PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Learning disabilities”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 127 records · Page 7Linked to original sources
PubMed2005

The entangled geographies of social exclusion/inclusion for people with learning disabilities.

People with learning disabilities (PWLD) are one of the most marginalised groups in Western society. Social policies attempting to redress this situation focus on their 'reinclusion' into mainstream socio-spaces through engagement in 'normal' activities, primarily paid employment and independent living. Drawing on group interviews in Scotland, the paper develops a nuanced account of the lives of PWLD, exploring their experiences of exclusion and seeming 'inclusion', and also the alternative spaces and networks of inclusion developed by many PWLD. The paper argues that the situations and experiences of exclusion/inclusion are complex and 'entangled', shaped by the socio-spatial contexts within which PWLD live. The paper 'reimagines' social inclusion as a transformation of mainstream social spaces to incorporate PWLD, achieved through self-advocacy.

Deinstitutionalization↗
PubMed1989

Word identification performance in the presence of competing speech and noise in learning disabled adults.

Eight learning disabled (LD) adults and eight control subjects identified monosyllabic words presented simultaneously in the presence of speech spectrum noise and three types of linguistic maskers. The performance of LD subjects was poorer than that of the control subjects under each masking condition. Word identification was poorest in the presence of speech noise for both groups. No difference in performance was seen as a function of the linguistic content of the competing speech maskers. These results suggest that LD subjects present greater susceptibility to acoustic masking relative to control subjects and may support the view that auditory-language deficits observed in LD individuals may be secondary to an underlying acoustic-phonetic disorder rather than a central phonologic disorder. LD college students may experience S/N ratios in the classroom that perpetuate or exacerbate their listening problems.

Adolescent↗
PubMed2006

Unlocking the riddle of time in learning disability.

People with learning disabilities often have difficulties understanding abstract concepts such as the concept of time yet research in this area is scarce. Not only does the development of an understanding of the concept of time enable us to predict future events, order past events and give us a sense of control over current events, it also serves to contribute to the very essence of our understanding of a sense of ourselves. It seems reasonable to suggest that the converse may be true for people who are not able to develop this concept. Time perception and understanding are complex cognitive processes. It is suggested that facilitating this development and managing associated difficulties may be achieved by focusing on the practical applications of time in everyday life. Improving time perception abilities may reduce feelings of powerlessness and anxiety and increase feelings of self-efficacy but research is needed to evaluate this.

Adult↗
PubMed1985

Storage-retrieval processes of normal and learning-disabled children: a stages-of-learning analysis of picture-word effects.

Previous research comparing acquisition performance of learning-disabled and normally achieving children has led to the suggestion that the locus of memory differences lies in either the storage or retrieval components of recall. In this paper we report a free-recall experiment in which a new stages-of-learning model was used to examine the effects of a picture-word manipulation on storage and retrieval differences between nondisabled and disabled grade 2 and 6 children. Although the results of this experiment were consistent with the idea that disabled students are poorer at memory tasks than nondisabled students, the stages-of-learning analysis provided information regarding the precise locus of the deficiencies. Specifically, although disabled and nondisabled children benefited from the presentation of information in pictorial format, normally achieving children were consistently better than their learning-disabled counterparts at storing and learning to retrieve both pictures and words. From a developmental standpoint, the most important finding was that while differences between learning-disabled and normally achieving students at storage remained age invariant, differences in learning to retrieve increased with age. As it turned out, however, differences between disabled and nondisabled children were absent when it came to retaining traces once they had been stored in memory and in retrieval performance between the time a trace was stored and retrieval learning was complete. These results are consistent with previous research in which it has been shown that the ability to learn how to reliably retrieve information that has been stored in memory develops more slowly for disabled than nondisabled children.

Age Factors↗
PubMed2003

Attention deficit hyperactivity disorder: review of ADHD in learning disability: the Diagnostic Criteria for Psychiatric Disorders for Use with Adults with Learning Disabilities/Mental Retardation[DC-LD] criteria for diagnosis.

