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.

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.

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.

What Can We Learn From Trustworthy Data? An Interview With John Wills Lloyd

2020 ◽  
pp. 105345122096310
Author(s):  
Kristin L. Sayeski
Keyword(s):  
Learning Disabilities ◽  
Best Practice ◽  
Design Research ◽  
Single Case ◽  
Professional Organizations ◽  
Professor Emeritus ◽  
University Of Virginia ◽  
Single Case Design ◽  
Design Research Methodology ◽  
The University

John Wills Lloyd is Professor Emeritus at the University of Virginia and co-editor of Exceptional Children. He earned his PhD from the University of Oregon and spent most of his career at the University of Virginia. Dr. Lloyd has been an integral part of many professional organizations, including the Council for Exceptional Children’s Division for Learning Disabilities, where he served as president and later as the executive director, and the Division for Research. Dr. Lloyd’s work has focused on the identification of effective instructional practices, best-practice in single-case design research methodology, and facilitating a deeper understanding of learning disabilities. He has produced numerous scholarly articles, foundational textbooks, and web-based materials that continue to inform readers about effective practice in special education.

scholarly journals Use of nouns and verbs in the oral narrative of individuals with hearing impairment and normal hearing between 5 and 11 years of age

2013 ◽  
Vol 131 (5) ◽  
pp. 289-295 ◽  
Author(s):  
Erica Endo Amemiya ◽  
Barbara Niegia Garcia Goulart ◽  
Brasilia Maria Chiari
Keyword(s):  
Hearing Impairment ◽  
Oral Language ◽  
Speech Therapy ◽  
Oral Communication ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Oral Narrative ◽  
School Type ◽  
Cross Sectional ◽  
Significant Difference

CONTEXT AND OBJECTIVE: Nouns and verbs indicate actions in oral communication. However, hearing impairment can compromise the acquisition of oral language to such an extent that appropriate use of these can be challenging. The objective of this study was to compare the use of nouns and verbs in the oral narrative of hearing-impaired and hearing children. DESIGN AND SETTING: Analytical cross-sectional study at the Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo. METHODS: Twenty-one children with moderate to profound bilateral neurosensory hearing impairment and twenty-one with normal hearing (controls) were matched according to sex, school year and school type. A board showing pictures was presented to each child, to elicit a narrative and measure their performance in producing nouns and verbs. RESULTS: Twenty-two (52.4%) of the subjects were males. The mean age was 8 years (standard deviation, SD = 1.5). Comparing averages between the groups of boys and girls, we did not find any significant difference in their use of nouns, but among verbs, there was a significant difference regarding use of the imperative (P = 0.041): more frequent among boys (mean = 2.91). There was no significant difference in the use of nouns and verbs between deaf children and hearers, in relation to school type. Regarding use of the indicative, there was a nearly significant trend (P = 0.058). CONCLUSION: Among oralized hearing-impaired children who underwent speech therapy, their performance regarding verbs and noun use was similar to that of their hearing counterparts.

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

scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

Grammatical Verb Errors: Differences Between English Learners With and Without Diagnosed Language-Based Learning Disabilities

2021 ◽  
pp. 1-11
Author(s):  
Keisey Fumero ◽  
Carla Wood
Keyword(s):  
Learning Disabilities ◽  
English Learners ◽  
Progress Monitoring ◽  
Written Language ◽  
Fifth Grade ◽  
Language Abilities ◽  
Fifth Grade Students ◽  
School Year ◽  
Average Change ◽  
Grammatical Accuracy

Purpose: This study examines the written language samples of fifth grade English learner (EL) students with and without diagnosed language-based learning disabilities (LLDs) in an effort to explore the utility of such supplemental materials for aiding in differential diagnosis of ELs with and without LLDs. Method: This sample of 127 fifth grade students consisted of ELs without identified disabilities ( n = 89) and ELs diagnosed with LLDs ( n = 38). Written language samples from a classroom-based expository writing task were coded for grammaticality and specific verb type of errors. An analysis of variance (ANOVA) between the groups that differed by language abilities was conducted at two time points to compare the frequency of errors and the average change in grammaticality from the beginning of the school year to the end of the school year. Results: EL students with and without LLDs performed similarly at the beginning of the school year. ELs without LLDs showed greater average change in accuracy across the school year. Significantly, higher proportions of verb tense and verb omission errors were demonstrated by ELs with LLDs when compared with their EL peers at the end of the school year. Overall grammatical accuracy was also lower for ELs with LLDs. Conclusions: Group differences at the end of the school year were confirmed in types and rate of verb errors. Results support the potential clinical utility of monitoring verb errors in writing samples over time as a supplemental tool in diagnostic evaluations and assessments for progress monitoring.

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