Relevant bibliographies by topics / Identification of learning disabilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Identification of learning disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Identification of learning disabilities"

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T.Prabu, T. Prabu, P. Pachaiyappan P.Pachaiyappan, and M. Ramamoorthy M.Ramamoorthy. "Identification of Learning Disabilities and Intervention Techniques." Paripex - Indian Journal Of Research 3, no. 4 (January 15, 2012): 1–4. http://dx.doi.org/10.15373/22501991/apr2014/93.

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Reschly, Daniel J. "Learning Disabilities Identification." Journal of Learning Disabilities 38, no. 6 (November 2005): 510–15. http://dx.doi.org/10.1177/00222194050380060601.

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Cavendish, Wendy. "Identification of Learning Disabilities." Journal of Learning Disabilities 46, no. 1 (November 5, 2012): 52–57. http://dx.doi.org/10.1177/0022219412464352.

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Alnaim, Fahad. "Learning Disabilities Concept and Identification: Primary Teachers' Perspectives in Saudi Arabia." International Journal of Social Science and Humanity 5, no. 12 (2015): 1040–44. http://dx.doi.org/10.7763/ijssh.2015.v5.601.

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Johnson, Evelyn, Daryl F. Mellard, and Sara E. Byrd. "Alternative Models of Learning Disabilities Identification." Journal of Learning Disabilities 38, no. 6 (November 2005): 569–72. http://dx.doi.org/10.1177/00222194050380061401.

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Fuerst, Darren R. "Learning Disabilities: From Identification to Intervention." Child Neuropsychology 14, no. 3 (May 13, 2008): 286–88. http://dx.doi.org/10.1080/09297040701455171.

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Elksnin, Linda K. "Identification of learning disabilities: Research to practice." Psychology in the Schools 41, no. 5 (2004): 581–85. http://dx.doi.org/10.1002/pits.10181.

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Scruggs, Thomas E., and Margo A. Mastropieri. "On Babies and Bathwater: Addressing the Problems of Identification of Learning Disabilities." Learning Disability Quarterly 25, no. 3 (August 2002): 155–68. http://dx.doi.org/10.2307/1511299.

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In this article, we review problems in identification of learning disabilities and consider proposed alternatives to present procedures. We argue that no proposed alternative meets all the necessary criteria for identification of learning disabilities, and that radically altering or eliminating current conceptualizations of learning disabilities may amount to “throwing the baby out with the bathwater.” We conclude that the major problems of identification of learning disabilities — including overidentification, variability, and specificity — can be eliminated by increasing specificity and consistency of state criteria and strict adherence to identification criteria on the local implementation level. Finally, we argue that scarce special education funds should not be employed to address the problems of general education.
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Stanton-Chapman, Tina L., Derek A. Chapman, and Keith G. Scott. "Identification of Early Risk Factors for Learning Disabilities." Journal of Early Intervention 24, no. 3 (July 2001): 193–206. http://dx.doi.org/10.1177/10538151010240030501.

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Merrell, Kenneth W., and Mark R. Shinn. "Critical Variables in the Learning Disabilities Identification Process." School Psychology Review 19, no. 1 (March 1, 1990): 74–82. http://dx.doi.org/10.1080/02796015.1990.12087339.

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Dissertations / Theses on the topic "Identification of learning disabilities"

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Peterson, Kristin M. H. "An examination of competing models of learning disabilities identification through the systematic variation of achievement context /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9955922.

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Thesis (Ph. D.)--University of Oregon, 1999.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 101-107). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9955922.
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Hudson, Tina M., and Robert G. McKenzie. "The Impact of RTI on the Identification of Learning Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3995.

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This poster will summarize the RTI variability of various case studies and analysis. How to pursue consistency in assessment, identification of SLD, and communication with parents will also be addressed.
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Bergant, Lydia Bernadette. "Relationships between teacher ratings and the Gordon diagnostic system in the early identification of academically at-risk kindergarten children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30370.

