Diagnosis Of Learning Disabilities Research Articles

Schools as Sites of Homelessness Prevention

Youth homelessness in Canada impacts a significant number of young people. More specific to our focus, populations of young people who are more likely to experience homelessness (e.g. youth with mental health issues, 2SLGBTQIA+ youth, youth from care, and Indigenous youth) face significant barriers to accessing safe, culturally appropriate, and supportive education, suggesting rights to housing and rights to education are intersecting equity issues. This article presents findings from a participatory research project led by members of Youth Action Research Revolution, carried out in Tio’tiá:ke/Montréal, Québec, Canada. Building from experiences young people shared, this article highlights aspects of the public education system that pose problems for youth who are precariously housed or homeless, namely, the application of one-size-fits-all approaches, barriers for students with mental health or learning disability diagnoses, and the lack of clear or actionable institutional mechanisms for students to access preventative support. Following this, we outline educational discourses, practices, and processes that constitute where something may have been done differently to prevent homelessness. We conclude with possible actions to support youth homelessness prevention in schools, including creating more flexible ways for children and families to access supports, resourcing “champion” teachers, and addressing the insidious biases and discrimination in the organization of school policies.

Factors associated with mentoring and supervising US doctoral students with LD and/or ADHD

Purpose The purpose of this study is to explore advisor–advisee relationships from the perspective of doctoral students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). While some research exists on the importance of doctoral advisor/advisee relationships generally, few studies have focused on advisor support for doctoral students with LD and/or ADHD. Design/methodology/approach In total, 20 doctoral students from various US institutions with an average age of 28 years old participated in this study. In all, 2 participants had a dual diagnosis of LD and ADHD, 3 were diagnosed solely with LD and 15 solely with ADHD; 15 of the participants with ADHD indicated that they take medication. Each graduate student participated in an hour-long semi-structured Zoom interview inquiring about their disability and their relationship with their advisor. Interviews were transcribed and analyzed inductively. Findings The relationship between the participant and their advisor was the key theory. In total, 6 participants disclosed their disability status to their advisor with positive results, 2 had negative outcomes and 12 did not disclose for various reasons. The overarching theme of the study is that advisors are supportive of doctoral students with LD and/or ADHD whether or not they know about the student’s disability. Support was seen in offering flexible and strict deadlines, advocating on the student’s behalf and/or forming personal relationships with students. Research limitations/implications One of the biggest challenges of this study was recruiting participants. Graduate students with LD and ADHD are justifiably afraid of facing discrimination; therefore, it was difficult to identify participants despite having IRB approval and placing a very high value on confidentiality. The sample was consequently limited in size as well as in terms of race and gender diversity and was not representative of students with LD and/or ADHD in higher education. Qualitative research is typically not generalizable and the same was true for this study. This study gives a broader glimpse into the experiences of doctoral students with ADHD than those with LD. Additionally, when one of the researchers began each interview, she revealed that she also has a learning disability. While this may have helped participants feel more comfortable, it also could have influenced their responses. Practical implications This study undertakes a more detailed investigation than previous research on the experiences of individuals with LD and/or ADHD in doctoral programs in the US. The findings provide current data on perceptions of advisor–advisee relationships in the students’ own voices. Social implications Given the emphasis on diversity, equity and inclusion initiatives in US higher education, students with LD and/or ADHD need to be actively engaged in these conversations. With increasing numbers of students with LD and ADHD entering higher education and pursuing graduate degrees, faculty must be prepared to support all their students. By assessing strategies for positive mentor–mentee relationships among doctoral students with LD and/or ADHD, institutions can continue to foster increased diversity, creating doctoral programs and developing future faculty who more accurately represent the world in which we live. Originality/value The population studied doctoral students with LD and/or ADHD in the USA adds to the literature. The findings in terms of disclosure as it relates to advisors also adds to the literature. Doctoral students in the USA are dropping out at high rates making this an area that needs exploration.

