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Relevant bibliographies by topics / Learning disabilities – Social aspects

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Academic literature on the topic 'Learning disabilities – Social aspects'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Learning disabilities – Social aspects"

1

Sideridis, Georgios D. "Social, motivational, and emotional aspects of learning disabilities." International Journal of Educational Research 43, no. 4-5 (2005): 209–14. http://dx.doi.org/10.1016/j.ijer.2006.06.002.

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Wood, Mildred H. "Learning Disabilities and Human Sexuality." Academic Therapy 20, no. 5 (1985): 543–47. http://dx.doi.org/10.1177/105345128502000505.

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Abbeduto, Leonard, and Stephen J. Ceci. "Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities." American Journal of Psychology 101, no. 3 (1988): 442. http://dx.doi.org/10.2307/1423091.

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Margalit, Malka. "Second-Generation Research on Resilience: Social-Emotional Aspects of Children with Learning Disabilities." Learning Disabilities Research and Practice 19, no. 1 (2004): 45–48. http://dx.doi.org/10.1111/j.1540-5826.2004.00088.x.

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No authorship indicated. "Review of Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities, Vol. 1." Contemporary Psychology: A Journal of Reviews 33, no. 9 (1988): 833. http://dx.doi.org/10.1037/026056.

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Margalit, Malka, and Ilana Ben-Dov. "Learning Disabilities and Social Environments: Kibbutz versus City Comparisons of Loneliness and Social Competence." International Journal of Behavioral Development 18, no. 3 (1995): 519–36. http://dx.doi.org/10.1177/016502549501800308.

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In order to explore aspects of loneliness and social competence of learning disabled students in relation to specific environmental contexts, this study focused on children in two different social systems: a kibbutz and a city. The aim of the study was to investigate the social skills and loneliness patterns among 122 students with learning disabilities (LD) in self-contained special classes within regular school systems (66 kibbutz students; 56 city students) and among 120 nondisabled (nonLD) students within these same environmental conditions (69 kibbutz students; 51 city students). A four-w

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Williams, Peter. "Facebook use by people with learning disabilities: The case for facilitated, guided autonomy." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (2019): 99–108. http://dx.doi.org/10.18844/prosoc.v6i5.4379.

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Facebook is a worldwide phenomenon. However, for people with learning disabilities, the platform presents many challenges. These relate to social skills, self-expression and avoiding exploitation or other hurtful experiences. This study explores factors relating to Facebook use or abstinence by this cohort; how these may be influenced by their learning disabilities, and how supporters can help mitigate any difficulties or barriers. In-depth interviews (n = 115) and observations of usage were conducted. The findings revealed that themes elicited centred around passive consumption of content, su

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Solvoll, Betty-Ann, Elisabeth OC Hall, and Berit Støre Brinchmann. "Ethical challenges in everyday work with adults with learning disabilities." Nursing Ethics 22, no. 4 (2014): 417–27. http://dx.doi.org/10.1177/0969733014538887.

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Background: Healthcare providers caring for learning-disabled individuals in institutions face challenges of what is right or wrong in their daily work. Serving this group, it is of utmost importance for the healthcare staff to raise awareness and to understand how ethical values are at stake. Research question: What ethical challenges are discussed among healthcare providers working with adults with learning disabilities? Research design: The study had a qualitative and investigative design. Participants and research context: The study was conducted in a community institution for adults with

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McGill, Peter, Jill Bradshaw, Genevieve Smyth, Maria Hurman, and Ashok Roy. "Capable environments." Tizard Learning Disability Review 25, no. 3 (2020): 109–16. http://dx.doi.org/10.1108/tldr-05-2020-0007.

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Purpose The purpose of this paper is to outline the role played by different aspects of the social, physical and organisational environments in preventing behaviour described as challenging in people with learning disabilities. Design/methodology/approach Conceptual elaboration drawing on research and practice literature. Findings Community placements for people with learning disabilities should develop the characteristics of capable environments. Such characteristics are associated with prevention of challenging behaviour and improved quality of life outcomes. Originality/value The notion of

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Vaughn, Sharon, and Diane Haager. "Social Competence as a Multifaceted Construct: How do Students with Learning Disabilities Fare?" Learning Disability Quarterly 17, no. 4 (1994): 253–66. http://dx.doi.org/10.2307/1511123.

