memory and learning ability in mice is not known. Methods HR-1 mice were used. We irradiated the eyes or dorsal skin of the mice with UVA at a dose of 110 kJ/m2 using an FL20 SBLB-A lamp for 6, 12, and 24 months. Results The mean escape latency in the water maze was significantly increased in the UVA-irradiated mice in comparison with that seen in the controls. In the mice in which UVA eye irradiation was performed for 24 months, the depression of memory and learning ability was remarkable. The acetylcholinesterase activity, choline acetyltransferase activity, and acetylcholine content in the brain in the UVA eye-irradiated mice were significantly less than those observed in the control mice. Furthermore, during UVA eye irradiation, the levels of β-amyloid (Aβ), γ-secretase, which produces Aβ peptide, and advanced glycation end products increased. Moreover, the effects of UVA eye irradiation increased with the duration of irradiation (or aging), and the introduction of glucose into the brain also decreased with UVA eye irradiation. Conclusions These results indicate that UVA eye irradiation induces a decreased memory and learning ability in mice. [ABSTRACT FROM AUTHOR]

This study examined performance in the forward and backward digit span task of the Wechsler Intelligence Scale for Children–Fourth Edition (WISC–IV) in a large group of children with specific learning disorder (SLD) as compared with a group of typically developing children matched for age and sex. Our results further support the hypothesis that the intellectual difficulties of children with SLD involve working memory in the forward digit span task to a greater extent than in the backward digit span task. The correlation of the two spans with a General Ability Index (GAI) was similar in SLD, and smaller in magnitude than in typically developing children. Despite a GAI within normal range, children with SLD had difficulty with both digit span tasks, but more so for forward span. This pattern was similar for different SLD profiles with clinical diagnoses of dyslexia and mixed disorder, but the impairments were more severe in the latter. Age differences were also investigated, demonstrating larger span impairment in older children with SLD than in younger. [ABSTRACT FROM PUBLISHER]

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]

The relationship between recursive sentence embedding and theory-of-mind (ToM) inference is investigated in three persons with Broca's aphasia, two persons with Wernicke's aphasia, and six persons with mild and moderate Alzheimer's disease (AD). We asked questions of four types about photographs of various real-life situations. Type 4 questions asked participants about intentions, thoughts, or utterances of the characters in the pictures ("What may X be thinking/asking Y to do?"). The expected answers typically involved subordinate clauses introduced by conjunctions or direct quotations of the characters' utterances. Broca's aphasics did not produce answers with recursive sentence embedding. Rather, they projected themselves into the characters' mental states and gave direct answers in the first person singular, with relevant ToM content. We call such replies "situative statements." Where the question concerned the mental state of the character but did not require an answer with sentence embedding ("What does X hate?"), aphasics gave descriptive answers rather than situative statements. Most replies given by persons with AD to Type 4 questions were grammatical instances of recursive sentence embedding. They also gave a few situative statements but the ToM content of these was irrelevant. In more than one third of their well-formed sentence embeddings, too, they conveyed irrelevant ToM contents. Persons with moderate AD were unable to pass secondary false belief tests. The results reveal double dissociation: Broca's aphasics are unable to access recursive sentence embedding but they can make appropriate ToM inferences; moderate AD persons make the wrong ToM inferences but they are able to access recursive sentence embedding. The double dissociation may be relevant for the nature of the relationship between the two recursive capacities. Broca's aphasics compensated for the lack of recursive sentence embedding by recursive ToM reasoning represented in very simple syntactic forms: they used one recursive subsystem to stand in for another recursive subsystem. [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]

Considerable research on individuals with specific learning disabilities (SLD) has been devoted to exploring etiology, characteristics, diagnosis, and treatment. The current paper reviews and integrates conceptual and empirical research, reflecting the Israeli perspective on the following major topics: the history and current use of the term "SLD" in Israel, the diagnostic criteria for SLD, theories regarding the etiology of SLD, common practice for assessing and diagnosing SLD, legalization, research, and intervention. Finally, we introduce several dilemmas that call for further discussion and directions for future research and intervention. [ABSTRACT FROM AUTHOR]

