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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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Lynggaard, Henrik Eisner. "Learning disabilities and systemic psychotherapy : a field of rich learnings." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/618900/.
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This paper reviews eleven publications that I submit for the degree of Doctor of Philosophy. Three themes are identified that together constitute major strands running through the publications: a) promoting and making the systemic approach accessible and relevant in the field of learning disabilities; b) challenges and opportunities in working systemically with people affected with learning disabilities; c) raising the question of who and what in the system needs to change. Following discussion of the three themes the analytical commentary moves on to highlight four areas entitled 'rich learnings' that emerged from reviewing fifteen years of publications and practice. The areas include: a consideration of the knowledge that emerge in relationship and dialogue; learning from difference and diversity; and the learning that can develop from teaching, transmission and partnership working. The central argument of the analytical commentary is that taken as a whole body of work, the publications and the associated practices demonstrate that I have made an original contribution to the field of systemic psychotherapy in the area of learning disabilities, and that I have played a significant role in transmitting the approach to others.
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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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<p> 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.</p>
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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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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.<br>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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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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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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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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<p> 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. </p><p> 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.</p><p>
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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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Orenstein, Myrna. "Imprisoned intelligence the discovery of undiagnosed learning disabilities in adults /." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1992. http://www.icsw.edu/_dissertations/orenstein_1992.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1992.<br>A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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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.<br>Department of Educational Psychology
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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.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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LaBonte, Christopher Edward. "Visual pathways and specific reading disabilities /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Worling, David. "Nonverbal learning disabilities, an understanding of inferential competencies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27753.pdf.
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Bergerud, Donna Burgess. "Textbook adaptations for secondary students with learning disabilities /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7793.
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Bolton, C. S. "Prosocial decision-making in men with learning disabilities." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596751.
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Whilst moral abilities are thought of as key to social living, studies investigating moral abilities in people with learning disabilities are narrow in scope. Attempts to examine prosocial abilities in adults with learning disabilities are extremely scarce. Prosocial abilities were systematically examined using a decision-making framework and taking a developmental approach. Adapting a task from the general children’s literature, men with learning disabilities were first compared to their counterparts in the general population on their prosocial responding and prosocial reasoning. Studies were then undertaken to explore prosocial decision-making among the male learning disability population by comparing those who live in the community with a group of men detained in hospital under the <i>Mental Health Act 1983</i> with a history of offending behaviour. Finally, associations between prosocial abilities and basic psychological factors were explored among men with learning disabilities. Men with learning disabilities showed poorer understanding of the prosocial situations and used less mature forms of prosocial reasoning than those in the general population. However, they were concerned about those in need of help, and following an intervention to improve their understanding of the situations, there was no significant differences between the two groups in their prosocial responding. No significant differences were found between the ‘Community’ and ‘Detained’ groups of men with learning difficulties, and few significant associations were revealed between prosocial abilities and basic psychological processes. Suggestions are made about how prosocial functioning in adults with learning disabilities may be understood in the light of this work and how models of prosocial functioning may be improved.
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Magowan, Erin L. "People with learning disabilities : Love, sexuality and relationships." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531934.
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Mellows, K. L. "Employed carers' empathy towards people with learning disabilities." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11170/.
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Section A presents the hypothesis that attachment representations determine individuals’ capacities for empathy, which is necessary for sensitive and responsive caregiving. It reviews the evidence pertaining to whether this hypothesis applies within the context of employed caregivers caring for adults with learning disabilities. The evidence is considered in a stepwise fashion, based on four literature searches. The paper concludes by considering the implications of this literature for clinical practice and future research. Section B is an empirical research paper which describes the development of a new questionnaire aiming to measure employed carers’ empathy towards people with learning disabilities. It describes how investigation of the questionnaire’s factor structure illuminated the salient processes that may influence empathy in this specific relational context. It presents evidence of the questionnaire’s construct validity, internal reliability and test-retest reliability. The results are linked to existing literature and recommendations for clinical practice are made. Limitations of the study and directions for future research are considered.
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Taylor, Emma. "Valued social roles for people with learning disabilities." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12506/.
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Social identity theory maintains that individuals define themselves according to their social groups, which in turn impacts self-esteem. Valued social roles are assumed to influence identity and self-concept. Being a trainer represents a valued social role for people with learning disabilities (PLD) and research suggests it impacts identity. However, there is a paucity of empirical literature explicitly exploring this relationship in learning disabled trainers. Using narrative analysis, this study explored how being a trainer impacted the lives and identities of nine PLD. Being a trainer contributed to progression and stability in participants’ lives and they positioned themselves as trainers in different positive roles (e.g. go-getter, helper). This study highlights the value of the trainer role for PLD, suggests a role for clinical psychologists in contributing to the sustainability of training organisations, and highlights a need for further research employing standardised measures, longitudinal and comparative designs.
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D'Intino, Joseph. "Barriers to Academic Success forStudents with Learning Disabilities." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122942.