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This article summarizes and extends the findings from a prospective, longitudinal study that examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade. Four components that represent a model of social competence were measured: peer relations, social cognition, behavior problems, and social skills. Findings revealed that over time youngsters with LD demonstrated the same trends on all aspects of social competence as nonLD students. Students with LD did not differ significantly from low-achieving (LA) nonLD students on any of the measures of

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Dissertations / Theses on the topic "Learning disabilities – Social aspects"

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Yeung, Fung-yi, and 揚鳳儀. "Academic, social and general self-concepts of students with learning disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962671.

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Herbranson, Marcheta. "Activities to increase the social awareness of learning handicapped children in kindergarten." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/158.

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Winstanley, Caroline. "Transition planning for young people with severe learning disabilities : social positions and power relationships." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1183/.

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A Participative Action Research methodology was used to investigate whether six young people with severe learning disabilities were able to express their views and aspirations during their transition planning meeting. Although the young people were able to make choices and communicate their views and aspirations in an often assertive manner, this did not guarantee that they were meaningfully included. Professionals and school staff were unaccustomed to including the young people which meant that they often used language that excluded them. The social positions of stakeholders and their associa

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Bollard, Martin. "Disability, relative poverty and gender : how men with learning disabilities perceive and experience the impact of social divisions on their health." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57902/.

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This thesis explores how men with mild to moderate learning disabilities perceive and experience how disability, relative poverty and gender impact on their health. Its theoretical framework grounded in analysis of these social divisions, and informed by the men’s own accounts - previously neglected in research, reveals complex challenges affecting their health on a daily basis. Consistent with the thesis’ overarching perspective, key elements of a participatory approach were adopted in the fieldwork to ensure men with learning disabilities’ active research involvement. They comprised the stee

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Monroe, Carolee Ann Novicky. "A follow-up of transitioning students with mild disabilities." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1499.

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Adkison, Caroline Mary. "Sexuality and related social skills training: Meeting the challenge for adults with developmental disabilities." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1548.

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Historically, people with developmental disabilities were denied the right to live in and integrate with the society of individuals without disabilities. Landmark legislation and a societal shift over the past two decades, however, have made it possible for people with developmental disabilities to live and work in the communities in which they live.

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Akawa, Ester Anna Nelago. "Teachers' perceptions of behavioural problems manifested by Grade 11 and 12 learners in three Namibian schools." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1010868.

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In Namibia today few learners with behavioural and learning problems are within special schools as most are placed within the mainstream school system. Placing these learners within the mainstream system is part of the policy of Inclusive Education (IE) because it argues that this would benefit these learners and also save resources. IE is concerned with addressing barriers to learning and behavioural problems are regarded as one of these barriers. IE argues for a series of new approaches to the diagnosis and response to learners with behavioural problems. This poses challenges for teachers in

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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 cluste

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Stadel, Cynthia Jakes. "Exploring the Impact of an LD Diagnosis on the Self-Determination of Women in Poverty." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2698.

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This collective case study explored the impact of a later-in-life learning disability (LD) diagnosis on women in poverty. The study focused on the perspectives of four women who were not identified with LD as children but accessed assessment services as adults receiving Oregon's Temporary Assistance for Needy Families (TANF). All four reported painful awareness of learning differences as youths; as adults they voluntarily engaged in a "labeling event," furthering a process toward personal transformation and enhanced well-being initiated by their own awareness and curiosity. The women described

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Hatzichristou, Chyrse, and Diether Hopf. "Students with learning disabilities : academic and psychosocial aspects of adaptation." Universität Potsdam, 1993. http://opus.kobv.de/ubp/volltexte/2009/1686/.

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This study explores learning-disabled students' academic and psychosocial adjustment as compared to their non-disabled classmates within the mainstream public education system in Greece. A brief description of the special education services in Greece is also presented. The sample of the study consisted of fifth and sixth grade elementary school students in northern Greece. The learning-disabled students were identified based on teachers' evaluation (N=30). The control group consisted of all classmates of these students (N=307). Teacher-, peer and self-ratings were used and achievement data wer

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Books on the topic "Learning disabilities – Social aspects"

1

Blackman, Noelle. Caring for people with learning disabilities who are dying. Worth Publishing, 2005.