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]

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 paper presents a background as to use of the term "learning disabilities" that is widely used in the United Kingdom (UK). The paper also briefly explores how this usage may differ from that of other countries. To contextualize its use, a brief history of learning disabilities in the UK is outlined alongside diagnostic criteria, and epidemiological and etiological aspects of learning disabilities. These are relevant both to the UK and for international comparison. Finally, the practice of diagnosing and assessing learning disabilities in children and adolescents is briefly explored, as well as identifying the health and social care professionals who most commonly provide specialist support to people with learning disabilities in a range of educational, social, and health care settings in the UK. In particular distinction is made between the terms "learning disabilities" and "learning difficulties" -- a source of continuing and common confusion amongst researchers, clinicians, and educators from countries outside of the UK. The paper concludes that non-UK international researchers, clinicians, and educators need to be cognizant of the importance of ensuring that the terminology they use is clearly understood. This is particularly relevant within the context of an ever-growing exchange of international ideas, research, and practice concerning people with learning disabilities. [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]

"Learning disability" is a globally, very widely used, yet very heterogeneously understood term related to academic failure. The way the concept has emerged in different parts of the world has been strongly influenced by the ideals, norms, language, historical heritage, political currents, and scientific paradigms that affect education in a given culture. As a result, it is very unlikely that the various perspectives can be united behind a commonly accepted definition. In order to promote mutual understanding among scholars and practitioners from different nations, it is important to provide articulate and palpable information about how a learning disability is viewed across societies. [ABSTRACT FROM AUTHOR]

Students with mathematics disabilities (MD) experience difficulties with both conceptual and procedural knowledge of different math concepts across grade levels. Research shows that concrete representational abstract framework of instruction helps to bridge this gap for students with MD. In this article, we provide an overview of this strategy embedded within the explicit instruction framework. We highlight effective practices for each component of the framework across different mathematical strands. Implications for practice are also discussed and a detailed case study is provided. [ABSTRACT FROM AUTHOR]

Developmental learning disorders affect many children, impairing their experience in the classroom and hindering many aspects of their life. Once a bleak sentence associated with life-long difficulties, several learning disorders can now be successfully alleviated, directly benefiting from promising interventions. In this review, we focus on two of the most prevalent learning disorders, dyslexia and attention-deficit/hyperactivity disorder (ADHD). Recent advances have refined our understanding of the specific neural networks that are altered in these disorders, yet questions remain regarding causal links between neural changes and behavioral improvements. After briefly reviewing the theoretical foundations of dyslexia and ADHD, we explore their distinct and shared characteristics, and discuss the comorbidity of the two disorders. We then examine current interventions, and consider the benefits of approaches that integrate remediation within other activities to encourage sustained motivation and improvements. Finally, we conclude with a reflection on the potential for remediation programs to be personalized by taking into account the specificities and demands of each individual. The effective remediation of learning disorders is critical to modern societies, especially considering the far-reaching ramifications of successful early interventions. [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]

Students with and without learning disabilities struggle to engage in effective written expression. Despite challenges in written expression, written expression can be supported through pre-writing strategies such as procedural facilitators. Using a quasi-experimental design, eighth grade students with and without learning disabilities in written expression used three procedural facilitators--presented from the most to the least support--to write essays. Students wrote a pretest, an essay following each procedural facilitator, and two posttest essays. Results suggested that all students experienced significant gains in written expression when using the procedural facilitators and were able to maintain their improvements as the amount of support was decreased. Students also reported that the procedural facilitators were easy to use and beneficial. [ABSTRACT FROM AUTHOR]

IDEA 2004 opened the door for states, and in some cases districts, to choose among three different methods for identifying children with Specific Learning Disabilities (SLDs). This study provides an in-depth look at SLD identification practices in a state that allows school psychologists to use any of the three methods. Eighty-four school psychologists, 53.8% of the state's school psychology association members, completed an online survey about which methods they use for identifying students with SLDs, the reasons for their choice, and their professional training level and years of experience. The most frequently reported method of identification was the combination of Discrepancy/Regression and Response to Intervention. Approximately one third of participants indicated the primary reason they use a particular method is because of a suggestion by a colleague or supervisor. Neither years of experience nor training level were related to the use of a single versus combined method for identification. Limitations and implications are discussed. [ABSTRACT FROM AUTHOR]

