Mathematical learning disabilities (MLD) affect up to 14% of school-age children, yet the underlying neurocognitive mechanisms remain elusive. We developed drift diffusion model with dynamic performance monitoring (DDM-DPM), an innovative cognitive model that captures both external and internal sources of structural variability in task performance. Combining DDM-DPM with functional brain imaging, we examined symbolic and nonsymbolic quantity discrimination in female and male children with MLD and typically developing children matched on age, gender, and IQ. Children with MLD showed format-dependent alterations in response caution and posterror adjustment, despite similar observed performance measures between groups. The latent cognitive processes during symbolic quantity discrimination predicted broader mathematical abilities better than those during nonsymbolic quantity discrimination. Neuroimaging results revealed that reduced activity in middle frontal gyrus mediated deficits in response caution in symbolic format, while reduced activity in the anterior cingulate cortex mediated deficits in posterror adjustment in symbolic format in children with MLD. These findings provide novel support for a multidimensional deficit view of MLD that extends beyond basic number processing to include metacognitive processes. Our findings also provide novel support for and extend the access deficit model, which posits that individuals with MLD may have relatively intact quantity representations but struggle with numerical representations in symbolic formats. Our study highlights the value of integrating latent cognitive modeling with neuroimaging to reveal subtle mechanisms underlying learning disabilities and identify potential targets for intervention.

Educational laws and current standards emphasize fostering conceptual understanding in problem-solving, as well as cultivating higher-order thinking and reasoning skills, with the ultimate goal of developing independent mathematical thinkers. The purpose of this study was to explore the impact of the Please Go Bring Me-COnceptual Model-based Problem-Solving intelligent tutor on word problem-solving skills and multiplicative concept development of students with learning disabilities or difficulties in mathematics. The multiple-probe across-participants design was used to explore the functional relationship between the intervention program and students’ problem-solving skills and the development of conceptual knowledge. Concept development was measured by the levels of independence in solving problems provided by the intelligent tutor. Results showed that the tutoring system was effective in promoting students’ critical thinking and word problem-solving performance. It seems that features, such as the guided discovery strategy embedded in the tutoring system may have contributed to students’ development as an independent problem solver.

Active retrieval leads to better learning outcomes than passive study. This perspective, in which we analyze 23,850 publications, reveals an increasing focus on the educational applications of this testing effect but limited attention to subpopulations with learning disabilities. Using dyslexia as a case study, we identify theoretical grounds to question whether testing effects generalize universally, highlighting the need for empirical research. Future research should examine benefits of testing in neurodiverse learners to develop tailored interventions.

Bezoars are foreign bodies formed by indigestible material that can form in the gastrointestinal tract, most often in the stomach. Gastric bezoars can be managed by endoscopic or surgical approaches. An elderly woman with a background of learning disabilities, known to be consuming non-food items, presented with abdominal pain and vomiting. Computed tomography imaging demonstrated stomach wall thickening and a large gastric bezoar was identified endoscopically. Following a multidisciplinary team meeting, she underwent a laparotomy, gastrostomy and removal of the bezoar. Intraoperatively, a gastrocolic fistula was identified and surgically repaired. Postoperatively, the patient developed a gastrocutaneous fistula requiring ultrasound-guided drainage. She subsequently developed a chest infection and passed away 24 days postoperatively. Management of gastric bezoars can be difficult, with large bezoars often requiring surgical intervention. In a patient with learning disabilities, early multidisciplinary team involvement is key to allow for timely therapeutic intervention.

Best Interests decision-making processes in learning disability services in Northern Ireland.

An examination of the impact of the productive generations program on the entrepreneurial skills of students with learning disabilities

Resolving the mystery of Chinese developmental dyslexia: in search of predictors and early markers.

In line with recent trends toward integrating artificial intelligence (AI) in special education, this study examined learning disability teachers’ perceptions of self-efficacy and attitudes toward using AI and explored their relationships with gender, academic qualification, years of teaching experience, and participation in training courses related to AI applications in education. A descriptive qualitative approach was employed, and data were collected through an electronic questionnaire administered to 114 teachers of students with learning disabilities in the Eastern Province of Saudi Arabia. Descriptive statistics and correlational analyses were used to analyse the data. The findings indicated that teachers showed moderate self-efficacy and positive attitudes toward AI, with only a small gender difference in attitudes and a very small positive correlation between self-efficacy and attitudes. These results suggest the importance of targeted professional training programs and contextual institutional support to enhance the effective integration of AI in educational practice, while avoiding assumptions of broad or uniform impact. The study contributes to the objectives of Vision 2030 by informing professional development initiatives, supporting instructional practices, and identifying directions for future research in AI-supported special education.