A Suggestion for Eliminating Reading and Writing Errors of Students With Learning Disabilities

The purpose of this study is to examine the effect of using the wrongly read and written words in sentences on correcting the reading and writing errors of students with learning disabilities. The study group of this research, which was designed according to the qualitative action research, consisted of 13 second grade students and 7 primary school teachers in Uşak province in 2022–2023 academic year. In the determination of the students, the criteria of having a learning disability diagnosis, having reading, and writing difficulties and volunteering to participate in the study were sought. The data collection tools of the research consisted of 5 reading texts chosen by taking expert opinions. Obtained data were analyzed by content analysis method. Since the students understood the meaning of the word by using the word in the sentence, they did not repeat the spelling and writing mistakes of the words. Teachers’ opinions about the effectiveness of using the word in sentences were analyzed with content analysis and the findings were discussed on the basis of the literature.

Effectiveness of Schema-Based Instruction Strategy in Improving Mathematical Word Problem Solving and Working Memory of Students with Learning Disabilities in The Sultanate of Oman

This study aimed to examine the effectiveness of a schema-based instruction strategy in improving mathematics word problem solving and working memory performance of third grade students with learning disabilities in schools in Oman. Students received a diagnosis of specific learning disability (SLD) based on the aptitude discrepancy model in which an achievement test and an aptitude test (Raven’s Coloured Successive Matrices) were used to determine the existence of a discrepancy. Students were then divided into two matched groups, a control group and an experimental group; each group included (20) students. Study instruments included a mathematics word problem solving test, a working memory test, and the schema-based intervention program. Results of the study showed that participants in the experimental group differed from controls in word problem solving and working memory performance following exposure to the intervention program. More specifically, performance of experimental group participants in the word problem solving varied across the pre, during the implementation, and post intervention phases in favor of the post intervention phases and in favor of the type of Assembly problems. Implications of using schema-based instruction strategy with students with SLD are discussed in the light of the study findings.

Expert system for diagnosing learning disorders in children

Given the urgent need for early detection of learning disorders such as dysgraphia, dyslexia, and dyscalculia in children, this study aimed to evaluate an expert system developed in Python to facilitate early diagnosis of these disorders. The background highlights the importance of providing parents, educators, and health professionals with an effective tool for early detection of these disorders. In 21 simulated cases, the system showed impressive performance with an accuracy rate of 95%, a precision of 100%, a sensitivity of 93%, and a specificity of 100%. Furthermore, the acceptability evaluation, conducted with 15 parents selected by convenience sampling, showed a high level of satisfaction, with an overall mean of 4.78 and a standard deviation of 0.45, indicating consistency in responses. In conclusion, this study confirms the effectiveness of the expert system in the early diagnosis of learning disabilities, providing parents, educators, and health professionals with a valuable tool. Despite these encouraging results, the need for additional research is recognized to address limitations and improve the external validity of the system to ensure its widespread utility and adaptability in real clinical settings.

The oral health of adults with learning disabilities: A secondary analysis of the Adult Dental Health Survey 2009.

Adults who have learning disabilities are a vulnerable group, little is known about their oral health and how this affects their quality of life. The aims of this secondary analysis of data from the 2009 Adult Dental Health Survey (ADHS) were to describe the oral health status of adults with learning disabilities, determine if severity of learning disability is associated with oral health and identify some of the methodological complexities of working with this population. The survey yields the most recent representative data on the oral health of adults with learning disabilities in England and importantly, contains information about oral health related quality of life (OHRQoL). Secondary analysis of data from a supplemental survey of adults with learning disabilities collected alongside the 2009 ADHS. 607 participants with a diagnosed learning disability aged 18 years and over. Adults with learning disabilities had similar levels of active dental caries, fewer natural teeth, and fewer fillings than comparable participants from the general population. Self-reported oral and general health were worse for adults with learning disabilities than the general population. Possible associations between the severity of learning disability and the numbers of decayed, missing or filled teeth were identified. However, large amounts of missing data limited the analysis. There are important questions relating to the accessibility of existing self-reported oral health questionnaires and the reliability of proxy-reported questions about OHRQoL that should be addressed to give a fuller picture of the oral health of adults with learning disabilities.

Return to play after head injury in adolescent sports: evaluating football versus other sports.