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This exploratory study investigated the similarities and differences between two assessment measures — the Kindergarten School Learning Profile teacher ratings and the Gordon Diagnostic System — in identifying children who would likely be at-risk for experiencing school failure as a result of attentional/impulse control deficits displayed in kindergarten. As attentional skills are believed to influence memory, visual memory was also investigated in relation to attention and impulse control. Twenty-eight teacher-nominated "high risk" kindergarten students were identified as functioning within the lowest 10% for overall school readiness. Computerized systematic random selection procedures were used to identify 30 control students. Teacher ratings of attentional and impulse control abilities manifested both within and outside of the classroom were obtained for all children and compared to their vigilant and impulse control performances on the Gordon Diagnostic System (GDS). Visual memory abilities were examined through use of the Bead Memory subtest of the Stanford-Binet Intelligence Scale: Fourth Edition. The results obtained reveal that normally achieving students were assigned higher qualitative ratings of attention and impulse control by their teachers than were the "high risk" students. Significant relationships between impulsivity (as measured by the GDS) and teacher ratings were unsubstantiated by the data obtained. Only the "high risk" group displayed few significant correlations between teachers' ratings of attentional skills and students' vigilant performances on the GDS. Normally achieving students were found to display significantly better vigilant and impulse control skills on the GDS compared to the poorly achieving "high risk" group. Significant performance deterioration over time was evident on the Vigilance Task but not on the Delay Task of the GDS. Few significant differences between boys and girls in both impulse control and sustained attentional skills were displayed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Alnaim, Fahad. "Identification strategies in the Saudi Learning Disabilities Programme : primary teachers perspectives." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/identification-strategies-in-the-saudi-learning-disabilities-programme-primary-teachers-perspectives(2e554124-7b94-4a3c-a598-8ec3479b6bfd).html.

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Saudi Arabia has been developing services for Students With Learning Disabilities (SWLD) for nearly two decades. The growing practice in this field is, however, lacking research. This study attempted to examine the Saudi Learning Disabilities Programme (SLDP) in terms of the identification of SWLD, by exploring the perspectives of Learning Disabilities (LD) teachers. It attempted to provide an in-depth understanding of this social phenomenon by exploring the dynamic interaction between the teachers' views, process and contexts. A qualitative paradigm was applied to explore teachers' perceptions of the meaning, substance, content, process and context of LD. The sample includes male and female LD teachers from rural and urban areas. There were three steps in the data collection process: 1- to determine key issues, seven semi-structured interviews with LD teachers, have been carried out; 2- six focus groups were conducted to get a deep understanding of the issues; 3- 45 LD teachers have participated in a survey which assisted in the interpretation and exploring how widely these views are held. Data analysis was directed qualitatively and based on a thematic approach. MAXQDA software has been used in the analysis to manage, generate and classify the codes in a quick, easy and accurate way. Findings show that different LD teachers have different identification strategies. There is an a gap between practice and policy which was caused by different reasons: such as lack of policy details about the mechanism of some processes; focusing on serving a specific number of SWLD rather than providing better quality of support for students; different influential (e.g. administration) and contextual (e.g. poor quality of education) factors; and, weaknesses in fidelity of implementation (e.g. lack of training). All these reasons have been considered in the underlying model of the study, highlighting various relations between them. This leads to a new theoretical model. This study provides a platform for Saudi policy makers to reconsider the needs and problems of SWLD. It also contributes to the international LD research through providing insights into the context of a developing country. The study suggests revising and developing both policy and practice, as well as tackling the problems and influences which cause the gap between them. Further research should study the application of an inclusive approach to supporting SWLD in the Saudi education context in order to respond to the identified problems in the SLDP.
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Mellor, Karen. "Emotion identification, emotion word fluency and Alexithymia in people with learning disabilities." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413849.

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Osantowski, Teddy Brodie Bowen Mack L. "Effects of inservice training on teachers' knowledge and applied skills related to identification of learning disabilities." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323740.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 16, 2006. Dissertation Committee: Mack L. Bowen (chair), Lanny E. Morreau, William C. Rau, Paula J. Smith, Kenneth H. Strand. Includes bibliographical references (leaves 92-100) and abstract. Also available in print.
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Grewe, Scott David. "Neuropsychological and personality features of learning disabled and emotionally handicapped children." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862283.