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]

Learning Disability happens to be a chronic condition of a presumed neurological origin which selectively interferes with the development, integration, and demonstration of verbal and nonverbal abilities. Past experiences reveal that Learning Disability is something that can't be outgrown nor 'cured' by medication, therapy, or expert tutoring. Thus, an individual with Learning Disability gets to face multiple hurdles in day to day life. In order to make like a bit easier for such individuals, this study tries to connect the dots between an individual with LD and the prenatal factors, the delivery conditions, the early schooling environment of his mother. The current study aims at investigating some specific factors common in the history of children with learning disability. The objective of the present research is to understand the causes of learning disability in children and to find out the most dominant factors. This study started with the hypothesis that there would be a positive relationship between mother's bed rest and medication during pregnancy & learning disability. Also early school difficulties of the child and learning disability were expected to be significantly correlated. The study concluded on a positive relationship among mother's bed rest, mother taking medication during pregnancy, early school difficulties of the child and learning disability. [ABSTRACT FROM AUTHOR]

Math learning disability ( MLD) or developmental dyscalculia is a highly prevalent and persistent difficulty in learning arithmetic that may be explained by different cognitive mechanisms. The accuracy of the number sense has been implicated by some evidence as a core deficit in MLD. However, research on this topic has been mainly conducted in demographically selected samples, using arbitrary cut-off scores to characterize MLD. The clinical relevance of the association between number sense and MLD remains to be investigated. In this study, we aimed at assessing the stability of a number sense accuracy measure (w) across five experimental sessions, in two clinically defined cases of MLD. Stable measures of number sense accuracy estimate are required to clinically characterize subtypes of MLD and to make theoretical inferences regarding the underlying cognitive mechanisms. G. A. was a 10-year-old boy with MLD in the context of dyslexia and phonological processing impairment and his performance remained steadily in the typical scores range. The performance of H. V., a 9-year-old girl with MLD associated with number sense inaccuracy, remained consistently impaired across measurements, with a nonsignificant tendency to worsen. Qualitatively, H. V.'s performance was also characterized by greater variability across sessions. Concomitant clinical observations suggested that H. V.'s difficulties could be aggravated by developing symptoms of mathematics anxiety. Results in these two cases are in line with the hypotheses that at least two reliable patterns of cognitive impairment may underlie math learning difficulties in MLD, one related to number sense inaccuracy and the other to phonological processing impairment. Additionally, it indicates the need for more translational research in order to examine the usefulness and validity of theoretical advances in numerical cognition to the clinical neuropsychological practice with MLD. [ABSTRACT FROM AUTHOR]

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]

Developmental learning disorders affect many children, impairing their experience in the classroom and hindering many aspects of their life. Once a bleak sentence associated with life-long difficulties, several learning disorders can now be successfully alleviated, directly benefiting from promising interventions. In this review, we focus on two of the most prevalent learning disorders, dyslexia and ADHD. Recent advances have refined our understanding of the specific neural networks that are altered in these disorders, yet questions remain regarding causal links between neural changes and behavioral improvements. After briefly reviewing the theoretical foundations of dyslexia and ADHD, we explore their distinct and shared characteristics, and discuss the comorbidity of the two disorders. We then examine current interventions, and consider the benefits of approaches that integrate remediation within other activities to encourage sustained motivation and improvements. Finally, we conclude with a reflection on the potential for remediation programs to be personalized by taking into account the specificities and demands of each individual. The effective remediation of learning disorders is critical to modern societies, especially considering the far-reaching ramifications of successful early interventions. [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]