Increased adolescent sports participation has raised concerns about higher rates of concussions, a prevalent injury among young athletes with potential long-term effects. Discrepancies in concussion recovery and management protocols across various sports underscore a critical issue in youth athletics. This study aimed to examine the relationship between sport type and the number of games missed following a concussion to inform targeted management strategies. Data from 7445 postinjury ImPACT tests for athletes aged 12-22 years, collected from 2009 to 2019, were analyzed across different sports: baseball, basketball, cheerleading, football, ice hockey, lacrosse, soccer, softball, swimming, track and field, volleyball, and wrestling. The number of days and normalized missed games (NMG), a metric accounting for the different number of games in a season for different sports, were used to evaluate the effect of concussions across different sports. ANOVA, t-tests, and linear regression analyses were performed to model the effect of sport type on games missed in a season while controlling for sex, age, concussion history, diagnosed learning disability (DLD), and attention-deficit/hyperactivity disorder (ADHD). Multivariable linear regression analysis demonstrated that football participation significantly increased NMG (β 1.681, 95% CI 0.807-2.554; p < 0.001) and days missed (β 1.637, 95% CI 1.044-2.231; p < 0.001) after head injury. Concussion diagnoses were also found to significantly increase NMG (β 2.344, 95% CI 1.629-3.059; p < 0.001) and days missed (β 1.560, 95% CI 1.074-2.045; p < 0.001), as well as history of prior concussion (NMG: β 7.791, 95% CI 7.368-8.215; p < 0.001; days missed: β 5.232, 95% CI 4.945-5.520; p < 0.001). In contrast, factors such as age, sex, DLD, ADHD, and concussions causing loss of consciousness did not significantly affect NMG or days missed. ANOVA with Tukey Honest Significant Difference indicated that compared with football, ice hockey (mean difference [MD] 5.4 days, p = 0.011) and track and field (MD 4.1 days, p = 0.006) were associated with significantly more days being missed after head injury. Conversely, basketball (MD -3.0, p < 0.001) and volleyball (MD -2.6, p = 0.005) were associated with fewer missed games. Adolescents playing football missed fewer days and games after concussion than other contact and noncontact sports, including ice hockey and track and field, raising questions about variations in return-to-play protocols and cultural attitudes within sports. Further research is needed to determine the factors affecting games missed across sport types in adolescent athletics and return-to-play protocols.

학교교육 기반 학습장애 및 위험군 학생을 위한 협력적 교육지원 방안 연구

In 2023, the number of students with learning disabilities in Korea showed the lowest percentage among all students with special needs. In this regard, educational researchers and practitioners continue to voice concerns about the professionalism in screening and diagnosing learning disabilities, which is currently depriving early detection and opportunities for educational support of students with or at-risk learning disabilities. Therefore, this study aims to explore collaborative educational support for students with or at-risk learning disabilities in school-based education. A SWOT analysis of the literature and a survey for validation and implementation were conducted among academic, administrative, and field experts in learning disabilities. The results were as follows. First, for the in-class level, professional training for collaborative teaching and increasing the number of teachers were mentioned in the ’co-teaching system’, ‘leading inclusive school’, and 'basic education teachers and supplementary teacher' sections. Second, the need to enhance the expertise of teachers in ’supplementary education’ at the in-school level and the need for individual training about students with or at-risk learning disabilities in ‘parent education’ were mentioned. Third, expanding the expertise of learning coaching teams and learning counselors was mentioned for out-of-school ‘learning clinics’. Fourth, at the system level, it was suggested to improve the identification of students in need of support and the definition of basic education in order to provide appropriate educational support to students with or at-risk learning disabilities. This study has implications in that it explored the current educational support system for students with learning disabilities within the education policy in Korea to overcome the limitations and provide practical support. Furthermore, this study suggested school-based plans for collaborative educational support and a universal educational design.

Experiences of learning disability nurses within community nursing teams, working in collaboration with primary care

