Relevant bibliographies by topics / Mentally Mild Learning Disabilities

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

Academic literature on the topic 'Mentally Mild Learning Disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Mentally Mild Learning Disabilities"

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Sitlington, Patricia L., Alan R. Frank, and Rori Carson. "Adult Adjustment among High School Graduates with Mild Disabilities." Exceptional Children 59, no. 3 (1992): 221–33. http://dx.doi.org/10.1177/001440299305900306.

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This study investigated the adult adjustment of a statewide random sample of 737 young adults with learning disabilities, 59 labeled behaviorally disordered, and 142 labeled mentally disabled, all graduates of special education resource teacher programs. Results are reported in terms of (a) general status information, such as marital status and living arrangements; (b) information about those competitively employed, such as wages, hours worked per week, and percentage of living expenses paid; and (c) comparison of competitively employed versus unemployed individuals, in terms of high school vo
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Gresham, Frank M., Donald L. MacMillan, and Kathleen M. Bocian. "Learning Disabilities, Low Achievement, and Mild Mental Retardation." Journal of Learning Disabilities 29, no. 6 (1996): 570–81. http://dx.doi.org/10.1177/002221949602900601.

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Rizzo, Terry L., and Don R. Kirkendall. "Teaching Students with Mild Disabilities: What Affects Attitudes of Future Physical Educators?" Adapted Physical Activity Quarterly 12, no. 3 (1995): 205–16. http://dx.doi.org/10.1123/apaq.12.3.205.

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This study assessed the association between demographic attributes (gender, age, year in school, experience with students with disabilities, perceived competence in teaching students with disabilities, and academic preparation regarding individuals with disabilities) of undergraduate physical education majors and their attitudes toward teaching students labeled educable mentally retarded (EMR), learning disabled (LD), and behaviorally disordered (BD). Future physical educators (n = 226) were asked to complete the Physical Educators’ Attitudes Toward Teaching the Handicapped questionnaire, and
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Bernard, Sarah. "The Mental Health Act and people with mild learning disabilities." Psychiatric Bulletin 17, no. 9 (1993): 559. http://dx.doi.org/10.1192/pb.17.9.559.

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Owen, Ann, Mary Browning, and Robert S. P. Jones. "Emotion Recognition in Adults with Mild-Moderate Learning Disabilities." Journal of Learning Disabilities 5, no. 3 (2001): 267–81. http://dx.doi.org/10.1177/146900470100500309.

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Azatyan, Tereza. "Sensory Asymmetry Assessment of 8-11 Years Old Children With And Without Learning Disabilities." Armenian Journal of Special Education 3, no. 1 (2021): 98–104. http://dx.doi.org/10.24234/se.2021.3.1.263.

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Symmetry-related symptoms may be important seems to be very important while child development and schooling. In science, there are two approaches for the evaluation of hemispheric differences: method of determination "of rucote" through the survey (Edinburgh test) (Oldfield, 1971) and the method of active identification of motor and sensory asymmetry by Bragina and Dobrokhotova (Bragina & Dobrokhotova, 1988). Тhe methods are widely represented in the modern scientific literature, but no studies have been found that assessed the relationship between the results of testing the functional asy
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Sayal, Kapil, and Sarah Bernard. "Trainees' assessment and management of mental illness in adults with mild learning disabilities." Psychiatric Bulletin 22, no. 9 (1998): 571–72. http://dx.doi.org/10.1192/pb.22.9.571.

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Recommended changes in services for adults with mild learning disabilities are likely to have training implications. A case vignette study examined the effect of coexistent mental illness and learning disability on trainees' clinical assessment and management. Mental illness was more likely to be diagnosed in those with a mild learning disability than in a control group who had no learning disability. Despite this, the learning disability group was less likely to receive treatment. Service and training issues are discussed.
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Simpson, Neill. "Meeting the mental health needs of adults with mild learning disabilities." Psychiatric Bulletin 21, no. 4 (1997): 247. http://dx.doi.org/10.1192/pb.21.4.247-a.

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Mastropieri, Margo A., Thomas E. Scruggs, Mary E. S. Whittaker, and Jeffrey P. Bakken. "Applications of Mnemonic Strategies with Students with Mild Mental Disabilities." Remedial and Special Education 15, no. 1 (1994): 34–43. http://dx.doi.org/10.1177/074193259401500106.