Introduction: Understanding silent reading fluency (SRF) is of a paramount importance, given that silent reading is the principal manner of reading for capable readers. But the assessment of SRF is not commonly useful for identifying students with reading difficulties and monitoring their progress. The paper presents the SRF scores of adults with dyslexia compared to SRF scores of skilled readers and discusses the power of the SRF measure in identifying adults with specific learning disorders with impairment in reading. Method: Participants recruited were 68 dyslexic and age-matched skilled adult readers (18–48 years old). Among them, 24 were skilled readers with a university degree (GRS), 22 were skilled readers with a high school diploma (DSR), and 22 participants had been diagnosed with dyslexia (DR). We used a standardized oral reading fluency (ORF) test and an original SRF task to measure the reading fluency. Results: All participants increased their reading fluency in silent mode (p <.001). Nonetheless, the average speed of the oral reading was 7.19 syllables per second (syl/s) for the GSR group, 7.11 syl/s for the DSR group, and 4.95 syl/s for the DR group. The average speed of the silent reading was 11.62 syl/s and 10.75 syl/s for GSR and DSR, respectively, and 6.15 syl/s for DR. The reading fluency differential (Δf) between ORF and SRF was significantly different among the dyslexic participants and the other two groups. Conclusions: Our results strongly suggest that dyslexic readers are less capable of significantly improve their reading speed when they read silently. Thus SRF could be considered a suitable parameter for identifying older students and adults with impairment in reading. A broader investigation of the issues surrounding silent reading is needed. [ABSTRACT FROM AUTHOR]

The present study examined three issues connected to the experiences of graduates with learning disabilities (LD) from a college of education (N = 45): support services that had been most beneficial during studies, positive and negative effects of the disability on personal, and professional life. Additionally, demographic data were collected. A semi-structured retrospective interview was used. The most significant support services recalled were academic including academic literacy and organizational and management skills. The graduates reported positive and negative effects of the LD on personal and professional life. Affective skills were perceived as having positive effects, whereas cognitive skills were perceived as having negative effects. This trend occurred in both personal and professional life. Compensatory strategies were mentioned as a reframing mechanism to conceptualize weaknesses as strengths and advantages. As increasing numbers of students with LD are entering fields of education, gaining insight into how to facilitate successful inclusion in higher education and the work force is essential. [ABSTRACT FROM PUBLISHER]

The purpose of this study was to examine Australian learning difficulties specialists’ knowledge about, and the use of, the term dyslexia. An online survey was constructed based on a current definition of, and evidence about, dyslexia and distributed to members of relevant professional associations. A total of 179 participants responded to the survey. Statistical tests were used to identify significant differences in questionnaire scores between a number of demographic subgroups which included special professional interest group, professional discipline, years of experience and engagement in reading-related university study. Results indicated that these Australian professionals all possess a similar and generally high level of accurate research-based knowledge about dyslexia and how to support individuals with significant reading issues. However, while affirming the relevancy of the term dyslexia in their professional work, most participants preferred another term and favoured a combination of words including reading, learning and the less pejorative term difficulty as opposed to disability. As the term dyslexia is commonly used by Australian educators, policy-makers, support organisation and parents to make decisions about the support individuals receive, an understanding of what is currently understood by this label is critical. [ABSTRACT FROM PUBLISHER]

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]

Manipulatives are considered a best practice for educating students with disabilities, but little research exists which examines virtual manipulatives as tool for supporting students in mathematics. This project investigated the use of a virtual manipulative through the National Library of Virtual Manipulatives - polynominoes (i.e., tiles) - as a tool to help teachers present a unit on area and perimeter. The results suggest instruction with virtual manipulatives improved the understanding of area and perimeter by middle school students with disabilities. The students performed better on the posttest in terms of number of problems correct and number of problems attempted than on the pretest. [ABSTRACT FROM AUTHOR]

Prior studies have shown that intermittent noxious stimulation has divergent effects on spinal cord plasticity depending upon whether it occurs in a regular (fixed time, FT) or irregular (variable time, VT) manner: In spinally transected animals, VT stimulation to the tail or hind leg impaired spinal learning whereas an extended exposure to FT stimulation had a restorative/protective effect. These observations imply that lower level systems are sensitive to temporal relations. Using spinally transected rats, it is shown that the restorative effect of FT stimulation emerges after 540 shocks; fewer shocks generate a learning impairment. The transformative effect of FT stimulation is related to the number of shocks administered, not the duration of exposure. Administration of 360 FT shocks induces a learning deficit that lasts 24 h. If a second bout of FT stimulation is given a day after the first, it restores the capacity to learn. This savings effect implies that the initial training episode had a lasting (memory-like) effect. Two bouts of shock have a transformative effect when applied at different locations or at difference frequencies, implying spinal systems abstract and store an index of regularity (rather than a specific interval). Implications of the results for step training and rehabilitation after injury are discussed. [ABSTRACT FROM AUTHOR]