Background: The approach and understanding of healthcare systems and societies regarding people who have a diagnosis of learning disability (LD) varies across countries; however, it is widely reported that those with LDs report feeling disempowerment and devalued by those working in healthcare. When an individual is devalued, they are more likely to have poorer health outcomes. International human rights laws, such as the Convention on the Rights of Persons with Disabilities, set out an international responsibility to address LD-related inequalities and mistreatment. In England, LD nurses predominantly work within community teams to improve patients living with LDs' holistic access to healthcare and reduce the health inequalities they experience. Exploration of the literature failed to identify any relevant research on the specific role and experiences of the LD nurse within a community team. Aim: This study aimed to explore the lived experiences of a LD nurse working with LD patients within a community setting. The research was conducted by an advanced clinical practitioner (ACP). Method: Semi-structured interviews were used to gather data from four participants. These interviews were recorded and analysed for themes and repeat experiences. Data were analysed using Braun and Clark's (2006) six step model. Findings: LD nurses reported that their patients benefited when they worked collaboratively with primary care. Discussion: The LD nurse was shown to improve access to healthcare for people living with a formal diagnosis of LD or intellectual disability. However, the LD community nurse role is not well known or understood. The LD nurse, when working collaboratively with primary care, often becomes a ‘token’ role that is not utilised. Investment in the role is required to ensure it reaches its full potential. The ACP is best placed to lead on these recommendations and contribute to building the research base in this area of expertise. The role is essential in reducing health inequalities and improving holistic healthcare outcomes for adults with a LD living within the community in the UK. Recommendations: It is recommended that a LD nurse, primary care pathway and an outcome measure tool for workforce planning are implemented within the LD nurse community setting. Future research within and outside the UK is needed to explore the experiences of LD nurses in other geographical locations.

Is There Uniformity in the Diagnosis of Learning Disability Globally?

Learning disabilities (LDs) are a group of neurodevelopmental deficits that negatively affect the acquisition, organization, retention, comprehension, or application of age appropriate knowledge. Persons with LD lead a subsidized quality of life, especially in academic/vocational and psychosocial domains. A certificate issued by the medical boards at a state or district level is required to avail benefits such as scribes or relaxations. This may be done through a series of assessments by psychologists, special educators, or other health-care professionals. The authors aim to understand if uniformity exists in the assessment methods used for the diagnosis of LD globally and to prepare a gap analysis for the same. A systematic review was performed on English literature articles published from January 2005 to August 2023. Full-text studies reporting assessment and diagnostic methods of LD were included. A total of 1246 records were identified through a manual search of an electronic database. Seven duplicates were removed and 1174 studies were excluded based on the relevance by screening titles, abstracts, and full texts. Sixty-five studies were included and analyzed. The authors found a lack of uniformity in this diagnostic protocol, leading to uncertainty in disability certification, doctor shopping, and additional stress for the patients, as well as added burden on the government. Identification of LD requires a multistep assessment process with culturally relevant tools and norms and the participation of a multidisciplinary team of experts.

The Effect of Understand-Answer Strategy Instruction on Reading Comprehension of Students with Ld

The purpose of this research is to determine the effect of the Understand-Answer Strategy on the reading comprehension skills of students with learning disabilities. The research was carried out on students with a diagnosis of learning disability studying in secondary schools in Pendik, Istanbul, affiliated with the Ministry of National Education. The selected students are between the ages of 12 and 13, with two girls and one boy. The research was carried out with a single-subject design, a "Multiple probe design between subjects". The dependent variable of the study is the number of correct answers given to the reading comprehension questions in a written reading comprehension text. The independent variable of the research is the Understand-Answer Strategy. The experimental process consisted of the stages of determining the starting level, teaching the Understand-Answer Strategy, end-of-teaching evaluation, monitoring, and generalization. At the end of the study, the opinions of the students and their families were also considered. The Understand-Answer Strategy consist of activating prior knowledge, discussing the strategy, being a model, guiding practices and independent practices. At the end of the research, the opinions of students and their families were examined as social validity data. In all evaluation conditions, students were asked to read a narrative text and then answer eight reading comprehension questions. The scoring of the data was determined by the correct answers given by the students to the questions. The research findings have shown that the Understand-Answer Strategy is effective in improving the reading comprehension skills of students with learning difficulties. Furthermore, students who learned this strategy were able to provide correct answers to reading comprehension questions 1, 3, and 5 weeks after the end of the application, and it was observed that students who learned the strategy with different participants generalized their reading comprehension performance. According to the social validity findings, students and their families expressed positive views about the Understand-Answer Strategy.

