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.

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.

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.

scholarly journals The development of an ontology model for early identification of children with specific learning disabilities

2019 ◽  
Vol 9 (6) ◽  
pp. 5486
Author(s):  
Rosmayati Mohemad ◽  
Nur Fadila Akma Mamat ◽  
Noor Maizura Mohamad Noor ◽  
Arifah Che Alhadi
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Early Identification ◽  
Development Process ◽  
Specific Learning Disabilities ◽  
Ontological Engineering ◽  
Ontology Model ◽  
Education Environment ◽  
Five Phases ◽  
Specific Learning

<span lang="EN-US">Ontology-based knowledge representation is explored in special education environment as not much attention has been given to the area of specific learning disabilities such as dyslexia, dysgraphia and dyscalculia. Therefore, this paper aims to capture the knowledge in special education domain, represent the knowledge using ontology-based approach and make it efficient for early identification of children who might have specific learning disabilities. In this paper, the step-by-step development process of the ontology is presented by following the five phases of ontological engineering approach, which consists of specification, conceptualization, formalization, implementation, and maintenance. The details of the ontological model’s content and structure is built and the applicability of the ontology for early identification and recommendation is demonstrated.</span>

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.

Eligibility for Special Education in Elementary School: The Role of Diverse Language Experiences

2018 ◽  
Vol 49 (4) ◽  
pp. 889-901 ◽  
Author(s):  
Brianna L. Yamasaki ◽  
Gigi Luk
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Low Income ◽  
Communication Disorders ◽  
Native English Speakers ◽  
Specific Learning Disabilities ◽  
English Speakers ◽  
Elementary And Secondary Education ◽  
5Th Grade ◽  
Specific Learning

Purpose We examined the association between language experience and elementary students' eligibility for special education in Massachusetts. Method A secondary descriptive data analysis was conducted on the anonymized demographic data obtained from the Massachusetts Department of Elementary and Secondary Education. Third, 4th, and 5th grade students were categorized into native English speakers, English-proficient bilinguals, and emerging bilinguals. Eligibility for free or reduced lunch was also considered. Proportions of students eligible for autism, communication disorders, and specific learning disabilities (including those with dyslexia) were calculated. Results A strong association was observed between students' language background and whether they were eligible for free/reduced lunch. Children eligible for free/reduced lunch were more likely to be eligible for special education. Relative to native English speakers, English-proficient bilingual students were less likely to be considered eligible for special education. However, for emerging bilinguals, eligibility was lowest in 3rd grade and highest in 5th grade. This observation was most apparent in the category of specific learning disabilities. Conclusions Students from diverse language and low-income backgrounds were disproportionately represented in special education. More substantial research–practice partnerships are warranted to understand how bilingual experience and socioeconomic status interact with eligibility for special education services in public school settings.

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