Impact Of Learning Disabilities Research Articles

El impacto de los problemas de aprendizaje en la autoimagen de los niños de educación primaria

Children with learning disabilities face academic challenges, and their difficulty to learn can be accompanied by rejection from their peers, and social isolation. Learning disabilities in children are a group of disorders, affecting the learning abilities of the children to acquire some or all of the capabilities needed for reading, writing, speaking, listening, reasoning or mathematics. Limited research has been conducted about the impact of learning disability on the self-image of children as they struggle to learn. Self-image is a subjective perception of oneself. This personal view consists of impressions built up over time of the image one has of oneself. Among the methods used in research to examine the self-image of children with learning disabilities are self-image questionnaires and personal construct elicitation methods. Research conducted examining the self-image of children, from the perspective of parents and teachers and that of the children themselves, using these methods, is described in this theory review. The findings from research have shown that many different factors may affect the self-image of children with learning disabilities. One of the factors is the influence of different methods of placing children with learning disabilities into an educational framework in various countries across the world. The benefits of including children with learning disabilities into regular schooling are explained and comparisons between the self-image of children with learning disabilities in special education frameworks and regular education are provided. The teaching methods used in the classroom was another factor that was found to affect the self-image of children with learning disabilities. A deeper understanding of the factors that impact the self-image of these children can facilitate the efforts to fulfill the special needs of children with learning disabilities and may lead to the development of a more positive self-image, despite the learning challenges that the children face.

Fathers of adults who have a learning disability: Roles, needs and concerns

Accessible summary This study asked fathers of adults who have a learning disability about their experiences, what helps them and any worries they may have. Fathers reported different experiences of being a father to an adult with a learning disability and talked about things that were helpful, such as their wives, grandparents, having information and hobbies. Fathers were worried about the person who has a learning disability in the future. Fathers can be important in supporting people who have a learning disability throughout their lives. AbstractBackgroundThere is little research that specifically relates to fathers of adults with a learning disability despite the social expectation that fathers will provide a supportive role over the lifespan.MethodsSemi‐structured interviews were carried out with seven fathers of adults with a learning disability to explore their roles, needs and concerns. Data were analysed using a framework associated with interpretative phenomenological analysis (IPA).ResultsThemes arising demonstrate that fathers were shocked at the diagnosis of learning disability but usually reported adaptation over time. The impact of learning disability upon men's lives, their perception of their adult child and the roles they assumed were varied. Fathers valued support from wives and grandparents, having knowledge and interests and work‐type roles. All fathers were concerned about the future yet comprehensive futures planning was lacking. Some fathers reported difficulties in being emotionally open, and referred to societal stereotypes. Fathers valued positive support from service providers; however, this relationship was often in conflict.ConclusionAlthough mothers are often the main carers for adults with a learning disability, fathers can make a significant contribution. The findings presented here support the results of previous studies regarding paternal response to learning disability and varied impact upon men's lives. Identified support strategies include leisure interests, volunteer/work roles, having information and support from wives and grandparents. Ongoing concerns incorporate the future and ambivalent relationships with service providers, which could have a negative impact upon the individual who has a learning disability.

Learning Disabilities: Issues in Acute Care Settings

Introduction Being admitted into hospital is a stressful and worrying time for any patient. This is even more significant for patients with learning disabilities who are in a vulnerable position. During my experience in an acute medical ward, I came across patients with learning disability and saw the difficulties surrounding their care. This involved problems with communication including consent and assessment of mental capacity. Aims The aims are to 1) explore the impact of learning disability in accessing physical health care and health inequalities associated with it 2) explore the issue of capacity assessment 3) to look at the legal frameworks available. Method Literature search including data from Pubmed and NHS evidence was done to assess the health inequalities experienced by people with learning disabilities. The legal framework including Mental Capacity Act (2005) and Deprivation Of Liberty Safeguards (2009) were also looked into. Results People with learning disability experience stigma when accessing acute health care. The clinicians’ knowledge of communication systems and legal framework available to support patients with learning disability is limited. Conclusion Healthcare professionals must have training for better understanding of learning disability and the challenges of working with people with learning disability. It is important to identify and address barriers in communication. Attitudes and beliefs of health care providers are important in providing optimal care for some of the most vulnerable members of society.

