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

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Published: 4 June 2021
Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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6

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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7

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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8

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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10

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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Weisel, Laura Peltz. "A comparative analysis of two diagnostic procedures for identification of adult learning problems in a male prison population /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992904499.

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12

Miller, Cecil Alan Darch Craig B. "Main idea identification with students with mild intellectual disabilities /specific learning disabilities a comparison between an explicit and a basal instructional approach /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1817.

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13

Phillips, Madi E. "Identification of reading disabilities at the secondary level and its relevance to special education programming /." view abstract or download file of text, 2002. https://wwwlib.umi.com/cr/uoregon/fullcit?p3072602.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-119). Also available for download via the World Wide Web; free to University of Oregon users.
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14

Cottrell, Joseph M. "Specific Learning Disabilities: Beliefs about the Construct, Identification Methods, and Job Satisfaction Among Practicing School Psychologists." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/4010.

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Students with specific learning disabilities (SLDs) account for approximately 40% of all students receiving special education services. Debate among professionals regarding the causes of SLDs and the most appropriate methods used to identify SLDs persists. This debate may be related to the increase in prevalence of SLDs since the implementation of special education law in 1975. There are three prominent theories regarding the cause of SLDs: (a) environmental theory, (b) biological theory, and (c) interactional theory. The Individuals with Disabilities Education Act (IDEA) allows school districts to implement the following SLD identification procedures: (a) the IQAchievement discrepancy method, (b) response-to-intervention (RtI), and/or (c) alternative research-based methods, such as personal strengths and weaknesses (PSW). This study employed survey methodology to evaluate the intersection between school psychologists’ beliefs about the cause of SLDs, their preferred practices, their actual practices, and their job satisfaction associated with assessment. School psychologists are one member of a multidisciplinary team aimed toward identifying children with SLDs and are estimated to spend nearly half their time in special education decision making. This study also evaluated the influence alignment between school psychologists preferred and actual practices have on their job satisfaction associated with assessment. Findings showed that, similar to other professionals, school psychologists’ had varying beliefs about the causes of SLDs. Environmental beliefs were significantly correlated with a preference for RtI for SLD identification, while biological beliefs were significantly correlated with preferences for the IQ-Achievement discrepancy method and alternative research based procedures for SLD identification. Preferred methods of identification impacted all three identification methods, and beliefs about the cause of SLDs impacted actual PSW practices, above and beyond individual and school characteristics. Finally, greater alignment between preferred SLD identification practices and actual SLD identification practices was associated with higher levels of job satisfaction related to assessment. Implications and directions for future research are discussed.
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Lee, Tzu-Min. "Validation of a preliminary screening procedure for the identification of nonverbal learning disabilities (NLD) in schools a parent rating scale /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/780.

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Firsteter, Esther. "From identification to labelling : using observations by regular teachers to identify and assess children at risk of learning disabilities /." Bath, Eng. : University of Bath, Departement of education, 2005. http://www.gordon.ac.il/template/default.asp?maincat=2&catId=20&PageId=495&id_site=1&show=1.

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17

Carlson, Celeste Maria. "Processing disorders and the need to examine and standardize current assessment and identification procedures." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2690.

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The purpose of this research study was to explore what part the identification of processing disorders has in determining eligibility for services within the category of specific learning disabilities. The main objectives were to identify: how school psychologists view their roles in identifying processing disorders, who is involved in the decision making process used when identifying processing disorders, what criteria and assessment tools are being used in determining processing disorders, and what is the frequency with which a variety of processing disorders are being identified today. The data used in this study were collected in two steps. The first step involved identifying which of the continental United States have identification criteria for specific learning disabilities that contain processing phrases. For those 19 states included in this group, a review of how processing disorders are covered in eligibility criteria for a specific learning disability was conducted. The second step of the data collection involved sending out a survey, which addressed the main objectives of the study, to 1056 school psychologists within the 19 states. Of the 1056 surveys sent out, 316 or 32% were returned with usable data. For each of the survey questions, the frequencies of responses were reported and conclusions were drawn. Results of further data analysis suggested the following: School psychologists' views of their roles in identifying processing disorders did not differ by years of experience as school psychologists. There was not an association between school psychologists' views of their roles in identifying processing disorders and their education in school psychology. School psychologists who believed that a certain criteria would be justification for identifying a processing disorder did not differ in years of experience from those who believed that the criteria would not be justification. This study should be viewed as just the first step towards investigating what part the identification of processing disorders has in determining the existence of specific learning disabilities. Because assessing and identifying processing disorders can have a great impact on whether or not a student qualifies for special education services, more information needs to become available on this topic.
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Ferlis, Emily. "ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2666.

