Job Accommodations for Adults with Learning Disabilities: Brilliantly Disguised Opportunities

The job accommodation needs of adults with a specific learning disability (SLD) are examined through an analysis of cases handled by the consultants at the Job Accommodation Network, an international accommodation information service of the President's Committee on Employment of People with Disabilities. Case examples are included, which provide practical solutions to common situations involving adults with a SLD in the employment environment. The final section lists useful resources available to those involved in making accommodations for people with a SLD.

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Specific Learning Disabilities

10.1093/oxfordhb/9780190634841.013.16 ◽

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.

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Deficits in musical rhythm perception in children with specific learning disabilities

Neurorehabilitation ◽

10.3233/nre-208013 ◽

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.

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Toward Defining Discrepancies for Specific Learning Disabilities: An Analysis and Alternatives

Learning Disability Quarterly ◽

10.2307/1510822 ◽

1979 ◽

Vol 2 (4) ◽

pp. 25-31 ◽

Cited By ~ 17

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.

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Enhancing SLD Diagnoses Through the Identification of Psychological Processing Deficits

The Australian Educational and Developmental Psychologist ◽

10.1017/edp.2013.19 ◽

2013 ◽

Vol 30 (2) ◽

pp. 119-139 ◽

Cited By ~ 2

Author(s):

Milton J. Dehn

Keyword(s):

Learning Disabilities ◽

Learning Disability ◽

Specific Learning Disability ◽

Specific Learning Disabilities ◽

Integrated Model ◽

Evidence Based ◽

Processing Deficits ◽

Psychological Processing ◽

Specific Learning ◽

Identification Procedures

After defining psychological processing and providing descriptions of 10 interrelated neuropsychological processes, the author proposes an integrated model for identifying an individual's pattern of psychological processing strengths, weaknesses, and deficits when conducting a specific learning disability (SLD) assessment. The model incorporates approaches from other pattern of strengths and weaknesses (PSW) models, while adding three requirements designed to reduce psychometric concerns about the identification procedures. Details for analysing cross-battery data and recommendations for applying processing deficits to SLD determination are included. In support of the model, the article reviews research that links psychological processing deficits with specific learning disabilities. The article concludes with a brief overview of evidence-based interventions for psychological processing deficits.

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Types of Specific Learning Disability

10.5772/intechopen.100809 ◽

2021 ◽

Author(s):

Vinutha U. Muktamath ◽

Priya R. Hegde ◽

Samreen Chand

Keyword(s):

Learning Disabilities ◽

Learning Disability ◽

Language Processing ◽

Auditory Processing ◽

Verbal Learning ◽

Specific Learning Disability ◽

Holistic Understanding ◽

Teachers And Parents ◽

The Individual ◽

Specific Learning

The chapter “Specific Learning Disability and its Types” is an effort to educate the readers, specially the educators about a developmental disorder that begins by school age, although it may not be recognized until later. It involves on-going problems learning key academic skills, including reading, writing, and math. The chapter makes an attempt to bring about understanding of SLD, brief historical perspective and its classification. The chapter elaborately discusses the seven types of specific learning disability according to Learning Disabilities Association of America. The chapter centers around seven learning disabilities namely, dyslexia ,dysgraphia, dyscalculia, auditory processing disorder, language processing disorder, non-verbal learning disabilities , visual perceptual deficit; their causes and symptoms to give a holistic understanding about the disability for the teachers and parents to understand the individual differences.

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Caregiver Burden in Learning Disability

International Journal of Indian Psychology ◽

10.25215/0203.011 ◽

2015 ◽

Vol 2 (3) ◽

Author(s):

Archana Simon ◽

Veena Easvaradoss

Keyword(s):

Quality Of Life ◽

Learning Disabilities ◽

Parenting Stress ◽

Learning Disability ◽

Developmental Disorders ◽

Specific Learning Disability ◽

World Health ◽

The Relationship ◽

Specific Learning

Developmental Disorders interrupt normal development in childhood and involve significant handicaps, with onset before 18 years, which affect adaptive, self-help, cognitive and/or social skills. One of the most commonly occurring developmental disorders in normal school going children in India is Specific Learning Disability (3 % to 10%, Arun et al.,2013). The essential feature of Learning Disabilities is the presence of average to above average intelligence with large discrepancies between their abilities and specific areas of difficulty (DSM IV-TR, 2000). Parents play a crucial role in facilitating and maintaining gains in children with developmental disorders. Managing developmental disorders in children affects various aspects of the wellbeing of parents- the primary caregivers. This study focuses on the Quality of Life and Parenting Stress among parents whose children have Learning Disabilities. One hundred parents whose children were diagnosed with Learning Disability were involved in this study. The tools used were the World Health Organization Quality of Life Questionnaire (1996) and the Parenting Stress Scale by Judy. O. Berry (1995). Comparison with 100 parents whose children were normal was also studied and significant results were obtained. Gender differences in the experience of Quality of Life and Parenting Stress among parents whose children were diagnosed with Learning Disability was also seen. The study also explored the relationship between the Quality of Life and Parenting Stress experienced by parents whose children have Learning Disability. The relationship between the Quality of Life and Parenting Stress experienced by parents whose children are normal was also studied. The results of this study highlight the importance of integrating parental counselling and psycho-education for the effective management of Specific Learning Disability.

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