Residual Learning Disabilities in Young Adults: Implications for Rehabilitation

1982 ◽  
Vol 13 (2) ◽  
pp. 9-13 ◽  
Author(s):  
Jane W. Blalock
Keyword(s):  
Learning Disabilities ◽  
Young Adults ◽  
Social Learning ◽  
Oral Language ◽  
Thinking Skills ◽  
Written Language ◽  
Rehabilitation Counselors ◽  
Learning Deficits ◽  
Residual Learning ◽  
Northwestern University

The nature of residual learning deficits in 80 young adults diagnosed as having learning disabilities is described. Adults were evaluated in the Adult Clinic of the Northwestern University Learning Disabilities Center. Problems in oral language, reading, written language, nonverbal abilities, and thinking skills are described. The ways in which the residual deficits were reported to interfere with vocational and social learning are discussed suggesting possible implications for rehabilitation counselors.

Competencies for Professionals in Learning Disabilities

1982 ◽  
Vol 5 (3) ◽  
pp. 241-252 ◽  
Author(s):  
Phyllis L. Newcomer
Keyword(s):  
Learning Disabilities ◽  
Oral Language ◽  
Teaching Experience ◽  
Written Language ◽  
Professional Organizations ◽  
Maximum Efficiency ◽  
School Type ◽  
Educational Diagnosticians ◽  
Competency Area ◽  
Interest In Research

Two hundred and sixty-one professionals in learning disabilities rated their proficiency on CLD competency statements in eleven areas. The evaluation included ratings of real competence, i.e., skills used on their jobs, and ideal competence, i.e., skills participants considered important for being able to function at maximum efficiency. The respondents were divided into subgroups based upon nine demographic conditions: Service Model, Teaching Level, Years of Teaching Experience, School Type, Years in Special Education, Degree, Location, Sex, and Age. Results revealed that reading was the most important competency area and that the majority of professionals felt most proficient in reading skills. At the other extreme, competence in cognition and career/vocational education was not viewed as particularly important. Other areas such as mathematics, written language, and oral language were regarded as important, but specific groups of professionals believed they were not fully competent in certain aspects of those areas. Other results suggested that teachers benefit from experience and academic degrees, and that they have little interest in research or professional organizations. Educational diagnosticians and supervisors believed that they had better training than other personnel; itinerant teachers viewed themselves as less competent than others in many areas.

Language-Based Learning Disabilities

1980 ◽  
Vol 89 (5_suppl) ◽  
pp. 179-181
Author(s):  
Pamela E. Hook
Keyword(s):  
Learning Disabilities ◽  
Language Development ◽  
Language Comprehension ◽  
Oral Language ◽  
Reading Skills ◽  
Learning Disabled ◽  
Written Language ◽  
Background Information ◽  
Oral Language Development ◽  
The Relationship

The purpose of this paper is to highlight the complexity of the relationship between oral language development and the acquisition of reading skills. As background information, a hierarchy of language development including factors related to both oral and written language is discussed. Case studies of two learning-disabled males are presented to illustrate the differences in reading skills between two children with similar language comprehension abilities. Discussion of the underlying processing deficits responsible for these differences is also included.

Word Prompt Programs

1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman
Keyword(s):  
Learning Disabilities ◽  
Current Literature ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Written Communication ◽  
Speech Language Pathologists ◽  
Basic Word ◽  
The Matrix ◽  
Language Needs

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

Greek Young Adults With Specific Learning Disabilities Seeking Learning Assessments

2017 ◽  
Vol 41 (2) ◽  
pp. 119-126
Author(s):  
Eleni Bonti ◽  
Christina E. Bampalou ◽  
Eleni M. Kouimtzi ◽  
Zacharias Kyritsis
Keyword(s):  
Learning Disabilities ◽  
Young Adults ◽  
Cultural Context ◽  
Specific Learning Disabilities ◽  
Self Report ◽  
Learning Assessment ◽  
Early Screening ◽  
Writing Difficulties ◽  
Learning Assessments ◽  
Specific Learning

The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults with SLD as well as from case records that included information on cognitive and learning assessment. The majority of the participants mentioned academic issues regarding different types of academic exams as the main referral reason for learning assessment. SLD females have more possibilities to seek learning assessments compared with males, and adults with writing difficulties have more possibilities to seek learning assessments compared with adults without writing difficulties. The reasons for referral in adulthood, at least within the Greek cultural context, are mostly socioeducational and less psychologically oriented. The findings are discussed in terms of postsecondary education services and early screening and identification.