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This dissertation examines the question how do ESL teachers perceive the prereferral process for identifying adolescent Latino English language learners with specific learning disabilities? The study fits within the Latino Critical Race Theory framework and employs an interpretive phenomenological qualitative research approach. Participants were six secondary-level ESL teachers from two school districts with small ELL populations. Data consisted of in-depth interviews, researcher notes, and analytical memos. Phenomenological data analysis procedures followed recommendations by Colaizzi (1978) and Smith, Flowers, and Larkin (2009). Data validity measures included second-researcher review and member-checking. Results of the study are presented as descriptions of how participants perceived the prereferral processes for identifying adolescent Latino English language learners with suspected specific learning disabilities. Nine categories emerged from the interviews: (a) Characteristics and behaviors; (b) instructional supports and interventions; (c) progress-monitoring; (d) use of RTI; (e) prereferral outcomes; (f) parental participation; (g) special education department response; (h) identification challenges; and (i) recommendations. Implications of the study findings for policy, research, and educator practice are noted.
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Kenyeres, Judit. "Screening for learning disabilities and giftedness : the applicability of the DIAL-R with French-speaking preschool Quebec children." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63802.

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20

Firstater, Esther. "From identification to labelling : using observations by regular kindergarten teachers to identify and assess children at risk of learning disabilities." Thesis, University of Bath, 2005. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760854.

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The aim of this study, carried out in Israel, is to examine the feasibility of using observation by regular kindergarten teachers during everyday activities in their kindergartens for the purpose of identifying and assessing children at risk of learning disabilities. The study focuses on the investigation of the teachers' ability to carry out educational assessment and on their perception of the child at risk of learning disabilities. The theoretical framework is based on ecological system theory (Bronfenbrenner, 1992, 1979), ascribing the disability to a combination of inborn tendencies and environmental factors. The research was motivated by dissatisfaction with the process of referral of children by kindergarten teachers and also with the way I myself dealt with the issue of children at risk of learning disabilities in my teaching. The study was carried out in the form of action research in the course of one study year, with the researcher teaching educational psychology to a group of nine regular kindergarten teachers, and it can be seen as a change in my way of teaching: I proposed to my students to learn in a different way the methods of identification and assessment of children with special needs in the kindergarten. They were asked to observe and document their educational assessment of a child they had identified as at risk of displaying learning disabilities during their school studies. The main findings suggest that the children identified by these teachers as at risk of learning disabilities are children with behaviour problems. This is due to the teachers' difficulties in coping with these children, stemming from three variables: the quality of the teachers' professional knowledge, their perception of their working conditions, and their professional self-image. These variables lead to a situation where the process of identification turns into labelling even before the children enter school. These findings are relevant to the work of regular kindergarten teachers who include children with special needs in their kindergartens, to the way teachers are prepared for inclusion, and point to the need to change the functioning of the multidisciplinary team, and in particular the way the psychologist works with the teachers.
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Reeder, Sean. "Response to Intervention and Specific Learning Disability Identification Practices in Kentucky." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1365.

