Competencies for Professionals in LD: An Analysis of Teacher Perceptions

1979 ◽  
Vol 2 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Mary Alice Freeman ◽  
Randal L. Becker
Keyword(s):  
Teacher Training ◽  
Teacher Perceptions ◽  
Learning Disability ◽  
Learning Disabled ◽  
Professional Organization ◽  
Children And Youth ◽  
Relative Importance ◽  
Disabled Children ◽  
Professional Competency

A major role of any professional organization is to establish standards by which to evaluate the professionals in the field as well as their practices. In 1978, DCLD developed a set of competencies for teachers of learning disabled children and youth (See LDQ, Spring, 1978). In this article Freeman & Becker report the results of a study designed to examine the opinion structure of practitioners regarding the relative importance of the competencies in the DCLD Professional Competency Document. These data have obvious implications for teacher training in the learning disability field.

Competencies for Professionals in Learning Disabilities

1978 ◽  
Vol 1 (2) ◽  
pp. 69-77 ◽  
Author(s):  
Phyllis L. Newcomer
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Professional Organization ◽  
Children And Youth ◽  
Disabled Children ◽  
Major Step ◽  
Broad Base ◽  
Current Practices

A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field.

Competencies for Professionals in Learning Disabilities

1988 ◽  
Vol 11 (3) ◽  
pp. 167-175 ◽  
Author(s):  
Phyllis L. Newcomer
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Professional Organization ◽  
Children And Youth ◽  
Disabled Children ◽  
Major Step ◽  
Broad Base ◽  
Current Practices

A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field. - D.D.D.

Implementation of the Dcld Competency Standards

1980 ◽  
Vol 3 (2) ◽  
pp. 29-34 ◽  
Author(s):  
James E. Leigh
Keyword(s):  
Learning Disabilities ◽  
Teacher Training ◽  
Training Programs ◽  
Code Of Ethics ◽  
Learning Disabled ◽  
Children And Youth ◽  
Practical Implementation ◽  
Disabled Children ◽  
Certification Standards ◽  
Teacher Training Programs

This article discusses the DCLD Code of Ethics and Competencies for Teachers of Learning Disabled Children and Youth and reviews each of its stated purposes related to: teacher training programs, certification standards, employment criteria, and monitoring of ongoing professional practices. Recommendations are made for practical implementation of the competency statements. While some of the recommendations pertain to applications in the future, the discussion emphasizes the need to implement the DCLD competencies as soon as possible. Even though the philosophical and theoretical debates regarding learning disabilities will not be resolved by the DCLD document, implementation of the competency standards will lead to significant improvement of services to children with learning disabilities.

The Relationship between Creativity and Selective Attention in LD Boys

1979 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Sara G. Tarver ◽  
Barbara R. Buss ◽  
Ronald P. Maggiore
Keyword(s):  
Learning Disabilities ◽  
Selective Attention ◽  
Learning Disabled ◽  
Children And Youth ◽  
Disabled Children ◽  
Special Significance ◽  
The Relationship

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.

Reliability of Standardized Assessment Instruments When Used with Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 23-31 ◽  
Author(s):  
Monte D. Smith ◽  
Carl M. Rogers
Keyword(s):  
Learning Disability ◽  
Basic Assumption ◽  
Field Work ◽  
Learning Disabled ◽  
Standardized Assessment ◽  
Assessment Instruments ◽  
Disabled Children ◽  
Disabled Students ◽  
Normative Population ◽  
Affective Assessment

Many practitioners and researchers in the learning disability field work under the basic assumption that the various assessment instruments commonly used with learning disabled populations exhibit the same reliability when used with learning disabled students as when used with a more normative population. The purpose of this study was to test this assumption by examining the reliabilities of several tests of intellectual, academic, and affective assessment when administered to learning disabled students.

The Hierarchical Factor Structure of the WISC-R for Learning Disabled Children

1979 ◽  
Vol 2 (4) ◽  
pp. 71-75 ◽  
Author(s):  
John Blaha ◽  
Hubert Vance
Keyword(s):  
Learning Disability ◽  
Factor Structure ◽  
Learning Disabled ◽  
Disabled Children ◽  
Factor Solution ◽  
G Factor ◽  
Verbal Comprehension ◽  
The Difference ◽  
Freedom From Distractibility ◽  
Reading Disabled

A Wherry and Wherry (1969) hierarchical factor solution was performed on the 12 WISC-R subtest intercorrelations for a sample of 85 learning disabled children. A hierarchical ability structure similar to, though not congruent with, Vernon's (1950) paradigm was obtained. The hierarchy included a general (g) factor and three subgeneral factors consisting of an intact spatial-perceptual-mechanical (k:m) factor, a verbal comprehension factor, and a freedom-from-distractibility factor. The factor structure of learning disabled children was somewhat more fractionated and complex than that for normals, but not as complex as the structure of reading disabled children. This suggests that the more severe a learning disability, the greater the difference between the hierarchical factor structure for that group and the factor structure of normals.

The Role of Interference in the Verbal Retention Ability of Learning Disabled Children

1981 ◽  
Vol 14 (5) ◽  
pp. 291-295 ◽  
Author(s):  
Laird S. Cermak ◽  
Judith Goldberg-Warter ◽  
David DeLuca ◽  
Sharon Cermak ◽  
Charles Drake
Keyword(s):  
Learning Disabled ◽  
Disabled Children

scholarly journals Incidence of Attention-Deficit/Hyperactivity Disorder in Learning Disabled Children, A Systematic Review

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
H A Mohamed ◽  
M S Khodeir ◽  
S R El-sady
Keyword(s):  
Systematic Review ◽  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disability ◽  
Attention Deficit ◽  
Learning Disabled ◽  
Comorbid Condition ◽  
Disabled Children ◽  
Inclusion Criteria ◽  
Central Processing ◽  
Hyperactivity Disorder

Abstract Background Children diagnosed with learning disability (LD) have a high incidence of psychiatric comorbidities especially Attention-Deficit/Hyperactivity Disorder (ADHD). These comorbidities are either a direct consequence of the same deficits in the central processing patterns that generate the learning problems, or they tend to stress the role of frustration and failure in academic achievement. These difficulties are claimed to move a vicious circle that leads the child towards ever-greater cognitive and social–emotional impoverishment. Aim The aim of this work is to conduct a systematic review of ADHD as a comorbid condition in learning disabled children to determine its incidence in learning disabled children in order to estimate the size of the problem to be able to delineate an efficient program in therapeutic intervention later. Study design This was a systematic review. Methods Two electronic databases (PubMed and Science Direct) were searched for articles. Relevant studies were further evaluated and studies that met inclusion criteria were reviewed. Results The literature search yielded 593 studies. Twenty-eight articles were further evaluated to be included. Five studies met all inclusion criteria and were chosen for review. The studies provide prevalence of ADHD in learning disabled children. We have found higher scores of ADHD in learning disabled children than in the normal population, in all the included studies. The studies reviewed demonstrated the effect of this comorbidity and the importance of its diagnosis for improvement of prognosis of the learning disability. Conclusion The current systematic review determines the probable prevalence of the ADHD in learning disabled children.

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