Learning Disabilities Research Articles

Hot water epilepsy with alone and spontaneous seizures in childhood

ObjectivesHot water epilepsy (HWE) is a type of epilepsy that primarily affects children. This study was aimed to evaluate the clinical, electroencephalogram (EEG), neuroimaging findings, and treatment options in children with HWE. MethodsThe medical records of 24 patients who had HWE were evaluated retrospectively. ResultsThere were 2767 patients diagnosed with epilepsy during the seven-year period, and 0.86 % of the patients had HWE. The median age of the patients was three (range 1.2–7 years), with a male predominance (male/female ratio: 7.1). Six patients (25 %) had HWE with spontaneous seizures (HWESS) and 18 patients (75 %) had HWE alone (HWEA). 11 patients had focal onset seizures, 13 patients had generalized onset seizures. EEG abnormalities were found in 7 patients (29.2 %). Three patients (12.5 %) had nonspecific MRI findings. Developmental abnormalities (autism spectrum disorder, learning disability and speech disturbance.) were detected in 8 patients (33.3 %). Only one patient's (4.2 %) seizure could be controlled by changing bathroom habits. Twenty-three patients (95.8 %) were given antiepileptic drugs. 18 of 24 patients had come for follow-up visits for two years, nine of them used monotherapy and seizures did not recur. The treatment response was 55.5 %. Oxcarbazepine (8 patients, 33.3 %) and valproic acid (7 patients, 29.2 %) were the most chosen two drugs for HWE. The genetic tests performed were not accepted relevant to the patients' clinical conditions and epilepsy. ConclusionThe frequency of the HWE was not as high in the literature. Male predominance, EEG abnormalities may be seen. Changing bath room habits did not improve the treatment as a first line management, all the patients except one used antiepileptic drug treatment. Until now, there has been no study in Turkey showing the frequency of HWE exclusively in children.

Data-driven exploratory method investigation on the effect of dyslexia education at brain connectivity in Turkish children: a preliminary study

Dyslexia is a specific learning disability that is neurobiological in origin and is characterized by reading and/or spelling problems affecting the development of language-related skills. The aim of this study is to reveal functional markers based on dyslexia by examining the functions of brain regions in resting state and reading tasks and to analyze the effects of special education given during the treatment process of dyslexia. A total of 43 children, aged between 7 and 12, whose native language was Turkish, participated in the study in three groups including those diagnosed with dyslexia for the first time, those receiving special education for dyslexia, and healthy children. Independent component analysis method was employed to analyze functional connectivity variations among three groups both at rest and during the continuous reading task. A whole-brain scanning during task fulfillment and resting states revealed that there were significant differences in the regions including lateral visual, default mode, left frontoparietal, ventral attention, orbitofrontal and lateral motor network. Our results revealed the necessity of adding motor coordination exercises to the training of dyslexic participants and showed that training led to functional connectivity in some brain regions similar to the healthy group. Additionally, our findings confirmed that impulsivity is associated with motor coordination and visuality, and that the dyslexic group has weaknesses in brain connectivity related to these conditions. According to our preliminary results, the differences obtained between children with dyslexia, group of dyslexia with special education and healthy children has revealed the effect of education on brain functions as well as enabling a comprehensive examination of dyslexia.

Commentary on “Stakeholder experiences of deprescribing psychotropic medicines for challenging behaviour in people with intellectual disabilities”

PurposeThis paper aims to provide a commentary response to “Stakeholder experiences of deprescribing psychotropic medicines for challenging behaviour in people with intellectual disabilities”.Design/methodology/approachThe commentary provides some evidence-based perspectives on the risks and challenges of psychiatric drug-withdrawal, emphasising the importance of the patient experience in deprescribing decisions. It also makes the case for clinical clarity and carer-engagement in optimising deprescribing outcomes for individuals. Some clinical reflections are provided.FindingsWhilst efforts to reduce the overmedication of people with learning disabilities are welcomed, there is lacking evidence around this population’s experience of adverse effects from psychiatric deprescribing decisions, including differentiating between withdrawal and relapse effects. Clinical clarity and carer engagement are key to safe and effective prescribing, although in reality, this can be challenging.Originality/valueThis paper will be of value to all professionals with a role in the effective deprescribing of psychiatric medications with and/or for people with intellectual disability. It provides perspectives on aspects of stakeholder experience that warrant further consideration and research.

