Challenging and distressed behaviour in people with learning disabilities: The role of learning disability nursing

2014 ◽  
pp. 238-264
Keyword(s):  
Learning Disabilities ◽  
Learning Disability

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.

National occupational standards and professional requirements

2009 ◽  
pp. 523-540
Keyword(s):  
Quality Of Life ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Standards Of Care ◽  
Codes Of Practice ◽  
Health And Social Care ◽  
Professional Requirements ◽  
Occupational Standards

QA statement of intellectual disability nursing 524 Nursing and Midwifery Council (UK) 526 An Bord Altranais—requirements 528 Codes of practice 530 Unsafe standards of care 532 Recording and reporting 534 Complaints 536 Right to independent advocacy 538 ‘Programmes in the learning disabilities branch of nursing prepare nurses to work with people with a range of learning disabilities and with their families and significant others. Learning disability nurses’ work is underpinned by the concepts of partnership, inclusion and advocacy. The role of the learning disability nurse, specifically, is to assist and support people to become and remain healthy, to improve their competence and quality of life, and to fulfill their potential. Learning disability nurses work with people with a spectrum of needs and abilities in a wide variety of settings, often working collaboratively with professionals from a range of health and social care agencies. This support may take place in the National Health Service (NHS), voluntary or independent sector, or in the patient/client’s own home’....

scholarly journals Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status

2018 ◽  
Vol 52 (2) ◽  
pp. 135-145 ◽  
Author(s):  
Florina Erbeli ◽  
Sara A. Hart ◽  
Jeanette Taylor
Keyword(s):  
Learning Disabilities ◽  
Family History ◽  
Learning Disability ◽  
Positive Family History ◽  
Reading Behavior ◽  
Achievement Outcomes ◽  
History Of ◽  
Mean Differences ◽  
Achievement Outcome

A risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the role of family history status in explaining etiological (genetic and environmental) differences among these subgroups of children has yet to be established. The present study of 872 twins ( Mage = 13.30, SDage = 1.40) from the Florida Twin Project on Reading, Behavior, and Environment utilized a multigroup approach to examine etiological differences on reading, spelling, and math among two subgroups defined by family history status. Results showed significant mean differences on all achievement outcomes, aside from math; however, no significant etiological differences on any achievement outcome were found among the two subgroups. Results support previous literature that the risk for developing a learning disability is transmitted through a family, but this is seemingly not manifested by differential etiology.

Reflections on writing and exhibiting learning disability history: commentary on “Spina Bifida and Hydrocephalus: Our Heritage”

2017 ◽  
Vol 22 (3) ◽  
pp. 132-135
Author(s):  
Simon Jarrett ◽  
Nicola Clare Grove
Keyword(s):  
Learning Disabilities ◽  
Spina Bifida ◽  
Learning Disability ◽  
Design Methodology ◽  
Content Type ◽  
Disability History ◽  
The Past ◽  
Victim Status ◽  
Critical Issues

Purpose The purpose of this paper is to comment on the article “Spina Bifida and Hydrocephalus: Our Heritage – the role of heritage exhibitions in tackling social isolation.” Design/methodology/approach This provides some further reflection and points for discussion on topics arising from the themes in the original article. Findings Issues are raised about the medicalisation of conditions and the ways in which a social and cultural model of disability challenges preconceptions and assumptions about personhood and victim status. Reference is made to the broader context of hidden histories and the ways in which people with learning disabilities are now taking active roles in reclaiming the story of their lives in the past and now. Originality/value The paper aims to raise awareness of critical issues of learning disability history prompted by the original paper.

scholarly journals 978 Improving Satisfaction in Patients with Learning Disabilities

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
G McConaghie ◽  
J Mistry ◽  
K Thakkar ◽  
D Wigley ◽  
G Lam
Keyword(s):  
Learning Disabilities ◽  
Patient Satisfaction ◽  
Learning Disability ◽  
Target Population ◽  
Small Target ◽  
Point Scale ◽  
Patient Understanding ◽  
One Year ◽  
Doctor Communication

Abstract Aim Patients with learning disabilities (LD) are less satisfied because they do not fully understand their surgical management. Poor communication between doctors & LD patients leaves them unhappy & reluctant to seek further help. We aimed to improve satisfaction in 90% of patients. Method In one year in a midlands DGH 201 patients with an LD were admitted. Interviews were conducted which highlighted key problems. Multiple ideas were reviewed, and the simple but effective intervention was a brightly coloured prompt sheet with 4 questions placed in the patient notes: Have you explained: A simple scale tracked the patient & carer satisfaction over 8 weeks as the prompt sheets were introduced to patient notes by the learning disability nurses. Results A 90% increase in patient satisfaction was not achieved but considerable positive feedback was. Moreover, the LD nurses witnessed an increased use of hospital passports among doctors as well as improved patient-doctor communication. A small target population restricts the rapid collection of large amounts of data. The patient satisfaction measure was qualitative, and a 10-point scale would have detailed smaller changes. Lack of carer continuity also made it difficult to collect consistent data. Conclusions The role of learning disability nurses is key to improving patient understanding and satisfaction, but they can be assisted by channelling and maintaining initiatives to raise awareness of the needs of these patients.

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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.

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