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Note:<br>Many studies have explored the effectiveness of interventions directed towards helping highschool students with learning disabilities to achieve academic success. These studies oftenoverlook the perspectives of the students, or the common deficits among students with differentlearning disability diagnoses, when developing or implementing the interventions. This studylooked to develop a grounded theory regarding the perspectives of these students towards theirperceived barriers to academic success in addition to their perspectives regarding their resourcesfor coping. The theory is grounded upon qualitative data that were collected from participants inan academic support program for students with learning disabilities. A convenience sample wastaken from this program, which is based upon the cognitive apprenticeship model that pairsstudents with tutor mentors who help them to succeed academically. Data collection includedaudio-recorded interviews, student reflection sheets, tutor journals, and video-recorded sessions.The data were triangulated and analyzed to develop a theory designed to inform practice forschools and support programs that offer resources for students with learning disabilities. Thedevelopment of a theory based on the perspectives of the students can provide the inspiration forthe future development of potentially effective intervention programs.
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Akrill, Tracy. "Caring for individuals with learning disabilities and schizophrenia." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/3077/.
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This thesis is concerned with staff carers of individuals with a learning disability and a diagnosis of schizophrenia. To date this group of carers have received no attention from researchers. This is in contrast to a vast body of literature, which has established the psychological impact of care giving on the relatives of patients with a diagnosis of schizophrenia, without a learning disability. The term ‘schizophrenia’ has been used throughout this thesis. This reflects the use of psychiatric diagnoses in the body research and clinical literature, which has guided the development of the current study. The first paper critically reviews the application of attribution theory to the study of relatives’ coping responses to schizophrenia and the associated symptomatology. The literature review has been prepared for submission to Schizophrenia Bulletin (see Appendix B for Instructions to Authors). The brief research paper reports on the development of the Attributions for Schizophrenia Questionnaire (ASchizQ) and a preliminary investigation with staff carers of individuals with a mild learning disability and a diagnosis of schizophrenia. This paper has been prepared for submission to the Journal of Applied Research in Intellectual Disabilities (see Appendix C for Instructions to Authors). The main research paper focuses on the application of attribution theory to staff caring for individuals with a mild learning disability and diagnosis of schizophrenia. It examines the relationship between staff carers’ causal attributions about schizophrenia and the associated symptomatology and their current coping styles. This paper has been prepared for submission to the British Journal of Clinical Psychology (see Appendix D for Instructions to Authors). Finally, the research review describes some of my experiences and observations of conducting research with carers of individuals with a mild learning disability and a diagnosis schizophrenia.
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Riding, Tim. "Sexual offenders with learning disabilities : interventions and outcomes." Thesis, Anglia Ruskin University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247785.
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Valentine, Catherine Jane. "Enhancing communication with adults who have learning disabilities." Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413851.
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Casey, Patrick F. "Identity and creativity among adolescents with learning disabilities /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1407686971&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Bair, Michael Quinn. "Identifying Elementary School Student Understanding of Learning Disabilities." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4333.
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This school-based study examined the knowledge level of third through fifth grade students who are not being served in special education regarding learning disabilities, personal learning styles, and their perceptions of their peers with learning disabilities. This study circumvents teachers', administrators', and parents' awareness which has been thoroughly researched and instead, directly assesses through interviews what elementary students (n=45) know about learning disabilities. The goal of this study was to gain a greater understanding of what the students' perceptions are of their learning experience in general and what their understanding of learning disabilities are more specifically through interviews to give educators greater insight into how we can improve the education offered to students. Findings indicate that participants had a generally accurate understanding of learning disabilities and how learning disabilities affect success in school. Results underscore the importance of parents and educators working closely with students to gain firsthand knowledge from those that are being taught.
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Berghoff, Ashley, Meaghan Tipton, and Amanda L. Williams. "Linking Learning Disabilities with Long-Term Mental Health." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/34.
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The challenges associated with having a learning disability have been found to persist throughout the life course. A healthy sense of self, as well as family support, are pivotal factors that shape outcomes for youth with learning disabilities. Using data from 8,915 participations in the National Longitudinal Study of Adolescent to Adult Health, the present study identified longitudinal links between adolescent learning disabilities and depressive symptoms during adolescence and young adulthood. Mother-adolescent relationships emerged as an important protective factor. Latent growth models are underway to determine whether adolescent human agency mediates the link between learning disabilities and mental health.
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Hudson, Tina M. "Adapting Strategies for Primary Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3999.
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Griffiths, Jayne. "Women with learning disabilities talk about their bodies." Thesis, University of East London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532644.
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The embodiment of women with learning disabilities has been absent from mainstream psychology research on body image and feminist literature on women's experiences of their body. In addition, the learning disability field has historically viewed men and women as genderless 'people' and 'individuals', and only recently have their subjective and gendered experiences been sought and voiced. Interpretative phenomenological analysis was used to explore how nine women with learning disabilities experienced their body, and discourse analysis was used to explore the interpretative repertoires they drew on in relation to their bodies. The IPA suggested that participants experienced their body as functional and fallible, they were interested in beauty regimes and appearance, were concerned about fatness and weight loss, and experienced rules and regulations with regard to their sexuality. The discourse analysis focused on the involvement of staff and parents in relation to participants' bodies, where participants drew on guardianship, commentator/critic and facilitation repertoires. The analyses are discussed in relation to the literature and a number of implications for services and clinical practice suggested.