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Living with dyslexia: The social and emotional consequences of specific learning difficulties/disabilities. 2nd ed. Routledge, 2010.

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Birchenall, Mary. Learning disability and the social context of caring. Churchill Livingstone, 1997.

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Osman, Betty B. No one to play with--the social side of learning disabilities. 2nd ed. Academic Therapy Publications, 1995.

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Foundation, Joseph Rowntree, and Norah Fry Research Centre, eds. Life on the edge: The experiences of people with a learning disability who do not use specialist services. Pavilion Publishing/Joseph Rowntree Foundation and Norah Fry Research Centre, 2000.

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Iantorno, Mary Lorraine. Learning disabled students' social status and role-taking ability in a private school setting. National Library of Canada, 1990.

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Ross, Roundtable on Critical Approaches to Common Pediatric Problems (24th 1992 Washington D. C. ). School dysfunction in children and youth: Report of the twenty-fourth Ross Roundtable on Critical Approaches to Common Pediatric Problems, in collaboration with the Ambulatory Pediatric Association. Ross Products Division, Abbott Laboratories, 1993.

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Wiener, Judith. Social interaction of children with and without learning disabilities in dyads and in small groups. Ontario Institute For Studies in Education, Dept. of Instruction and Special Education, 1993.

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Turkington, Carol. The encyclopedia of learning disabilities. 2nd ed. Facts on File, 2006.

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Tobbell, Jane. Goal Attainment Scaling for people with learning disabilities. Winslow, 1997.

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Book chapters on the topic "Learning disabilities – Social aspects"

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Chazan, Maurice. "Behavioral Aspects of Educational Difficulties." In Understanding Learning Disabilities. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_10.

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Newton, Margaret. "Some Clinical Aspects of the Dyslexia Phenomenon." In Understanding Learning Disabilities. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_8.

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Croll, Paul, and Diana Moses. "Some Aspects of Classroom Behavior and Interactions of Slow Learning Pupils in the Junior School." In Understanding Learning Disabilities. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_12.

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Kistner, Janet A., and Joseph K. Torgesen. "Motivational and Cognitive Aspects of Learning Disabilities." In Advances in Clinical Child Psychology. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-9826-4_8.

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Burton, Mark, Carolyn Kagan, and Pat Clements. "Social skills and social capability." In Social Skills for People with Learning Disabilities. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-4453-5_1.

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Burton, Mark, Carolyn Kagan, and Pat Clements. "The nature of social skill and social competence." In Social Skills for People with Learning Disabilities. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-4453-5_4.

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Burton, Mark, Carolyn Kagan, and Pat Clements. "Increasing social opportunities." In Social Skills for People with Learning Disabilities. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-4453-5_6.

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Vaughn, Sharon, Ruth McIntosh, and Anne Hogan. "Why Social Skills Training Doesn’t Work: An Alternative Model." In Intervention Research in Learning Disabilities. Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3414-2_12.

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Prater, Mary Anne, and Ellie Young. "Social and Emotional Learning." In Teaching Students With High-Incidence Disabilities: Strategies for Diverse Classrooms. SAGE Publications, Inc, 2018. http://dx.doi.org/10.4135/9781071800522.n13.

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Burton, Mark, Carolyn Kagan, and Pat Clements. "What are social skill and social competence like now?" In Social Skills for People with Learning Disabilities. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-4453-5_7.

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Conference papers on the topic "Learning disabilities – Social aspects"

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Retnowati, Very, Pawito Pawito, and Bhisma Murti. "Biopsychosocial Determinants of Tertiary Preventive Behaviors among Patients with Hypertension in Sragen, Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.60.

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Background: Tertiary hypertension prevention is an effort to prevent hypertensive patients from disabilities and complications, which lead to improve their quality of life. The biopsychosocial aspect influences individual behavior in maintaining blood pressure. This study aimed to analyze the biopsychosocial determinants of tertiary prevention behavior in hypertensive patients. Subjects and Method: A cross sectional study was conducted at 25 integrated health posts (posbindu) in Sragen, Central Java. A sample of 200 hypertensive patients was selected by stratified random sampling. The dependen

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Simsik, D., A. Galajdova, and D. Onofrejova. "Some aspects in e-learning for persons with disabilities." In 2017 15th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2017. http://dx.doi.org/10.1109/iceta.2017.8102527.

