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Journal articles on the topic 'Specific learning disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

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1

Kelly, Greg. "Book Review: Video Review: Specific Learning Disabilities in the Classroom, Specific Learning Disabilities: Evaluation, Specific Learning Disabilities: Remedial Programming." British Journal of Occupational Therapy 48, no. 10 (1985): 315. http://dx.doi.org/10.1177/030802268504801018.

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2

Kamala. R, Kamala R. "Specific Learning Disabilities in India: Rights, Issues and Challenges." Indian Journal of Applied Research 4, no. 5 (2011): 604–5. http://dx.doi.org/10.15373/2249555x/may2014/190.

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3

Zumeta, Rebecca O., Perry A. Zirkel, and Louis Danielson. "Identifying Specific Learning Disabilities." Topics in Language Disorders 34, no. 1 (2014): 8–24. http://dx.doi.org/10.1097/tld.0000000000000006.

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4

Robson, Louise, and Rhys Jones. "Specific learning disabilities and me." Physiology News, Summer 2019 (July 1, 2019): 12–13. http://dx.doi.org/10.36866/pn.115.12.

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Firth, Nola. "Success despite specific learning disabilities." Australian Journal of Learning Disabilities 11, no. 3 (2006): 131–37. http://dx.doi.org/10.1080/19404150609546816.

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6

Chișu, Silviana. "The specific learning disabilities in preschool students." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare IV, no. 2 (2018): 73–78. http://dx.doi.org/10.26744/rrttlc.2018.4.2.09.

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7

Prasad, Aishwarya. "Specific Learning Disabilities: The Changing Scenario." Eastern Journal of Psychiatry 14, no. 1-2 (2021): 59–60. http://dx.doi.org/10.5005/ejp-14-1--2-59.

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8

Donfrancesco, Renato, Daniele Mugnaini, and Andrea Dell’Uomo. "Cognitive impulsivity in specific learning disabilities." European Child & Adolescent Psychiatry 14, no. 5 (2005): 270–75. http://dx.doi.org/10.1007/s00787-005-0472-9.

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9

Ardila, Alfredo. "Specific Learning Disabilities: A Neuropsychological Perspective." International Journal of Neuroscience 89, no. 3-4 (1997): 189–205. http://dx.doi.org/10.3109/00207459708988474.

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10

Willcutt, Erik G., Lauren M. McGrath, Bruce F. Pennington, et al. "Understanding Comorbidity Between Specific Learning Disabilities." New Directions for Child and Adolescent Development 2019, no. 165 (2019): 91–109. http://dx.doi.org/10.1002/cad.20291.

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11

Benmarrakchi, FatimaEzzahra, Jamal El Kafi, and Ali EL Hore. "A Different Learning Way For Pupils With Specific Learning Disabilities." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 14, no. 10 (2015): 6157–62. http://dx.doi.org/10.24297/ijct.v14i10.1835.

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Several factors may contribute to a child's failure to learn, some possible causes of school failure are specific learning disabilities. Dyslexia is one of the most common learning disabilities; dyslexia is to fail to learn to read in spite of adequate environment, normal intelligence, and decent educational opportunities. Various studies have recently focused on dyslexia on different scientific areas. Our main focus was to explore the use of Information and Communication Technology (ICT) in education to improve learning for pupils with learning disabilities. In this paper we present a positive approach which considers dyslexia as a different learning style rather than a disability.
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Kohli, Adarsh, Samita Sharma, and Susanta K. Padhy. "Specific Learning Disabilities: Issues that Remain Unanswered." Indian Journal of Psychological Medicine 40, no. 5 (2018): 399–405. http://dx.doi.org/10.4103/ijpsym.ijpsym_86_18.

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13

Ahearn, Eileen M. "State Eligibility Requirements for Specific Learning Disabilities." Communication Disorders Quarterly 30, no. 2 (2008): 120–28. http://dx.doi.org/10.1177/1525740108325221.

