Introduction and Commentary

1983 ◽  
Vol 6 (1) ◽  
pp. 40-42 ◽  
Author(s):  
Jim Leigh
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Liaison Committee ◽  
The Past ◽  
National Joint Committee

In response to the large number of requests from CLD members for information concerning the National Joint Committee on Learning Disabilities (NJCLD), the Learning Disability Quarterly is publishing the four position papers prepared by the NJCLD during the past two years. As Chairperson of the CLD National Liaison Committee, Dr. Jim Leigh has represented CLD on the Joint Committee for three years by serving on the NJCLD's writing subcommittee which develops the initial drafts of position papers for consideration by the entire committee. Other CLD representatives who contributed to the development of one or more of the position papers include Drs. Donald Hammill, Stephen Larsen, and Gaye McNutt. The following introduction and commentary by Jim Leigh contains a description of the objectives and operating procedures of the NJCLD, in addition to a recommendation for use of the position papers.

scholarly journals Scope for more genetic testing in learning disability

2006 ◽  
Vol 189 (2) ◽  
pp. 99-101 ◽  
Author(s):  
B. A. Robertshaw ◽  
J. MacPherson
Keyword(s):  
Learning Disabilities ◽  
Genetic Testing ◽  
Learning Disability ◽  
Fragile X Syndrome ◽  
Fragile X ◽  
Genetic Defect ◽  
Linked Learning ◽  
The Past ◽  
Gene Defects ◽  
First Time

SummaryThere have been major advances in the past few years in our understanding of the X-linked learning disabilities. The most common of these is the fragile-X syndrome, but the number of other gene defects that are now recognised to be linked with learning disability is increasing year on year. We describe one family displaying a rare X-linked abnormality. Repeat genetic testing was requested for a family member with mild learning disability when, following chromosomal analysis for her brother, it became known that he had a genetic defect. The genetic defect 46,Xdup(X) (p22.13 p22.31) was identified. To our knowledge this is the first time this precise configuration has been demonstrated. We conclude that genetic testing for individuals with learning disability is worthwhile, even when there may be only a low index of suspicion.

Children with Special Needs as a Virtual Community

2011 ◽  
pp. 187-192
Author(s):  
Tas Adam ◽  
Arthur Tatnall
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Sensory Deprivation ◽  
Virtual Community ◽  
The United States ◽  
Cerebral Dysfunction ◽  
Education Act ◽  
The One ◽  
National Joint Committee ◽  
Specific Learning

The term learning disability (LD) refers to any retardation, disorder, or delayed development in one or more of the processes of speech, language, reading, writing, arithmetic, or other school subjects resulting from a psychological handicap caused by a possible cerebral dysfunction and/or emotional or behavioural disturbances (Adam & Tatnall, 2002). It is not the result of mental retardation, sensory deprivation, or cultural and instructional factors (Kirk, 1962). Specific learning disabilities is a chronic condition of presumed neurological origin that selectively interferes with the development, integration, and/or demonstration of verbal and/or nonverbal abilities. Specific learning disability exists as a distinct handicapping condition and varies in its manifestations and degree of severity (Adam & Tatnall, 2003). Throughout life, the condition can affect self-esteem, education, vocation, socialisation, and/or daily living activities (ACLD, 1986, p. 15). Two definitions of LD are well supported: a legislative definition from the United States found in the Individuals with Disabilities Education Act (IDEA, 1997) and the one proposed by the National Joint Committee on Learning Disabilities (NJCLD, 1994), a consortium of representatives from organizations interested in LD.