BACKGROUND: Attention deficit hyperactivity disorder [ADHD)]is believed to be common among people with learning disabilities. Classification systems in current use have presented diagnostic difficulties in this area, when used for people with learning disability (particularly adults). METHODS: A literature search using electronic databases was undertaken, and journals were hand-searched for articles relevant to the diagnosis of mental disorders in adults with intellectual disabilities. RESULTS: There is preliminary evidence that ADHD is more common in this population than among the non-learning-disabled population, and indeed that rates of hyperactivity increase with increasing severity of learning disability. There are also associations between ADHD and certain causal syndromes of learning disability. CONCLUSION: While available evidence suggests that ADHD may be common among children and adults with learning disabilities, research has been hindered by deficits in currently used diagnostic classification systems. With the recent development of criteria for the diagnosis of ADHD in learning-disabled adults, and the publication of these in Diagnostic Criteria for Learning Disabilities/Mental Retardation[DC-LD] there is scope for an increase in the level of interest in the study of ADHD among adults with learning disabilities.

Adult↗
PubMed2005

Understanding college students with learning disabilities.

The percentage of full-time college freshmen reporting disabilities at 4-year institutions remained stable (6-8%) between 1988 and 2000. By 2000, two in five freshmen with disabilities (40%) reported having a learning disability. In 2002, learning disabilities accounted for 51% of special education classifications. The effects of chronic school failure frequently shape the experience of students with learning disabilities. This article reviews common learning disabilities found in college students and provides suggestions for helping these students.

Achievement↗
PubMed1987

Sleeping and dreams in learning-disabled boys.

Ten learning-disabled (LD) boys were compared with eight control boys. The boys with learning difficulties reported shorter sleep latency but more frequent awakenings, longer nocturnal sleep, and increased complaints of daytime sleepiness than the controls. The dreams of the LD boys were less bizarre than those of the controls, and the LD boys used fewer words to describe their dreams. The findings may reflect a functional relation between experienced sleep-related difficulties, some components of dreams, and learning disabilities in school children.

Adolescent↗
PubMed1984

Cortical dysfunction as an aetiological factor in learning disability.

This study examines the relationship between learning disability, EEG changes, and events in the life history of the individual child which could cause cortical damage or dysfunction. One hundred children with learning disability were compared with 100 age- and sex-matched normal children identified by random selection. Each child underwent routine EEG studies. Abnormalities were detected in 71 of the learning-disabled group and in 29 of the controls. The incidence of abnormal pregnancy was 31% in children with learning disability and 10% in controls. Neonatal complications occurred in 29 learning-disabled children as opposed to 13 controls. Seventeen learning-disabled children had experienced seizures and 5 had a history of meningitis; comparable figures in the control series were 7 and 2 respectively. Nine learning-disabled children had a history of severe illness as opposed to 3 children in the control series. The results of this study indicate that a significant relationship exists between learning disability and a variety of circumstances associated with insults to the immature brain. These insults may account for the cortical dysfunction suggested by psychometric and EEG studies.

Adolescent↗
PubMedDate not supplied

The social construction of learning disabilities.

Underpinning the technical gaze that dominates learning disabilities theory and practice is the assumption that learning disabilities are a pathology that resides in the heads of individual students, with the corollary that remedial efforts also focus on what goes on in the heads of students classified as learning disabled. This article begins with a critique of the ideology of individualism that situates individual success and failure in the heads of individuals as a means of introducing an alternative perspective--social constructivism--that locates learning and learning problems in the context of human relations and activity. Extended examples are used to illustrate how the performative aspects of learning disabilities emerge in the context of human relationships. The primary argument developed here is that one cannot be learning disabled on one's own. It takes a complex system of interactions performed in just the right way, at the right time, on the stage we call school to make a learning disability. The article concludes with a brief consideration of the instructional implications of a social constructivist stance.

Anthropology, Cultural↗
PubMedDate not supplied

Learning disabilities and vocational rehabilitation.

Students with learning disabilities have received services in special education programs for many years. Unfortunately, many of these students continue to need services after they exit high schools. Vocational rehabilitation has begun to provide services for young adults with learning disabilities; however, there continues to be a discrepancy between the number of adults with learning disabilities who need vocational rehabilitation services and those who are receiving them. This article describes the definitions and eligibility criteria used by vocational rehabilitation agencies to serve adults with learning disabilities. By understanding the vocational rehabilitation system, teachers, it is hoped, will be better able to access these services for their students with learning disabilities.