The Impact of Learning Disabilities on Adulthood

It is now well established that learning disabilities (LD) persist into the adult years, yet despite a developing literature base in this area, there is a paucity of evidence-based research to guide research and practice. Consistent with the demands of the adult stage of development, autonomy and self-determination are crucial to quality-of-life issues to adults in general, and specifically to adults with LD. There are many areas of functioning in which adults need to adapt successfully, such as employment, family, social and emotional, daily living routines, community, and recreation and leisure. In essence, there are a myriad of challenges and outcomes as adults navigate the trials and tribulations of LD as it manifests itself into adulthood. This review of the extant evidence-based literature seeks to discover relevant knowledge that can be shared with practitioners who serve adults with LD in a variety of professional and volunteer roles, particularly in adult education settings.

Learning disability: occurrence and long-term consequences in childhood-onset epilepsy

This study analyzed the occurrence of learning disability (LD) in adults with childhood-onset epilepsy and the impact of LD on medical and social outcome. Any LD occurred in 76%: in 57% of mentally normal (IQ > 85), in 67% of mentally near-normal (IQ = 71–85), and, self-evidently, in all mentally retarded (IQ < 71) adults. Half of the patients (51%) with LD had mental retardation. In multivariate analysis, mental retardation and subsequent LD were predicted by occurrence of cerebral palsy (odds ratio [OR] = 3.83; 95% confidence interval [CI] = 1.77–8.28, P = 0.0006), onset of epilepsy before the age of 6 years (OR = 3.63, 95% CI = 1.57–8.42, P = 0.0026), and poor early effect of drug therapy (OR = 2.78, 95% CI = 1.43–5.39, P = 0.0025). Among mentally normal or near-normal subjects, a symptomatic etiology of epilepsy was the only predictor (OR = 7.72, 95% CI = 3.02–19.76). The degree of LD significantly affected medical, social, and educational long-term outcomes.

“I’m Not the Only One!” Group Therapy with Older Children and Adolescents Who Have Learning Disabilities

Children and adolescents with learning disabilities (LD) are vulnerable to psychosocial difficulties. Both the detrimental impact of LD on social adjustment and the significance of peer relations for developmental needs make group therapy a natural intervention. Despite modifications that are required due to their cognitive deficits, many students with LD fit the criteria and can benefit from group psychotherapy. In this paper, a model of group therapy for older children and adolescents with LD is presented. The approach is informed by a combination of self psychology, mutual aid, and interpersonal group therapy. The leaders use special techniques to accommodate the LD and to foster the group process. Examples are presented to illustrate the approach.

Dyslexia and learning computer programming

This poster explores some of the issues associated with teaching computer science to students with dyslexia. Issues associated with both student learning generally and computer science specifically are considered. The accessibility of teaching materials made available through virtual learning environments (VLEs) is addressed. Twelve resulting guidelines particularly relevant to students with dyslexia are outlined. More specifically to computer science, the issues associated with programming are explored through the development of a mapping of the features of dyslexia to the tasks involved in writing a computer program. Preliminary evidence, from both the wider dyslexia community with computer programming experience and some early interview results, are presented to both support the mapping and draw out other important issues.This poster describes results generated from a LTSN-ICS Development Fund project, entitled 'Impact of Learning Disability on the Study of Computing'. This project seeks to investigate the impact of learning disabilities on students who are following a course of study in the computing curriculum. It looked at how best to deliver materials through the University's Virtual Learning Environment (VLE) and then focused on issues surrounding students with dyslexia and computer programming.The introduction of the Special Educational Needs and Disability Act [1] and the Disability Discrimination Act part IV [2] provides an opportunity and incentive to review teaching and learning methods and see how the needs of the students with special needs are addressed. In the case of a computing department, this should include general aspects, for example accessible provision of e-resources, and also domain specific aspects, for example programming. This poster looks at both of these aspects.Leeds Metropolitan University (Leeds Met.) is a large (37,000 students) university of applied learning, with a policy of widening access to higher education. The School of Computing has approximately 1,500 students enrolled on a variety of HND and degree programmes, of these on average 20 are registered as dyslexic at any given time. This is in line with the occurrence of dyslexia across the University as a whole and the general higher education student population, 1.2 per cent to 1.5 per cent [3]. There is, then, a substantial and persistent number of individuals that require support within the school.The poster begins by outlining the sources of standards and guidelines relating to the provision of accessible Web based and e-learning materials and then highlights those considered particularly pertinent to students with dyslexia. It then focuses in on specific issues associated with computer programming and dyslexia. In order to do this, first the features of dyslexia, both negative and positive, are outlined. A model of the processes involved in computer programming is then proposed. This allows an interaction matrix of the features of dyslexia and the process stages of computer programming to be developed. Preliminary evidence is then presented from correspondents of a Dyslexia e-mail forum, which supports the interaction matrix and raises additional issues. The results of an interview with a Computer Science student with dyslexia are also presented.This poster is based on earlier work [4,5].