Children with Special Needs as a Virtual Community

2011 ◽  
pp. 1611-1617
Author(s):  
Tas Adam ◽  
Arthur Tatnall
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Sensory Deprivation ◽  
Virtual Community ◽  
The United States ◽  
Cerebral Dysfunction ◽  
Education Act ◽  
The One ◽  
National Joint Committee ◽  
Specific Learning

The term learning disability (LD) refers to any retardation, disorder, or delayed development in one or more of the processes of speech, language, reading, writing, arithmetic, or other school subjects resulting from a psychological handicap caused by a possible cerebral dysfunction and/or emotional or behavioural disturbances (Adam & Tatnall, 2002). It is not the result of mental retardation, sensory deprivation, or cultural and instructional factors (Kirk, 1962). Specific learning disabilities is a chronic condition of presumed neurological origin that selectively interferes with the development, integration, and/or demonstration of verbal and/or nonverbal abilities. Specific learning disability exists as a distinct handicapping condition and varies in its manifestations and degree of severity (Adam & Tatnall, 2003). Throughout life, the condition can affect self-esteem, education, vocation, socialisation, and/or daily living activities (ACLD, 1986, p. 15). Two definitions of LD are well supported: a legislative definition from the United States found in the Individuals with Disabilities Education Act (IDEA, 1997) and the one proposed by the National Joint Committee on Learning Disabilities (NJCLD, 1994), a consortium of representatives from organizations interested in LD.

scholarly journals Treating people with learning disabilities after physical or sexual abuse

2002 ◽  
Vol 8 (6) ◽  
pp. 424-431 ◽  
Author(s):  
Valerie Sinason
Keyword(s):  
Sexual Abuse ◽  
Learning Disabilities ◽  
Learning Disability ◽  
The Past ◽  
The Future ◽  
Intellectual Context ◽  
Theoretical Paper ◽  
Physical And Sexual Abuse ◽  
Made In

It is a sign of the progress we have made in the field of learning disability that it is possible to consider three previously taboo subjects in one paper. Before 1979, there was no published English clinical or theoretical paper which looked at either talking treatments for people with learning disabilities, treatment for those who survived physical and sexual abuse or, specifically, talking treatment for survivors of abuse who also have learning disabilities. Such steps forward bring hope for the future, but also pain concerning the past. How often have emotional and behavioural communications of betrayal and violation been ascribed to ‘disability’ and not been properly considered because there was no social intellectual context to help us to consider that there might be a reason for them? This also illustrates the need for continuing professional humility and toleration of uncertainty. What painful experiences and communications of our patients are we missing today because of internal and external taboos? How will we feel when we become aware of them in another 10 or 20 years' time?

Reflections on writing and exhibiting learning disability history: commentary on “Spina Bifida and Hydrocephalus: Our Heritage”

2017 ◽  
Vol 22 (3) ◽  
pp. 132-135
Author(s):  
Simon Jarrett ◽  
Nicola Clare Grove
Keyword(s):  
Learning Disabilities ◽  
Spina Bifida ◽  
Learning Disability ◽  
Design Methodology ◽  
Content Type ◽  
Disability History ◽  
The Past ◽  
Victim Status ◽  
Critical Issues

Purpose The purpose of this paper is to comment on the article “Spina Bifida and Hydrocephalus: Our Heritage – the role of heritage exhibitions in tackling social isolation.” Design/methodology/approach This provides some further reflection and points for discussion on topics arising from the themes in the original article. Findings Issues are raised about the medicalisation of conditions and the ways in which a social and cultural model of disability challenges preconceptions and assumptions about personhood and victim status. Reference is made to the broader context of hidden histories and the ways in which people with learning disabilities are now taking active roles in reclaiming the story of their lives in the past and now. Originality/value The paper aims to raise awareness of critical issues of learning disability history prompted by the original paper.

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.

Deficits in musical rhythm perception in children with specific learning disabilities

2021 ◽  
pp. 1-7
Author(s):  
Vasudha Hande ◽  
Shantala Hegde
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Processing ◽  
Phonological Processing ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Target Language ◽  
Rhythm Perception ◽  
Musical Rhythm ◽  
Specific Learning

BACKGROUND: A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to also found have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES: This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects of music and rhythm-based intervention and their underlying mechanism. METHODS: A hypothesis-driven review of research in the domain of rhythm deficits and rhythm-based intervention in children with SLD was carried out. RESULTS: A summary of the reviewed literature highlights that music and language processing have shared neural underpinnings. Children with SLD in addition to difficulties in language processing and other neurocognitive deficits are known to have deficits in music and rhythm perception. This is explained in the background of deficits in auditory skills, perceptuo-motor skills and timing skills. Attempt has been made in the field to understand the effect of music training on the children’s auditory processing and language development. Music and rhythm-based intervention emerges as a powerful intervention method to target language processing and other neurocognitive functions. Future studies in this direction are highly underscored. CONCLUSIONS: Suggestions for future research on music-based interventions have been discussed.