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Specific Learning Disabilities (SLD) have historically been difficult to define and measure which has led to uncertainty and controversy. The current study explored the practices of identifying specific learning disabilities in Kentucky by surveying school psychologist practitioners in the state. Information was obtained about current practices with regard to RTI implementation and methods and data used for SLD identification as well as the roles that school psychologists take in the response to intervention (RTI) process. The sample consisted of 97 current or recently (within the past year) practicing school psychologists from 45 districts across the state. It was predicted that the use of RTI data for SLD identification would be associated with the length of time a district had been implementing RTI. The data did not support such a relationship. The majority of the districts represented by respondents were noted to be beyond an initial implementation of RTI practices. Responses to questions regarding the implementation of core features of RTI were grouped into High Implementation (HI; n = 45) and Low Implementation (LI; n = 41) groups. An independent samples t-test found a significant difference between the HI and LI groups for the quality of implementation. The HI group evidenced higher quality ratings than the LI. The use of RTI data as the most frequent method for SLD determination was noted for 30.9% of respondents as opposed to 0% prior to 2007. However, severe discrepancy was the most preferred method (59.3%) used for determining placement followed by RTI (28.4%) and a pattern of strengths and weaknesses (4.9%). Districts were also not likely to utilize non-preferred types of data if a student transferred into their district with that non-preferred data. Finally, the roles of school psychologists in the RTI process were explored. Great variability was found across practitioners with regard to the roles they actively have in the RTI process; however, practitioners in the HI group generally were more involved in the RTI process than those in the LI group. The findings are discussed with regard to the current national SLD identification practices and the limitations of the current findings.
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Murphy, Jennifer L. "School Psychologists’ Experience of Identifying Students With Specific Learning Disabilities In Urban Schools." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1605276941214278.

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23

Joseph, Laurice M. "The effectiveness of a word box instructional approach on word identification and spelling performance for a sample of students with learning disabilities." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298563489.

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Joseph, Laurice Marie. "The effectiveness of a word box instructional approach on word identification and spelling performance for a sample of students with learning disabilities /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945015615648.

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Hudson, Tina M., and Robert G. McKenzie. "The Impact of RTI on Timely Identification of Students with SLD." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3993.

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Response to Intervention (RTI) has become the gateway to identification for many students with specific learning disabilities. Those include students in the 17 states that require RTI as the source of eligibility data as well as many students in the 33 states that allow districts to choose RTI among other options (e.g., discrepancy). There is concern that the use of RTI may infringe on due-process protections and child-find responsibilities. Specifically, the number of days students must remain in RTI may delay their referral for comprehensive evaluation and, hence, potential eligibility for special education. In the present study, the authors surveyed District Directors of Special Education in selected states to determine whether guidelines or policies were present to govern referrals for a comprehensive evaluation and how long a student may remain in RTI tiers before referral or eligibility determination. The extent to which districts permit individual schools to enact their own policies was also investigated. Results indicate that (a) RTI is often used to identify specific learning disabilities without clear guidelines, (b) many aspects of RTI are implemented without being communicated within state and district administrative levels, and (c) RTI is the required specific learning disability assessment determinant in a significant percentage of districts in states that allow that choice. Implications for future research and practice are discussed.
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Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.

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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.
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Thomson, Stacey. "Children's understanding of learning disabilities /." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09SPS/09spst4821.pdf.

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Roth, Kylie Ann. "Identifying Knowledge and Understanding of Learning Disabilities in High School Students Classified with Learning Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6040.

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Research indicates that students with learning disabilities know little about their condition. The purpose of this study was to investigate the depth and breadth of high school students' understanding of their learning disabilities. Using semi-structured individual interviews, the researcher collected, transcribed, and analyzed data to determine 12 participants' knowledge of learning disabilities, about how they learn, and about their potential to succeed in school and adult life. Results indicate varying levels of self-knowledge and varying perceptions of future success.
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Bernacchio, Charles P. "Perceived Attributes to the Development of a Positive Selfconcept from the Experiences of Adolescents with Learning Disabilities." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/BernacchioCP2003.pdf.

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Stamer, Tylie. "Promoting Learning Strategies in Students with Learning Disabilities Through Blended Learning." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255720.

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This study was designed to investigate possible changes in the use of four specific learning strategies by students who had learning disabilities: using a device, thinking about knowledge, finding a starting point, and acting differently in the future. The five student participants were instructed in a special education pull-out reading classroom using the blended learning classroom model. The researcher explored behavioral changes related to student participants’ use of these learning strategies in general education classrooms. This study attempted to investigate student participants’ and general education teachers’ perceptions of the four learning strategies. A math teacher, a social studies teacher, and a science teacher from the researcher’s teaching team also contributed their perceived observations of student participants’ use of the four learning strategies in their classrooms. The triangulation of data used in this study was achieved through use of pre-surveys and post-surveys that inquired into use of learning strategies on the parts of student participants and general education teachers at the inception of the study and again at its conclusion. Interviews with each of the study’s participants were also conducted at the conclusion of the study. Student binders used by the student participants in the blended learning instructional model were analyzed for evidence. The results of the study indicated that although according to survey data, students did not demonstrate changes in their ability to use the four learning strategies, most student participants reported using the strategies in their general education classes.