Fragile X Syndrome and FMR1 premutation: results from a survey on associated conditions and treatment priorities in Italy

Background and objectivesFragile X Syndrome (FXS) is the most common cause of inherited intellectual disability, caused by CGG-repeat expansions (> 200) in the FMR1 gene leading to lack of expression. Espansion between 55 and 200 triplets fall within the premutation range (PM) and can lead to different clinical conditions, including fragile X- primary ovarian insufficiency (FXPOI), fragile X-associated neuropsychiatric disorders (FXAND) and fragile X-associated tremor/ataxia syndrome (FXTAS). Although there is not a current cure for FXS and for the Fragile X-PM associated conditions (FXPAC), timely diagnosis as well as the implementation of treatment strategies, psychoeducation and behavioral intervention may improve the quality of life (QoL) of people with FXS or FXPAC. With the aim to investigate the main areas of concerns and the priorities of treatment in these populations, the Italian National Fragile X Association in collaboration with Bambino Gesù Children’s Hospital, conducted a survey among Italian participants.MethodHere, we present a survey based on the previous study that Weber and colleagues conducted in 2019 and that aimed to investigate the main symptoms and challenges in American individuals with FXS. The survey has been translated into Italian language to explore FXS needs of treatment also among Italian individuals affected by FXS, family members, caretakers, and professionals. Furthermore, we added a section designated only to people with PM, to investigate the main symptoms, daily living challenges and treatment priorities.ResultsAnxiety, challenging behaviors, language difficulties and learning disabilities were considered the major areas of concern in FXS, while PM was reported as strongly associated to cognitive problems, social anxiety, and overthinking. Anxiety was reported as a treatment priority in both FXS and PM.ConclusionFXS and PM can be associated with a range of cognitive, affective, and physical health complications. Taking a patient-first perspective may help clinicians to better characterize the cognitive-behavioral phenotype associated to these conditions, and eventually to implement tailored therapeutic approaches.

Comparison of Cognitive Flexibility and Resilience Levels in Mothers of Children with Specific Learning Disability, Autism Spectrum Disorder, and Normal Development

This cross-sectional study compared the cognitive flexibility and resilience of mothers with children having specific learning disabilities (SLD), autism spectrum disorder (ASD), and normal development (ND). The sample comprised 87 mothers (29 in each group). Data were collected using the “Sociodemographic Information Form”, “Cognitive Flexibility Inventory”, and “Resilience Scale for Adults”. Significant differences were found in cognitive flexibility and resilience among the three groups. Mothers of children with ASD had significantly lower cognitive flexibility scores than those with SLD and ND. In terms of resilience, mothers of children with ASD scored lower than mothers of ND children but did not differ significantly from mothers of SLD children. No significant difference was observed in cognitive flexibility and resilience between mothers of children with SLD and those with ND. The study results indicate that mothers of children with ASD are at risk in terms of cognitive flexibility and resilience, highlighting the need for psychosocial intervention programs for these mothers. Although mothers of children with SLD appear to be psychologically stronger compared to mothers of children with ASD, more detailed research on the subject is necessary.

Mental health services use among learning disabilities: data from a population-based study.

People with learning disabilities have complex challenges and needs that differ from people without these conditions. Accessing needed health and mental health care may be affected by level of independence and severity of learning challenges. Our study examined factors and associations which impact help seeking and satisfaction with mental health care in a Canadian nationally representative sample. Logistic regression and multinomial logistic regression was used to analyze the 2012 Canadian Community Health Survey- Mental Health (CCHS 2012) cross-sectional survey. We investigated the odds of distressed individuals (1) perceiving a need for mental health care, (2) seeking out professional mental health care, and (3) if their needs were met by mental health services. The presence of a learning disability was assessed as a moderator variable in all models. Distressed adults with learning disabilities did not perceive a need for mental health care as often as distressed adults without a learning disability (OR = 3.82;95%CI:1.64,8.93 vs. OR = 12.00;95%CI:9.19,15.67). Distressed adults with a learning disability weren't as likely to seek out mental health services, but were more satisfied with the mental health care they received as compared to adults without a learning disability. The findings suggest that adults with learning disabilities have unmet needs. They are less likely to perceive a need for treatment, or to seek treatment, when they are distressed. Future investigation is necessary to understand the factors that influence perceived need and treatment seeking in this under-served population.

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.

Bardet-Biedl Syndrome: A Case Report

Bardet-Biedl syndrome (BBS) is a rare autosomal recessive multisystem involvement genetic disorder with a broad spectrum of clinical presentations. It is characterized by rod-cone dystrophy, polydactyly, obesity, learning disabilities, hypogonadism in males or genital abnormalities in females, and renal impairment. We present a case of a 12-year-old boy who complained of gradual loss of vision (particularly noticeable at night), obesity, hypogenitalism, and polydactyly. In addition, he had postaxial polydactyly in all limbs, obesity, retinitis pigmentosa, learning disabilities, hypogenitalism, speech delay, developmental delay, astigmatism, and acanthosis nigricans. Multidisciplinary approaches need to manage this disorder and need regular followup. Genetic counselling is essential. J Dhaka Med Coll. 2022; 31(2) : 264-267

S dyslexiou k vysokoškolskému titulu: Naratívna syntéza

Learning disabilities, specifically dyslexia, affect learning processes and school performance of pupils and students at all levels of education. The aim of this narrative synthesis is to outline the topics that are investigated in relation to the university studies of people with dyslexia, while the mapping of this empirical knowledge has the potential to reflect these studies at their different stages. From 923 studies registered between 2001 and 2020 in the Web of Science database, we included 65 studies, which represent an overview of knowledge about decisions about university studies, adjustment in the university environment, study strategies of individuals with dyslexia and support that is provided by university. The results show that dyslexia and its symptoms can be a barrier to successful university studies, yet these students can overcome these barriers with adequate support.

Evaluative Study of Executive Function (Planning) and Difficulties in Handwriting and Spelling among Students with Writing Learning Disabilities

This investigation seeks to appraise executive function (specifically planning abilities) and to identify the presence of handwriting and spelling challenges among fourth-grade students diagnosed with writing learning disabilities. Furthermore, it explores the intricate association between the executive function of planning and the observed handwriting and spelling abilities within the sampled cohort.

A Study on Significant Contribution by Edification Institution in Instigating Inclusive Pedagogy among Teachers

Inclusive teaching supports diversity by creating inclusive spaces for sharing cultural views and assigning writing tasks that prompt students to think critically about diversity and equality issues. All learners are supported by inclusive pedagogy. Inclusive pedagogy is a teaching method that addresses the diverse needs of learners without excluding anyone in the Classroom community. Around the globe, schools and classrooms are becoming more varied in termsof their student populations. Educators who are thoughtful understand that when all diverse student populations are taken into account (talented and gifted, multicultural, learning dis ability and speakers of other language) they actually makeup a majority rather than a minority of the students in their classrooms. This paper explored the role of the educational institutions in implementing the Inclusive Pedagogy in Education Industry. Through data collection and observation it is analysed that inclusive pedagogy has to be encouraged and made a course of action in every classroom for which the teachers are to be trained and provided with opportunities to execute the same. The study also provides for the methodologies that can be adopted in this process by the educational institutions and general problems faced by the teaching fraternity in implementing inclusivity in education.

Saudi teachers’ perceptions on pedagogical affordances of digital applications in teaching students with learning disabilities

ABSTRACT Creating a supporting learning environment for students with learning disabilities has been the concern of most teachers. However, digital applications provide numerous pedagogical affordances for teaching students with learning disabilities. This quantitative study examined teachers’ perspectives on the pedagogical affordances of digital applications and challenges when teaching students with learning disabilities in primary schools in Riyadh, Saudi Arabia. Data were collected from 280 teachers of students with learning disabilities through a questionnaire using a random strategy. The results showed that despite teachers’ awareness of the pedagogical affordances of digital applications in developing the academic skills of students with learning disabilities, the use of digital applications was intermediate. Teachers identified a lack of digital tools, time pressure and teachers’ workload as hindering the use of digital applications in their teaching. Findings also reveal statistically significant differences in perceptions for males and females, holding a master’s degree or above qualification, experience category (1–5 years), and training category (1–5 training sessions). These findings highlight the need for ongoing professional development and support that focuses more on real-classroom practices and resources, and how teachers can use digital tools to meet the various learning needs of students with learning disabilities.

