scholarly journals The level of psychological and docial adjustment among a sample of persons with learning disabilities in Asir Region in light of some variables

2020 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Mohamad Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Emotional Intelligence ◽  
Learning Disability ◽  
Social Adjustment ◽  
Department Of Education ◽  
Basic Stage ◽  
Awareness Programs ◽  
Asir Region ◽  
Social Adjustment Scale

<p>This study aimed at investigating the level of psychological and social adjustment in relation to the grade and type of learning disability among persons with learning disabilities in the Asir region. The study was applied to a sample of (350) students studying in schools in the Department of Education in Asir. The sample responded to the psychological and social adjustment scale developed as a tool of the study. The results showed that the level of psychological and social adjustment came with a medium degree, as well as the absence of statistically significant differences in the level of psychological and social adjustment students in the basic stage. In light of the results, the researcher recommended preparing awareness programs for teachers of learning disabilities to identify the various indicators that accompany the phenomenon of psychological and social adjustment for persons with learning disabilities. The study also recommends conducting more studies on psychological and social adjustment and its relationship to other variables, such as emotional intelligence.</p>

scholarly journals The Level of Metacognitive Thinking Among Students with Learning Disabilities

2020 ◽  
Vol 10 (5) ◽  
pp. 343
Author(s):  
Mohamad Khasawneh ◽  
Mohammad Alkhawaldeh ◽  
Fadi Al-Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Saudi Arabia ◽  
Learning Disability ◽  
Learning Difficulties ◽  
Metacognitive Knowledge ◽  
Department Of Education ◽  
Students With Learning Disabilities ◽  
Low Level ◽  
Asir Region

The present study aims at identifying the level of metacognitive thinking among a group of students with learning disabilities (LDs) in Asir region, Saudi Arabia. The present study has taken into account certain variables when investigating this issue such as age, grade, and type of learning difficulties. The sample of this study consisted of 350 students with learning disabilities from schools belong to the Department of Education in Asir Area, Saudi Arabia. To achieve the goal of the study, a scale prepared by the authors was used to measure the level of metacognitive thinking among the students. The results of the study showed that the students had a low level of metacognitive knowledge. The results have also showed no statistically significant differences in the level of metacognitive thinking attributed to age, gender, and the type of learning disability. Based on the results obtained in the present study, some suggestions and recommendations have been provided for further research on this field.

Anxiety and Social Adjustment Problems in Adults With Learning Disabilities

2011 ◽  
Author(s):  
Philip J. Uy ◽  
Ren Krinick ◽  
Lana A. Tiersky ◽  
Nuri Ruzi ◽  
Mitchell Slugh
Keyword(s):  
Learning Disabilities ◽  
Social Adjustment ◽  
Adjustment Problems ◽  
Adults With Learning Disabilities

Specific Learning Disabilities

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.

Deficits in musical rhythm perception in children with specific learning disabilities

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.

The Psychologist-Educator Views the Relationship of Vision to Reading and Related Learning Disabilities

1981 ◽  
Vol 14 (10) ◽  
pp. 565-567 ◽  
Author(s):  
Jules C. Abrams
Keyword(s):  
Learning Disabilities ◽  
Visual Field ◽  
Visual Perception ◽  
Learning Disability ◽  
Visual Defects ◽  
Considerable Controversy ◽  
Visual Problems ◽  
Relationship Of ◽  
The Relationship

The role of visual problems in learning disability has been a source of considerable controversy for many years. One major issue in the continuing argument is the frequent confusion of labels and concepts in the visual field. It is important to view vision as a psychophysiologic mechanism and to differentiate it from a mechanistic orientation emphasizing the eyes. Most visual problems related to learning disability represent a breakdown in the ability of the eyes to function in an harmonious fashion, that is, some interference in binocular function. While visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities.

scholarly journals Learning disability market position statements, are they fit for purpose?

2017 ◽  
Vol 22 (4) ◽  
pp. 198-205 ◽  
Author(s):  
Sarah Broadhurst ◽  
Keri Landau
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Good Practice ◽  
Market Position ◽  
Content Type ◽  
Fit For Purpose ◽  
Potential Impact ◽  
Senior Officers ◽  
Market Shaping

Purpose The purpose of this paper is to review whether current learning disability market position statements (MPS) are actually helping to shape the market and explore their implications for people with learning disabilities and their families. Design/methodology/approach Published learning disability MPS were identified via the Institute of Public Care’s MPS database. The quality of the MPS was analysed using a good practice checklist developed by a range of stakeholders. Findings Learning disability MPS are not currently fit for purpose. They demonstrate that local authorities are not fully engaging in their market-shaping duties, as required under The Care Act 2014. It is suggested that this is in part due to the lack of recognition that market shaping is a council-wide responsibility and can only be successful if senior officers across the council (and their partners) acknowledge this and are held accountable. Unless this happens, people with learning disabilities will continue to lack the enablers that support them to lead the lives they choose in their communities. Originality/value This is the first review of the quality and potential impact of learning disability MPS.