A referrals audit and qualitative analysis of staff experience of referrals in a specialist community learning disability service

PHOTO CREDIT: Aaron Burden Specialist community teams are set up to support people living with Learning Disability (LD) who are unable to access mainstream mental health (MH) teams with reasonable adjustments. National guidance is available to guide best practice in making reasonable adjustments, to support increased access to mainstream services. This audit of referrals into a specialist Community LD team, aimed to establish referral acceptance rates and reasons for referral rejection. Total referrals and referrals made specifically from mainstream MH teams were investigated. A focus group explored LD clinicians’ experiences of the referral process and criteria in the context of working alongside mainstream MH teams. A lower acceptance rate of referrals from mainstream MH teams than overall acceptance rate was found, and differences in the reasons for rejection were highlighted. No LD diagnosis in the referral was the most common rejection reason for mainstream MH team referrals. Thematic analysis highlighted four themes of clinician’s experiences which focused on: referral point struggles; service limitations; lack of diagnostic clarity; and attempts to bridge a gap between services. Recommendations include review of the referral process, joint working protocols, clarification of remit and dissemination of shared learning.

The Impact of metacognitive strategies on the development of language competence for secondary cycle learners with Hearing impairment

This study, which is part of doctoral research into applied Arabic linguistics and comparison, aimed to identify the impact of teaching using metacognitive learning strategies on developing linguistic competence for the Arabic language for deaf learners in LALLA ASMAE foundation for deaf children in Rabat-Morocco. To achieve the research objectives, theresearcher used the descriptive and the quasi-experimental methodologies approaches, and the research sample comprised two groups; experimental have been learned by the 5E-Learning cycle strategy and Self-Questioning, and the control group by an ordinary method.Study tools:- Mykle Bust test for diagnosis of learning disabilities.- Linguistic competence test (examined its psychometric stabilities).The results showed that there were significant differences at (α 0.05) between the average scores of the learners of the experimental and control group in the post-test of the linguistic competence in the Arabic language in favor of the experimental group used the 5E-Learning cycle and self-questioning strategy in teaching. There were also no statistically significant differences at (α 0.05) in the mean of student's scores on the post-test of the linguistic competence and language Fields due to the gender variable. Results confirm the positive effect of metacognitive strategies, specifically the 5E-Learning cycle and Self-Questioning. So, it is recommended to increase the use of metacognitive strategies in the educational learning process, especially for Hearing impairment learners and encouraging research to apply metacognitive strategies in teaching various fields of Arabic language skills in addition to generalizing the study of these strategies at different educational levels

Academic performance in moderately and late preterm children in the United States: are they catching up?

ObjectiveTo determine whether preterm birth of 32–36 6/7 weeks gestation affected school performance from kindergarten through fifth grade.Study designWe assessed 14350 term infants and 1195 32–36 6/7 weeks gestation infants followed in the Early Childhood Longitudinal Study Kindergarten 2011 cohort for classroom performance in kindergarten-fifth grade. Multivariable regression was performed for comparisons, and data were weighted to be representative of the US population.ResultsChildren born 35–36 6/7 weeks gestation had no significant difference in their academic scores or performance, while 32–34 6/7 weeks’ children had lower academic scores and teacher performance scores when compared to term children. Children born between 32 and 36 6/7 weeks gestation had higher odds of individualized education plan needs and had learning disability diagnoses compared to term children.ConclusionsChildren born between 32 and 34 6/7 weeks gestation have poor school performance compared to term children. Children born between 32 and 36 6/7 weeks gestation are at risk for learning disabilities and likely benefit from continued support and services to improve achievement throughout school.

Are students with learning disabilities correctly diagnosed in Turkey?

There has been an ongoing debate on how to diagnose learning disability (LD), with experts proposing different approaches. Very limited research is available on the diagnosis of LD in Turkey. This study aims to analyze the problems related to the diagnosis of LD in Turkey. For this purpose, the intelligence test results of the diagnosed students, the opinions of the teachers who referred them for the diagnosis, and the views of the child psychiatrists and psychological counselors involved in the diagnosis were examined. The results showed that the IQ–Achievement Discrepancy approach is implemented in Turkey. It was also revealed that the students’ Wechsler Intelligence Scale for Children (WISC-R) average score was 80.31, and teachers mostly reported the weaknesses of the students during the diagnosis process. Psychological counselors and psychiatrists pointed out the outdatedness of the tools used in the diagnosis, the limited number of measurement instruments to be used in the diagnosis, referral of too many students, and the lack of specialists to work in the diagnosis. The results are discussed on the basis of diagnostic approaches.