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The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Similarly, no differences were observed between the two special education groups on the basis of their responses to the PIY. Salient differences were observed on the PIC with the emotionally handicapped children reported to have pervasive emotional and behavioral problems in comparison to the mild cognitive/academic and behavioral difficulties of the learning disabled children.Results are discussed as they relate to previous research and future directions for study.
Department of Educational Psychology
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Cosford, Quintin. "Early identification of learning disability in children of the Cape Flats area." Doctoral thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/17076.

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Bibliography: pages 287-309.
There is a need for time-efficient screening assessment, preliminary to diagnostic evaluation, in order to identify learning disability children attending schools in the Cape Flats area. This practical issue needs to be addressed despite the controversy that rages concerning the theoretical aspects of learning disability, its problematic measurement issues and the confusion of research findings in the field. Three main issues are implicated when addressing this problem: (i) the theoretical controversy pertaining to the concept of learning disability. (ii) the theoretical issues concerning measurement and test theory related to the screening and prediction of learning disability. (iii) the practical issue of the validity and accuracy of a rating scale (in this research the Pupil Rating Scale) in relation to a standardized test used as a control (in this research the Aptitude Test for School Beginners). A literature survey indicated that the controversy pertaining to the field of learning disability is largely attributable to the lack of precise definition of the concept which affects research methodology and the interpretation of results. Using a psychological-educational definition of learning disability and attempting to avoid the methodological shortcomings of previous research, the present study adopted a longitudinal predictive approach to screening pupils of the Cape Flats area. These pupils all attended schools for the population group, designated Coloured (mixed blood) in South Africa.
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Lynch, Marie A. "The relationship between school and independent educational evaluations : issues in identification and eligibility for students with learning disabilities /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3186911.

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Daniel, Linda Lea. "Cluster analysis of a pre-referral screening battery : with measures of phonological proficiency, self-concept, social perception, and moral reasoning." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1019477.

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The purpose of this study was to develop a screening battery that could be used as a pre-referral method of identifying students in need of formal assessment for special education services. Further, the battery was designed to provide guidance regarding what classification should be specifically explored in assessment. The screening battery under study included measures of phonological proficiency, self-concept, social perception, and moral reasoning. These variables were measured by the G-F-W Sound-Symbol Tests (Spelling of Sounds Subtest) (Goldman, Fristoe, & Woodcock, 1974), the Self-Perception Profile for Children (Harter, 1985), My Classmates and Me (a sociometric instrument), and the Moral Reasoning Scale for Children (Daniel, 1992). Research has demonstrated that the constructs measured by these instruments are related in differential degrees to classification status of students.Battery scores of 104 subjects (mean age=10.3 years) were cluster analyzed using Ward's method. Once distinct profiles were identified, they were compared to behavioral and educational histories of subjects to determine if the patterns were related to pre-determined classifications. Step-wise discriminant function analyses were conducted using measures of cognitive ability, reading achievement, emotional adjustment and attention as discriminatingvariables in an effort to externally validate the cluster solution.Cluster analysis of the four battery components yielded four clusters with distinctive profiles. Pair-wise comparisons of the four clusters indicated each was significantly different from the others based on performance on the screening battery (p<.001). These groups were identified as: Low Achievement, Pervasive Dysfunction, Normal, and Low Cognitive Ability. Although these cluster groups were not found to be strictly parallel to previously identified classifications, they were differentiated to varying degrees on several dimensions identified through discriminant analyses.The "Normal Group" was adequately differentiated from the other three groups on external validation indices. This suggested that the screening battery, which was used to establish groups, could predict the need for special education services of the subjects in the non-normal groups.
Department of Educational Psychology
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Books on the topic "Identification of learning disabilities"

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Willis, John Osgood. Guide to identification of learning disabilities. Concord, N.H: Bureau for Special Education Services, New Hampshire State Dept. of Education, 1990.

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Bradley, Renee. Identification of Learning Disabilities: Research to Practice. Mahwah: Lawrence Erlbaum Associates, 2002.

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Bender, William N. Learning disabilities: Characteristics, identification, and teaching strategies. Boston: Allyn and Bacon, 1992.

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Learning disabilities: Characteristics, identification, and teaching strategies. 5th ed. Boston: Allyn and Bacon, 2004.

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Bender, William N. Learning disabilities: Characteristics, identification, and teaching strategies. 4th ed. Boston: Allyn and Bacon, 2001.