The neurodevelopmental outcome of 'Cystic' malformations of the posterior fossa with marked opening of the fourth ventricle, such as Dandy Walker malformation (DWM) and large Blake's pouch cyst (BPC), is a major issue. This study aimed to refine relevant MRI criteria for distinguishing DWM from BPC and identify prognostic factors. Inclusion criteria were prenatal retrocerebellar fluid space diameter >10mm, marked opening of the fourth ventricle with a tegmento-vermian angle (TVA)>40°, and postnatal follow-up > 2years. 27 patients were classified as follows: 6 DWM characterized by an overall upward orientation of the tentorium, an open tegmento-tentorial angle (TTA>78) and a high TVA (median 132°); 15 BPC with a normal downward orientation of the proximal part of the tentorium (TTA<68°) and distal upward displacement (median TVA 74°); 3 PHACE syndromes (Posteriorfossa abnormalities, Haemangioma, Arterial cerebrovascular anomalies, Cardiac defects, Eye anomalies) and 3 unclassified. Four prognostic factors were identified, (i) diagnosis: DWM (two deaths, three learning disabilities and one typical development (TD)) versus BPC (five learning disabilities [4/5 with associated malformation or genetic defects] and 10 TD); (ii) associated versus isolated (36% vs. 87% TD); (iii) obstructive ventriculomegaly versus no hydraulic complications (20% vs. 91% TD); and (iv) the foetal TVA value and clinical outcome (correlation coefficient=0.561, p=0.006).

While early studies found participation in public prekindergarten reduced the need for later special education services, recent studies of large-scale programs yield mixed results. Using a randomized controlled trial of the Tennessee Voluntary Pre-Kindergarten (TN-VPK) program, we find that TN-VPK students were more likely to have an individualized education program at all timepoints through sixth grade. These differences were driven by increased identification of speech-language impairment in the early grades and specific learning disabilities in the later grades. The increased participation in special education does not fully explain previously reported negative findings for all TN-VPK students on achievement and disciplinary outcomes. We conclude by proposing potential mechanisms that may explain these concerning findings and make recommendations for future research.

ABSTRACT This study developed two scales to assess self‐regulated learning and social adjustment in students with specific learning disabilities. Data from 469 primary school students in Turkey were used. The Self‐Regulated Learning Assessment Scale (11 items, two dimensions: planning/implementation and motivation) explained 39.66% of the variance, with internal consistency coefficients ranging from 0.76 to 0.83. The Self‐Regulated Social Skills and Adaptive Behavior Assessment Scale (10 items, two dimensions: goal/strategy setting and implementation) explained 35.67% of the variance, with internal consistency coefficients from 0.71 to 0.75. Both scales underwent Exploratory and Confirmatory Factor Analysis, demonstrating valid and reliable structures (e.g., RMSEA ≤ 0.09, CFI ≥ 0.94). These scales offer effective tools for assessing self‐regulation in students with specific learning disabilities, as one focuses on academic self‐regulation and the other on social and behavioral adjustment, and they may inform future intervention planning efforts.

Purpose This paper aims to explain the role of Intensive Support Teams (ISTs) and illustrate how they can operate to emotionally and practically support people with learning disabilities, their families, providers and professionals during critical times. Design/methodology/approach Through introducing theory and showing how it can be applied in practice, the study argues that positive behaviour support (PBS) and systemic approaches, together with ideas from Trauma Informed Care (TIC), can help enhance the work of ISTs. Findings Combining PBS, systemic approaches and TIC, which are person-centred and recognise the invaluable contribution of the system around the person with learning disabilities, can help develop effective interventions at times of crisis, prevent placement breakdowns, reduce hospital admissions and improve the quality of life of people with learning disabilities and their networks. Practical implications Other ISTs can explore the idea of using the models illustrated in the paper in their practice and dialogue between services can continue to develop to drive forward clinical innovation. Originality/value This study shows how an integrative approach can enable working in a person-centred way, drawing on the strengths and resources of the person with learning disabilities and those in their system to co-create ideas and solutions which take into account the impact of traumatic experiences on the person’s life.

