scholarly journals Assessing Self Concept and School Adjustment Level of Children with Learning Disability

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Dr. Priyanka Pandey
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Normal Population ◽  
School Adjustment ◽  
Population Data ◽  
Academic Failure ◽  
Self Concept ◽  
Rehabilitation Centre ◽  
Normal Children

The aim of the study is to study attachment and personality in person with self concept, school adjustment and learning disability and compare it with normal children. The data has been collected from Delhi and NCR. The data is collected from rehabilitation centre from Delhi and NCR for self concept, school adjustment and learning disability for normal population data is collected from different schools of the Delhi and NCR. The relationship between self concept and adjustment among children with learning disability. A total sample of 60 children studying in grade 8 to 12 in different schools were selected based on their previous academic performance of the class-tests and teacher’s rating. They were further tested on Adjustment inventory for school studies of A.K.P. Sinha and R.P. Singh and Self concept questionnaire of Dr. Raj Kumar Saraswat. Children with learning disability obtained significantly low score in self-concept and adjustment when compared to normal children. The result indicates a significant relationship between self concept and adjustment. In General, the results indicated that the better adjustment people have, the more ability they will make progress in their life. . However, the differences between the groups were found to be low suggesting that suitable remedial/ intervention programmes may bring the children with difficulty on par with normal children. A child with Learning Disability appears to exhibit emotional problems due to adjustment difficulties resulting from academic failure. Sometimes kids have trouble expressing their feelings, calming themselves down, and reading nonverbal cues, which can lead to difficulty in the classroom and with their peers. Students with undetected learning disabilities might demonstrate undesirable behaviour for a variety of reasons. They might feel angry, sad, lonely, frustrated, or hopeless as a result of focusing on their difficulties. Special needs students are deprived of a suitable education when they are taught at a mismatched level with students how are significantly above their level. Children with learning disabilities may have problems with Academics, social, home and emotional aspects. These problems they may over come through attending special education classes and parental attention. There is a need for special education for children with learning disability and conduct awareness programmes regarding learning disability and their common problems.

Visual and Auditory Learning Processes in Normal Children and Children with Specific Learning Disabilities

1970 ◽  
Vol 36 (8) ◽  
pp. 581-589 ◽  
Author(s):  
Harold J. McGrady ◽  
Don A. Olson
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Specific Learning Disabilities ◽  
Learning Processes ◽  
Social Stimuli ◽  
Normal Children ◽  
Auditory Learning ◽  
Disability Group ◽  
Specific Learning

The study was intended to describe and compare the psychosensory functioning of normal children and children with specific learning disabilities. Each of these children was given an automated battery of 13 psychosensory tests representing various combinations of auditory and visual intra and intersensory conditions for verbal, nonverbal-nonsocial, and nonverbal-social stimuli. On the psychosensory evaluation the learning disability groups made significantly more errors on the verbal psychosensory functions, regardless of the sensory conditions. The learning disability group also performed these tasks more slowly than normal children in nearly every comparison.

Report IV: Service Materials and Content Monographs

1975 ◽  
Vol 8 (10) ◽  
pp. 613-623
Author(s):  
Gerald M. Senf ◽  
Anthony H. Luick ◽  
Beverly P. Sawyer
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Early Identification ◽  
Theoretical Conception ◽  
Cooperative Directors

This is the final paper in a four-part series describing the products of a statewide learning disability program in Illinois called Project SCREEN. The previous articles described (1) a newly developed, multifaceted, group early identification instrument called SCREEN© (Senf & Comrey 1975), (2) the theoretical conception of learning disabilities and a survey of Illinois special education cooperative directors (Senf & Sushinsky 1975), and (3) attitudes regarding learning disabilities expressed by Illinois professionals and state LD consultants nationwide (Senf & Grossman 1975). This article describes a series of resource documents produced under the auspices of Project SCREEN.

