Intervention Research in Learning Disabilities: A Canadian Flavor

Abstract

Across Canada, research in learning disabilities is alive and well. Briefly, let us acquaint readers with the research activities of our Canadian colleagues. Specifically, starting with eastern Canada, at the Ontario Institute for Studies in Education (OISE), Linda Siegel wrestles with the role of intelligence in defining learning disabilities and Judy Wiener researches social problems in learning-disabled children. Byron Rourke at the University of Windsor engages in neuropsychological research in learning disabilities. At the University of Western Ontario, Carol Crealock focuses on writing research, as well as the use of computers to enhance writing in learning-disabled students. In the middle of Canada, at the University of Calgary, Marilyn Samuels systematically applies Feuerstein’s Instrumental Enrichment (IE) in interventions with learning-disabled children. Richard Conte, at the Calgary Learning Centre, investigates attention deficit disorder (ADD). On the west coast of Canada, at the University of Victoria, Otfried Spreen conducts important follow-up research on adults with learning disabilities, while C.K. Leong meticulously researches the model of reading processes that he has developed, and D.G. Bachor researches math assessments with learning-disabled students. Because of space restrictions, and because we are more familiar with our own work, in this chapter we focus on our own research.