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14

Kolligian, John, and Robert J. Sternberg. "Intelligence, Information Processing, and Specific Learning Disabilities." Journal of Learning Disabilities 20, no. 1 (1987): 8–17. http://dx.doi.org/10.1177/002221948702000103.

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15

Rossignol, Lisa N., and Michael K. Paasche-Orlow. "Empowering Patients Who Have Specific Learning Disabilities." JAMA 310, no. 14 (2013): 1445. http://dx.doi.org/10.1001/jama.2013.278068.

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16

Tsapakidou, Aggeliki, Anastasia Alevriadou, and Vasilis Kontochristos. "Review of Upper Limb Motor Coordination (Handling Skills) in Students with Specific Learning Disabilities." Paripex - Indian Journal Of Research 3, no. 3 (2012): 146–48. http://dx.doi.org/10.15373/22501991/mar2014/51.

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17

Bagnato, Karin. "Coping Strategies of Primary School Students With Specific Learning Disabilities." International Journal of Digital Literacy and Digital Competence 8, no. 4 (2017): 39–52. http://dx.doi.org/10.4018/ijdldc.2017100104.

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This article focuses on proving whether there are differences among children with or without learning disabilities when choosing coping strategies that may be functional to solve problematic situations. The participants were 32 children with learning disabilities and 32 children without learning disabilities aged between 8 and 11. Results show that children with learning disabilities have less often coping behaviour rather than their peers with typical development. This demonstrates the need to opt for educational actions as soon as possible fostering suitable strategies in order to face problematic situations.
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18

Bonti, Eleni, Christina E. Bampalou, Eleni M. Kouimtzi, and Zacharias Kyritsis. "Greek Young Adults With Specific Learning Disabilities Seeking Learning Assessments." Learning Disability Quarterly 41, no. 2 (2017): 119–26. http://dx.doi.org/10.1177/0731948717727439.

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The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults with SLD as well as from case records that included information on cognitive and learning assessment. The majority of the participants mentioned academic issues regarding different types of academic exams as the main referral reason for learning assessment. SLD females have more possibilities to seek learning assessments compared with males, and adults with writing difficulties have more possibilities to seek learning assessments compared with adults without writing difficulties. The reasons for referral in adulthood, at least within the Greek cultural context, are mostly socioeducational and less psychologically oriented. The findings are discussed in terms of postsecondary education services and early screening and identification.
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19

Desoete, Annemie, and Herbert Roeyers. "Off-Line Metacognition — A Domain-Specific Retardation in Young Children with Learning Disabilities?" Learning Disability Quarterly 25, no. 2 (2002): 123–39. http://dx.doi.org/10.2307/1511279.

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Off-line metacognition (prediction and evaluation) was assessed in 437 normally intelligent children with or without learning disabilities in grades 2 and 3. Children with specific mathematics learning disabilities were compared with peers with specific reading disabilities, children with combined learning disabilities, age-matched peers and younger children matched at mathematical problem-solving level. Our results indicate that offline metacognition cannot be reduced to a demonstration of intelligence. Moreover, the off-line metacognitive scores of children with reading disabilities were comparable to those of age-matched peers without learning disabilities. Furthermore, significantly lower prediction and evaluation scores were found for children with specific or combined mathematics learning disabilities compared with age-matched peers. In addition, our data showed a different metacognitive profile for children with specific or combined mathematics learning disabilities, not comparable on all aspects to the profile of younger children, as suggested by the retardation or maturational-lag hypothesis. The educational implications of these results are discussed.
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20

Carter, Jade K. "Sexuality Education for Students with Specific Learning Disabilities." Intervention in School and Clinic 34, no. 4 (1999): 220–23. http://dx.doi.org/10.1177/105345129903400404.

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21

Mather, Nancy, and Noel Gregg. "Specific Learning Disabilities: Clarifying, Not Eliminating, a Construct." Professional Psychology: Research and Practice 37, no. 1 (2006): 99–106. http://dx.doi.org/10.1037/0735-7028.37.1.99.