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Wing, David. "Men with learning disabilities : gendered subjectivities." Thesis, University of East London, 1999. http://roar.uel.ac.uk/3650/.

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Gender, as a factor of human experience in the lives of men and women with learning disabilities has largely been neglected as an important area of investigation within clinical psychology. Although there have been recent moves to address this neglect by exploring the experience of gender for women with learning disabilities there has been virtually nothing in exploring the implications of gender for men with learning disabilities. This study is a qualitative investigation into how a number of men make sense of themselves in relation to gender and learning disability. Eleven men were interviewed in depth and a discourse analytic method as described by Potter and Wetherell (1987) applied to analyse their accounts. Several interpretative repertoires were defined from the analysis of the participants' accounts and have been described under the following heuristic categories: 'Learning Disability: A construction of inability', 'Learning Disability: Positioned as non-adult', 'The meaning of work', 'Sexual relationships', 'Appeals to 'sameness" and 'Learning Disability: An essentialist construction'. What emerged from the interviews was how, having been positioned within these repertoires, the participants' appeared to experience what can be described as multiple 'fractured' identities at the point of intersection between sometimes conflicting demands of masculinity and disability.
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Marks, Lori J. "Modifications for Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3684.

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Presentation discusses assistive technology devices: Simon Soounds It Out, WordMaker, Pix Writer, Co:Writer, Write:Outloud, WYNN and WYNN Wizard, Written Expression Software, Kidspiration, Start-to-Finish Reading Series,Neo, AlphaSmart 300, DANA, Lottie Kit.
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Farmer, Tim. "Understanding the learning experiences of university students with learning disabilities." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6062.

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The increased interest in identifying effective interventions to facilitate learning disabled students in their academic pursuits necessitates a better understanding of the personal struggles of these students. This study is a preliminary attempt to focus on adult university students who have only recently been identified as having a learning disability. It used a social constructivist approach in an attempt to identify cognitive and metacognitive strategies employed by these students in the past and present, and those they might employ in future. Cognitive dissonance emerged as a major factor as regards the self-concept and self-esteem of these adult students. The dissonance surrounding their self-concept emanated from educational experiences and conflicting judgements about their intelligence. Their narratives identified anxiety as another major factor related to their learning experiences and this was consistent with several empirical studies that have found higher levels of anxiety among students with learning disabilities than the average student population. The narratives within this study have linked the students' cognitive dissonance with their anxiety and their attempts to establish consonance in their self-concept and what they perceived as acceptable levels of self-esteem. This study has resulted in significant insights into the use of myths by these four individuals as a means of coping with their dissonance and anxiety. It explores to what degree this myth-making was effective in assisting these four participants in mediating and self-regulating their learning. The methodology for this study included three 90-minute interviews over one- to three-week periods (Seidman 1998). The interviewer made use of the results of empirical tests that had previously been administered to these students to identify their learning disability. The test results helped to augment the students' exploration of their cognitive struggles and strategies. It is hoped that this study will lead to a richer understanding of the struggles of students with undiagnosed learning disabilities. Further, it is hoped that this study will enhance the use of narratives and a social constructivist approach to further research more effective mediations and self-regulation by this population.
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Hiller, Todd R. "Validation of neuropsychological subtypes of learning disabilities." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/775.

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Andison, Carol Ann. "Learning disabilities and peer victimization in schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq37470.pdf.

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Bradley, Jennifer. "Facilitating choice for people with learning disabilities." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5792.

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Background: Choice constitutes a core element of the human experience. To deny this right can be seen as a denial of basic human rights and yet for people with learning disabilities this has often been a reality. Some argue that choice is different for people with learning disabilities for a variety of intellectually based reasons. The effect of choice on people with learning disabilities therefore is an important area of concern for researchers to establish the underlying meaning and drivers for increasing choice for this group of people. Method: A systematic literature review was conducted to bring together studies examining the effects of choice for people with learning disabilities. The review utilised three databases and selected reference lists to find relevant articles and these were brought together in a summary of findings. Results: Studies focused heavily on task behaviours and challenging behaviours and whether and how this would be altered by introducing elements of choice or preference. A large majority of studies demonstrated that the main basis for the improvement of tasks and behaviours was the introduction of preferred stimuli rather than the being able to actively choose between stimuli. Other studies demonstrated that choice has a positive effect on mood, quality of life and motivation during a self care exercise.
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Albone, Stephen Anthony. "The binormal hypothesis of specific learning disabilities." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/431/.

