scholarly journals Prevalence of Scotopic Sensitivity Syndrome among Arab Students with and without Learning Disabilities

2021 ◽  
Vol 13 (2) ◽  
pp. 299-305
Author(s):  
Suhail Mahmoud Al-Zoubi
Keyword(s):  
Learning Disabilities ◽  
Differential Diagnosis ◽  
Lateral Geniculate Nucleus ◽  
Academic Skills ◽  
Male Students ◽  
Prevalence Rates ◽  
Scotopic Sensitivity ◽  
Arab Students ◽  
Made In ◽  
Dyslexic Students

Scotopic Sensitivity Syndrome (SSS) is neurologically caused by a dysfunction of magnocellular and parvocellular cells in the Lateral Geniculate Nucleus (LGN) of the thalamus. The SSS negatively affects the speed and movement of visual stimuli especially those related to academic skills. Because of the comorbidity of the SSS and learning disabilities (LDs), erroneous diagnoses may be made in differentiating between them, and this led the international scholars and researchers to focus on differential diagnosis. In the Arab context, it is essential to find an Arab indicator of the prevalence of the SSS among students with and without LDs. This research aims at determining the prevalence of the SSS among Arab students with and without LDs, as well as to identify the SSS prevalence in dyslexic students. A total of 1657 participants visited Irlen’s clinics in the Arab states. The participants' data are obtained from 6 of these clinics. The results indicated that the general prevalence rates of SSS are 31% among students without LDs, 45% among students with LDs, and 55% among dyslexic students. These rates are in favor of male students.

Workshop 1: Differential Diagnosis

1997 ◽  
Vol 9 (S1) ◽  
pp. 85-86
Author(s):  
Martin Rossor
Keyword(s):  
Differential Diagnosis ◽  
Cognitive Impairment ◽  
Memory Impairment ◽  
The Other ◽  
Neuropsychological Measures ◽  
Clinical Criteria ◽  
Dementia Syndrome ◽  
Number Of Patients ◽  
Diagnostic Modalities ◽  
Made In

We were asked to consider differential diagnosis. We decided that it really is different from the other diagnostic modalities and cannot be treated in the same way as, for example, global or neuropsychological measures. In the context of this meeting, we believed it would be appropriate to consider clinical criteria. Thus, clinical criteria for the dementia syndrome as well as for specific diseases were discussed. We recognized that in the future, an increasing number of patients will present with cognitive impairment who do not fulfill the clinical criteria for dementia. These patients may alternatively have an isolated memory impairment syndrome. Nevertheless, a diagnosis will still need to be made in these patients, at least in terms of the underlying molecular pathology, in order to implement potential treatments.

One Point of View: Let the Learning Disabled Learn

1986 ◽  
Vol 33 (5) ◽  
pp. 2
Author(s):  
Nancy Bley
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Point Of View ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Teacher Education Programs ◽  
Students With Special Needs ◽  
The Past ◽  
Assisted Instruction ◽  
Made In

The past ten or fifteen years have produced numerous changes in the field of education, particularly in mathematic. Many advances have been made in teacher education programs, in the use of mechanical aids, and particularly in the area of computers and computer-assisted instruction. At the same time awarenes has increased of the need to deal more effectively with students with special needs, or those more commonly described as having learning disabilities.

Sexual harassment at a Spanish public university: an examination of victims’ experiences by gender and campus status

2020 ◽  
Vol 4 (1) ◽  
pp. 41-58
Author(s):  
Victoria A Ferrer-Pérez ◽  
Esperanza Bosch-Fiol
Keyword(s):  
Sexual Harassment ◽  
Undergraduate Students ◽  
Public University ◽  
Female Students ◽  
Male Students ◽  
Administrative Staff ◽  
Prevalence Rates ◽  
Research Staff ◽  
Staff Members ◽  
Item Questionnaire

The current study analyses the prevalence of sexual harassment among staff and undergraduate students at a Spanish public university. The EASIS-U, a 38-item questionnaire, was administered to a sample of 1,521 university students, and 172 staff members. Results show that 26.4% of teaching and research staff (TRS), 28.3% of administrative staff (AS), and 15.9% of the students had experienced at least one episode of sexual blackmail behaviour; 30.9% of TRS, 27.0% of AS and 16.0% of the students had experienced at least one episode of physical sexual harassment; and 23.7% of TRS, 34.4% of AS and 17.1% of the students had experienced at least one episode of verbal sexual harassment. A comparison of staff and students revealed significant differences in prevalence rates, with staff reporting higher rates of unwanted contact than students. Contrary to expectations, male students reported more sexual harassment than did female students. We analyse the possible reasons for these results.

