Specific learning disability diagnosis in California: A critical look at the criteria for determining severe discrepancy

2000 ◽  
Keyword(s):  
Learning Disability ◽  
Specific Learning Disability ◽  
Severe Discrepancy ◽  
Specific Learning

Toward Defining Discrepancies for Specific Learning Disabilities: An Analysis and Alternatives

1979 ◽  
Vol 2 (4) ◽  
pp. 25-31 ◽  
Author(s):  
Bob Algozzine ◽  
Charles Forgnone ◽  
Cecil Mercer ◽  
John Trifiletti
Keyword(s):  
United States ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Specific Learning Disability ◽  
The United States ◽  
Specific Learning Disabilities ◽  
Significant Discrepancy ◽  
Severe Discrepancy ◽  
Specific Learning

According to the United States Office of Education, the only generally accepted manifestation of a specific learning disability is the existence of a significant discrepancy between expected and actual achievement. Within this context methods for determining the significance of any achievement discrepancies in children's performances become important. The research reported here attempted to evaluate the utility of two procedures for determining severe discrepancy levels; the benefits and liabilities of each are discussed.

Specific Learning Disabilities

2018 ◽  
Author(s):  
Christopher J. Lonigan
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Proficiency ◽  
Medical Condition ◽  
Neurodevelopmental Disorder ◽  
Opportunity To Learn ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Low Achievement ◽  
Specific Learning

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.

Deficits in musical rhythm perception in children with specific learning disabilities

2021 ◽  
pp. 1-7
Author(s):  
Vasudha Hande ◽  
Shantala Hegde
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Processing ◽  
Phonological Processing ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Target Language ◽  
Rhythm Perception ◽  
Musical Rhythm ◽  
Specific Learning

BACKGROUND: A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to also found have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES: This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects of music and rhythm-based intervention and their underlying mechanism. METHODS: A hypothesis-driven review of research in the domain of rhythm deficits and rhythm-based intervention in children with SLD was carried out. RESULTS: A summary of the reviewed literature highlights that music and language processing have shared neural underpinnings. Children with SLD in addition to difficulties in language processing and other neurocognitive deficits are known to have deficits in music and rhythm perception. This is explained in the background of deficits in auditory skills, perceptuo-motor skills and timing skills. Attempt has been made in the field to understand the effect of music training on the children’s auditory processing and language development. Music and rhythm-based intervention emerges as a powerful intervention method to target language processing and other neurocognitive functions. Future studies in this direction are highly underscored. CONCLUSIONS: Suggestions for future research on music-based interventions have been discussed.

Cognition in specific learning disability

2005 ◽  
Vol 72 (12) ◽  
pp. 1029-1033 ◽  
Author(s):  
Sunil Karande ◽  
Sulaxna Sawant ◽  
Madhuri Kulkarni ◽  
Sandeep Kanchan ◽  
Rukhshana Sholapurwala
Keyword(s):  
Learning Disability ◽  
Specific Learning Disability ◽  
Specific Learning

The Not So Specific Learning Disability Population

1971 ◽  
Vol 37 (7) ◽  
pp. 528-533 ◽  
Author(s):  
Howard S. Adelman
Keyword(s):  
Learning Disability ◽  
Specific Learning Disability ◽  
Specific Learning

scholarly journals Computer-Assisted Cognitive Re-Training as An Intervention for Children with Specific Learning Disability: A Review

2018 ◽  
Vol 9 (4) ◽  
Author(s):  
Gargi Bansal ◽  
Anand Pratap Singh
Keyword(s):  
Learning Disability ◽  
Language Processing ◽  
Cognitive Abilities ◽  
Brain Plasticity ◽  
Specific Learning Disability ◽  
Empirical Literature ◽  
Research Review ◽  
Computer Assisted ◽  
Manualized Intervention ◽  
Specific Learning

The review inspects the empirical literature on the efficacy of computer-assisted cognitive re-training of children with Specific learning disabilities (SLD). SLD children are characterized by an average and above-average IQ but there exist significant deficits in their language processing skills. Cognitive re-training is a training process that serves as remediation for people with underdeveloped cognitive abilities through intensive practice. It utilizes the principle of “brain plasticity” and is an endeavor to strengthen the deficit cognitive abilities of people by practicing various well-defined tasks and exercises. Cognitive re-training can be provided in both ways manualized or computerized. Computer-assisted re-training seems more interesting, innovative, is multisensory and motivating for children. This research review aims to put together the primary research done in the area and tries to evaluate the effectiveness of using such intervention on children with a specific learning disability. In a country like India which has a vast & widespread population reaching out to children with a specific learning disability by using manualized intervention seems a distant reality, together with a handful of trained therapists working in the field. Keeping in view such circumstances there is an urgent need to identify ways which can be used as an intervention for the mass population and in remote areas of the country. In doing so, this review also attempts to lay a base and explore the possibility of utilizing this novel way of providing interventions to children with Specific learning disability.

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