South African Teachers’ Application of Inclusive Education Policies and Their Impact on Learners with Learning Disabilities: Implications for Teacher Education

Global inclusive education policies compel teachers worldwide to accommodate all learners in the teaching and learning environment, including learners with learning disabilities. This study aimed to investigate the application of inclusive education policies in South African mainstream educational institutions. The study further aimed to promote the acceptance and recognition of all learners with disabilities. The study employed a qualitative research approach and phenomenological design. In-depth interviews were used to generate the data, which were further transcribed and analyzed thematically. Ten teachers from five different mainstream schools were purposively selected to participate in the study. The findings revealed that South African teachers have adequate theoretical knowledge regarding inclusive education policies, with limited self-efficacy to apply such knowledge in inclusive teaching and learning environments. The study suggests the re-enforcement of the application of inclusive education policies through collaboration between special schools as resource centers, inclusive full-service schools, and mainstream educational institutions. The study argues that there should be continuous professional development for teachers in the field of inclusive education. The study’s findings will serve as a springboard for future research surrounding the same topic and to conscientize educational practitioners on the need to accommodate learners with learning disabilities in mainstream educational institutions.

Developing Social and Emotional Skills of Students with Learning Difficulties Using a Digital Learning Program

This study investigated the impact of using a digital learning program on the development of social and emotional skills among students with learning disabilities in Irbid City, Jordan. Using an experimental design, this research examined how changing one or more independent factors affected the dependent variable. The sampling method we used was a stochastic one. To take part in the research, we randomly chose two classrooms. One classroom served as the experimental group and the other as the control group; with 20 pupils each. There was a significant difference in the average scores for life skills, which include social skills, independent skills, and emotional capacities, between the control and experimental groups. The results suggest that the students in the experimental group possess a substantial amount of practical life skills. The findings provide credence to the idea that students with learning disabilities may benefit from digital learning technologies by increasing their social, emotional, and self-reliance capabilities and hence their adaptive capacities.

The Role of District Learning Support Officials in the Application of Concessions to Learners with Learning Disabilities

The dawn of democratic South Africa witnessed transformation in the education system where policy were developed to ensure education that cater all learners irrespective of their diverse abilities. Through the constitution post-1994 education policies ensures equitable access to education for all learners irrespective of their differences.The study intends to explore the role played by district based support team (DBST) in the application of learners identified with learning barriers in inclusive schools. The study was conducted in Matlosana local education office (MLEO), where qualitative study approach was employed. Participants were selected as personnel in the district office, teachers as people responsible for the implementation of inclusive education in inclusive schools, school based support team, departmental heads as people managing the implementation of inclusive education in schools. All participants were selected from four inclusive schools in Matlosana local education office. In this study data was collected through the use of semi structured interviews and video recorded.

The complex emergencies arising from Cawston Park Hospital

PurposeThree deaths at Cawston Park Hospital shed a bright light on Norfolk’s services for people with learning disabilities and autism, including those operated by the company that ran the hospital. The purpose of this paper is to review Norfolk County Council's current position from the unique aspect of a senior manager wihtin the system.Design/methodology/approachThis paper reviews the unique perspective of a social worker from within the system.FindingsThe process of making change included engagement and action concerning such thorny challenges as the pressures on community services; the undervaluing of care-giving as a career; and the continuing admissions to specialist mental health services at a time when hospital discharges are being expedited.Originality/valueNorfolk’s investment in improving its services involves the adoption of a human rights approach; a capital programme to facilitate new developments; nurturing care-giving as a career; and bringing a clearer evidence base to this work programme.

Conceptualising inclusive curricula for learners with complex special educational needs: narrowing the design gap between commonality and difference

ABSTRACT The growing emphasis on inclusive education over the last decade has placed renewed focus on curriculum and the extent to which standard or different curricula should be enacted for learners with special educational needs. This paper explores the enactment process for a state-mandated, standard curriculum in Irish special schools. A two-phase, explanatory sequential mixed-methods approach to data-gathering was adopted. Phase 1 incorporated a questionnaire distributed to the principal of every special school in the Republic of Ireland (n = 133). Phase 2 consisted of a multi-site embedded case study with three special schools for children with varying levels of general learning disability. The findings illustrate how special education teachers modify the curriculum to make it more accessible for all learners and showcase the pertinence of curriculum design frameworks for framing those illustrations. The paper concludes by demonstrating the potential of a modified curriculum design framework for ensuring that learners with the most complex needs have better opportunities to access a curriculum with degrees of commonality to their peers.