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22

Correia, Luís de Miranda, and Ana Paula Loução Martins. "Specific Learning Disabilities and the Portuguese Educational System." Learning Disabilities Research & Practice 22, no. 3 (2007): 189–95. http://dx.doi.org/10.1111/j.1540-5826.2007.00241.x.

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23

Benmarrakchi, Fatimaezzahra, Jamal El Kafi, and Ali Elhore. "Communication Technology for Users with Specific Learning Disabilities." Procedia Computer Science 110 (2017): 258–65. http://dx.doi.org/10.1016/j.procs.2017.06.093.

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24

Last Name, Pallavi Sahu, Dr G. Shri Krishna, and Surya Prakasham. "Study on Mindset, Locus of Control and Self Esteem of Children with Specific Learning Disabilities." International Journal of Science and Research (IJSR) 8, no. 4 (2019): 1252–59. http://dx.doi.org/10.21275/art20197204.

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25

D'Annunzio, Anthony, and Doreen R. Steg. "Effects of Individualised Learning Procedures on Children with Specific Learning Disabilities." Developmental Medicine & Child Neurology 16, no. 4 (2008): 507–12. http://dx.doi.org/10.1111/j.1469-8749.1974.tb03376.x.

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26

Mandelblit, Ronit. "Students with Specific Learning Disabilities in the Higher Education System in Israel: Successes and Challenges." Yearbook of Pedagogy 42, no. 1 (2019): 123–40. http://dx.doi.org/10.2478/rp-2019-0008.

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SummaryStudies show the very high probability that a child with learning disabilities will grow up to be an adult with learning disabilities and will experience difficulties in his academic or professional studies and in the world of employment. Today, there is an increase in the number of students with learning disabilities in academic institutions in Israel and around the world, with the extent of students with learning disabilities in Israel being estimated at up to 15% of diagnosed students. The article discusses the problem that most studies address children and teens with learning disabilities, while knowledge about coping with students with learning disabilities in the higher education system is limited. Moreover, there seems to be no uniform policy on supporting these students. The article is addressed to policymakers and lawmakers in Israel’s higher education system, with the aim of presenting current support and proposing changes and improvements intended for these students.
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27

Alahmadi, Nsreen A., and Mogeda El Sayed El Keshky. "Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia." Journal of Educational and Developmental Psychology 9, no. 1 (2018): 9. http://dx.doi.org/10.5539/jedp.v9n1p9.

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PURPOSE: Children with Learning disabilities require exceptional attention from family, their social circle and teachers. Because moral support and learning are initiated in the school environment by teachers (Padmavathi & Lalitha, 2009), the aim of this study is to evaluate primary school teachers’ knowledge about special learning disabilities in the Kingdom of Saudi Arabia.
 
 MATERIAL & METHOD: A sample of 902 primary private and puplic school teachers from 78 schools across different regions of Saudi Arabia was selected using a convenience sampling technique. Teachers’ knowledge about learning disabilities was surveyed electronically using a structured knowledge 40-item questionnaire on learning disabilities. A descriptive and quantitative approach was used to assess their knowledge. SPSS v21 was used to analyze the data.
 
 RESULTS: The study found that a majority of primary school teachers have average knowledge about specific learning disabilities. Consequently, teachers’ range of knowledge has statistically significant impact on their level of knowledge. The study correspondingly shows a significant relationship between levels of knowledge and socio-demographic variables, but no statistically significant difference in the knowledge level of male and female teachers regarding learning disabilities.
 
 CONCLUSION: Teachers do not have adequate knowledge regarding learning disabilities, and do not know what should be done when facing such issue. Teachers’ knowledge about learning disabilities is insuficient, because their academic training did not include any courses about it. As a consequence, education lawmakers should arrange appropriate teacher training or structured learning programs regarding learning disability concepts, assessment, diagnosis and identification for such teachers.
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28

Delaney, Thomas A., and Maiko Hata. "Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities." Latin American Journal of Content & Language Integrated Learning 13, no. 1 (2020): 79–91. http://dx.doi.org/10.5294/laclil.2020.13.1.5.