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The concept of specific learning disabilities has its roots in the medical literature of the nineteenth century. According to the medical model the cause of specific learning disabilities are presumed to lie in specific cognitive dysfunctions. This hypothesis predicts two qualitatively distinct types of learner and a bimodal distribution of assessment scores. Evidence for bimodality has been sought in the distribution of residuals generated from the regression of standardised measures of attainment on IQ, however this technique has been widely criticised. Recent advances in computer adaptive assessment, coupled with Rasch interval level measurement, have opened up the possibility of seeking evidence for bimodality in the distribution of assessment scores directly. In the present study the binormal distribution was developed as a model for describing bimodality. The binormal distribution is conceived as two superimposed normal distributions and is defined by five parameters. The algebraic relationship between the five parameters was first determined, and then a methodology was developed for deriving objective estimates of those parameters. The methodology was applied to a unique dataset of over 80,000 children aged between seven and eleven years of age, and across four assessment domains; picture vocabulary, reading, mathematics and arithmetic. The methodology was found to be sensitive to factors that might influence the shape of the distribution of assessment scores such as gender, number of years of schooling, and ceiling effects, and this affected its utility. Nevertheless evidence was found for the existence two qualitatively distinct groups of reader. The pattern in these results was consistent with a developmental transition from beginning to fluent reader. Evidence was also found for a developmental lag between boys and girls, which would explain the higher prevalence of dyslexia reported for boys in many studies. The methodology produced inconsistent results when applied to the other assessments, and no evidence was found to either confirm or disprove the existence of specific dysfunctions as predicted by the medical model.
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Allen, David. "Challenging behaviour in people with learning disabilities." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388791.

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Gathard, Jo. "People with learning disabilities' accounts of friendship." Thesis, Open University, 2000. http://oro.open.ac.uk/58027/.

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This study aimed to investigate how people with learning disabilities construct accounts of friendship, and manage aspects of a 'spoiled identity' within this. Furthermore it aimed to investigate how the typical processes of friendship formation are affected by the management of such an identity. It was suggested disclosure of personal information can be anxiety provoking for them and the choice of analysis needed to focus on deconstructing their accounts for linguistic devices used to manage difficult issues and then consideration could be given to the functions of these devices. Eight people with mild learning disabilities, four men and four women, were recruited to the study. Having obtained their informed consent each was interviewed using a semi-structured interview schedule focusing upon aspects of friendship formation identified within mainstream literature. In view of the aims of the study it was decided the most appropriate form of analysis would be discourse analysis. At a surface level the experience of the participants mirrored that found in previous research. In addition a number of rhetorical devices were identified. Further consideration of these revealed they were used at times in the interview when either participant or interviewer was attempting to manage an issue related to difference or stigma. In view of this it is argued that managing a stigmatised identity directly impacts upon typical processes of friendship formation. The findings are discussed; consideration is given to service and research implications. It is suggested that awareness of the nature and function of rhetorical devices could facilitate professionals in helping people with learning disabilities to discuss their difficulties and associated emotions in a more meaningful way. Enabling people with learning disabilities to develop higher self-esteem is discussed in relation to them attributing more value to friendships with others with similar disabilities, and the development of the self-advocacy movement.
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Darbyshire, Laura Valerie. "Parents with learning disabilities : a psychological perspective." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/661/.

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The thesis comprises of both research and clinical components and is submitted as partial fulfilment of a doctorate degree in Clinical Psychology. Volume I, the research component, includes a literature review, an empirical paper and a public domain paper. The systematic literature review investigates evidence investigating parents’ with Learning Disabilities psychological wellbeing and social support. The empirical paper explores the journey of parenthood from the perspective of parents with Learning Disabilities. Finally, the public domain paper provides a summary of the empirical paper. Volume II, the clinical component, includes clinical practice reports conducted within clinical placements from child, learning disabilities, adult and older adult specialties. The first report contains an attachment and systemic formulation of a young girl and her family. The second report is a small scale service related project investigating the usefulness of an opt-in procedure and reasons for non-attendance in a STAR clinic in a child and family service. The third report is a single case experimental design with a young man with Autistic Spectrum Disorder. The fourth is a case study of a woman seen in a systemic service experiencing low mood. Finally an abstract is provided for a clinical presentation about an older man with Alzheimer’s disease who refused to wash.
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Wright, Brian. "Nonverbal Learning Disabilities Explained through Student's Narratives." Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10238974.