Effects of Speech Synthesis on the Proofreading Efficiency of Postsecondary Students with Learning Disabilities

1995 ◽  
Vol 18 (2) ◽  
pp. 141-158 ◽  
Author(s):  
Marshall H. Raskind ◽  
Eleanor Higgins
Keyword(s):  
Learning Disabilities ◽  
Speech Synthesis ◽  
Written Language ◽  
The Other ◽  
Read Aloud ◽  
Synthesis Condition ◽  
Superior Performance ◽  
Postsecondary Students ◽  
Students With Learning Disabilities ◽  
Synthesis System

This study investigated the effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities. Subjects proofread self-generated written language samples under three conditions: (a) using a speech synthesis system that simultaneously highlighted and “spoke” words on a computer monitor, (b) having the text read aloud to them by another person, and (c) receiving no assistance. Using the speech synthesis system enabled subjects to detect a significantly higher percentage of total errors than either of the other two proofreading conditions. In addition, subjects were able to locate a significantly higher percentage of capitalization, spelling, usage and typographical errors under the speech synthesis condition. However, having the text read aloud by another person significantly outperformed the other conditions in finding “grammar-mechanical” errors. Results are discussed with regard to underlying reasons for the overall superior performance of the speech synthesis system and the implications of using speech synthesis as a compensatory writing aid for postsecondary students with learning disabilities.

scholarly journals JENIS DAN PROSES PEMBENTUKAN ADJEKTIVA DALAM BAHASA MINANGKABAU DI KENAGARIAN SUNGAI ABANG KECAMATAN LUBUK ALUNG KABUPATEN PADANG PARIAMAN

2018 ◽  
Vol 6 (1) ◽  
pp. 21
Author(s):  
Milna Rahman ◽  
Agustina Agustina ◽  
Ngusman Abdul Manaf
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Oral Language ◽  
Research Result ◽  
Written Language ◽  
Recording Technique ◽  
Descriptive Method

This study aimed to describe (1) type adjectives in Minangkabau language in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman, and (2) the process of forming adjective in Minangkabau language in kenagarian Sungai Abang subdistric Lubuk Alung district Padang Pariaman. This type of research is qualitative research with descriptive method. The method of data collection was using the method of referring and recording technique. Analyzing the data was done in the form of activities as follows: (1) describes the recording data into written language, (2) identify the data in accordance with the format provided, (3) classify the data into the type and process of the formation of the adjective, and (4) do data deduction based on research result. The data of this research are sentence containing the adjectives expressed by the community in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman. The source of this research is Minangkabau language especially oral language of society in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman. Based on the results of the research obtained the following results, first adjectives in Minangkabau language in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman is as follows: (1) characteristic adjective (character or temperament), (2) color adjectives, (3) shape adjectives, (4) size adjectives, (5) sensory adjectives, (6) time adjectives, (7) distance adjectives, (8) speed adjectives, (9) power adjunctive adjectives, (10) adjectiva adjectives. Secondly, there are two adjunctive adjunctive processes in the Minangkabau language, which are basic adjectives and derivate adjectives that can be sorted on beraffixed adjectives, duplicated adjectives and compounded adjective adjectives. Keywords: Adjectives, Word-forming, Minangkabau Language

Making music, making friends: Long-term music therapy with young adults with severe learning disabilities

2013 ◽  
Vol 18 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Mercédès Pavlicevic ◽  
Nicky O’Neil ◽  
Harriet Powell ◽  
Oonagh Jones ◽  
Ergina Sampathianaki
Keyword(s):  
Learning Disabilities ◽  
Young Adults ◽  
Music Therapy ◽  
Music Making ◽  
Making Friends
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