Two Key Concepts in the Diagnosis of Learning Disabilities and the Habilitation of Learning

1992 ◽  
Vol 15 (1) ◽  
pp. 2-12 ◽  
Author(s):  
Cecil R. Reynolds
Keyword(s):  
Learning Disabilities ◽  
Process Models ◽  
Academic Attainment ◽  
Key Concepts ◽  
Severe Discrepancy ◽  
Strength Models

Two key concepts in diagnosing learning disabilities (“severe discrepancy” and “process dysfunction”) are reviewed and their relationship to the habilitation of learning is discussed. Specific guidelines are delineated for correctly calculating a severe discrepancy between an individual's age and ability and level of academic attainment. Methods and reasons for evaluating processing skills are also discussed. Process models of deficit-centered remediation are dismissed in favor of strength models of remediation.

Do State Methods of Quantifying a Severe Discrepancy Result in Fewer Students with Learning Disabilities?

1992 ◽  
Vol 15 (2) ◽  
pp. 129-134 ◽  
Author(s):  
Thomas G. Finlan
Keyword(s):  
Learning Disabilities ◽  
Federal Government ◽  
Financial Incentives ◽  
Total Population ◽  
Students With Learning Disabilities ◽  
Students With Ld ◽  
Severe Discrepancy ◽  
The Way

Minimizing misclassification of students with LD is a major concern for policymakers, particularly if financial incentives are available for placing children in such programs. In the current study, individual states' methods of defining a severe discrepancy for determining LD eligibility are examined, as well as the way use of such methods influences misclassification. The percentage of the total population identified as LD by individual states (as reported to the federal government) was compared. Results showed variations from 2.19% to 8.66% in the percentage of students aged 7 to 16 identified as LD across states. Seven of the states in the lowest percentage decile used a method for determining a severe discrepancy; in comparison, only two of the states in the decile identifying the most students used a method of determining a severe discrepancy. It was concluded that use of any method to determine a severe discrepancy may help reduce the number of inappropriate placements resulting from labeling students as LD.

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.

scholarly journals Conformance Checking Techniques of Process Mining: A Survey

2021 ◽  
Author(s):  
Ashok Kumar Saini ◽  
Ruchi Kamra ◽  
Utpal Shrivastava
Keyword(s):  
Information Systems ◽  
Process Model ◽  
Process Mining ◽  
Quality Parameters ◽  
Process Models ◽  
Conformance Checking ◽  
Business Goals ◽  
Key Concepts ◽  
Event Log ◽  
Challenges And Opportunities

Conformance Checking (CC) techniques enable us to gives the deviation between modelled behavior and actual execution behavior. The majority of organizations have Process-Aware Information Systems for recording the insights of the system. They have the process model to show how the process will be executed. The key intention of Process Mining is to extracting facts from the event log and used them for analysis, ratification, improvement, and redesigning of a process. Researchers have proposed various CC techniques for specific applications and process models. This paper has a detailed study of key concepts and contributions of Process Mining. It also helps in achieving business goals. The current challenges and opportunities in Process Mining are also discussed. The survey is based on CC techniques proposed by researchers with key objectives like quality parameters, perspective, algorithm types, tools, and achievements.

Effective Spelling Instruction for Students With Learning Disabilities

2011 ◽  
Vol 47 (2) ◽  
pp. 75-81 ◽  
Author(s):  
Kristin L. Sayeski
Keyword(s):  
Learning Disabilities ◽  
Instructional Approaches ◽  
Students With Learning Disabilities ◽  
Spelling Instruction ◽  
Term Retention ◽  
Key Concepts ◽  
History Of ◽  
Long Term Retention

Difficulty with spelling is a perennial challenge for students with learning disabilities. Several decades of research, however, have identified both fundamental linguistic concepts and instructional approaches that, when understood by a teacher, can be applied to teach students with learning disabilities to spell. In this article, a brief history of spelling instruction and an overview of key concepts are presented, followed by specific strategies teachers can use to improve long-term retention of accurate spelling for students with learning disabilities.

Special problems

2015 ◽  
Keyword(s):  
Eating Disorders ◽  
Learning Disabilities ◽  
Drug Use ◽  
History Taking ◽  
Relationship Problems ◽  
Alcohol And Drug Use ◽  
Key Concepts ◽  
Self Harm

The chapter covers special problems that psychiatrists are likely to meet in their practice. Although the problem areas can comprise specialties, every psychiatrist needs to know about them because the problems do not stay neatly in specialty boxes. It addresses suicide and self-harm, alcohol and drug use, eating disorders, somatization, mother and baby problems, learning disabilities, epilepsy, sexual and relationship problems. In each area, key concepts are explained, core information is brought together, and pointers are provided on history taking, examination, and management.

scholarly journals INTERRUPTED CASE STUDIES IN MATERIALS ENGINEERING

2019 ◽  
Author(s):  
Marta Cerruti
Keyword(s):  
Learning Disabilities ◽  
Case Studies ◽  
Undergraduate Students ◽  
Real World ◽  
Students With Learning Disabilities ◽  
Materials Engineering ◽  
Class Time ◽  
Key Concepts ◽  
Second Year ◽  
Real World Problems

The interrupted case studies method uses case studies taken from real-world problems, and breaks them down in smaller pieces; the students work on the smaller parts in teams during the lecture, and get feedback from the professor before moving on to the next part of the case. I used this approach in a Materials Engineering class taken by undergraduate students in their second year, titled "Analytical and Characterization Techniques". The method engaged the students very effectively during class time and seemed to promote deeper learning of key concepts. The method seemed to be particularly effective with students with learning disabilities.

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