Counseling Clients with Specific Learning Disabilities to Overcome Employer Resistance

1989 ◽  
Vol 20 (1) ◽  
pp. 3-7
Author(s):  
J. Diane Jacobs-Connell
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Specific Learning Disabilities ◽  
Counseling Needs ◽  
Counseling Clients ◽  
The Impact ◽  
Specific Learning ◽  
Disabled Adults

Due to the large variance in needs, skills, and characteristics of learning disabled adults, there is confusion concerning how vocational counselors can most effectively help clients with specific learning disabilities (SLD) establish fulfilling careers. This situation is further complicated by the fact that employers are resistant to hiring SLD adults. This paper provides: (1) an overview of SLD including a definition, legal considerations, and the impact of employer resistance; (2) guidelines for distinguishing between 3 types of SLD adults-those with mild, moderate, and severe learning disabilities in relation to 3 factors; and (3) a section pertaining specifically to the counseling needs of the SLD adult.

BEH Final Regulations for Learning Disabilities: Implications for the Secondary School

1978 ◽  
Vol 1 (4) ◽  
pp. 73-79 ◽  
Author(s):  
Libby Goodman ◽  
Marianne Price
Keyword(s):  
Learning Disabilities ◽  
School Districts ◽  
Secondary School ◽  
Learning Disabled ◽  
Specific Learning Disabilities ◽  
Instructional Planning ◽  
School Settings ◽  
Aged Child ◽  
Specific Learning

The final regulations for learning disabilities under PL 94–142 were published in December, 1977. As school districts have attempted to comply with these regulations, questions have been raised regarding their impact on assessment and instructional planning for learning disabled populations. So far, most of the literature on the LD regulations has focused on the preschool- and elementary-aged child. Goodman and Price, however, have analyzed the regulations as they relate to the evaluation of specific learning disabilities and to instructional planning for LD adolescents. This article raises several concerns on behalf of the learning disabled adolescent about the application of the regulations within secondary school settings.

Intra-Individual Discrepancy in Diagnosing Specific Learning Disabilities

1980 ◽  
Vol 3 (1) ◽  
pp. 10-18 ◽  
Author(s):  
Linda E. O'Donnell
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Specific Learning Disabilities ◽  
Behaviorally Disordered ◽  
Level Of Functioning ◽  
Physically Handicapped ◽  
The Relationship ◽  
Strength Of Association ◽  
Behavior Disordered ◽  
Specific Learning

The relationship between intra-individual discrepancy and exceptionality is studied in 248 children from grades one through six. Categories of exceptionality include children classified as: gifted/creative; sensorily impaired; behavior disordered; physically handicapped; mentally retarded; and learning disabled. The discrepancy between a child's expected level of functioning and actual level of functioning is computed by nine formulae commonly used in the field of special education. The study revealed a highly statistically significant relationship between discrepancies and exceptionalities, though a relatively low strength of association was found. The results also indicate that the intra-individual discrepancy is questionable when used as the defining characteristic of special learning disabilities; such a discrepancy is equally likely to occur in children classified as sensorily disordered, behaviorally disordered, and learning disabled.

Impediments to effective utilization of assistive technology for learning disabled

2021 ◽  
pp. 1-14
Author(s):  
Kriti Dhingra ◽  
Anchal Garg ◽  
Divakar Yadav ◽  
Jayanti Pujari
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Special Education Teachers ◽  
Learning Disabled ◽  
Specific Learning Disabilities ◽  
Actual Usage ◽  
Parents And Children ◽  
The Times ◽  
Specific Learning

BACKGROUND: Assistive technology has been a boon for children with specific learning disabilities (SLDs) as it bridges the gap between them and their peers without SLDs. Despite the vast emphasis on the use of AT and speedy propagation of AT tools, yet more research is required on actual usage of AT. OBJECTIVE: The purpose of the study is to identify the most significant barriers to the usage of AT by children with specific learning disabilities and suggest various measures to deal with it. METHODS: To accomplish the study interviews were conducted with special education teachers of schools in India to find out the major barriers toward the utilisation of AT. First, Qualitative analysis was performed using CAQDAS tool QDA Miner Lite to identify the barriers towards effective utilisation of AT. Further, ISM technique and MICAMAC analysis were used to corroborate the most significant barriers. RESULTS: The results revealed the most significant barriers to implementation of AT and also that timely managing these major barriers can lower the effect on other barriers. CONCLUSION: Eliminating the significant barriers would enhance the use of AT by the special education teachers, parents, and children with SLDs. Effective use of AT can prove to be benediction in the times of pandemic.

Metacognition and errors: the impact of self-regulatory trainings in children with specific learning disabilities

ZDM ◽  
2019 ◽  
Vol 51 (4) ◽  
pp. 577-585 ◽  
Author(s):  
Daniela Lucangeli ◽  
Maria Chiara Fastame ◽  
Martina Pedron ◽  
Annamaria Porru ◽  
Valeria Duca ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Specific Learning Disabilities ◽  
The Impact ◽  
Specific Learning

Assessing the Impact of Sequential Data Presentation on Specific Learning Disabilities Identification Decisions Using Patterns of Strengths and Weaknesses Methods

2020 ◽  
pp. 073428292098395
Author(s):  
Kathrin E. Maki ◽  
Ryan J. McGill ◽  
Sarah J. Conoyer ◽  
Sarah A. Fefer ◽  
Thomas Ward
Keyword(s):  
Learning Disabilities ◽  
School Psychologists ◽  
Specific Learning Disabilities ◽  
Professional Judgment ◽  
Sequential Data ◽  
Sequential Presentation ◽  
Assessment Data ◽  
The Impact ◽  
Specific Learning ◽  
Over Time

Patterns of strengths and weaknesses represent relatively novel methods for identifying specific learning disabilities (SLD) with proponents asserting that the incorporation of multiple sources of assessment data and professional judgment play a key role in their utility. In this study, we examined if the sequential presentation of assessment data impacted school psychologists’ ratings as to whether or not hypothetical students depicted in special education evaluation vignettes should be identified with SLD. Results showed that when participants viewed vignettes that were indicative of SLD (i.e., SLD positive), SLD likelihood ratings increased with the additional presentation of assessment data sources over time. However, when participants viewed vignettes that were indicative of a student not having SLD (i.e., SLD negative), SLD likelihood ratings were relatively consistent over time. Moreover, participants demonstrated relatively high levels of confidence in their SLD identification decisions, and in SLD negative vignettes, confidence increased after the fourth assessment data source was presented. Implications for SLD identification are discussed.

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