Learning disability and the Scottish Mental Health Act

2017 ◽  
Vol 11 (2) ◽  
pp. 74-82
Author(s):  
Heather Welsh ◽  
Gary Morrison
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Learning Disabilities ◽  
Mental Disorder ◽  
Learning Disability ◽  
Psychotic Disorders ◽  
Content Type ◽  
Mental Health Legislation ◽  
Scottish Government ◽  
Health Legislation

Purpose The purpose of this paper is to investigate the use of the Mental Health (Care and Treatment) (Scotland) Act 2003 for people with learning disabilities in Scotland, in the context of the recent commitment by the Scottish Government to review the place of learning disability (LD) within the Act. Design/methodology/approach All current compulsory treatment orders (CTO) including LD as a type of mental disorder were identified and reviewed. Data was collected on duration and type of detention (hospital or community based) for all orders. For those with additional mental illness and/or personality disorder, diagnoses were recorded. For those with LD only, symptoms, severity of LD and treatment were recorded. Findings In total, 11 per cent of CTOs included LD as a type of mental disorder. The majority of these also included mental illness. The duration of detention for people with LD only was almost double that for those without LD. A variety of mental illness diagnoses were represented, psychotic disorders being the most common (54 per cent). Treatment was broad and multidisciplinary. In all, 87 per cent of people with LD only were prescribed psychotropic medication authorised by CTO. Originality/value There has been limited research on the use of mental health legislation for people with learning disabilities. This project aids understanding of current practice and will be of interest to readers both in Scotland and further afield. It will inform the review of LD as a type of mental disorder under Scottish mental health law, including consideration of the need for specific legislation.

JUDGE LIFTS CALIFORNIA BAN ON IQ TESTS FOR BLACK CHILDREN

PEDIATRICS ◽  
1994 ◽  
Vol 93 (1) ◽  
pp. 31-31
Author(s):  
J. F. L.
Keyword(s):  
Learning Disabilities ◽  
Black Students ◽  
San Francisco ◽  
Minority Groups ◽  
Gifted Students ◽  
Black Children ◽  
Department Of Education ◽  
Iq Testing ◽  
Summary Judgment ◽  
Iq Tests

A federal judge in San Francisco ruled that any parent can arrange for the use of IQ testing in assessing students' learning disabilities, despite arguments that the tests discriminate against minorities. Judge Robert F. Peckham issued a summary judgment ruling in favor of the families of nine black schoolchildren in California. The families were challenging the constitutionality of a statewide ban on the use of standardized intelligence tests for black children in California special-education classes. The state Department of Education in 1986 banned the use of IQ tests for assessing black students, but the ban did not apply to students from other minority groups. Later, black students seeking access to programs for gifted students were exempted from the tests as well.

scholarly journals Development and psychometric properties of the Glasgow Depression Scale for people with a Learning Disability

2003 ◽  
Vol 182 (4) ◽  
pp. 347-353 ◽  
Author(s):  
Fiona M. Cuthill ◽  
Colin A. Espie ◽  
Sally-Anne Cooper
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Depression Scale ◽  
Self Report ◽  
Good Test ◽  
Criterion Validation ◽  
Test Retest Reliability ◽  
Assessment Scales ◽  
Monitoring Progress ◽  
Report Measure

BackgroundThere is no reliable and valid self-report measure of depressive symptoms for people with learning disabilities.AimsTo develop a scale for individuals with learning disability, and a supplementary scale for carers.MethodItems were generated from a range of assessment scales and through focus groups. A draft scale was piloted and field tested using matched groups of people with or without depression, and their carers. The scale was also administered to a group without learning disabilities for criterion validation.ResultsThe Glasgow Depression Scale for people with a Learning Disability (GDS–LD) differentiated depression and non-depression groups, correlated with the Beck Depression Inventory – II (r=0.88), had good test – retest reliability (r=0.97) and internal consistency (Cronbach's α=0.90), and a cut-off score (13) yielded 96% sensitivity and 90% specificity. The Carer Supplement was also reliable (r=0.98; α=0.88), correlating with the GDS–LD (r=0.93).ConclusionsBoth scales appear useful for screening, monitoring progress and contributing to outcome appraisal.

Sign in / Sign up

Export Citation Format

Share Document