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Rose, Phillip. "Writing Interventions for Students with Specific Learning Disabilities." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/960.
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Only 27% of U.S. eighth graders are at or above grade level proficiency in writing (National Center for Education Statistics, 2012). Students with specific learning disabilities frequently exhibit skill deficits in planning, organizing, and writing conventions, and show inadequate awareness to write strategically (Troia, 2006). The purpose of this study is to examine evidence-based writing interventions aimed at enhancing the writing skills of students with specific learning disabilities and then to indicate which interventions were proven to be effective. The results of a variety of studies of writing intervention strategies have been reviewed. Specific instructional strategies that were successful in this study were, direct instruction, motivational interventions, and self-regulated strategies. These instructional strategies/writing interventions enhanced various components of written expression for students with SLDs. A total of 15 studies that implemented a writing intervention for school-aged students with SLD were reviewed. Direct instruction, motivational interventions, and self-regulation strategies improved various components of written expression for students with SLDs.
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Marshall, Maureen Elizabeth. "Mesosystem Variables and Schools' Learning Disabilities Prevalence Rates." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28661.
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Since the inception of the 1974 Education for all Handicapped Children legislation, the number of students referred and placed in special education has been steadily rising. The largest increase is in the learning disabilities category. With the reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 and the federal requirements for schools under the No Child Left Behind law, schools are required to take a closer look at their rising special education numbers and identify alternative solutions for children's needs other than a certain placement in special education.
There are different levels of variables that influence a teacher's decision to refer a student to special education. This study aimed to understand the mesosystem school variables that influence this process. Using two scales, the Organizational Health Inventory for Elementary Schools (OHI-E) and the Collective Efficacy Scale (CE-Scale) this study used purposive sampling to survey ten elementary school faculties in a large suburban district in Virginia. LD prevalence rates were collected for all elementary schools in the district. Data was analyzed to answer the following questions:
(a) How does school organizational health correlate with the number of students referred to special education in a given school? (b) How does collective teacher efficacy correlate to the number of students referred for special education services?
The overall return rate for the survey was 87% with 490 teacher surveys completed. Teachers did not have many teaching years in their buildings. Teachers with twelve or more teaching years experience were more likely to refer students to special education. Collective teacher efficacy scores were correlated to school health scores but not to LD prevalence rates. Higher institutional integrity was seen in smaller schools. Title I schools did not correlate with higher LD prevalence rates. Two variables predicted referrals to special education; years teaching in combination with teacher efficacy resulted in greater referrals to special education.
The findings of this study may aid educational leaders in making sound changes within school environments to affect the school's LD prevalence rate, addressing particularly teacher efficacy and referral habits of more experienced teachers.<br>Ed. D.
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Clarke, Zara J. "Pain and discomfort in people with learning disabilities." Thesis, University of Sheffield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412747.
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Pacheva, Daniela Jivkova. "College students with learning disabilities: a developmental perspective on conceptions of learning, learning disability, and others in learning." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/366.
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A call for the design of programs focused on the development of self-awareness skills permeates the field of research and practice on postsecondary students with learning disabilities (LD). Important components of self-awareness are students' advanced understanding of learning, LD, and the social context (peers, instructors, classmates) of college learning.
This study explores students with LD's conceptual understanding of learning and LD by situating it within developmental theoretical frameworks delineating the form and content of adult reasoning. Twelve female and five male college-students with LD participated in two-hour interviews. Students' thinking about others was explored by asking participants to reason about the behaviors, intentions, feelings and traits of the characters in two scenarios depicting typical dilemmas faced by students with LD. Students' conceptual understanding of learning and LD was elicited by means of open-ended questions followed by prompts. Students' responses were scored for level of cognitive complexity and coded for conceptual content.
Overall, the students reasoned abstractly about learning and LD at a level of complexity expected from college-age population. They demonstrated well-developed understanding of others' expectations and motivations especially as they relate to the themes of self-identification, seeking accommodations, and understanding of LD. Students' conceptions of learning and LD presented qualitatively different variations on main themes. These variations paralleled the increase in complexity and were associated with experience(number of years of education). The overarching understanding of learning as acquiring knowledge transitioned from understanding learning as an external, given task to learning as an internal, personal-development process. The common understanding of LD as a difference transitioned from a difference related to an external label and an imposed constraint, to meaning of "difference" as a special ability, an asset, and a source of identity.
These results indicate a possible progression in the evolution of the concepts of learning and LD throughout the college career of students with LD. The approach to this conceptual content and its description can inform and serve as starting points in the development of programs that foster the conceptual understanding of learning, LD, and the social-context of the educational enterprise, as a way of building these students' self-awareness skills.
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Sampson, Christine M. "Life stories of selected adults with learning disabilities how they come to understand and choose to reveal their disabilities /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10537.
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Thesis (Ed. D.)--West Virginia University, 2009.<br>Title from document title page. Document formatted into pages; contains ix, 172 p. Vita. Includes abstract. Includes bibliographical references (p. 157-162).