Barriers to accessing healthcare, delays in diagnosis and suboptimal treatment have resulted in inequitable healthcare for people with learning disabilities. For people with learning disabilities, healthcare interactions are often unfamiliar and complex, and reasonable adjustments need to be made. Allowing more time for assessments, collaborating with caregivers and reducing personal triggers can help to overcome these challenges. However, despite this, there are some patients who require sedation to allow them to access certain investigations or interventions in a safe and tolerable manner.The Physician Response Unit (PRU) in North East London has developed a learning disability pathway offering prehospital oral dissociative sedation. The choice of combination oral ketamine and oral midazolam was informed by existing literature and expert clinician opinion. Traditional approaches involving intravenous or intramuscular routes can result in physical restraint and psychological distress. Alternatively, high strength parenteral preparations of ketamine and midazolam can be added to a small volume of drink and given to the patient by their carers under the supervision of the PRU team.In the first year of the pathway, 36 patients were referred and 9 patients went on to require prehospital oral dissociative sedations. There were no moderate, severe or sentinel events and only two minor adverse events. All the patients seen on the pathway were able to tolerate investigations or interventions that previously had been impossible to provide.

There is a growing focus on ensuring research is accessible and inclusive to individuals traditionally not represented. To be truly inclusive, the broader context needs to be explored, as barriers might not only be linked to population characteristics but also to the complexity of their environment, and limited research opportunity within certain healthcare professions. The SCHEMA trial is a randomised controlled trial evaluating whether interpersonal art psychotherapy is effective at reducing aggressive behaviour in individuals with learning disability or borderline intellectual function in secure care. The trial illustrates the challenges and solutions to conducting research in secure care settings, a challenging environment, with an underrepresented patient population and healthcare professionals unfamiliar with conducting research. To better understand the challenges, a survey was circulated to understand site staff's general experience with research and their specific experiences of the SCHEMA trial. Difficulty of balancing research with other responsibilities and a fear of making a mistake were the most common barriers. The top two facilitators were working with collaborators and the presence of clear guidelines and protocols. Site setup was identified as the most challenging stage of the trial, while follow-up data collection was identified as the least challenging. In response to these challenges, the central trial team worked closely with site staff to provide tailored support to address the unique needs of the healthcare professionals and participant population.

Purpose Autism is a complex neurodevelopmental condition thought to affect 1 in 100 children globally. More commonly diagnosed in males, and during childhood, diagnoses are increasingly being made throughout adulthood. This study aims to establish what age autistic people receive their diagnosis, and whether the age of diagnosis was influenced by their sex and by the presence of intellectual disability. Design/methodology/approach A quantitative, cross-sectional, retrospective study. Data was collected from the Primary Care records of six GP Practices covering Ellesmere Port, a large town in Northwest England with 71,210 people registered. Mean age of diagnosis was calculated for the group then for each subgroup, to allow comparison between males and females, and those with and without a documented intellectual disability. Findings Data from 1,130 autistic participants were analysed. Age of participants was between 3 and 81 years with an age of autism diagnosis of 1–72 years. In total, 85.6% of participants were diagnosed with autism by the age of 25 years, most commonly at 3 years of age (11.9%). The average age of diagnosis was 2.48 years later for females diagnosed across the lifespan. Average age of diagnosis was 5.05 years later for those with a learning disability. Practical implications This study highlights the importance of healthcare professionals, educators and care givers recognising autistic traits in people across the lifespan, including the potential for diagnostic overshadowing. There are implications for commissioning autistic services, to ensure adequate assessment pathway capacity for adolescents and adults as well as children. Originality/value This study used Primary Care records from all the practices covering a large town, aiming to reduce recruitment bias and allowing a snapshot of a large sample size with a common referral pathway.

Specific learning disabilities are neurodevelopmental conditions characterized by persistent academic challenges. This narrative review synthesizes behavioral and neuroimaging evidence from 48 peer-reviewed studies on working memory impairments in reading, written expression or mathematics difficulties. Key findings reveal domain-specific deficits: phonological loop impairments dominate in reading difficulties, visuospatial sketchpad in math difficulties, and central executive dysfunction, especially in comorbid reading and mathematics disorder. This review addresses inconsistencies in prior literature due to methodological heterogeneity in task selection. By analyzing specific working memory tasks, we reveal that divergent findings stem from inconsistent task frameworks. Neuroimaging evidence links task-specific working memory profiles to atypical activation in language-related (e.g., angular gyrus) and number-processing (e.g., intraparietal sulcus) networks. This review is the first to attribute working memory inconsistencies in specific learning disabilities to task heterogeneity, offering a unified framework for research and clinical practice. It challenges IQ-based diagnostics, advocating working memory profiling for targeted interventions.