Allergies and Learning Disabilities

1985 ◽  
Vol 8 (4) ◽  
pp. 255-260 ◽  
Author(s):  
James A. McLoughlin ◽  
Michael Nall ◽  
Joseph Petrosko
Keyword(s):  
Learning Disabilities ◽  
Emotional Disorders ◽  
School Attendance ◽  
Learning Disabled ◽  
Learning Problems ◽  
Achievement Scores ◽  
Popular Press ◽  
Social Emotional ◽  
Medical Symptoms ◽  
Made In

Numerous connections between allergies and learning disabilities have been made in the popular press and other media directed to parents of the learning disabled. This article briefly traces the reasons for this association and critically analyzes existing research of such factors as school underachievement and learning problems, listening and hearing problems, absenteeism, and social-emotional disorders. Results of a comparison of group achievement scores, school attendance records, and medical symptoms of allergic and nonallergic students with and without learning disabilities raise serious questions about the purported relationship between allergies and learning problems.

The Language-Minority Student and Special Education: Issues, Trends, and Paradoxes

1994 ◽  
Vol 60 (4) ◽  
pp. 310-322 ◽  
Author(s):  
Russell Gersten ◽  
John Woodward
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Bilingual Education ◽  
Minority Groups ◽  
Minority Student ◽  
Academic Skills ◽  
Language Minority ◽  
Systematic Instruction ◽  
Natural Approach ◽  
Key Issues

Because of immigration pressures, the classrooms of many teachers include students from language-minority groups; these teachers often turn to special education for assistance. This article examines key issues and tensions in the areas of referral and special education instruction for these students. Potential solutions derive from two sources: first, the increasing consensus regarding effective approaches to bilingual education; second, the growing belief that these students need both systematic instruction in academic skills and a more “natural” approach to language to promote comprehension and use of English. The article discusses the collaborations needed in the fields of learning disabilities, bilingual education, and special education.

scholarly journals Asesmen dan Penyusunan Program Pendidikan Individual Bagi Anak Berkesulitan Belajar Spesifik

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Miftahul Aula Saadah
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Cognitive Process ◽  
Individualized Education Program ◽  
Academic Skills ◽  
Brain Dysfunction ◽  
Assessment Process ◽  
Academic Tasks ◽  
Learning Mathematics ◽  
External Learning

Children with learning disability are children who have disability in academic tasks caused by minimal brain dysfunction or in basic psychology, so that the learning achievement is not in accordance with the actual potential and to develop their potential optimally require special education. Learning disabilities that are internal [learning disability] and learning disabilities that are external [learning problem] show almost the same symptoms that is the disability in learning mathematics/dyscalculis, dyslexia and dysgraphia and the existence of difficulties in behavior. Therefore, to recognize the difficulty of learning can be done by looking for links between academic skills [dyslexia, dysgraphia, and dyscalculis] with pre-academic skills [linguistic awareness and basic cognitive process skills] through the identification process. After the identification then proceed with the assessment process to find out the needs of children who will be used in preparing individualized education program.

scholarly journals Developing the imagination skills among students with learning disabilities in English language

2021 ◽  
Vol 2 (4) ◽  
pp. 1-8
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
English Language ◽  
Study Groups ◽  
Male Students ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Active Learning Method ◽  
The Difference ◽  
Experimental Group

This study explored the effect of active learning on developing imagination skills among students with learning disabilities in English language in Irbid city, Jordan. The study used the experimental approach and was applied to a sample of 60 female and male students, who were chosen purposefully. The sample was divided into two groups, an experimental, which was taught using the active learning method, and a control group, which was taught according to the traditional method. The results revealed the existence of significant differences between the performance of the experimental group and the control group on the post-imagination test in favor of the experimental group. The findings also showed statistically significant differences between the scores of the two study groups on the post-imagination test due to the gender variable, and the difference was in favor of males. In light of the findings of the study, the researcher recommended preparing training programs on active learning and preparing a guide for teachers, which can be used to teach and learn reading, writing, and imagination skills in the basic stage.

Sign in / Sign up

Export Citation Format

Share Document