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.

I Learn this Way!

2013 ◽  
pp. 327-335
Author(s):  
Sabrina Fusi ◽  
Zara Mehrnoosh
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Learning Style ◽  
School Children ◽  
Good Method ◽  
First Grade ◽  
Specific Learning Disabilities ◽  
Primary Stage ◽  
Teaching Tools ◽  
Specific Learning

The chapter presents a review of a series of workshops, called “I learn this way!” that was directed at children at the primary stage of education (ages 6 to 10) with Specific Learning Disabilities (SLD) to carry out the assignments using teaching tools suitable for their learning style, and at first grade secondary school children (age: 11 to 13) to help them structure a good method of study aimed to help them to learn more easily and effectively. Many children arrive at secondary school without having their own method of study, and the authors’ experience with those children with dyslexia can certainly provide educational ideas useful for all. The focus of this chapter will be mainly on the workshop aimed at first grade secondary school children.

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.

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.

Specific Learning Disabilities - Implementation of an Intervention Program

2021 ◽  
pp. 161-180
Author(s):  
Georgios A. Kougioumtzis ◽  
Maria Sofologi ◽  
Argyro Fella ◽  
Isidora Kaliotsou ◽  
Christiana Koundourou ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Intervention Program ◽  
Learning Difficulties ◽  
Specific Learning Disabilities ◽  
General Context ◽  
Significant Evidence ◽  
School Settings ◽  
Teachers And Parents ◽  
Specific Learning

Over the past three decades, the interest of teachers and parents has focused on a variety of learning difficulties that students face in school settings. A significant number of students systematically fail in school, as they lack early detection of learning difficulties or effective intervention. This case study examines an elementary school student within a more general context, taking into account essential parameters such as family, school, and social environment. Furthermore, the authors thoroughly describe his difficulties in practical terms, as well as ways to address them through the implementation of an individual intervention program that responds to the needs of the student. Finally, reference is made to significant evidence that cooperation with parents as well as with a number of institutions strengthens and enhances intervention.

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.

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