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This paper reports the results of two classroom applications of mnemonic instruction with students with mild mental disabilities (see note). These applications were developed based upon previous research findings and implemented by special education teachers in their classrooms over extended time periods. In both applications, regularly assigned curricula were adapted to include the use of mnemonic strategies. In the first application, the strategies were supplied by the teacher to facilitate the learning of social studies content. In the second application, students first used teacher-made st
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Scruggs, Thomas E., Margo A. Mastropieri, Sheri L. Berkeley, and Lisa Marshak. "Mnemonic Strategies: Evidence-Based Practice and Practice-Based Evidence." Intervention in School and Clinic 46, no. 2 (2010): 79–86. http://dx.doi.org/10.1177/1053451210374985.

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This article presents information on using mnemonic strategies to enhance learning and memory of students with mild disabilities. Different types of mnemonic strategies are described, including the keyword method, the pegword method, and letter strategies. Following this, a number of teachers describe their own applications of mnemonic strategies with students with learning disabilities, mild mental retardation, and emotional/behavioral disabilities. Content areas include elementary life science, secondary social studies and anatomy, elementary social studies, elementary reading vocabulary, an
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Dissertations / Theses on the topic "Mentally Mild Learning Disabilities"

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Al-Hilawani, Yasser A. "Levels of processing in mild disabilities." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917826.

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This study examined the effects of the second level (intermediate acoustical processing of rhyming words) and the third level (deep-semantic processing of words in sentences) of "levels of processing" framework on memory performance of four types of students (52 "normal" students, 50 students with learning disabilities, 25 students with mild mental handicap, and 25 students with emotional handicap). Statistical analysis revealed that "normal" students and students with emotional handicap performed significantly higher than students with mild mental handicap. However, the analysis did not revea
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Tso, Shu-fai. "The effectiveness of computer-assisted learning in stimulating vocabulary learning of children with mild mental handicap." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135981.

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Ma, Lai-yin Agnes. "Effects of match-to-sample cueing on the teaching of Chinese word reading to preschool children with mild learning difficulties." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12336397.

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Tso, Shu-fai, and 曹樹輝. "The effectiveness of computer-assisted learning in stimulating vocabulary learning of children with mild mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960509.

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Foshay, John D. "Knowledge acquisition from video, video with animated graphics, and laboratory experience predictors for adolescents with mild mental impairments /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1332.

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Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains vi, 98 p. Includes abstract. Includes bibliographical references (p. 75-82).
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Levine, Phyllis. "Gender differences in long-term postschool outcomes for youth with mild mental retardation, learning disabilities and no disabilities : myth or reality? /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7616.

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Jones, Jeanette L. "Linear equation solving by high school students with mild disabilites." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1167796.

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This study compared the effects of two methods of instruction on the mathematical algorithms for solving linear equations employing as participants high school students identified as having mild-mental handicap. The students received instruction on the mathematical algorithms for solving linear equations. Implementing a multielement design, the participants were taught with different methods on a random schedule, alternating between using manipulative materials and not using them. Correct response data from daily criterion-referenced tests were tabulated and graphed to allow visual inspection
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Ma, Lai-yin Agnes, and 馬麗妍. "Effects of match-to-sample cueing on the teaching of Chinese word reading to preschool children with mild learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3195571X.

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Chio, Fong-i. "Evaluation of social skills training for mild grade mentally handicapped children." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227828X.

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Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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Books on the topic "Mentally Mild Learning Disabilities"

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Learners with mild disabilities: A characteristics approach. 4th ed. Pearson, 2012.

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An introduction to the nature and needs of students with mild disabilities: Mild mental retardation, behavioral disorders, and learning disabilities. C.C. Thomas, 1995.

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Jones, Carroll J. An introduction to the nature and needs of students with mild disabilities: Mild mental retardation, behavior disorders, and learning disabilities. C.C. Thomas, 1996.

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Learners with mild disabilities: A characteristics approach. 2nd ed. Pearson/A and B, 2004.

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Ungerleider, DeBettencourt Laurie, ed. Teaching students with mild disabilities at the secondary level. Merrill, 1997.

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Sabornie, Edward James. Teaching students with mild and high-incidence disabilities at the secondary level. 2nd ed. Merrill/Prentice Hall, 2004.

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L, Olson Judy, ed. Teaching adolescents with mild disabilities. Brooks/Cole, 1997.