The Psychologist-Educator Views the Relationship of Vision to Reading and Related Learning Disabilities

1981 ◽  
Vol 14 (10) ◽  
pp. 565-567 ◽  
Author(s):  
Jules C. Abrams
Keyword(s):  
Learning Disabilities ◽  
Visual Field ◽  
Visual Perception ◽  
Learning Disability ◽  
Visual Defects ◽  
Considerable Controversy ◽  
Visual Problems ◽  
Relationship Of ◽  
The Relationship

The role of visual problems in learning disability has been a source of considerable controversy for many years. One major issue in the continuing argument is the frequent confusion of labels and concepts in the visual field. It is important to view vision as a psychophysiologic mechanism and to differentiate it from a mechanistic orientation emphasizing the eyes. Most visual problems related to learning disability represent a breakdown in the ability of the eyes to function in an harmonious fashion, that is, some interference in binocular function. While visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities.

scholarly journals Learning disability market position statements, are they fit for purpose?

2017 ◽  
Vol 22 (4) ◽  
pp. 198-205 ◽  
Author(s):  
Sarah Broadhurst ◽  
Keri Landau
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Good Practice ◽  
Market Position ◽  
Content Type ◽  
Fit For Purpose ◽  
Potential Impact ◽  
Senior Officers ◽  
Market Shaping

Purpose The purpose of this paper is to review whether current learning disability market position statements (MPS) are actually helping to shape the market and explore their implications for people with learning disabilities and their families. Design/methodology/approach Published learning disability MPS were identified via the Institute of Public Care’s MPS database. The quality of the MPS was analysed using a good practice checklist developed by a range of stakeholders. Findings Learning disability MPS are not currently fit for purpose. They demonstrate that local authorities are not fully engaging in their market-shaping duties, as required under The Care Act 2014. It is suggested that this is in part due to the lack of recognition that market shaping is a council-wide responsibility and can only be successful if senior officers across the council (and their partners) acknowledge this and are held accountable. Unless this happens, people with learning disabilities will continue to lack the enablers that support them to lead the lives they choose in their communities. Originality/value This is the first review of the quality and potential impact of learning disability MPS.

The Research Liaison Committee

1967 ◽  
Vol 10 (02) ◽  
pp. 19
Keyword(s):  
Field Research ◽  
Actual Cost ◽  
Institutional Affiliation ◽  
Academic Advisor ◽  
Liaison Committee ◽  
The Past ◽  
Research Institutes ◽  
Home Institution ◽  
Other Information ◽  
Oriented Research

The Research Liaison Committee of the African Studies Association has compiled A Directory of Studies Centers and Research Institutes Abroad engaged in Africa-oriented research. The Directory is available by individual countries or in its entirety by writing to the RLC office. Professors Igor Kopytoff, Vernon McKay, and Benjamin Rivlin are the 1967 liaison representatives of the Association. Each has visited African universities, research institutes, and government offices during the past few months to collect information on research in progress and on the perspectives and problems of field research in the countries of Africa. The 1968 liaison representatives have been appointed by the Association's president, William A. Hance. Professors Robert A. Lystad and Robert L. West have joined the RLC and will be traveling to Africa during the summer, 1968. A request to scholars recently returned or going to Africa. The RLC would welcome the following information: 1. Data on research project, including title of project, discipline or disciplines reflected, financial sponsorship, home institution, academic advisor, institutional affiliation in Africa, date of departure and expected duration of stay in Africa; 2. A brief report on living conditions, actual cost in relation to anticipated cost, field problems, and any other information with would be of assistance to those planning fieldwork in Africa.

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