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At least 55 records · Page 3Linked to original sources

PubMed2002

University students with learning disabilities advocating for change.

PURPOSE: In recent decades Western psychology has conceptualized learning disabilities (LD) in terms of deficits and such related 'social emotional issues' as insecurity, low self-esteem and social isolation that can be rehabilitated through combined remedial teaching and psychological intervention. With increasing advocacy and legislation on behalf of people with disabilities in the US, UK and Australia, more resources are being made available to students with LD in institutions of higher education. Due to this increase in the quantity of services, written programmes and accommodations made to their needs, increased numbers of students with LD have been graduating successfully from institutions of higher education. This paper describes an option for treating students with LD that is based on a theoretical perspective that understands these students as an excluded population and emphasizes the importance of their empowerment. METHOD: A project involving social work students with LD at Hebrew University in Jerusalem is presented as a case study. Case-study investigation, one of the common methods of qualitative research, explores social and human problems in their natural context. A 6-year evaluation of this project was conducted based on questionnaires, focus groups, documentation of all activities related to the project, in-depth interviews and outcome measures. RESULTS: The results suggest that the project developed in three stages: raising awareness, building partnerships, and lobbying for rights and services. Outcome measures indicate that the project was successful in lowering dropout rates and improving students' academic achievement. Analysis of interviews with students suggests that the project positively affected the students' perceptions by helping them reframe the social and emotional connotations of their learning disability. Students reported marked social and emotional change, including reduced stress and anxiety levels and increased self-esteem. CONCLUSIONS: Empowerment practices that are based on partnership, participation, advocacy and social change provide an alternative to rehabilitation via individual therapy.

Achievement↗

PubMed1987

Cognitive abilities and behavioural characteristics of children with idiopathic infantile hypercalcaemia.

An investigation of the psychological characteristics of 44 children aged 6-16 years with documented evidence of idiopathic infantile hypercalcaemia revealed cognitive abilities and behavioural patterns which distinguish these children from other mentally handicapped groups. The children were all mildly to severely mentally handicapped, but exhibited superior verbal skills compared to their visuo-spatial and motor abilities. They showed high rates of behavioural disturbance, particularly in terms of hyperactivity, social isolation, anxiety, and eating and sleeping difficulties. Other aspects of behaviour, spoken language and personality that were commonly encountered are also described and quantified. From these observations approaches to remedial teaching are suggested.

Adolescent↗

PubMed1984

Developmental aspects of focal epilepsies of childhood treated by neurosurgery.

Data on 50 patients treated surgically for intractable focal epilepsy were analysed. There were 10 hemispherectomies, 32 temporal lobectomies and eight operations to other areas of the brain. The median age at operation was 14 years. 29 patients were found to have mesial temporal sclerosis or sclerotic hemispheres and 17 had alien tissue and one sclerosis with heterotopia. No lesion was found in three cases. The nature of the first seizure was found to relate significantly to pathology. 30 patients had suffered an early convulsion. Between the convulsive insult and the onset of focal epilepsy there was a silent interval, the duration of which was biased by sex and side of lesion. The remaining 20 patients, of whom a highly significant number had alien tissue, had not had an early convulsion before the onset of focal epilepsy. The importance of accurate clinical histories is stressed. Clinical considerations alone predicted the pathology and laterality of the lesion in more than half the series. Regular EEG recordings and repeat scanning were found to be important investigations. Major disorders of behaviour had occurred in 44 patients. As adults, the series were free of severe psychiatric symptoms, but many required years of careful rehabilitation. 31 children had been excluded from normal schools before operation. Postoperatively, many patients continued their education in normal schools. Some required basic remedial teaching, others successfully undertook higher education and training. 49 patients benefited over-all from neurosurgical treatment. 34 had no more habitual epilepsy at all. Full global gains often took at least five years to achieve.

Adolescent↗

PubMed1982

Pen and instrument grips and clinical performance in dental students.

The hand grips used by 114 students for holding dental handpieces and pens were examined, classified, and related to each student's grade in a broadly-based assessment of clinical performance. It was found that there was a marked tendency for students with unusual dental handpiece grips to be in the lower clinical grades. More surprisingly, there was a similar simple relationship between unusual writing pen grips and clinical grades. No difference in clinical performance was detected between students using the two generally recommended forms of handpiece grip. The results have implication for interceptive and remedial teaching of dental students experiencing manipulative difficulties.

Clinical Competence↗

PubMed1989

Motor skills in extremely low birthweight children at the age of 6 years.