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Johns, Beverley H. (Beverley Holden), ed. Learning disabilities and related mild disabilities: Teaching strategies and new directions. Wadsworth Cengage Learning, 2008.

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H, Johns Beverley, and Lerner Janet W, eds. Learning disabilities and related mild disabilities: Characteristics, teaching strategies, and new directions. Houghton Mifflin Co., 2008.

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1950-, Langone John, ed. Teaching students with mild and moderate learning problems. Allyn and Bacon, 1990.

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Book chapters on the topic "Mentally Mild Learning Disabilities"

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Lindsay, William R. "Formulating Offending Behavior with People with Mild Learning Disabilities." In Forensic Case Formulation. John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119977018.ch11.

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Gibson, Ryan Colin, Matt-Mouley Bouamrane, and Mark D. Dunlop. "Ontology-Driven, Adaptive, Medical Questionnaires for Patients with Mild Learning Disabilities." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34885-4_8.

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El-Haddad, Christiane, and Yiannis Laouris. "The Ability of Children with Mild Learning Disabilities to Encode Emotions through Facial Expressions." In Toward Autonomous, Adaptive, and Context-Aware Multimodal Interfaces. Theoretical and Practical Issues. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-18184-9_34.

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McGurgan, Maggie, and Holly Greer. "Learning Disability." In Oxford Assess and Progress: Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199665662.003.0020.

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Intellectual disability is defined by the World Health Organization (WHO) as: ‘a significantly reduced ability to understand new or complex infor­mation and to learn and apply new skills (impaired intelligence) resulting in a reduced ability to cope independently (impaired social functioning)’, and begins before adulthood, with a lasting effect on development. People with an intellectual disability can develop any of the mental ill­nesses common to the general population; however, they are up to three times more likely to develop a mental illness. This predisposition to psy­chiatric illness can occur due to a variety of reasons, including associated genetic syndromes, brain injury, and sensory impairments. People with an intellectual disability are also more likely to have negative psychoso­cial experiences, such as deprivation, abuse, separation/loss events, low self-esteem, and financial disadvantage, and consequently the ensuing effects of these can affect their mental health. The psychiatric assessment of a person with an intellectual disability broadly covers the same as that of the general population; however, a different approach at times is needed to adapt to the individual’s com­munication skills. It may be necessary to complete history taking from a family member or carer, and an MSE may even have to be completed solely on observable behaviours. It is also more pertinent to focus on any co-existing medical conditions, such as epilepsy which is present in 25–30% of people with an intellectual disability. The WHO states that the true prevalence of intellectual disability is close to 3%. The vast majority of these people (85%) have mild intel­lectual disability defined as an IQ of 50–69 points. Many of these peo­ple can and do access mainstream services (with or without additional support). In whichever service you work, doctors and medical students will encounter people with intellectual disabilities, and an awareness of their needs is essential.
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Khan, Tariq M. "Theory of Mind in Autistic Children." In Technology Enhanced Learning for People with Disabilities. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-923-1.ch012.

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The authors discuss how multimedia learning systems and analogical reasoning could be used to help autistic children cope with the demands of reasoning abstractly and to develop their Theory of Mind. Learners with autism have problems reasoning about other’s mental states and beliefs, which has been coined Theory of Mind. The specially developed systems proved beneficial for the autistic children, which highlights the potential benefits that a multimedia system can have as a learning tool for Theory of Mind. However, there is some doubt over the usefulness of interactivity for learning beyond its enhancement of enjoyment and sense of participation. It is intended that the results will stimulate a reassessment of current multimedia theories as they relate to non-typically developing learners, and provide new directions for research in the area of support for children with ASD.
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"Anger assessment for people with mild learning disabilities in secure settings." In Cognitive-Behaviour Therapy for People with Learning Disabilities. Routledge, 2005. http://dx.doi.org/10.4324/9780203977200-11.

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Barr, Owen, and Bob Gates. "Physical health and well-being." In Oxford Handbook of Learning and Intellectual Disability Nursing. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198782872.003.0006.

