Learning Disabled

The majority of studies on the effects of a diagnosis of learning disability in the family have employed traditional ‘loss’ and ‘stress reaction’ paradigms. In contrast to this approach, the current analysis employed a form of discourse analysis to explore the ways in which parents represented the ‘problem’ during the process of assessment of their child for an autistic spectrum disorder. The analysis suggested that parents employed three main discourses in their talk about the ‘problem’, which were termed the discourse of normal development, the medical discourse and the discourse of disability. The ways in which these discourses were used in constructing the ‘problem’, their relationship to each other and the discursive work underlying the diagnosis are discussed. Although this study focused on the specific case of autism, it is suggested that the findings could inform thinking around the complex ways in which medical diagnosis is constructed by families and extend our understandi...

The effect of prolonged iodine deficiency on learning and motivation was studied. One hundred male children--matched for age, socioeconomic status, and formal education--were selected from both severely iodine-deficient (SID) and mildly iodine-deficient (MID) villages. Mean urinary iodine excretion was significantly lower in the SID than in the MID group (219.84 +/- 57.52 compared with 449.14 +/- 32.31 nmol/L, P < 0.001). The serum thyroxine concentration was significantly lower (90.36 +/- 6.46 compared with 123.70 +/- 15.42 nmol/L, P< 0.001) and serum thyroid-stimulating hormone (TSH) was significantly higher in the SID group than in the MID group (6.23 +/- 0.34 compared with 4.85 +/- 0.28 mU/L, P< 0.01). The children were administered maze, verbal, and pictorial learning tasks and a test of motivation. The results showed that SID children are slow learners compared with MID children. In both groups the rate of learning over trials was superior in younger (aged 9-12 y) chi...

This is a case study of a 17-year-old boy with a moderate learning disability who had a severe phobia of dogs. A systematic desensitization approach with relaxation and modelling was used to manage his phobic response to dogs. A hierarchy of fear was identified, and progress was made by increasing the level of exposure to dogs whilst controlling for anxiety levels. Results showed that after 28 sessions (980 min), M.V. (the client) was able to manage his both behaviour and anxiety level when in contact with unfamiliar loose dogs. The study highlighted the importance of selecting an appropriate model and brought into light some ethical concerns in working with young people who have fears of possibly dangerous animals such as dogs.

EEG intrahemispheric coherences (HCohs) in the resting state in twenty-four 4 Hz frequency windows between 1 and 51 Hz were studied in 18 children with "non-verbal learning disorder" (NLD) and compared to a group of 18 children with "verbal learning disorder" (VLD). New facts were found in the NLD group. These concern hemispheric balance, expressed as left minus right (L-R) homologous HCohs: 1a). In the high frequencies (25-51 HZ) the number of long-distance HCohs, higher in the right hemisphere (RH), is lower than HCohs, which are higher in the left hemisphere (LH). A reversed interhemispheric asymmetry is seen for short distance HCohs in that band. These asymmetries are not found in the VLD group, and the tendency is even reversed. 1b). In the low frequencies (1-27 Hz) all higher HCohs are more numerous in the RH, irrespective of interelectrode distance (IED). In these bands there are no NLD-VLD group differences; 2). In NLD there is a significant inverse relat...

We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement.

Forty-five children with mathematics learning disabilities, with and without comorbid reading disabilities, were compared to 45 normally achieving peers in tasks assessing basic numerical skills. Children with mathematics disabilities were only impaired when comparing Arabic digits (i.e., symbolic number magnitude) but not when comparing collections (i.e., non-symbolic number magnitude). Moreover, they automatically processed number magnitude when comparing the physical size of Arabic digits in an Stroop paradigm adapted for processing speed differences. Finally, no evidence was found for differential patterns of performance between MD and MD/RD children in these tasks. These findings suggest that children with mathematics learning disabilities have difficulty in accessing number magnitude from symbols rather than in processing numerosity per se.

We compared the level of agreement among four models used to diagnose learning disabilities (LD), including the simple discrepancy, intraindividual, intellectual ability—achievement, and underachievement models. The sample included 170 clinic-referred university students. The simple discrepancy model diagnosed significantly more students with LD than the other three models. The highest degree of agreement occurred between the intraindividual and intellectual ability—achievement models (70%); the lowest level of agreement occurred between the simple discrepancy and underachievement models (48%). Finally, only two of the six comparisons among the four models demonstrated significant correlations. We conclude that even when discrepancy models diagnose similar numbers of students with LD, the same students are not diagnosed across different models.

The work of two paediatric nurses working full-time in special schools was monitored over a full school year. Most of their time was spent on routine tasks with small numbers of pupils who required enteral feeding and suctioning. They were also responsible for administering medications to around 1 in 6 of the pupils. Both nurses had an involvement in staff training and health promotion classes; more so in one school than the other. In two similar schools which did not have a nurse, the routine tasks were done mainly by teachers or assistants ...

Paroxysmal tonic upgaze of childhood has been described as a benign distinctive syndrome of abnormal ocular movement, with or without concomitant ataxia. After the first observation of four children, a further 29 patients have been reported with a wide spectrum of neurologic abnormalities such as ataxia, unsteady of gait, learning disabilities and mental retardation at follow-up. Electroencephalograms were normal in all the subjects and magnetic resonance imaging showed deficient myelination in only one patient. Recently it has been suggested that paroxysmal tonic upgaze could be a heterogeneous syndrome, ranging from a simply age-dependent manifestation to a clinical appearance of a variety of disorders affecting the corticomesencephalic loop of vertical eye movement. Moreover, it also could be an early sign of more widespread neurologic dysfunction. We describe three patients who presented paroxysmal tonic upgaze; in one, ataxia was present; in the second child, ataxia and languag...

There is no place where, disabled people's rights are not violated. The discrimination, oppression, violence and abuse faced by disabled people don’t respect boundaries, wealth or poverty. As a result of our experience, and articulation of our own situation, disabled people have a unique understanding of what constitutes "development" and the social change that is required to ensure our equalization of opportunities and the enhancement of rights. This unique understanding has shown us that strategic change cannot happen on one front alone. To ensure the empowerment and inclusion of disabled individuals in the development of their own communities and states, strategies for change must be devised to: