Memory work and the historical context of learning disabilities

2018 ◽  
pp. 21-38
Author(s):  
Sarah Housden
Keyword(s):  
Learning Disabilities ◽  
Historical Context ◽  
Memory Work ◽  
Context Of Learning

Observations From the Architects of the Fields of Learning Disabilities and Emotional/Behavioral Disabilities

2019 ◽  
Vol 54 (5) ◽  
pp. 319-327
Author(s):  
Steven P. Chamberlain
Keyword(s):  
Learning Disabilities ◽  
Historical Context ◽  
Behavioral Disabilities ◽  
Historical Perspectives ◽  
Emotional Behavioral Disabilities ◽  
The 1950S

In 2010, Intervention in School and Clinic undertook a project to interview “giants” in the fields of learning disabilities and emotional/behavioral disabilities. The purpose of the interviews was to document the perspectives and reflections of leaders who had contributed to their respective fields over several decades (i.e., in most instances spanning back to the 1950s or 1960s) in order to provide a historical context for current and future professionals to envision a successful future. Contributors were asked to discuss their careers and their historical perspectives about their fields and to focus on areas of success and struggles. Interviews from 29 contributors were reviewed for this article, which focuses on concerns and reasons for optimism in both fields. Themes across interviews are described, along with highlights of contributors’ observations.

Foraging for Coherence in Neuroscience: A Pragmatist Orientation

2016 ◽  
Vol 13 (1) ◽  
pp. 1-28 ◽  
Author(s):  
Jay Schulkin
Keyword(s):  
Common Sense ◽  
Historical Context ◽  
Human Vulnerability ◽  
The Social ◽  
Context Of Learning ◽  
Epistemic Orientation ◽  
The Brain ◽  
Pragmatist Philosophy

Foraging for coherence is a pragmatist philosophy of the brain. It is a philosophy anchored to objects and instrumental in understanding the brain. Our age is dominated by neuroscience. A critical common sense underlies inquiry including that of neuroscience. Thus a pragmatist orientation to neuroscience is about foraging for coherence; not overselling neuroscience. Foraging for coherence is the search for adaptation – diverse epistemic orientation tied ideally to learning about oneself, one’s nature, and one’s history in the context of learning about the brain. Neuroscience is about us: Our desires, habits, styles of reason, human vulnerability, and abuse. The language of the neuron, or the gene, or the systems does not replace the discussion about us as the person, in the social and historical context.

Understanding the Legal Framework

2017 ◽  
Author(s):  
Carleen Franz ◽  
Lee Ascherman ◽  
Julia Shaftel
Keyword(s):  
Learning Disabilities ◽  
Civil Rights ◽  
Students With Disabilities ◽  
Historical Context ◽  
Legal Framework ◽  
Basic Knowledge ◽  
School Students ◽  
Educational Legislation ◽  
Public School Students ◽  
Individuals With Disabilities Act

This chapter describes the historical context of the legal basis of protections for students with disabilities by tracing civil rights and educational legislation of the last century. The Individuals With Disabilities Act of 2004 (IDEA) is described in detail, along with procedures and requirements for identifying students with Specific Learning Disabilities in school settings. The requirements for assessing, identifying, and qualifying public school students with learning disabilities are complex and time-consuming, which makes them difficult for families and nonschool personnel to comprehend. The Americans With Disabilities Act of 1990 and its 2008 Amendments Act are also described. A basic knowledge of relevant legal protections will assist the clinician to better support students and families.

scholarly journals Międzynarodowa mobilność edukacyjna jako determinanta rozwoju osobistego i zawodowego studentów

2021 ◽  
Vol 20 (2) ◽  
pp. 217-230
Author(s):  
Magdalena Zapotoczna
Keyword(s):  
Labour Market ◽  
Statistical Data ◽  
Historical Context ◽  
Academic Mobility ◽  
Career Opportunities ◽  
Student Exchange ◽  
Context Of Learning ◽  
Erasmus Programme ◽  
European Programme

The aim of the article is to analyze the extent, to which the participation of students in learning mobility projects on the example of the Erasmus+ programme influences the improvement of their individual skills desired from the perspective of the labour market. The text begins with an introduction that outlines the background to the considerations undertaken. Next, the historical context of learning mobility in Europe and the process of internationalization of universities are presented as one of the consequences of the globalizing labour market. In the following part of the article we characterized the best known European programme promoting academic mobility Erasmus+. The end of the article contains a review of the research on the competences of beneficiaries of learning mobility projects, supported by statistical data, and an attempt to draw a link between participation in student exchange and the chances of finding a satisfactory employment after graduation. The analysis shows that graduates with foreign mobility experience develop a number of characteristics and skills, that increase their employability and career opportunities.

A Clinician's Guide to Learning Disabilities

2017 ◽  
Author(s):  
Carleen Franz ◽  
Lee Ascherman ◽  
Julia Shaftel
Keyword(s):  
Learning Disabilities ◽  
Educational Achievement ◽  
School Setting ◽  
Historical Context ◽  
Evaluation Process ◽  
Detailed Examination ◽  
Legal Framework ◽  
Learning Disorders ◽  
Students With Learning Disabilities ◽  
Dsm 5

A Clinician’s Guide to Learning Disabilities provides succinct descriptions of the various types of learning disabilities that affect educational achievement, illustrated with numerous case studies. Clear descriptions of educational assessment best practices and score reporting simplify the interpretation of psychoeducational reports. An entire chapter on historical context and legal framework describes obligatory supports for students with learning disabilities in all settings. Chapters on preschool assessment and the transition to post–high-school college and career expand the scope of the book beyond the school years. Clinicians who work in nonschool settings view learning disorders through the lens of DSM-5. They may be surprised at IDEA requirements and how the law works to identify and serve students with learning disabilities. Clinicians may not be aware that DSM-5 is not familiar in the school setting and that their diagnoses and recommendations may not have their intended effect. Through detailed examination of relevant special education requirements and procedures, this text addresses and clarifies the confusion that clinicians and families often experience about the lack of diagnostic congruence and differing terminology between DSM-5 and IDEA. No other book describes learning disorders and the psychoeducational evaluation process for mental health clinicians who work with these children and adolescents. A chapter on referral and collaboration will inform clinicians who seek deeper educational knowledge about their clients to better guide students and their families.

scholarly journals Anxiety disorders in people with learning disabilities

2005 ◽  
Vol 11 (5) ◽  
pp. 355-361 ◽  
Author(s):  
Sherva Elizabeth Cooray ◽  
Alina Bakala
Keyword(s):  
Learning Disabilities ◽  
Anxiety Disorders ◽  
Learning Disability ◽  
Psychiatric Disorders ◽  
Intellectual Functioning ◽  
Clinical Implications ◽  
Psychiatric Illnesses ◽  
Context Of Learning

People with learning disabilities are much more vulnerable to psychiatric illnesses, and will increasingly be accessing generic services. Treatment and management of psychiatric disorders is problematic, primarily because of difficulties in diagnosis, since classificatory systems are standardised on people with average intellectual functioning. This article provides an overview of the clinical implications of anxiety disorders within the context of learning disability.

Word Prompt Programs

1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman
Keyword(s):  
Learning Disabilities ◽  
Current Literature ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Written Communication ◽  
Speech Language Pathologists ◽  
Basic Word ◽  
The Matrix ◽  
Language Needs

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

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