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This applied dissertation will provide a deeper understanding of how high school students with nonverbal learning disabilities perceive themselves. Persons with nonverbal learning disabilities are defined primarily through performance measures with less qualitative information available. In this study, high school students identified with nonverbal learning disabilities will have the opportunity to voice their feelings about their disability.

The researcher developed open-ended questions about nonverbal learning disabilities and how it has impacted the students. Information was gathered through a narrative format and transcribed. Information was coded for important themes.

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Chinn, Deborah. "Professionals talk about parents with learning disabilities." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10019273/.

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Although parents with learning disabilities have attracted academic and professional attention because of concerns about their ability to care adequately for their children, there has been little systematic development of services for these families. This study seeks to understand the barriers to progress by investigating the issues faced by professionals who work with these parents. I investigate how professionals understand these parents, and clarify how these perceptions link to broader socially defined categories of competence, childhood, parenting and professional practice. I show how social constructions of disabled recipients of professional interventions, and of children, shape and constrain practice, with emphasis on the dilemmas and contradictions that practitioners face. I use a discourse analysis approach informed by discursive psychology and Foucault to examine transcribed interviews with twenty health and social care professionals who have had experience of working with learning disabled parents and their children. Dominant discourses emphasise, on the one hand the incompetence of learning disabled people as social actors and as parents, and on the other children's vulnerability and dependence. I investigate how practitioners attempt to reconcile what they perceive as their responsibility to promote 'normal' family life backed up by expert knowledge with an expectation that they acknowledge conceptions of human rights and client 'empowerment'. I challenge polarised views of professionals as either altruistic public servants or all powerful oppressors of disabled people. I argue that their options for action are limited by a professional climate preoccupied with risk and accountability. Nevertheless I identify examples of resistance to these dominant discourses, suggesting that further progress will be made when practitioners are encouraged to adopt a more critical approach to often taken-for-granted assumptions about disability, parenting and children.
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O'Brien, Barbara Alcini. "Coping with learning disabilities : a family perspective /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120907944.

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Jackson, Tom. "Psychoanalytic psychotherapy with people with learning disabilities." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/14865/.

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This thesis focuses on the practice of providing psychoanalytic and psychodynamic therapy to adults with learning disabilities. Part J reviews the literature in the area, examining published case studies and technical papers relating to the practice of providing psychoanalytic and psychodynamic psychotherapy to adults with learning disabilities. A consistent therapeutic frame was identified, but reports of therapists' practice were sparse, inconclusive and varied. Part 2 reports a qualitative study exploring the practice of psychoanalytic/psychodynamic psychotherapists, experienced in providing therapy to adults with learning disabilities. Interview transcripts were analysed using a Grounded Theory methodology. A consistent account of practice was emergent, and a model implicating the role of philosophical notions of disability and their impact on practice was proposed The nature of the proposed model was considered with respect to its difference from other psychoanalytic models used in the provision of therapy to non learning-disabled adults and children. Part 3 describes the salient stages of the research process and the key learning points for the author. The author reflects on the process of carrying out the research with respect to doing future research and identifies areas for improvement to his present practice.
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Wood, Pamela Margaret. "Emotion recognition amongst individuals with learning disabilities." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397561.

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Trustam, Emma. "Exploring recovery in people with learning disabilities." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/12767/.