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Bender, William N. Learning disabilities: Characteristics, identification, and teaching strategies. 6th ed. Boston: Pearson/Allyn and Bacon, 2008.

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Learning disabilities: Characteristics, identification, and teaching strategies. 3rd ed. Boston: Allyn and Bacon, 1998.

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Learning disabilities: Characteristics, identification, and teaching strategies. 2nd ed. Boston: Allyn and Bacon, 1995.

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Bender, William N. Learning disabilities: Characteristics, identification, and teaching strategies. Boston: Allyn & Bacon, 1992.

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Bender, William N. Learning disabilities: Characteristics, identification, and teaching strategies. 6th ed. Boston: Pearson/A&B, 2008.

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Book chapters on the topic "Identification of learning disabilities"

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Vogel, Susan A. "Learning Disabled College Students: Identification, Assessment, and Outcomes." In Understanding Learning Disabilities, 179–203. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_16.

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Johnston, Robert B. "Identification of Learning and Attention Disabilities." In Attention Deficits, Learning Disabilities, and Ritalin™, 17–32. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-7246-0_3.

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Scott, Marcia Strong, and Ruth Perou. "A Screening Test Built of Cognitive Bricks: Identification of Young LD Children." In Research Issues in Learning Disabilities, 83–105. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4613-8345-1_5.

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McCoach, D. Betsy, Thomas J. Kehle, Melissa A. Bray, and Del Siegle. "The Identification of Gifted Students with Learning Disabilities: Challenges, Controversies, and Promising Practices." In Students with Both Gifts and Learning Disabilities, 31–47. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-9116-4_3.

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Yahya, Wan Fatin Fatihah, Noor Maizura Mohamad Noor, Mohd Pouzi Hamzah, Mohamad Nor Hassan, Nur Fadila Akma Mamat, and Mohd Arizal Shamsil Mat Rifin. "Integrating e-Learning with Radio Frequency Identification (RFID) for Learning Disabilities: A Preliminary Study." In Lecture Notes in Electrical Engineering, 895–903. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07674-4_84.

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Mukhopadhyay, Pritha, Lipica Bhattacharya, and Prasanta Kumar Roy. "Identification of Specific Learning Disorders and Specific Language Impairment: Issues and Experience in India." In Inclusion, Equity and Access for Individuals with Disabilities, 409–26. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5962-0_20.

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Wu, Tung-Kuang, Shian-Chang Huang, and Ying-Ru Meng. "Effects of Feature Selection on the Identification of Students with Learning Disabilities Using ANN." In Lecture Notes in Computer Science, 565–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11881070_77.

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Dombrowski, Stefan C. "Learning Disabilities." In Psychoeducational Assessment and Report Writing, 221–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44641-3_12.

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Culbertson, Jan L. "Learning Disabilities." In Handbook of Child Psychopathology, 117–56. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5905-4_5.

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Reid, Robert, and Laura Jacobson. "Learning Disabilities." In The Handbook of Language and Speech Disorders, 247–66. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444318975.ch11.

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Conference papers on the topic "Identification of learning disabilities"

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Wu, T.-K., S.-C. Huang, W.-W. Chiou, and Y.-R. Meng. "Customizing asynchronous parallel pattern search algorithm to improve ANN classifier for learning disabilities students identification." In 2011 Seventh International Conference on Natural Computation (ICNC). IEEE, 2011. http://dx.doi.org/10.1109/icnc.2011.6022322.

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Campomanes-Alvarez, Carmen, B. Rosario Campomanes-Alvarez, and Pelayo Quiros. "Person Identification System in a Platform for Enabling Interaction with Individuals Affected by Profound and Multiple Learning Disabilities." In 2019 IEEE 18th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2019. http://dx.doi.org/10.1109/iccicc46617.2019.9146032.

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Akhil, R., Athul Soori, Dilip Shankar, M. Mrinal Krishnan, and B. R. Poorna. "Detecting specific learning disabilities." In 2017 International Conference on Networks & Advances in Computational Technologies (NetACT). IEEE, 2017. http://dx.doi.org/10.1109/netact.2017.8076796.

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Poobrasert, Onintra, Piyada Sabayjai, and Namnueng Mitsamarn. "Technology-enhanced Learning for Students with Learning Disabilities." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.154.