Learning disabilities: diagnostic considerations from an educational perspective.

This article reviews the current definitions of specific learning disability (LD). It describes the multiple causes among the specific learning disability (SLD) population, citing cognitive, neuroanatomical, cellular, and genetic research trends. Emphasis is placed on assessment components and processes, including typically used academic, cognitive, and neuropsychological measures and newly introduced dynamic or domain-based approaches. Researchers and practitioners now acknowledge that SLD represents a life-long condition, manifesting differently at each developmental stage. The impact of LD on adult adjustment and independence is described as the newest challenge in the field of LD research.

The Impact of Learning Disabilities on Families

The Impact of Learning Disabilities on Families

Learning Disability in Adulthood

Learning disabilities are generally considered issues for children as they go through school. Yet their effect continues into adulthood in a person's cognitive style, use of defenses, interpersonal relations, character, self-image, and career development. With a few exceptions, the study of the impact of learning disabilities on personality has been extended beyond childhood and adolescence only in the last ten years. This article examines these effects on adult character, defensive style, and relationship patterns.

The speech-language pathologist's role in an interdisciplinary approach to learning-disabled children.

Individual and environmental factors or characteristics influence disabled learners, particularly in reference to language disorders. An interaction of various fields is needed to minimize the impact of learning disabilities on a child's education and subsequent ability to communicate successfully. Various components of communication are affected by the inability to decode and encode language. Language areas most greatly influenced by learning disabilities are discussed.

Personality dimensions in two types of learning-disabled children: a Rorschach study.

Children referred for psychoeducational assessment of learning disabilities (LDs) commonly receive the Rorschach test. yet little is known about the impact of LD on Rorschach response patterns. This study investigated Rorschach response patterns in two groups of 9- to 12-year-old children (n = 41) classified by their respective intellectual abilities. Another group of 9- to 12-year-olds (n = 143) served as a nonclinical comparison group. Rorschach variables indicative of personality dimensions failed to discriminate between the two LD groups. Compared to the nonclinical group, the LD group exhibited several Rorschach characteristics--including problems in perceptual accuracy, inefficient visual scanning and problem-solving strategies, and avoidance of affect-laden stimuli--having implications for successful socioemotional adaptation. Suggestions for further research are discussed.

Rehabilitation and Learning, Disabilities: A New Challenge for Counselors

The involvement of rehabilitation with people with specific learning disabilities is overviewed. Definitions of learning disabilities and a framework for understanding learning disabilities are presented. Manifestations of specific learning disabilities are described, with implications and potential remediation strategies for jobs and daily living activities. Impact of learning disabilities on psychological and social development are discussed. Specific counseling strategies and resources for counselors are presented.

Learning Disability

A conceptual model for the natural history of learning disabilities as a health threat will be presented. The model illustrates the multitude of individual and environmental factors influencing the subsequent physical and mental well-being of disabled learners as well as the professional interaction and interdisciplinary cooperation needed to limit if not prevent the societal impact of learning disabilities.