Learning Disabilities signify specific learning difficulties. Students with learning disabilities find activities of reading, writing, and doing sums very difficult. This study was aimed mainly to investigate attitudes, interests, and self-concepts of secondary students with learning disabilities through the descriptive survey method. By intelligence test, 361 of 524 randomly selected students from 9 Provincialized secondary schools of Karbi Anglong District of Assam, were found to have average and above average I.Q. levels. Finally, 109 students were found with learning disabilities (SWLD) in dyscalculia, dysgraphia, and dyslexia, consisting of 56 from the 9th class (Boys 25 and Girls 31) and 53 from the 10th class (Boys 26 and Girls 27). The Tools Attitude Scale, Self-Concept Questionnaire, and Educational Interest Inventory were administered to SWLD. Findings: 1) 30.19% students of 361 have learning disabilities; 2) girls showed a higher tendency of disabilities in dyscalculia; 3) SWLD showed positive attitudes, interest, and self-concepts.

Purpose The present study aims to systematically analyse the extant academic literature on the use of technology in learning difficulties, with a view to revealing conceptual structures, thematic clusters, and the developmental trajectory of the field. The objective of this study is to offer a comprehensive overview that will support future research, policy-making, and inclusive educational practices. Method A systematic thematic analysis was conducted on peer-reviewed journal articles published between 1992 and June 2025. The study adhered to the PRISMA guidelines and employed data from Web of Science and Scopus. Bibliometric tools (Bibliometrix) were utilised to extract and visualise data, identify thematic trends, and map collaboration networks. Results The findings indicate a growing academic interest in technology-assisted interventions for students with learning difficulties, particularly in the period following 2010. The key themes that emerged included assistive technologies, digital tools, and personalised learning systems. A strong correlation was demonstrated between central concepts such as “learning disabilities”, “assistive technology”, and “instruction”. The analysis also highlighted the dominance of institutions from the Global North and the relative underrepresentation of culturally diverse and adult learner-focused studies. Conclusion The utilisation of technological tools has been demonstrated to have a substantial impact on the academic, cognitive and socio-emotional development of individuals with learning difficulties. However, an analysis of the extant literature reveals geographical imbalances, theoretical fragmentation, and a lack of inclusivity. The present study offers strategic insights for the development of culturally sensitive, interdisciplinary, and globally collaborative research agendas.

Background: Self-esteem is a pivotal yet fragile factor influencing the learning and psychosocial outcomes of students with learning disabilities (LD). Although widely discussed, evidence has been inconsistent and dispersed across cultural and methodological contexts. Methods: This systematic review followed PRISMA 2020 guidelines. Databases search identified 54 records from Scopus and Web of Science, of which eight studies published between 2008 and 2023 met the inclusion criteria. The studies were synthesized into three domains, psychological dimensions, social support and educational interventions. Results: Findings revealed consistent psychological vulnerabilities. Students with LD reported lower academic self-concept than peers, while large-scale evidence showed overall moderate self-esteem with gender differences favoring males. Qualitative accounts from adults indicated ambivalent identities, blending positive traits such as independence with negative perceptions of anxiety and inadequacy. Social support emerged as a protective factor with friendships, parental involvement and teacher encouragement fostering resilience and buffering against stigma. Interventions demonstrated tangible benefits, educational therapy with 150 children improved self-esteem and reduced behavioral problems, while adapted cognitive-behavioral therapy enhanced emotional regulation and self-worth in adults. Conclusion: The evidence highlights the need for integrated, culturally responsive and gender-sensitive approaches that address both academic competence and psychosocial well-being. Future research should adopt larger, longitudinal and cross-cultural designs to better capture developmental trajectories across the lifespan.

This study examines the relationship between self-esteem, study motivation, attentional difficulties, and perceived stress among university students with special formative needs, including specific learning disorders and disabilities), certified by public healthcare institutions. The research aims to compare these students (n. 150) with their typically developing peers (n. 150) to identify differences in academic and psychological factors. Results indicate that students with special needs demonstrate similar organizational study skills but exhibit higher metacognitive awareness and information processing abilities, likely as a compensatory mechanism. However, they face greater challenges in planning and structuring their learning process. While their perceived stress levels are slightly higher, their self-esteem is unexpectedly higher than that of typically developing students, possibly due to the resilience developed through overcoming academic difficulties. These findings highlight the importance of tailored support programs, including tutoring, digital tools, and psychological support, to enhance study strategies and stress management for both student groups. Addressing these challenges effectively could lead to a more inclusive and successful academic experience for all students.