Perspective from the other Side: A Message of Hope for Learning Disability Teachers and Students

1984 ◽  
Vol 7 (4) ◽  
pp. 295-298 ◽  
Author(s):  
David Quinn
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Public Education ◽  
Learning Disability ◽  
Educational System ◽  
School System ◽  
Learning Disabled ◽  
The Other ◽  
Equal Access ◽  
Teachers And Students

I am a learning disabled adult deeply concerned about the education of atypical children in general and the learning handicapped in particular. Now in my early thirties, I entered the school system before enactment of state and federal legislation mandating equal access to public education for the handicapped. Although great strides have been made since special education and learning disabilities were neophyte disciplines, glaring inequities remain. My purpose in writing this essay is to use my experience within and outside the educational system to reflect upon the distance we have traveled and the difficult path we still must traverse. Additionally, I will offer hope and encouragement to both teachers of the learning disabled and their students in the form of valid avenues of improvement.

scholarly journals A Library Research: Teaching English to English Language Learners with Learning Disabilities

2019 ◽  
Vol 1 (2) ◽  
pp. 36
Author(s):  
Siti Dwi Karmila ◽  
Jamie Harrison
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
English Language Learners ◽  
Learning Disability ◽  
Language Learners ◽  
Teaching Strategies ◽  
English Language ◽  
General Setting ◽  
Education School ◽  
Special Education School

Lack of knowledge about learning disability makes the English teachers in developing non-English speaking countries hardly distinguish the presence of students with learning disability among their students in their general setting classroom. Then, when they are able to identify their students having learning disabilities, other problems comes up since the schools do not have enough resources and special education services. It is so problematic since they cannot send these students to special education school as learning disability (LD) is still considered mild to attend the special education school. Related to the problem mentioned, this paper provides some teaching strategies from some experts that can be used to teach both students with and without learning disability in general setting classroom. These teaching strategies will be collected through reviewing all empirical research related to the topic. The result of this paper is a set of collected strategies to teach English language learners (ELLs) with and/or without learning disability (LD).

Social Position Variables of Specific Learning Disabilities: A National Perspective

2018 ◽  
Vol 40 (4) ◽  
pp. 504-515
Author(s):  
Magdalys Velázquez-Ramos ◽  
Israel Sánchez-Cardona ◽  
Cynthia García Coll
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Health Insurance ◽  
Insurance Coverage ◽  
Population Data ◽  
Health Insurance Coverage ◽  
Specific Learning Disabilities ◽  
Social Position ◽  
National Perspective ◽  
Specific Learning

This article examined the association between social position variables (i.e., Hispanic, health insurance coverage, and poverty rates) on the prevalence of specific learning disabilities (SLD) in students between 3 and 21 years of age. We used the 2012 to 2013 U.S. population data from the U.S. Department of Education, Office of Special Education Program, and the American Community Survey for the 50 states, Puerto Rico, and Washington, D.C. Results indicate that states with higher rates of Hispanics were related to higher rates of SLD, while lower rates of no health insurance coverage were related to lower SLD rates. We conclude that Hispanic students are at a higher risk of being diagnosed with SLD, while having no health insurance coverage might be a detriment to be properly diagnosed. The importance of a national perspective in disabilities and the role of social position variables on special education are discussed.

scholarly journals Ajuste escolar y autoconcepto académico en la Educación Secundaria

2018 ◽  
Vol 37 (1) ◽  
pp. 163-179 ◽  
Author(s):  
Oihane Fernandez-Lasarte ◽  
Eider Goñi ◽  
Igor Camino ◽  
Miren Zubeldia
Keyword(s):  
School Adjustment ◽  
Predictive Ability ◽  
Academic Failure ◽  
The Self ◽  
Self Concept ◽  
Significant Relationships ◽  
Middle Adolescence ◽  
Las Mujeres ◽  
Oral Skills ◽  
The Relationship