Reducing parenting stress in Chinese parents of children with learning disabilities with a mindful parenting program: A randomized controlled trial

BackgroundParents raising children with Learning Disabilities (LDs) often face multiple challenges and high levels of parenting stress, especially in societies with intense academic competitions. Mindful parenting (MP) is an emerging approach that brings mindful awareness to parent–child interactions and is found effective in reducing parenting stress in various parent populations. AimsThis study examined the effectivenesss of an 8-week online MP program on Chinese parents of children with LDs. Methods and proceduresA MP program was adapted and implemented in an online format with 69 parents of children with LDs. A randomized controlled trial design was used to examine the efficacy of the mindful parenting group compared with a wait-list control group. Parenting stress, mindful parenting and self-compassion were assessed pre- and post-intervention. Outcomes and resultsCompared with the wait-list control group, the MP group participants showed decreased parenting stress (d = 0.62, p < 0.05), improved mindful parenting (d = 0.63, p < 0.05), and increased self-compassion (d = 0.61, p < 0.05). Conclusions and implicationsThese findings support the effectiveness of an online MP intervention in reducing parenting stress and increasing mindful parenting and self-compassion among Chinese parents of children with LDs. The behavioral and intrapersonal aspects of MP are more amenable to improvement, whereas the attitudinal and interpersonal aspects, particularly non-judgmental acceptance and compassion towards the child, are resistant to change. Future studies should explore strategies to enhance these attitudinal aspects and interpersonal processes of MP.

Co-production of research derived actionable resources for the delivery of Individual Service Funds (EQUALD study): Protocol.

Adults with a learning disability who receive social care are legally entitled to a personal budget. Personal budgets were introduced to promote choice and control in support. Individual Service Funds were introduced as a flexible way that personal budgets can be managed by a provider while maintaining choice and control for the individual. Individual Service Funds have been shown to improve quality of life for individuals and efficiency in support. Despite this, only 20% of local authorities offer them to adults with a learning disability, demonstrating the need for resources to be developed to support their delivery. This protocol described a co-production study with key stakeholders to develop and refine Individual Service Fund resources. Our primary aim is to co-produce two actionable resources: to support development, delivery, consistency, and sustained provision of ISFs; and to support uptake and optimal use of ISFs by recipients. We also aim to user-test and evaluate these resources with three Local Authorities. The result of this study will be two resources that will support the uptake of Individual Service Funds for adults with a learning disability that will be freely available online.

The Relationship Between Auditory and Cognitive Processing Abilities in Children With Specific Learning Disorders.

Specific learning disorder (SLD) refers to a pattern of learning difficulties characterized by problems with reading, writing, or mathematics that are not solely due to intellectual disabilities, sensory deficits, or other neurological or medical conditions. It is a neurodevelopmental disorder that affects the processing and organizing of information. Auditory and cognitive processing is affected in most children with SLD, although to a varying degree. However, it is still unclear whether there exists any relationship between auditory and cognitive processing disorders in children with SLD. We tested 1,259 children, of whom 77 were diagnosed as SLD and 30 age- and gender-matched typically developing (TD) children were selected. Auditory processing abilities were assessed for auditory discrimination, pattern perception, closure, temporal processing, binaural integration, and separation using standardized tests and procedures. Cognitive processing was measured using working memory, short-term memory, and attention tasks. The test data of the TD children were taken as the norm. Based on the normative range, children with SLD were divided into those with auditory processing disorder (APD; n = 31) and those without APD (n = 46). A regression model highlighted a robust positive relationship between APD and cognitive processing, particularly pronounced in SLD with APD children. The results are discussed, supporting the information-processing theory of learning disability and highlighting a complex loop between auditory and cognitive deficits in children with SLD. The findings underscore the critical role of both auditory and cognitive abilities in children with SLD. Tailoring the intervention to break the loop is recommended, which may improve learning abilities more effectively.