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Pirani, Zainab, and M. Sasikumar. "Assistive learning environment for students with Learning Disabilities." In 2012 4th International Conference on Intelligent Human Computer Interaction (IHCI). IEEE, 2012. http://dx.doi.org/10.1109/ihci.2012.6481810.

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Babu, A. B. Karthick Anand, and M. ChandraKumar Peter. "Strategies to improve learning among disabilities." In 2011 3rd International Conference on Electronics Computer Technology (ICECT). IEEE, 2011. http://dx.doi.org/10.1109/icectech.2011.5941665.

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Zecchi, Sandra. "Students with Learning Disabilities at University." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9210.

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Specific Learning Disorders involve a plurality of functions that impact the decoding of the alphabetic code. They have an evolutionary character, that is, vary according to the age of the subject. The present work, connected to positive practical experiences, investigates the characteristics of DSAs in adulthood and the impact with university teaching. It presents the outcomes in progress of an interdisciplinary project (including pedagogical, medical and engineering area). Learning Disabilities (LD) disorder are relatively new for the education at the university level, and have therefore pushed teachers and researcher to define research projects, both scientific and pedagogic, aimed to suit the needs of LD students. In such perspective, due to the high variability of LD manifestations and degrees and also to the peculiar students’ features, a multidisciplinary approach and strategies are required to identify personalized educational paths for LD students while respecting, the specificity and the objectives of the different university courses.
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Ahmad, Wan Fatimah Wan, Emelia Akashah P. Akhir, and Sarah Azmee. "Game-based learning courseware for children with learning disabilities." In 2010 International Symposium on Information Technology (ITSim 2010). IEEE, 2010. http://dx.doi.org/10.1109/itsim.2010.5561303.

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Devi, A., S. Sreya Prakash, and D. Abinaya. "Online Rehabilitation Tool for Identifying Learning Disabilities." In 2019 IEEE International Conference on System, Computation, Automation and Networking (ICSCAN). IEEE, 2019. http://dx.doi.org/10.1109/icscan.2019.8878838.

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Navarrete, Rosa, and Sergio Lujan-Mora. "OER-based learning and people with disabilities." In 2015 International Conference on Interactive Collaborative and Blended Learning (ICBL). IEEE, 2015. http://dx.doi.org/10.1109/icbl.2015.7387646.

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Reports on the topic "Identification of learning disabilities"

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Hayes, Anne M., Eileen Dombrowski, Allison H. Shefcyk, and Jennae Bult. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press, April 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0052.1804.

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Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Tang, Shao-Jun. A Functional Genomic Analysis of NF1-Associated Learning Disabilities. Fort Belvoir, VA: Defense Technical Information Center, February 2008. http://dx.doi.org/10.21236/ada485157.

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Tang, Shao-Jun. A Functional Genomic Analysis of NF1-Associated Learning Disabilities. Fort Belvoir, VA: Defense Technical Information Center, February 2005. http://dx.doi.org/10.21236/ada435850.

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Tang, Shao-Jun. A Functional Genomic Analysis of NF1-Associated Learning Disabilities. Fort Belvoir, VA: Defense Technical Information Center, August 2008. http://dx.doi.org/10.21236/ada586992.

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Tang, Shao-Jun. A Functional Genomic Analysis of NF1-Associated Learning Disabilities. Fort Belvoir, VA: Defense Technical Information Center, February 2007. http://dx.doi.org/10.21236/ada470110.

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Zhong, Yi. Analysis of Learning Disabilities of Tuberous Sclerosis Complex in Drosophila. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada472052.

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Bardo, Brett N. Pitfalls of the Past: Learning Disabilities That Hinder TRADOC's Institutional Agility. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ad1000337.

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Casado del Río, MA, M. Garmendia Larrañaga, and C. Garitaonandia Garnacho. Internet and Spanish children with learning and behavioural problems and other disabilities. Revista Latina de Comunicación Social, March 2019. http://dx.doi.org/10.4185/rlcs-2019-1350en.

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Allcock, Annelies. Iriss ESSS Outline: Mental health of young people with learning disabilities in transition. Iriss, December 2018. http://dx.doi.org/10.31583/esss.20181217.

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