Ab. No. 93 Prevalence of Learning Disability in School-Going Kids of Government School in District Patiala, Punjab

Introduction: The purpose of the study is to determine the prevalence of learning disability in school-going children from the IIIrd –Vth class of government schools by using the Learning Disability Diagnostic Inventory (LDDI). The study contributes to expanding the role of physiotherapy in multidisciplinary teams by fostering effective therapeutic approaches to promote balanced development of children with learning disability. Methods: A total of 80 students belonging to the class III-V between the 8-11 years of age group from different government schools were selected as participants in the present study. Methods: The study was conducted using convenience sampling method. A detailed questionnaire was used to document each student’s academic performance. The students were then subjected to a series of assessments, including visual auditory perception tests and an IQ based (Colored Progressive Matrices) CPM test followed by LDDI filled by the teacher of each student. The data was analysed through descriptive statistics and inferences. Results: The findings of the study were that out of total 80 students the prevalence of Learning Disability in Writing domain constitutes (10%), Reading (7.5%), Speaking (21.25%),Reasoning (6.25%),Listening (25%), Arithmetic disability (8.75%). Students of primary class IIIrd-Vth were at higher risk of learning disability in government schools. Conclusion: The study concluded that the learning disability is more prevalent in early aged students between age of 8-11. Institutional based educational strategies are required for appropriate modifications in education and teaching techniques. Implications: The present study helps in making early diagnosis of learning disability at school level and further widens the spectrum for planned effective therapeutic interventions to enhance the academic performance of students with learning disability and enhance the overall quality of life.

A Possible Nocebo Effect in Children Following the Flint Water Crisis: Evidence From Schoolteacher Perceptions and Neuropsychological Evaluations.

Special education enrollment increased in Flint following the 2014-2015 Flint Water Crisis, but lead exposure is not plausibly responsible. Labeling Flint children as lead poisoned and/or brain damaged may have contributed to rising special education needs (ie, nocebo effect). To better document this possibility, we surveyed schoolteachers and reviewed neuropsychological assessments of children for indications of negative labeling. A survey of Flint and Detroit (control) public schoolteachers using a modified Illness Perception Questionnaire was conducted 5 years post-crisis. We also examined neuropsychological assessments from a recently settled class lawsuit. Relative to Detroit (n = 24), Flint teachers (n = 11) believed that a higher proportion of their students had harmful lead exposure (91.8% Flint vs 46% Detroit; P = 0.00034), were lead poisoned (51.3% vs 24.3%; P = 0.018), or brain damaged (28.8% vs 12.9%; P = 0.1), even though blood lead of Flint children was always less than half of that of Detroit children. Neuropsychological assessments diagnosed lead poisoning and/or brain damage from water lead exposure in all tested children (n = 8), even though none had evidence of elevated blood lead and a majority had prior learning disability diagnoses. Teachers' responses and neuropsychological assessments suggest Flint children were harmed by a nocebo effect.

Okul Öncesi Dönemde Özel Öğrenme Güçlüğü Risk Durumlarının Çeşitli Değişkenler Açısından İncelenmesi

Children with specific learning difficulties are known to show risk indicators during the preschool period. In this sense, it is stated that preschool period is a critical period in early diagnosis and intervention of specific learning disabilities. However, it is seen that there are few studies on early diagnosis and intervention of specific learning disabilities in preschool period. Therefore, the aim of this research is determined as the examination of the risk situations of specific learning difficulties in the preschool period in terms of parent, teacher, and child-specific characteristics. This study is a mixed-methods research conducted on the assessment of the skills of preschool children as indicators of specific learning difficulties through different variables from the perspectives of the child, teacher, and parent. The study group of the research consists of 160 children receiving preschool education in the 2021-2022 academic year in the province of Mersin. In this study, the "Teacher Demographic Information Form," "Parent Demographic Information Form," and "Specific Learning Disability Screening Scale for 60-72-month-old children with specific learning difficulties" developed for this study, along with the "Observation Form," were used as data collection tools. In the research, the "Specific Learning Disability Screening Scale" was applied to 160 children, and these children were observed by the researchers. By comparing the scale and observation results in the research, the indicators of specific learning difficulties in children were evaluated, and it was determined that the children showed signs of a risk of specific learning difficulties. Additionally, in this study, it was found that the characteristics of the child, teacher, and parent have an impact on specific learning difficulties. Since preschool children cannot read and write, it is thought that observation, which is a planned and systematic technique, is important in identifying the risk signs of specific learning disabilities.