Fifty three children aged 6 years old who had weighed less than 1251 g at birth without cerebral palsy and receiving mainstream education, were entered into a controlled study of motor skills. The index and control children were matched by age, sex, and school. The index group were considered by their teachers to have similar academic performances to their index group were considered by their teachers to have similar academic performances to their controls, although two index cases were receiving remedial teaching. On the test of motor impairment extremely low birthweight children had significantly more motor difficulties than controls. In addition, the index group had more minor neurological signs, lower intelligence quotients, and more adverse behavioural traits. The higher motor impairment scores among index children were independent of differences in intelligence quotient between the two groups. There was no association between impairment score and the presence or degree of periventricular haemorrhage or periventricular leucomalacia on neonatal cerebral ultrasound. Children with Apgar scores at five minutes of less than 7 had significantly higher impairment scores compared with those whose scores were 7 or more. Three perinatal factors (Apgar score at five minutes, neonatal septicaemia, and abnormal movements) explained 32% of the variance in impairment score at the age of 6 years. In children who do not have cerebral palsy perinatal factors may still be important in the development of motor skills. The presence of subtle neuromotor impairments at 6 years of age has implications for schooling that need further evaluation.

Child↗

PubMed1991

Neuropsychological stability and prognosis of subgroups of children with learning disabilities.

A sample of 74 Finnish children with mild learning disabilities (LD) and 57 controls was followed from the third grade (Study 1) to the sixth grade (Study 2). In the initial study, the sample had been grouped into five valid subgroups (Normal, General Language, Visuo-Motor, General Deficiency, Naming) utilizing a cluster analysis. In both studies a battery of 12 neuropsychological, reading, and writing tests was administered, and teacher ratings were obtained. The results indicated that the general neuropsychological profiles of the subgroups were maintained, but some changes, consistent with the progress in reading, were noted. The developmental rate of some neuropsychological functions from Study 1 to Study 2 in the subgroups of children with learning disabilities more closely approached that of the Normal subgroup. At follow-up, 64% of the original LD sample continued to have marked reading and/or writing problems. The Naming subgroup had a more unfavorable prognosis than the other subgroups, especially in reading, and the General Deficiency subgroup in writing (spelling), respectively. Some possibilities for using the results to improve remedial teaching are discussed.

Child↗

PubMed2003

A 3-year longitudinal study of self-concept and classroom behavior of grade 1 retained pupils.

The purpose of this study was to examine the relationship between repeating Grade 1, self-concept scores, and classroom behavior. In Canada, a large number of pupils repeat grades. The literature on repeating a grade suggests that this practice has no benefit on academic achievement or social behavior and practically none on self-concept. Data from a 3-yr. longitudinal study indicate that Grade 1 repetition has no clear relation with self-concept scores and classroom behavior, even when remedial teaching provided during or after the repeated grade is taken into account. It appears classroom behavior problems are related to other factors which existed prior to grade repetition. Furthermore, self-concept tends to be related to achievement rather than grade repetition.

Child↗

PubMed2000

Treating cognitive dysfunction in patients with schizophrenia.

Cognitive dysfunction is a common, chronically disabling component of schizophrenia. It has been proposed that many of the symptoms of schizophrenia can be understood as a result of disruption of fundamental cognitive processes. This paper reviews treatment strategies aimed at improving cognitive function in patients with schizophrenia. Nonpharmacologic interventions include instruction in the performance of tasks such as the Wisconsin Card Sorting Test. Mixed results have been achieved, but it appears that instruction methods involving reinforcement of information held in working memory are more successful. Computer-aided remediation has also been used with variable success. Novel antipsychotic drugs appear to have an advantage over conventional antipsychotic drugs in terms of their effect on cognitive function. The development of more precisely tailored methods of remedial teaching, along with optimal pharmacologic treatment, may lead to more effective treatment of cognitive dysfunction in patients with schizophrenia.

Cognition Disorders↗

PubMed2002

[Central nervous system tumours in Icelandic children; diagnoses, treatment results and late effects.].

OBJECTIVE: Tumours in the central nervous system are the second most common malignant diseases in children. With improved treatment, the number of survivors is increasing. Therefore, better knowledge of the long-term effects of the disease and the therapy is needed. The aim of the current study was to find the incidence of central nervous system tumours in Iceland, evaluate the treatment results and study the long-term effects on the individuals. MATERIAL AND METHODS: Data on diagnosis and treatment as well as demographic data were gathered from hospital records from the Reykjavik City Hospital and The University Hospital and operating lists at the Department of Neurosurgery were reviewed. On survivors, physical examination was carried out, blood tests and urine-analysis were done and hearing was tested. Social adaptation, school performance, memory, concentration and general well being were studied by a questionnaire. RESULTS: In the years 1970-1995, 57 children, aged 16 and younger, were diagnosed in Iceland with central nervous system tumours, 30 girls and 27 boys. Two children with brain metastases were excluded. Of the 55 individuals, 38 are alive today, 19 girls and 19 boys. Seventeen children had astrocytoma, grade 1 or 2 and seven had astrocytoma of grade 3 or 4. Seven children had medulloblastoma, other tumours were less common. Four patients with benign tumours in the spine were excluded from the study; three are living abroad and three refused participation. Therefore, 28 patients were included in the further study, 15 males and 13 females. The mean age at diagnoses was 7 years and 8 months (7:8) (median 6:7 years, span 0:0-15:11), the mean age at study was 21:4 years (median 20:2 years, span 7:6-39:9) and the mean time from diagnosis until study was 12:8 years (median 11:5 years, span 2:5-26:3). The mean standard deviation score for height (SDS) was -0.63 at the time of study, five of the patients had SDS below two. Five individuals need hormone replacement therapy and one patient has scoliosis. Three patients have disabilities; two of those are incapable of activities of daily life. Three patients have hearing impairment; one of them is also blind. Of five patients who had seizures when diagnosed, two still have convulsions. Of 28 patients, twelve (43%) had learning difficulties in school and ten (36%) needed remedial teaching. CONCLUSIONS: The incidence of central nervous tumours in Icelandic children is comparable to what has been reported in other countries. The results of the treatment are similar to what has been found in the other Nordic countries which maybe better than in other countries. The most prominent long-term effects among the survivors are endocrine dysfunctions and specific learning disabilities. Other, severe long-term complications are rare but have considerable effect on the individuals. We emphazise that organised, long-term follow-up is essential for these individuals, paying special attention to learning difficulties and endocrine dysfunction.