We conducted a meta-analysis of 28 studies comprising 39 samples to ask the question, “What is the magnitude of the association between various baseline child cognitive characteristics and response to reading intervention?” Studies were located via literature searches, contact with researchers in the field, and review of references from the National Reading Panel Report. Eligible participant populations included at-risk elementary school children enrolled in the third grade or below. Effects were analyzed using a shifting unit of analysis approach within three statistical models: cognitive characteristics predicting growth curve slope (Model 1, mean r = .31), gain (Model 2, mean r = .21), or postintervention reading controlling for preintervention reading (Model 3, mean r = .15). Effects were homogeneous within each model when effects were aggregated within study. The small size of the effects calls into question the practical significance and utility of using cognitive characteristics for prediction of response when baseline reading is available. [ABSTRACT FROM AUTHOR]

When visual impairments (VI) and learning disabilities (LD) coexist, it is common for one (i.e., typically LD) to go unidentified. Some school districts may be reluctant to identify students with both VI and LD, potentially causing students to miss out on much-needed services. Child study teams can find support to address this dual diagnosis using a response to intervention (RTI) framework. This article provides guidance and tools for using an RTI framework in the accurate identification of LD in students with VI. [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]

The objective of this study was to examine the role of advocacy for empowerment of the learning disabled (LD) people in Malaysia. The study used a qualitative research approach, where multi-method data collection methods such as in-depth case study, focus group discussions, and documentations surveys were employed. Data was collected from the staff members and disabled people from a nongovernmental organization (NGO) named United Voice (UV) working on learning disability in Kuala Lumpur, Malaysia. The results showed that advocacy is a powerful tool towards empowerment at individual, family, and community levels for the LD people. The findings would be important guideline for the government, policy makers, disabled related NGOs, and disabled community. [ABSTRACT FROM AUTHOR]

This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self-reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDLR Questionnaire for Measuring Health-Related Quality of Life (Ravens-Sieberer & Bullinger, 1998). Findings showed that children with LD reported significantly lower QoL scores than those reported by typically developing peers. Intraclass correlation coefficients (ICCs) and t-test results showed that agreement between child reports and parent-proxy reports was either low or moderate on each QoL dimension. Findings of the study may be used to raise awareness regarding the social and educational needs of children with LD in Turkey. [ABSTRACT FROM AUTHOR]

While experiences of students with disabilities transitioning from high school to college have been well documented, the influence exerted by selected factors on these experiences is less well understood. Using data from the Education Longitudinal Study of 2002, the influence of selected risk and resilience factors on the short-term postsecondary educational outcomes, that is, persistence, of adolescents with specific learning disabilities or emotional/behavioral disorders was examined. A logistic model revealed group differences between individuals with disabilities and peers without disabilities. All selected risk and resilience factors significantly predicted educational persistence. No significant differences were observed between adolescents with specific learning disabilities or emotional/behavioral disorders, but three factors—grade point average, socioeconomic status, and number of friends having plans to attend a 4-year college—were significant predictors of educational persistence for adolescents with disabilities. Implications of these findings are discussed. [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]

The developing capacity to “read” the mental states of others within an empathic context is aptly considered a bellwether for enhanced psychological development. Cognitive impairments, in addition to their more obvious impact on academic performance, may also play a subtle but insidious role in limiting the child’s capacity for psychological mindedness. Developing the capacity for play and playfulness may markedly lessen the impact of these difficulties in learning. In this article, a young girl’s remarkable ability to play is described as a vital means for working around her cognitive limitations and enhancing her very real capacity to articulate aspects of herself with subtlety and nuance. [ABSTRACT FROM AUTHOR]