Utilisation of specialist epilepsy services and antiseizure medication adherence rates in a cohort of people with epilepsy (PWE) accessing emergency care

BackgroundAn epilepsy-related attendance at A&E is associated an increased risk of subsequent death within 6 months. Although further work is required to provide a definitive explanation to account for these findings, in the interim it would seem reasonable that services are designed to ensure timely access and provide support at a time of greatest risk. We aim to determine the frequency of patients accessing specialist neurology services following an epilepsy-related admission/unscheduled care episode and consider ASM adherence at the point of attendance. MethodsPatients were identified retrospectively via the NHS Greater Glasgow and Clyde live integrated epilepsy Dashboard following an unscheduled epilepsy-related admission or A&E attendance between 1st January 2022 and 30th June 2022. We calculated adherence to anti-seizure medication for a period of 6 months prior to admission and defined poor medication adherence as a medication possession ratio of less than 80 %. We evaluated the rate of any outpatient neurology clinic attendance in the subsequent 3, 6 and 12 months following an epilepsy-related unscheduled care episode. Additional clinical information was identified via the electronic patient records. ResultsBetween 1st Jan 2022 and 30th June 2022, there were 266 emergency care seizure-related attendances. The mean age at attendance was 46 years (range: 16–91). Most of PWE were males (63 %) and 37 % were females.Epilepsy classification-29.3 % had GGE, 41.7% had focal epilepsy, and in 29 % of cases the epilepsy was unclassified.Of the admissions, 107/ 266 (40.2 %) generated follow-up within 6 months of attendance. Poor medication adherence was noted in 54/266 (20.3 %). 28.2 % of cases had input from on-call neurology service during admission/ED attendance, and of those 60 % had ASM adjusted.18 % of attendances had a background diagnosis of learning disability. One-third of attendances of PWE had a history of mental health disorder 35 % (93/266). 25 % of ED attendances noted an active history of alcohol consumption misuse or/and recreational drug use.14 (5.5 %) of PWE died during the period of interest (12 months following the last ED visit). In 6/14 (42.3 %) death was associated with poor medication adherence. ConclusionThis study demonstrates that a significant proportion of patients who experienced seizure-related admissions/ attendance did not access specialist neurology services in a timely manner. In addition, poor medication adherence remains a problem for a substantial number of people living with epilepsy. Early access to specialist services may go some way to improving care and reducing excessive mortality in PWE by allowing anti-seizure medication to be titrated and poor medication adherence to be addressed in those at greatest risk.

Exploring the Impact of Special Learning Disability Diagnosis on Family Dynamics: A Parental Perspective

The aim of this study is to examine in-depth parental views on the effect of having a child diagnosed with a special learning disability on families. In line with the purpose of the research, phenomenological design, one of the qualitative research approaches, was used. The study group of the research consists of the parents of 12 children diagnosed with special learning disabilities, who are students in schools affiliated to the Van Province National Education Directorate in the 2022-2023 academic year. The data collection tools of the research are semi-structured interview questions with 24 questions and a demographic information form, which was created by the researcher and his advisor, taking the opinions of 3 different experts. The obtained data were converted into codes, subthemes and themes, respectively. Themes of the research; pre-diagnosis process, diagnostic process, family relations and social relations. Parents reported that there was no change in their social life after their child received this diagnosis. However, they stated that they avoided talking to people outside of their close circle about the diagnosis of special learning disabilities in their children. They said that the relations between parents were not affected by the diagnosis of special learning disability, but the relations between siblings and children with special learning difficulties were badly affected. In addition, it was stated that the child with special learning difficulties tried to stay away from academic activities and this turned into a problem between the child and their parents. It has been observed that families do not have enough information about the diagnosis of special learning disability. In this context, informative studies to be carried out in schools for parents about special learning disabilities may enable them to be noticed earlier and to better adjust their expectations for their children's performance.