English Abstract↗

PubMed1989

[Follow-up of children screened at 4 years of age through school age with particular attention the evaluation of speech function].

The object of this follow-up investigation was to assess the effect of screening investigation of children at the age of four years, with particular attention to hearing, speech and language functions. This screening was carried out by specially trained health visitors and 119 children (61 boys and 58 girls) participated. This corresponded to 87.5% of the selected population. In the cases in which they could be traced, the parents of these children received a questionnaire approximately six years later. Questions were asked about the work of the health visitors at the four-year screening and the present school situation of the child. 65% of the parents replied to this questionnaire. Three questionnaires were sent to the children's schools (when these were known): one to the school health nurse with questions about the results of testing of sight and hearing and whether the child had presented problems or signs of illness, another to the Danish teacher about the child's speech development and fine motor function and whether remedial teaching had proved necessary and a third questionnaire to the gymnastic teacher about motor development and coordination. Information was obtained from the schools about 81% of children. In addition, information was collected from the school psychological office and the speech institute in all of the cases where the children had been involved with these institutions. The material obtained was found to be reasonably representative as regards problems of hearing, speech and language. At the age of four years, a definite connection was found between poor motor function and poor speech function and boys tended to show poorer speech function than girls.(ABSTRACT TRUNCATED AT 250 WORDS)

Child↗

PubMed1987

Longitudinal studies of mental development.

Two longitudinal research projects--Individual Statistics and Evaluation through Follow-up of Students (UGU)--are presented. Their overriding aim is evaluation of the role of school in individual developmental processes. Mental development is one interest of study. The sequential design and data collected are briefly presented. Four representative samples of students born 1948, 1953, 1967 and 1972 are under study. Two smaller exemplifying studies are presented. The first is a cross-sectional comparison between thirteen-year-olds tested in 1961, 1966 and 1980 with identical tests. The average level of results on spatial and reasoning tests have risen since 1961. There were no changes in differences between students from white-collar and blue-collar background. Differences between boys and girls had changed, though. There was no verbal test difference in 1961 but in 1980 girls performed better than boys. Concerning spatial and reasoning ability, boys were clearly better 1961 but that difference had practically disappeared 1980. In the other study MMR students are defined within the 1967-born cohort. Some data on their school-experiences are presented. They face more difficulties and have more remedial teaching than other low ability students, but most of them complete compulsory schooling and 2/3 have plans for secondary education. Plans for future analyses are presented.

Adolescent↗

PubMed1976

Minimal brain dysfunction.

The syndrome of minimal brain dysfunction is found in at least 5% of South African schoolchildren. The aetiology and pathology of this entity are uncertain. Presenting features include hyperactive behaviour, problems of fine motor co-ordination, learning disabilities and certain 'soft' neurological signs. Skilled remedial teaching is the mainstay of successful management.

Attention Deficit Disorder with Hyperactivity↗

PubMed1990

Student error patterns as a function of curriculum design: teaching fractions to remedial high school students and high school students with learning disabilities.

This study evaluated the relative effectiveness of a curriculum that incorporated three empirically derived principles of curriculum design with a basal approach in teaching basic fractions concepts to students with learning disabilities and other low performing students in high school remedial math classes. The components of effective mathematics instruction articulated by Good and Grouws (1979) were implemented in both conditions. Thus, the curriculum design variables were isolated by keeping all other aspects of instruction constant. Results indicated that, although both programs were reasonably successful in teaching the material, the curriculum program utilizing sophisticated principles of curriculum design was significantly more effective. Mean scores on a curriculum-referenced test were 96.5% for that group and 82.3% for the basal group. Secondary analyses of item clusters revealed that areas of weakness in the performance of the basal group could be directly linked to hypothesized flaws in its curriculum design.

Adolescent↗

PubMed1962