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.

Performance of Students with Learning Disabilities on Validity Indexes of the Perception of Ability Scale for Students

1992 ◽  
Vol 75 (1) ◽  
pp. 27-34 ◽  
Author(s):  
James W. Chapman ◽  
Frederic J. Boersma
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Learning Problems ◽  
Response Patterns ◽  
Students With Learning Disabilities ◽  
Regular Form ◽  
Disabled Students ◽  
Normally Achieving ◽  
Scale Scores ◽  
Response Biases

The present study examined the performance of 78 students with learning disabilities and 71 normally achieving students in regular Form 1 (Grade 6) classes on three validity indexes of the Perception of Ability Scale for Students, a measure of academic self-concept. The three indexes assess consistency of responding, negative or positive response biases, and misrepresentation of self-perceptions in terms of unrealistic perceptions of perfection in school. Analysis showed that learning disabled students obtained significantly lower Full Scale scores than the normal students, but no significant differences appeared on the three validity indexes. Users of the test can be confident that learning disabled students respond to items in as valid a manner as other students. Having specific learning problems in school should not interfere with response patterns on this scale.

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.

Education Students' Overestimation of the Prevalence of Learning Disabilities

1994 ◽  
Vol 75 (1) ◽  
pp. 195-198 ◽  
Author(s):  
Mark Flynn ◽  
I. W. Kelly ◽  
B. L. Janzen
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Learning Problems ◽  
Negative Consequences ◽  
Education Students ◽  
Upper Limits ◽  
Training Institutions ◽  
Second Year

A number of studies have suggested that educators overestimate the prevalence of learning disabilities in the schools. In this study, we found that 339 first- and second-year education students estimated the prevalence of learning disabilities to be four times higher than the upper limits of prevalence established by experts. Given that mislabelling students as ‘learning disabled’ may have negative consequences for them, the meaning, etiology, and prevalence of students' learning problems should be addressed by training institutions.

Questioning Discrepancies: Retaking the First Step 20 Years Later

1988 ◽  
Vol 11 (3) ◽  
pp. 307-318 ◽  
Author(s):  
Bob Algozzine ◽  
James E. Ysseldyke
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Driving Force ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Achievement Scores ◽  
Grade Levels ◽  
Overall Performance ◽  
General Difference ◽  
Political Economic

The term learning disability was scarsely off the breath of the early pioneers when a profession began questioning its own integrity. Today, the proliferation of students classified as learning disabled (LD) has caused social, political, economic, and educational concerns that, in turn, have produced serious questioning of practices. The driving force behind most conceptualizations of learning disabilities is the discrepancy between ability and achievement; yet, the dimensions of this parameter have not been documented. The purpose of this investigation was to examine the nature and occurrence of discrepancies between ability and achievement scores of students demonstrating average overall performance on commonly used assessment devices. Ability and achievement scores in several domains on individual and group-administered tests were compared. In general, difference patterns of students with average overall performance scores were similar across grade levels and achievement tests. Average discrepancies were generally small; however, wide (30–50 points) ranges were evident at all grade levels for individual and group-administered tests. Implications of these findings for current and future use of discrepancies as estimators of disabilities are discussed.

The Methodological Content of Teacher Education Programs in Learning Disabilities: A Problem of Duplication

1987 ◽  
Vol 10 (4) ◽  
pp. 291-300 ◽  
Author(s):  
Marleen Pugach ◽  
M. Elizabeth Whitten
Keyword(s):  
Teacher Education ◽  
Learning Disabilities ◽  
National Survey ◽  
Learning Disabled ◽  
Learning Problems ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Methods Courses

This article features the results of a national survey of the methodological content of the largest teacher education programs in learning disabilities/mild handicaps. The data describe the relative emphasis of an array of methodologies for remediation taught in major required methods courses. Results indicate that many of the dominant methodologies are those that are commonly included in programs of general teacher education. Further, within a given course, the range of methodologies stressed include those that have proven effective, as well as those proven to be ineffective for remediating learning problems. The article concludes with a discussion of the implications of these results for preparation of teachers of learning disabled and mildly handicapped students.

Concomitant Learning Disabilities and Learning Problems among Students with Behavioral/Emotional Disorders

1991 ◽  
Vol 16 (2) ◽  
pp. 97-106 ◽  
Author(s):  
Marjorie A. Fessler ◽  
Michael S. Rosenberg ◽  
Leon A. Rosenberg
Keyword(s):  
Learning Disabilities ◽  
Emotional Disorders ◽  
Learning Problems

Questioning Discrepancies: Retaking the First Step 20 Years Later

1987 ◽  
Vol 10 (4) ◽  
pp. 301-312 ◽  
Author(s):  
Bob Algozzine ◽  
James E. Ysseldyke
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Driving Force ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Achievement Scores ◽  
Grade Levels ◽  
Overall Performance ◽  
General Difference ◽  
Political Economic

The term learning disability was scarsely off the breath of the early pioneers when a profession began questioning its own integrity. Today, the proliferation of students classified as learning disabled (LD) has caused social, political, economic, and educational concerns that, in turn, have produced serious questioning of practices. The driving force behind most conceptualizations of learning disabilities is the discrepancy between ability and achievement; yet, the dimensions of this parameter have not been documented. The purpose of this investigation was to examine the nature and occurrence of discrepancies between ability and achievement scores of students demonstrating average overall performance on commonly used assessment devices. Ability and achievement scores in several domains on individual and group-administered tests were compared. In general, difference patterns of students with average overall performance scores were similar across grade levels and achievement tests. Average discrepancies were generally small; however, wide (30–50 points) ranges were evident at all grade levels for individual and group-administered tests. Implications of these findings for current and future use of discrepancies as estimators of disabilities are discussed.