Adolescent↗
PubMedDate not supplied

Mathematics instruction for secondary students with learning disabilities.

Secondary students with learning disabilities generally make inadequate progress in mathematics. Their achievement is often limited by a variety of factors, including prior low achievement, low expectations for success, and inadequate instruction. This article will discuss techniques that have been demonstrated to be effective with secondary students who have learning disabilities in mathematics.

Achievement↗
PubMed1989

Psychological and family problems associated with learning disabilities: assessment and intervention.

Learning disabilities not only interfere with academic tasks; they interfere also with all stages of psychosocial development as well as with peer and family interactions. It is not uncommon, therefore, for children and adolescents with learning disabilities to have psychological, peer, and family problems. These secondary difficulties must be recognized, correctly diagnosed, and treated.

Adaptation, Psychological↗
PubMed1989

Postsecondary education for students with learning disabilities.

Increasingly, students with learning disabilities are attending community colleges and traditional 4-year colleges and universities. This article presents the results of a review of the literature on services available or recommended for students with learning disabilities. The results suggest that postsecondary institutions have begun to provide a wide array of services to these students. There is little empirical evidence, however, on the effectiveness of those services. An agenda for future research is also discussed.

Counseling↗
PubMed1984

Semantic and visual memory codes in learning disabled readers.

Two experiments investigated whether learning disabled readers' impaired recall is due to multiple coding deficiencies. In Experiment 1, learning disabled and skilled readers viewed nonsense pictures without names or with either relevant or irrelevant names with respect to the distinctive characteristics of the picture. Both types of names improved recall of nondisabled readers, while learning disabled readers exhibited better recall for unnamed pictures. No significant difference in recall was found between name training (relevant, irrelevant) conditions within reading groups. In Experiment 2, both reading groups participated in recall training for complex visual forms labeled with unrelated words, hierarchically related words, or without labels. A subsequent reproduction transfer task showed a facilitation in performance in skilled readers due to labeling, with learning disabled readers exhibiting better reproduction for unnamed pictures. Measures of output organization (clustering) indicated that recall is related to the development of superordinate categories. The results suggest that learning disabled children's reading difficulties are due to an inability to activate a semantic representation that interconnects visual and verbal codes.

Adolescent↗
PubMed1980

Toward operationalizing a psychoeducational definition of learning disabilities.

An operational definition of "learning disabilities" is presented from the standpoint that classificatory psychoeducational definitions must ultimately relate to educational processes. Thus the condition should be described in terms of abilities crucial to educational achievement, and noneducational criteria should not be employed. It is pointed out that the most generally accepted current definition--which identifies children as "learning-disabled" on the basis of behavioral criteria, while excluding others because of etiological and other nonbehavioral factors--overlooks functional similarities among such groups as educable mentally retarded and and emotionally disturbed children. These similarities warrant the inclusion under the rubric of "learning-disabled" of some children who may also be grouped within other diagnostic categories. Consequently, the profferred definition is based on a primary concern with day-to-day learning and management issues. Concepts subtended by the definition are operationally defined, and its relationship to programming is discussed.

Affective Symptoms↗
PubMed1998

Midazolam via the intranasal route: an effective rescue medication for severe epilepsy in adults with learning disability.

People with a learning disability are often disadvantaged due to the nature of their disability. Up to a third are likely to have concomitant epilepsy which adds to the health loss experienced by this group. It is important to manage their epilepsy in such a way as to limit the debilitating effects of both the illness and the medication. Rectal diazepam remains the gold standard rescue medication for prolonged, recurrent seizures or seizures associated with hypoxia. Some of the drawbacks are highlighted in this paper and we go on to explore a novel means of treating these seizures. Midazolam, via the intranasal route, has been used extensively in children, mostly as a sedative but also in the treatment of epilepsy. We present two cases, both are adults with a learning disability, who have benefited significantly from the use of intranasal midazolam. Ongoing research into the safe use of this form of treatment, training of staff and carers and the impact on the individual is being conducted.

Administration, Intranasal↗