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Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”
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29

Vidyadharan, Varsha, and Harish MT. "Comments on “Specific Learning Disabilities: Issues that Remain Unanswered”." Indian Journal of Psychological Medicine 40, no. 6 (2018): 590–91. http://dx.doi.org/10.4103/ijpsym.ijpsym_384_18.

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30

Davis, Mariya T., and Theresa A. Garfield. "Transition to Adulthood: Preparing Students With Specific Learning Disabilities." Kappa Delta Pi Record 57, no. 2 (2021): 64–69. http://dx.doi.org/10.1080/00228958.2021.1890440.

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31

Obradovic, Svetlana, and Nadezda Krstic. "Teachers’ intuition and knowledge in detecting specific learning disabilities." Zbornik Instituta za pedagoska istrazivanja 44, no. 2 (2012): 316–31. http://dx.doi.org/10.2298/zipi1202316o.

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The aim of the study was to investigate primary school teachers? proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic children, GPH). The children were tested by REVISK, while teachers re-assessed students? reading, writing and arithmetic performance against a simple structured questionnaire based on demands of the approved elementary school program delineated by the Ministry of Education of the Republic of Serbia. Research results indicate that more than 60% of children originally qualified to GPH have actually shown significant discrepancy between targeted scholastic skills and (normal) general intelligence. The data suggested some association between students? disparity in attainment and teachers? attribution accuracy, while the only homogenous quantitative marker of misplaced children were decreased values on some of the REVISK Verbal subscale tests. This study has shown that teachers can use their professional knowledge to enhance their capability to detect children with specific learning disabilities. In absence of criterion-referenced tests of reading, writing and mathematics, a structured approach to the projected course of skill progress might support teachers? confidence regarding likely SLD.
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Kohli, Adarsh, Savita Malhotra, Manju Mohanty, Nitasha Khehra, and Manreet Kaur. "Specific learning disabilities in children: deficits and neuropsychological profile." International Journal of Rehabilitation Research 28, no. 2 (2005): 165–69. http://dx.doi.org/10.1097/00004356-200506000-00011.

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33

Shute, G. E. "Specific auditory perceptual dysfunction in children with learning disabilities." Archives of Clinical Neuropsychology 6, no. 3 (1991): 227. http://dx.doi.org/10.1093/arclin/6.3.227.

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34

Hock, Michael F. "Effective Literacy Instruction for Adults With Specific Learning Disabilities." Journal of Learning Disabilities 45, no. 1 (2011): 64–78. http://dx.doi.org/10.1177/0022219411426859.

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35

Chandramuki, Dr, Indiramma Venkatakrishnashastry, and Mysore Narasimha Vranda. "Attitudes of Parents towards Children with Specific Learning Disabilities." Disability, CBR & Inclusive Development 23, no. 1 (2012): 63. http://dx.doi.org/10.5463/dcid.v23i1.47.

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36

Crane, N., A. Zusho, Y. Ding, and A. Cancelli. "Domain-specific metacognitive calibration in children with learning disabilities." Contemporary Educational Psychology 50 (July 2017): 72–79. http://dx.doi.org/10.1016/j.cedpsych.2016.09.006.

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37

Mazzocco, Michèle M. M. "The cognitive phenotype of Turner syndrome: Specific learning disabilities." International Congress Series 1298 (October 2006): 83–92. http://dx.doi.org/10.1016/j.ics.2006.06.016.

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38

Cornwall, Anne, and Harry N. Bawden. "Reading Disabilities and Aggression." Journal of Learning Disabilities 25, no. 5 (1992): 281–88. http://dx.doi.org/10.1177/002221949202500503.

