Criteria for Discharge of People with Learning Disabilities: A Comparative Analysis

2018 ◽  
pp. 553-577
Author(s):  
Kate Diesfeld
Keyword(s):  
Learning Disabilities ◽  
Comparative Analysis

scholarly journals Analysis of Attributes in the Official Definitions for Learning Disability

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
S. Venkatesan
Keyword(s):  
Learning Disabilities ◽  
Comparative Analysis ◽  
Learning Disability ◽  
Cross Cultural ◽  
Condition Method ◽  
The World ◽  
Official Definitions ◽  
Definition Of ◽  
Conceptual Meaning ◽  
Agreed Definition

Background: The phenomenon of learning disability is increasingly occupying the centre stage all over the world. Still, there is no commonly agreed definition for the condition. Method: This study attempts a comparative analysis of the similarities or differences between 23 official definitions of learning disability derived from various sources. By using a quantitative-cum-qualitative systematic procedure of identification and listing the attributes, prioritizing and rank ordering them, assigning of appropriate weights before deducing their conceptual meaning, observations on the nomenclature and content characteristics of the definitions were created as basic data units to be undertaken in this analysis. Results: There is plurality of definitions amidst varying emphasis on nature or content of especially seven majorly identified attributes with little agreement on what qualities characterize the condition of learning disability. The implications of these findings are discussed in the context of the need for quantifying or establishing the empirical veracity of the identified attributes before explicating a cohesive or meaningful overall re-statement on definition of learning disabilities.  The need for cross cultural and transnational research is highlighted.

scholarly journals Dynamics of Programming and Control, and Serial Organization of Movements as the Basic Components of Handwriting (Based on Grafomotor Test)

2015 ◽  
Vol 20 (1) ◽  
pp. 85-101
Author(s):  
O.V. Kuzeva ◽  
A.A. Romanova ◽  
A.A. Koreev ◽  
T.V. Akhutina
Keyword(s):  
Learning Disabilities ◽  
Comparative Analysis ◽  
Social Factors ◽  
Study Skills ◽  
Neuropsychological Testing ◽  
Writing Skills ◽  
Second Graders ◽  
Primary School Children ◽  
Skills Development ◽  
And Control

We present the results of a longitudinal study of the formation of grafomotor skills in primary school children of 7–9 years old (students of I-II grades). With the help of a computerized test of serial organization of movements and writing in conjunction with the general neuropsychological testing in children, we revealed patterns of study skills development in health and learning disabilities. The development of grafomotor skills from I to II class in successful and unsuccessful learners is uneven: second-graders perform tasks faster and with fewer regulatory errors, but the spatial characteristics of letters deteriorate. Children with learning disabilities have deficit in the formation and automation of grafomotor and writing skills that can be associated with the identified deficiency of programming and monitoring functions in this group, as well as the serial organization of movements. In addition, a comparative analysis of the relationships between age, social factors (class) and the formation of the tested function, allowed to detect a greater social influence on this process.

scholarly journals EXPLORING COMPUTER ASSISTED LEARNING FOR LOW ACHIEVING CHILDREN: A COMPARATIVE ANALYSIS STUDY

2015 ◽  
Vol 77 (29) ◽  
Author(s):  
Siti Zulaiha Ahmad ◽  
Ariffin Abdul Mutalib
Keyword(s):  
Learning Disabilities ◽  
Comparative Analysis ◽  
Cognitive Ability ◽  
Computer Assisted ◽  
Main Concern ◽  
Computer Assisted Learning ◽  
Analysis Study ◽  
Learning Preference ◽  
Learning Assistance ◽  
Similarities And Differences

Learning assistance or support is essential for a learner regardless of their cognitive ability and learning preference. Computer assisted learning (CAL) is one of the facilitation that widely explored as alternative learning assistances with different concepts, approaches, contents and target users. The main concern of this study is to explore and identify learning concepts and approaches that have been employed in previous research for normal and learning disabilities learners. In relation with the intention, 15 articles from past five years (2010 – 2014) are selected for review and analysis processes in this comparative analysis study. The finding shows some similarities and differences of CAL concept and approach for both type of learners. Some insights and suggestions are drawn based on the extracted concepts and approaches specifically for low achieving children as their learning assistance in primary school.

A Study Comparing the Educational Support for Students Experiencing Learning Disabilities in Australia and Saudi Arabia

IJOHMN ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 1-13
Author(s):  
Dr. Adel Mahel Alawfi
Keyword(s):  
Learning Disabilities ◽  
Saudi Arabia ◽  
Comparative Analysis ◽  
Support Systems ◽  
Government Funding ◽  
Diagnostic Approach ◽  
After School ◽  
Education Systems ◽  
Educational Support ◽  
The Right

Learning Disabilities also referred to as (LDs) are very common despite their variations in preference estimates, which are highly dependent on the definition and the nature of the applied diagnostic approach. This study undertakes a comparative analysis of the educational support systems for people with learning disabilities in Australia and Saudi Arabia. Apparently, it can be heart wrecking trying to address the challenges presented by people with LDs. This is especially considering that LDs are life-long problems that can neither be treated nor fixed. Fortunately, with the right interventions and support systems, children with the learning disabilities have the potential to succeed in school and after school lives. Considering that Australia and Saudi Arabia are at different stages of development, the support systems may be varied as well. Although there are different support systems, this paper has primarily focused on three supportive approaches that are applicable in the two countries. Firstly, it has looked at the supportive rules, Acts, and policies. Secondly, the study has also undertaken a comparative analysis of the supportive education systems and teachers in the two countries. Finally, there is a discussion of the supportive government funding.

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