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This chapter explores in detail aspects of health in children, adults, and older people with severe intellectual disabilities. It reviews why they have higher health needs when compared with the general population. It also identifies the different pattern of physical health needs and the high comorbidity in this group of people, as well as explores how many health needs can remain untreated. It demonstrates that the health profile of people with mild intellectual disabilities is similar to the wider population, once socio-economic factors are taken into account, although importantly they may experience more difficulty in accessing health promotion and primary and secondary care services. As a result of these factors, which include unmet health needs, many people die unnecessarily and at a premature age. This chapter uniquely provides comprehensive coverage of the very many factors compromising health and well-being, along with providing a range of strategies that registered nurses for people with intellectual disabilities can adopt in order to support health and well-being.
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Mitchem, Katherine, Gail Fitzgerald, and Kevin Koury. "Electronic Performance Support System (EPSS) Tools to Enhance Success in School for Secondary Students with Special Needs." In Handbook of Research on New Media Literacy at the K-12 Level. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch034.

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This chapter introduces the use of electronic performance support systems (EPSS) as an assistive technology for students with mild disabilities, especially those with special learning and behavioral needs. This approach is a new development to use technology to support students in educational environments. In this chapter, the authors describe the need, rationale and technical development process of an electronic performance support system (EPSS), StrategyTools, a software program designed to support the successful integration of secondary students with mild disabilities in inclusive classrooms. In addition, they report the results from two federally funded projects related to research-based social and behavioral outcomes for secondary students and discuss recommendations for implementation of EPSS tool approaches. The authors hope this information on the innovative use of EPSS to support students with mild disabilities will improve success at school through the innovative use of technology.
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McDonnell, Marian, Hannah O'Sheehan, and Irene Connolly. "Evaluating an E-Learning Application to Protect Vulnerable Users From Cyberbullying." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch015.

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This research project evaluates Let's Be Safe, an e-learning application. This application aims to educate young adults with intellectual disability about cyberbullying—an issue prevalent among this population—and cybersafety. Twenty-two individuals with mild to moderate intellectual disability took part in the research. The study employed a mixed-methods design including observational and inquiry methods of usability evaluation as well as focus groups. The evaluation investigated the relationships between perceived aesthetics, emotional response, and usability for the application. The focus group gathered information from the participants regarding their knowledge and experience of cyberbullying and cybersafety. The analyses found no significant relationships between aesthetics, emotional response, and usability for this user group. However, the research gathered data, which will contribute to the development of Let's Be Safe. The findings of the focus group revealed that cyberbullying is an issue among this population.
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Levinson, Tess, Libby Hunt, and Ziva Reimer Hassenfeld. "Including Students With Disabilities in the Coding Classroom." In Teaching Computational Thinking and Coding to Young Children. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7308-2.ch012.

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This chapter discusses understandings of coding and computational thinking education for students with disabilities. The chapter describes the special education system in the United States, including limitations in how computer science education is made available to students receiving special education services. The chapter then provides a summary of research in computer science education for students with disabilities, including both high-incidence and low-incidence disabilities. A case study of a young student with a mild disability learning in a general education computational thinking program is then presented, and the implications of the case study for future research directions are discussed.
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Conference papers on the topic "Mentally Mild Learning Disabilities"

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Gibson, Ryan Colin, Matt-Mouley Bouamrane, and Mark Dunlop. "Mobile support for adults with mild learning disabilities during clinical consultations." In MobileHCI '18: 20th International Conference on Human-Computer Interaction with Mobile Devices and Services. ACM, 2018. http://dx.doi.org/10.1145/3229434.3229469.

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Cole, Elliot, and Parto Dehdashti. "Interface design for individuals with mild learning disabilities from traumatic brain injury." In Posters and short talks of the 1992 SIGCHI conference. ACM Press, 1992. http://dx.doi.org/10.1145/1125021.1125036.

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Tanjung, Anggun Lestari, Albadi Sinulingga, and Nurhayati Simatupang. "Analysis of Difficulties in Learning Physical Education in Children with mild Developmental Disabilities in SLB Binjai City." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.77.

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Mihai, Felicia. "Formation of scientific notions in students with mental deficiency." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p54-60.

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The article briefly presents a didactic research that analyzes the formation and introduction of scientific notions specific to Chemistry through active-participatory methods for obtaining higher school results, triggering students' interest, active involvement in their own training, thus ensuring the optimization of the teaching and learning chemistry to students with mental disabilities in special school. The fundamental objective of the research was to demonstrate the importance of active-participatory methods in the formation of notions in the Sciences curricular area in general, respectiv
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