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Kozáková, Zdenka, and Petra Hermanová. "SELECTED ASPECTS OF SEXUAL EDUCATION OF PEOPLE WITH INTELLECTUAL DISABILITIES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1804.

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"Medico-social Aspects of a Psychodiagnostic Technique in Stomatologic Education of Children with Disabilities." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium267-268.

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Racheva, Veronica. "Social aspects of synchronous virtual learning environments." In PROCEEDINGS OF THE 44TH INTERNATIONAL CONFERENCE ON APPLICATIONS OF MATHEMATICS IN ENGINEERING AND ECONOMICS: (AMEE’18). Author(s), 2018. http://dx.doi.org/10.1063/1.5082050.

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Chrastina, Jan. "SELECTED ASPECTS OF SEXUALITY IN ADULTS WITH INTELLECTUAL DISABILITIES - A SYNTHESIS OF INTERNATIONAL KNOWLEDGE." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/33/s12.085.

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"Social, cultural and economical aspects in e-learning." In 2013 Fourth International Conference on E-Learning and E-Teaching (ICELET). IEEE, 2013. http://dx.doi.org/10.1109/icelet.2013.6681669.

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Halimi, Khaled, Hassina Seridi, and Catherine Faron-Zucker. "Solearn: A Social Learning Network." In 2011 International Conference on Computational Aspects of Social Networks (CASoN 2011). IEEE, 2011. http://dx.doi.org/10.1109/cason.2011.6085931.

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Gaevskaya, Elena. "DIGITAL HUMANITIES ASPECTS OF BLENDED LEARNING." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.031.

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Zagrai, Andrei N., Warren J. Ostergren, Laurie Tacheny Borden, and Scott Zeman. "Improving Competitiveness of Engineering Students With Disabilities Through Focused Learning." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67982.

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On many university campuses, students with disabilities form a noticeable group of the student population. Over the past years, enrollment of students with disabilities has markedly increased and this trend is expected to continue in the future. Although students with disabilities often prefer to major in non-technical areas, a considerable number of them choose to seek career opportunities in science, engineering and technology. The majority of prior studies on educating special engineering and STEM students have been oriented towards students with physical disabilities. A balanced approach i

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Reports on the topic "Learning disabilities – Social aspects"

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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and s

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Thompson, Stephen, Brigitte Rohwerder, and Clement Arockiasamy. Freedom of Religious Belief and People with Disabilities: A Case Study of People with Disabilities from Religious Minorities in Chennai, India. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/creid.2021.003.

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India has a unique and complex religious history, with faith and spirituality playing an important role in everyday life. Hinduism is the majority religion, and there are many minority religions. India also has a complicated class system and entrenched gender structures. Disability is another important identity. Many of these factors determine people’s experiences of social inclusion or exclusion. This paper explores how these intersecting identities influence the experience of inequality and marginalisation, with a particular focus on people with disabilities from minority religious backgroun

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc

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Enfield, Sue. Covid-19 Impact on Employment and Skills for the Labour Market. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.081.

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This literature review draws from academic and grey literature, published largely as institutional reports and blogs. Most information found considered global impacts on employment and the labour market with the particular impact for the very high numbers of youth, women, migrant workers, and people with disabilities who are more likely to be employed in the informal sector. There has been a high negative impact on the informal sector and for precariously employed groups. The informal labour market is largest in low and middle-income countries and engages 2 billion workers (62 percent) of the

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Gender mainstreaming in local potato seed system in Georgia. International Potato Center, 2020. http://dx.doi.org/10.4160/9789290605645.

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This report presents the study findings associated with the project “Enhancing Rural Livelihoods in Georgia: Introducing Integrated Seed Health Approaches to Local Potato Seed Systems” in Georgia. It also incorporates information from the results of gender training conducted within the framework of the USAID Potato Program in Georgia. The study had three major aims: 1) to understand the gender-related opportunities and constraints impacting the participation of men and women in potato seed systems in Georgia; 2) to test the multistakeholder framework for intervening in root, tuber, and banana

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