Temporal Stability of the Metropolitan Achievement Test When Used with Learning Disabled Children

1980 ◽  
Vol 3 (2) ◽  
pp. 84-86 ◽  
Author(s):  
Salvatore A. Zingale ◽  
Monte D. Smith ◽  
Paul R. Dokecki
Keyword(s):  
Learning Disabilities ◽  
Academic Performance ◽  
Temporal Stability ◽  
Learning Disabled ◽  
Achievement Test ◽  
Cutoff Point ◽  
Learning Problems ◽  
Chronological Age ◽  
Disabled Children ◽  
Mental Age

The temporal stability of three levels of the Metropolitan Achievement Test (Primary I, Primary II, and Elementary) when administered to children with learning disabilities was investigated. Participants in the study were children identified by their schools as having learning problems based on discrepancies between their chronological age, mental age, and level of academic performance. The MAT was administered twice with a one-month interval between administrations. Many coefficients of temporal stability obtained were above the pre-established .80 cutoff point. It was concluded that the MAT is reliable when used with learning disabled children.

scholarly journals The very premature newborn: difficulties in the school

2019 ◽  
Vol 18 (3) ◽  
pp. 554-578
Author(s):  
Cristina Casado Gómez ◽  
Asunción Moya Maya ◽  
Ana Corrales González
Keyword(s):  
Emotional Disorders ◽  
Somatic Complaints ◽  
Learning Problems ◽  
Childhood And Adolescence ◽  
Cognitive Level ◽  
School Life ◽  
Social Emotional ◽  
Motor Delay ◽  
Simple Motor ◽  
Emotional Level

Introducción: El nacimiento prematuro lleva implícito una situación de inmadurez que afecta a todos los sistemas anatómicos y funcionales del recién nacido, condición de especial vulnerabilidad, con una frecuente asociación con otras patologías y/o alteraciones del desarrollo infantil.Objetivo: Conocer las dificultades en la escuela que pueden presentar los niños y niñas nacidos muy prematuros.Material y Métodos: Revisión bibliográfica en bases de datos como Pubmed, Medline, Scielo, Cochrane; seleccionando artículos científicos tanto en español como en inglés de los últimos 10 años. Resultados: Los niños y las niñas que nacen muy prematuros y/o con bajo peso al nacer, tienen un mayor riesgo de presentar dificultades que pueden perjudicar su correcto desarrollo en la infancia y la adolescencia. Algunas de las necesidades evidenciadas a nivel motor son el retraso motor simple y la parálisis cerebral; a nivel sensorio-cognitivo, fueron los problemas de aprendizaje y alteraciones sensoriales mayores; y a nivel socioemocional, se evidencian trastornos comportamentales como es la hiperactividad y trastornos emocionales como son la depresión, quejas somáticas, temores y fobias. Conclusiones: Los profesionales de salud, de la educación y las familias, deben conocer el riesgo que presentan los grandes prematuros de presentar dificultades y/o alteraciones que pueden interferir en la vida escolar, con el fin de trabajar conjuntamente en la prevención de dichas dificultades con una intervención temprana. El cuidado de enfermería debe ir mucho más allá de la situación aguda del recién nacido, siendo agente promotor de salud en todas las etapas de la vida del niño/a. Introduction: Premature birth implicitly involves a situation of immaturity that affects all the anatomicaland functional systems of the newborn, a condition of special vulnerability, with a frequent association with other pathologies and / or alterations in child development.Objetive: To know the difficulties in school that children born very premature can presentMaterial and Methods: Bibliographic review in databases such as Pubmed, Medline, Scielo, Cochrane; selecting scientific articles in both Spanish and English for the last 10 years.Results: Children born very premature and / or with low birth weight, have a higher risk of presenting difficulties that may impair their proper development in childhood and adolescence. Some of the needs evidenced at the motor level are simple motor delay and cerebral palsy; at sensory-cognitive level, there were learning problems and major sensory alterations; and at a social-emotional level, there are behavioral disorders such as hyperactivity and emotional disorders such as depression, somatic complaints, fears and phobias.Conclusions: Health professionals, education and families must know the risk presented by large premature children to present difficulties and / or alterations that may interfere with school life, in order to work together in the prevention of such difficulties with a early intervention. Nursing care must go far beyond the acute situation of the newborn, being a promoter of health in all stages of the child's life.

The Relationship between Fear of Failure and Learning Disabilities

1983 ◽  
Vol 6 (2) ◽  
pp. 217-222 ◽  
Author(s):  
J. H. Bryan ◽  
L. J. Sonnefeld ◽  
B. Grabowski
Keyword(s):  
Learning Disabilities ◽  
Mathematics Achievement ◽  
Test Anxiety ◽  
Learning Disabled ◽  
Anxiety Scale ◽  
Analysis Of Covariance ◽  
Fear Of Failure ◽  
Achievement Scores ◽  
And Mathematics ◽  
The Relationship

The Test Anxiety Scale for Children (TASC) and the Lie Scale for Children (LSC) were administered to 60 children, half of whom were defined by schools as learning disabled. An analysis of covariance indicated that learning disabled subjects were more anxious than their nondisabled counterparts, and that their test anxiety was significantly related to reading and mathematics achievement scores.

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