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Several authors have suggested that there is a strong association between specific learning disabilities and aggression, antisocial behavior, and juvenile delinquency. Claims that learning disabilities cause aggressive behavior and delinquency are increasingly common in the popular press, and a variety of theories concerning this purported causal relationship have been proposed. This research is flawed by a lack of specificity in the definition of learning disabilities, with studies often examining heterogeneous groups of children with learning problems. The present review examines the relationship between specific reading disabilities (the most frequently diagnosed learning disability) and aggressive behavior. The data suggest that there is not enough evidence to conclude that reading disability causes aggressive or delinquent behavior, although limited evidence does suggest that reading disability may worsen preexisting aggressive behavior.
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39

Garanty-Bogacka, B., W. Wieczorek, and M. Syrenicz. "Neurodevelopmental Dysfunction and Specific Learning Disabilities in School-Aged Twins." Acta geneticae medicae et gemellologiae: twin research 47, no. 3-4 (1998): 205–13. http://dx.doi.org/10.1017/s000156600000012x.

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AbstractThe frequency of the developmental dysfunction and specific learning disabilities were assessed in the retrospective study in the group of 56 school-aged twins. The relationships between genetic, perinatal and social factors and learning disability were also determined. It was found that 12.5% of twins had learning disabilities. The most common neurodevelopmental dysfunction were language disorders, poor graphomotor fluency and poor fine motor dexterity. It was also found that educational difficulty were associated with prematurity, low Apgar scores, neonatal complications and familial predisposition.
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40

Supriyadi, Supriyadi, and Dian Wiliyanto. "Prototype Expert System Application to Identify Specific Children Learning Disabilities in Inclusion Schools." IJDS: Indonesian Journal of Disability Studies 8, no. 01 (2021): 117–27. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.09.

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This study aims to develop an expert system application for the identification of specific children learning disabilities in Inclusion School. The research method used is development research design (R & D) to test the effectiveness of the use of identification of specific children learning disabilities with expert system application. Application testing involving 40 teachers in inclusion schools to test expert system applications in identification. Validate results by teachers in inclusion schools obtained that from aspects of system display, user, accuracy, and system responsibility have an average of 4.20 fall into the category of excellent. Expert system application development has several features, among others; home menu, analysis, and intervention to follow up learning services, learning media, and classroom embedding for specific children learning disabilities.
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41

Weinberg, Warren A., Anne McLean, Robert L. Snider, et al. "Depression, Learning Disability, and School Behavior Problems." Psychological Reports 64, no. 1 (1989): 275–83. http://dx.doi.org/10.2466/pr0.1989.64.1.275.

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It is possible that recurrent depression (primary affective illness) is the most significant variable related to school problems of a behavioral nature in children manifesting developmental specific learning disabilities. The association of school problems and depression was investigated at a private school for children with developmental specific learning disabilities. These children were of normal intelligence and were free of primary conduct or thought disturbances. Prior to entering school, 95% of the students fulfilled criteria for developmental specific learning disabilities and 64% for depression with or without hyperactivity. Students manifesting no diagnosable behavioral condition prior to entrance continued to be relatively free of behavioral problems during their stay at school. Students with both depression and hyperactivity showed the most problematic behavior followed by students with depression without hyperactivity.
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42

Subramaniam, Hema, Haslinda Sutan Ahmad Nawi, and Rajeswary Muthu Kathan. "Assessing the Virtual Early Intervention for Children with Learning Disabilities." International Journal of Early Childhood Special Education 14, no. 1 (2022): 1161–68. http://dx.doi.org/10.9756/int-jecse/v14i1.221132.