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A literature review examines how mental health difficulties may differ for people with learning disabilities (PwLD) and the general population; with respect to their vulnerability to mental ill-health and the definition, presentation and treatment of mental health problems. Factors which have been found to positively impact on the mental health of PwLD are then explored. The review considers methodological limitations and gaps in our understanding, highlighting a need for further research focusing on mental health recovery for individuals with learning disabilities. Section B presents a study exploring what recovery means for people with learning disabilities and mental health difficulties. Interviews were conducted with nine individuals and Interpretative Phenomenological Analysis used. A model was developed which described participants’ entry to the therapeutic service and their progression towards recovery. The model firstly describes how participants felt entering the service, their Mental Health/Therapy Experience, and explains how these experiences were validated and the recovery process enabled through the therapeutic alliance. Once enabled, the second dimension of the model is detailed, that of the Client Recovery Experience which extends across three phases of recovery. The first phase, Feeling Better describes elements perceived as integral to improved mental health. The second phase, Recovery Ongoing identifies that more input is required. Thirdly, Attainability?: Reality, Ideals and Fantasy, reveals PwLD’s perceptions of recovery and the techniques used in striving to achieve this. Salient features of recovery specific to PwLD are recognised as important to clinical practice, and results suggest there is a need to openly discuss LD identity, and address idealisations surrounding a non-LD one. This would involve setting realistic goals and managing expectations accordingly and focussing on social integration as a way of enabling ongoing recovery.
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Pestana, Cláudio Miguel Da Conceição. "An integrative thesis on learning disabilities: Exploring the self-concept and life experiences of adults with mild learning disabilities." Thesis, City University London, 2010. http://openaccess.city.ac.uk/1157/.

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Foley, Nancy E. "Learning style preferences of undergraduate students with and without learning disabilities /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842527.

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Murtaza, Naveed. "Perceptions of Students with Learning Disabilities Learning Science: A Narrative Study." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37820.

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While there has been research regarding the effectiveness of teaching strategies to teach science to students with learning disabilities (LD), the viewpoints and experiences of students with learning disabilities using narratives have not received the same attention. This study was conducted to explore the beliefs and feelings of students with learning disabilities about their science learning experiences during their high school years. Vygotsky’s theory on Social Constructivism was used to examine the interaction of cognitive processes such as perceptions and attributions; behavioral features such as social skills and communication difficulties; and, environmental factors such as teaching techniques and peer interactions. These factors are interacting determinants of learning and classroom participation. Due to the social nature of schooling and disability, the social model of disability approach was considered the most efficient way to address this issue of learning of science with learning disabilities. Eight undergraduate students with LD were interviewed about their experiences of learning science in mainstream science classrooms. Four themes emerged after thematic analysis of the narrative interview data: a) understanding of learning disability; b) finding resources and strategies for learning science with LD; c) overcoming difficulties in learning science with technology; d) learner autonomy and science learning experiences with LD. The salient feature of these themes showed that the participants had an adequate understanding of their LDs, and the difficulties they faced in learning of science subjects due to their learning disabilities. The stigmatizing experiences of low achievement in science subjects and the initial reaction of some teachers triggered sad and angry feelings, and all the students longed to be more pushed to their higher potential in science learning. Participants then sought help from More Knowledgeable Others (MKO), they used assistive technology and developed their own strategies to overcome difficulties they were facing in learning science. The difficulties in learning of science subjects indicated by the participants have consequences; these difficulties may result in student’s reduced motivation in learning, disengagement from school, leaving school prematurely, and may cause depression in students who drop out of school. These possible consequences and the dissatisfaction expressed by the participants in this study implicate a need to continually assess students with LDs knowledge of, perceptions of, and experiences with their science learning, both in research and actual practice. In turn, this greater consideration of participant’s viewpoints may have a positive influence on the success of high school science education programs and the social-emotional development of students with LD.
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D'Amato, Rik Carl. "Subtyping children's learning disabilities with neuropsychological, intellectual and achievement measures." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/536293.

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The present study was an effort to empirically subtype children's learning disabilities. A review of the literature was presented with a focus on current and historical subtypingattempts. A cluster analysis was performed on 1144 school-age learning disabled children who had completed extensive neuropsychologica1, intellectual, and achievement measures. Four interpretable clusters emerged which were seen as (1) Verbal-Sequential-Arithmetic Deficits, (2) Motor Speed and Cognitive Flexibility Deficits, (3) Mixed Language/Perceptual Deficits, and a (4) No Deficit Subtype. Not only did these clusters indicate unique profiles for each subtype across the sample, but developmental differences were also apparent between all four clusters. The current investigation suggested the utility of an empirical-neuropsychological approach to subtyping children's learning disabilities, while also portraying the importance of neurodevelopnental considerations of subtypes. Future directions in research were discussed.
Department of Educational Psychology
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