El ajuste escolar es un factor prioritario a considerar para comprender y dar una respuesta psicoeducativa a los crecientes problemas de fracaso escolar, absentismo y convivencia en las aulas. Por su parte, el autoconcepto juega un papel decisivo en el ajuste del alumnado. Los objetivos de este estudio son analizar la relación entre las dimensiones académica y global del autoconcepto y las escalas del ajuste escolar; examinar las diferencias en el ajuste escolar, así como en el autoconcepto académico y global, según el sexo y la edad del alumnado; y comprobar la capacidad explicativa del dominio académico y global del autoconcepto sobre el ajuste escolar. En el estudio participan 1468 estudiantes entre 12 y 17 años (M= 14.03; D.T.= 1.36), 51% mujeres y 49% hombres. Se emplean la Escala Breve de Ajuste Escolar –EBAE– y el Cuestionario de Autoconcepto Dimensional –AUDIM–. El autoconcepto mantiene relaciones significativas con el ajuste escolar. Por otra parte, las mujeres informan de un mayor ajuste escolar y autoconcepto académico verbal, mientras que los hombres perciben un mayor autoconcepto académico matemático y global. Además, el autoconcepto y el ajuste escolar son mayores en la adolescencia temprana que en la adolescencia media. Por último, el autoconcepto académico y global tienen una capacidad predictiva grande-moderada sobre las dimensiones del ajuste escolar, siendo destacable la influencia del autoconcepto académico sobre el rendimiento escolar. School Adjustment is considered to be an outstanding factor in order to understand and give a pshycoeducational response to the growing problems of academic failure, truancy and cohabitation in the classroom. Self-concept has likewise an essential role in students’adjustment. The aims of this study are to analyse the relationship among Academic and Global dimensions of Self-concept and School Adjustment’s scales; to examine the differences in School Adjustment, as well as in Academic and Global Self-concept, according to the students’gender and age; and to check predictive ability of Academic and Global Self-concept on School Adjustment. 1468 students participated in this studybetween 11 and 17 years of age (M=14.03; SD= 1.36), 51% women and 49% men. The Brief Scale of School Adjustment (EBAE) and the Multidimensional Self-Concept Questionnaire (AUDIM) were implemented. The School Adjustment keeps significant relationships with the Self-concept. Furthermore, women have been considered to have a larger School Adjustment and Academic Self-concept in oral skills, while men perceive better the Mathematic and Global Self-concept. Besides, the Self-concept and the School Adjustment are larger in the early adolescence than in the middle adolescence. Finally, the Academic and Global Self-concept have a high and moderate predictive ability about the School Adjustment’s dimensions, and the Academic Self-concept a remarkable influence regarding the academic achievement.

Tic Disorders and Learning Disability: Clinical Characteristics, Cognitive Performance and Comorbidity

2013 ◽  
Vol 37 (2) ◽  
pp. 162-172 ◽  
Author(s):  
Valsamma Eapen ◽  
Rudi Črnčec ◽  
Sarah McPherson ◽  
Corina Snedden
Keyword(s):  
Mental Health ◽  
Special Education ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Tourette Syndrome ◽  
Clinical Characteristics ◽  
Tic Disorders ◽  
Educational Setting ◽  
Tic Disorder ◽  
Mental Health Difficulties

Tics are involuntary movements or sounds. Tourette syndrome is one of a family of tic disorders that affect around 1% of the population but which remains underrecognised in the community. In paediatric special education learning disability classes, the prevalence of individuals with tic disorders is around 20–45% — higher still in special education emotional/behavioural classes. Given the high rates of individuals with tic disorders in special education settings, as well as the unique challenges of working in an educational setting with a person with a tic disorder, it is incumbent upon professionals working in these settings to be cognisant of the possibility of tic disorders in this population. This review seeks to provide an overview of tic disorders and their association with learning and mental health difficulties. The review focuses on an exploration of factors underpinning the association between tic disorders and learning disabilities, including neurocognitive corollaries of tic disorders and the influence of common comorbidities, such as ADHD, as well as upon strategies to support individuals with tic disorders in the classroom.

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