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Learning strategies are undergoing a revolution in producing successful learners. However, some children academically demonstrate inability from an early stage. The current solution to increase the academic performance of those groups of students while learning the national language at vernacular schools in Malaysia remains ineffective. Most vernacular school learners with learning disabilities have difficulty mastering the national language, containing various vocabulary and language styles. The study discusses the effectiveness of using computer-assisted early intervention in sharpening the language skill of those students. The study was conducted in three phases; identifying the current teaching method applied to learning disabilities students, experimental assessment for the technology-mediated early intervention, and analysis of those results. The experiment reveals a significant relationship between intervention implementation and national language mastering skills. Indeed, it also indicated that the computer-assisted learning styles could give positive exam results among learners with learning disabilities. The evidence from the study suggests that learning disabilities need early exposure to specific computer-based intervention as alternative learning material. Moreover, the study supports that virtual intervention would positively enhance the adaptive function for learning disabilities.
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43

Jacobs-Connell, J. Diane. "Counseling Clients with Specific Learning Disabilities to Overcome Employer Resistance." Journal of Applied Rehabilitation Counseling 20, no. 1 (1989): 3–7. http://dx.doi.org/10.1891/0047-2220.20.1.3.

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Due to the large variance in needs, skills, and characteristics of learning disabled adults, there is confusion concerning how vocational counselors can most effectively help clients with specific learning disabilities (SLD) establish fulfilling careers. This situation is further complicated by the fact that employers are resistant to hiring SLD adults. This paper provides: (1) an overview of SLD including a definition, legal considerations, and the impact of employer resistance; (2) guidelines for distinguishing between 3 types of SLD adults-those with mild, moderate, and severe learning disabilities in relation to 3 factors; and (3) a section pertaining specifically to the counseling needs of the SLD adult.
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44

Adam, Tas, and Arthur Tatnall. "School Children with Learning Disabilities." International Journal of Actor-Network Theory and Technological Innovation 4, no. 2 (2012): 10–24. http://dx.doi.org/10.4018/jantti.2012040102.

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This article presents a report on an investigation into the use of Information and Communications Technologies (ICT) to aid in the education of students with Learning Disabilities. The study was framed by the use of actor-network theory. The term ‘Learning Difficulties’ (sometimes also referred to as Special Needs) is used in reference to a large heterogeneous group of students who are seen to have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. Another more specific term is ‘Learning Disabilities’ that refers to the sub-set of students who constitute a small sub-group that exhibit severe and unexplained problems. The reported study involved case studies and participant observation of the use of ICT in two outer suburban Special Schools in Melbourne, and an investigation of the role and impact of Education Department policies on these school environments. Research at the two Special Schools revealed that use of ICT can have a very beneficial impact on these students by improving their self-esteem and facilitating their acquisition of useful life skills.
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45

Polloway, Edward A., J. David Smith, and James R. Patton. "Learning Disabilities: An Adult Development Perspective." Learning Disability Quarterly 11, no. 3 (1988): 265–72. http://dx.doi.org/10.2307/1510771.

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The nature of learning disabilities in adulthood is examined in relation to theoretical models and research related to adult development. This approach is offered as an alternative to the practice of conceptualizing learning disabilities as primarily reflecting the persistence of childhood disorders into adulthood. The basic assumptions of a life span developmental approach are presented, and specific mediating variables influencing adaptation to significant life events are discussed. Recent research on disabled adults is reviewed in terms of its relevance to adult development with an emphasis on a new conceptualization of learning disabilities in adults. Implications are drawn for future research and intervention directions.
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46

Velázquez-Ramos, Magdalys, Israel Sánchez-Cardona, and Cynthia García Coll. "Social Position Variables of Specific Learning Disabilities: A National Perspective." Hispanic Journal of Behavioral Sciences 40, no. 4 (2018): 504–15. http://dx.doi.org/10.1177/0739986318788562.

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This article examined the association between social position variables (i.e., Hispanic, health insurance coverage, and poverty rates) on the prevalence of specific learning disabilities (SLD) in students between 3 and 21 years of age. We used the 2012 to 2013 U.S. population data from the U.S. Department of Education, Office of Special Education Program, and the American Community Survey for the 50 states, Puerto Rico, and Washington, D.C. Results indicate that states with higher rates of Hispanics were related to higher rates of SLD, while lower rates of no health insurance coverage were related to lower SLD rates. We conclude that Hispanic students are at a higher risk of being diagnosed with SLD, while having no health insurance coverage might be a detriment to be properly diagnosed. The importance of a national perspective in disabilities and the role of social position variables on special education are discussed.
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47

Chan, Ko Ling, Camilla K. M. Lo, Frederick K. Ho, and Patrick Ip. "Disability-Specific Associations with Child Health and Functioning." International Journal of Environmental Research and Public Health 16, no. 6 (2019): 1024. http://dx.doi.org/10.3390/ijerph16061024.

