Adaptation of Project “I CAN” Primary Skills Physical Education Program for Deaf-Blind Children

1979 ◽  
Vol 73 (7) ◽  
pp. 270-276
Author(s):  
Rosanne K. Silberman ◽  
Victoria Tripodi
Keyword(s):  
New York ◽  
Learning Disabilities ◽  
Physical Education ◽  
Education Program ◽  
Specific Learning Disabilities ◽  
Instructional Management ◽  
Social Growth ◽  
Developmental Growth ◽  
Blind Children ◽  
Specific Learning

The “I CAN” physical education program, an individualized instructional management system emphasizing development of skills, associated concepts, and social growth, was designed for children whose general developmental growth is slow or who possess specific learning disabilities, social or emotional problems, or economic and language disadvantages. The authors describe how the “I CAN” model was adapted for use with deaf-blind children at the New York Institute for the Education of the Blind.

School-Based Speech-Language Services Using Telepractice

2021 ◽  
pp. 105345122110018
Author(s):  
Sharon M. Walters ◽  
Shelley A. Bernis ◽  
M. Angela Delvin-Brown ◽  
Shanna E. Hirsch
Keyword(s):  
Learning Disabilities ◽  
Emotional Disturbance ◽  
Education Program ◽  
Specific Learning Disabilities ◽  
Individual Education Program ◽  
Language Services ◽  
School Based ◽  
Individual Education ◽  
Specific Learning

Students diagnosed with specific learning disabilities, autism, or emotional disturbance may also receive speech-language services as part of their individual education program. This article focuses on the use of telepractice for providing speech-language services in schools. The benefits of telepractice are described, including the accessibility, efficiency, and preference of telepractice in delivering effective speech-language services. In addition, the implementation of telepractice services is outlined, strategies for troubleshooting are described, and two implementation checklists are provided.

A national survey of school psychologists’ practices in identifying specific learning disabilities.

2020 ◽  
Vol 35 (2) ◽  
pp. 146-157 ◽  
Author(s):  
Nicholas F. Benson ◽  
Kathrin E. Maki ◽  
Randy G. Floyd ◽  
Tanya L. Eckert ◽  
John H. Kranzler ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
School Psychologists ◽  
National Survey ◽  
Specific Learning Disabilities ◽  
Specific Learning

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.

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