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This study examined the health profile of children with different types of disabilities and explored the disability-specific associations with various types of health and functioning using a large nonclinical sample of children. A cross-sectional school survey was conducted during 2016 and 2017. A total of 4114 children (aged 6–18 years) receiving primary or secondary education, or their proxy, in Hong Kong participated in the study. Disabilities were categorized as (a) physical disabilities; (b) learning and developmental disabilities; (c) intellectual disabilities; (d) internalizing disorders or mental illness; and (e) autism spectrum disorder. Health-related quality of life (QoL), sleep-related QoL, activities of daily living (ADL), emotional functioning, and social functioning were assessed and compared between children with disabilities and those without. The results showed that children with disabilities showed poorer physical functioning, health-related QoL, and emotional and social functioning than their counterparts without disabilities. Disability-specific associations with health were found: (a) physical disabilities and intellectual disabilities were associated with greater difficulties in ADL; (b) language impairment and Attention deficit/ hyperactivity disorder (ADHD) were negatively associated with sleep-related QoL; (c) all types of disabilities but hearing impairment were negatively associated with health-related QoL (HRQoL); and (d) language impairment, ADHD, internalizing disorder, as well as autism spectrum disorder were associated with greater abnormal behavioral difficulties. The findings warrant the development of tailor-made intervention programs and give insights to effective resource allocation for the children in need.
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48

Schachter, Debbie Carol, Barry Pless, and Maggie Bruck. "Self-Report of Family Histories of Learning Difficulties." Canadian Journal of Psychiatry 37, no. 1 (1992): 29–32. http://dx.doi.org/10.1177/070674379203700107.

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Self-reports of learning difficulties by parents of reading disabled children may be inflated because of recall bias. A retrospective study of the association between specific reading disabilities and familial reports of learning difficulties indicated the relative odds of being reading disabled for those whose relatives reported learning difficulties compared with children whose relatives did not report learning difficulties was statistically significant if fathers or siblings reported learning difficulties. No significant association was found between mothers' self-reports of learning difficulties and a diagnosis of specific learning disabilities in their children. The results support the association between specific reading disabilities and self-reported histories of academic problems in the father or siblings, but not in mothers of learning disabled children. The results suggest that reports of learning difficulties among mothers of reading disabled children may be inflated because of recall bias.
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49

Riccio, Cynthia A., Jose J. Gonzalez, and George W. Hynd. "Attention-Deficit Hyperactivity Disorder (ADHD) and Learning Disabilities." Learning Disability Quarterly 17, no. 4 (1994): 311–22. http://dx.doi.org/10.2307/1511127.

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The overlap between Attention-Deficit Hyperactivity Disorder (ADHD) and learning disabilities is consistently reported in the literature. The relationship between attention and cognitive and behavioral functioning makes it difficult to disentangle behavioral from cognitive symptoms in children with learning disabilities. Historically, research on ADHD in children with learning disabilities has been wrought with methodological inconsistencies and is further confounded by the comorbidity of learning disabilities and ADHD. This article reviews the research specific to the relationship between learning disabilities and attention deficit disorders, both historical and current. Implications for future research relative to the increased specificity of the association between these disorders is discussed, with a focus on the need to decrease the heterogeneity of the populations studied by using subtypes of both learning disabilities and ADHD.
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50

Lervåg, Arne. "Editorial: Is there a core deficit in specific learning disabilities?" Journal of Child Psychology and Psychiatry 62, no. 6 (2021): 677–79. http://dx.doi.org/10.1111/jcpp.13434.

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