Learning Disabilities in Children's and Adolescent Literature: How are Characters Portrayed?

2003 ◽  
Vol 26 (1) ◽  
pp. 47-62 ◽  
Author(s):  
Mary Anne Prater
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Evaluation Process ◽  
Adolescent Literature ◽  
Written Language ◽  
Point Of View ◽  
Diagnostic Evaluation ◽  
Main Character ◽  
Story Line ◽  
Resource Room

Ninety fictional books written for children or adolescents that portrayed at least one character with a learning disability were analyzed to determine how learning disabilities and related topics were addressed. Results indicated that most of the characters with learning disabilities were dynamic, meaning they changed or grew through the course of the story line. Also, most were the main character, the story was told from their point of view, and their learning disability had a major impact on the plot. Most commonly the learning disability was in the areas of reading and written language, with the character receiving services in a resource room. The diagnostic/evaluation process was often described, but few details about instructional methods were part of the story. Both negative and positive portrayals of teachers were evident.

scholarly journals NILAI-NILAI KEHIDUPAN PADA NOVEL MOGA BUNDA DISAYANG ALLAH KARYA TERE LIYE

2017 ◽  
Vol 1 (1) ◽  
pp. 89-100
Author(s):  
Lozi Septiana ◽  
Yayah Chanafiah ◽  
Amril Canrhas
Keyword(s):  
Research Problem ◽  
Value Of Life ◽  
Research Data ◽  
Point Of View ◽  
Research Approach ◽  
The Novel ◽  
Main Character ◽  
Story Line ◽  
Story Character ◽  
The One

This study aims to determine the values of life contained in the novel Moga Bunda Disayang Allah by Tere Liye. The formulation of this research problem is how the value of life contained in the novel Moga Bunda Disukai Allah by Tere Liye. The method used is descriptive. The research approach used in this study is an objective approach, focusing on intrinsic analysis. The source of this research data is the novel Moga Bunda Disayang Allah Tere Liye's work with data taken in the form of texts from the story line, theme and story, character and characterization , Point of view, the novel style of Moga Mother Dear Mother God by Tere Liye.Research Results Values of life contained in the novel Moga Mother Dear God is, judging from the main character of Bunda HK who is very fond of his disabled son and he endlessly fight against the disease Melati. Rough corals in caring for Jasmine, ugly physical but noble heart. Mr. HK is rich but inhuman, misjudging someone from his physical appearance, it turns out HK is wrong. The reef that was ostracized because of his appearance turned out to be the one who saved his daughter. Judging from the depressed Melati characters, the prestation with its limitations, suddenly can pray for Mother "met bobo Mother. Moga Mother Dear God".

Word Prompt Programs

1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman
Keyword(s):  
Learning Disabilities ◽  
Current Literature ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Written Communication ◽  
Speech Language Pathologists ◽  
Basic Word ◽  
The Matrix ◽  
Language Needs

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

The Kinds of Personality Disorders of The Main Character in Inside Out Movie Script

CALL ◽  
2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Firman Nur Zaman ◽  
Udayani Permanaludin
Keyword(s):  
Personality Disorder ◽  
Personality Disorders ◽  
Psychoanalytic Theory ◽  
Point Of View ◽  
Main Character ◽  
Moral Value ◽  
Dsm V ◽  
Movie Script ◽  
Inside Out

Movie script is a narrative literary wok that has intrinsic elements in it, that the intrinsic elements are theme, setting, point of view, plot, moral value, and last but not least are character and characterization. Movie script that are visualized into movies are categorized as modern dramas. Nowdays, the movie is used as a medium of entertainment and as a medium for delivering messages. This research aims to find two things, that is the personality disorders experienced by the main character in “Inside Out” movie script by Pete Docter. In this research, the researcher uses Sigmun Freud’s psychoanalytic theory (1923), and assisted by other supporting theories. The result of the research found that there were eight types of personality disorders of ten types of personality disorders. This research uses DSM-V (2013) as a reference for discussion of personality disorders.Keywords: Personality Disorder, Main Character, Inside Out Movie, Riley, Author, Dialogue, Narration.

KONSEP DIRI “ I “ DAN “ME” TOKOH HIROKO DALAM NOVEL NAMAKU HIROKO KARYA NH.DINI

2012 ◽  
Vol 5 (2) ◽  
pp. 109
Author(s):  
Besin Gaspar
Keyword(s):  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
The Novel ◽  
Main Character ◽  
Fictional Character ◽  
Social Customs ◽  
The Social ◽  
The Village ◽  
The City

This research deals with the development of  self concept of Hiroko as the main character in Namaku Hiroko by Nh. Dini and tries to identify how Hiroko is portrayed in the story, how she interacts with other characters and whether she is portrayed as a character dominated by ”I” element or  ”Me”  element seen  from sociological and cultural point of view. As a qualitative research in nature, the source of data in this research is the novel Namaku Hiroko (1967) and the data ara analyzed and presented deductively. The result of this analysis shows that in the novel, Hiroko as a fictional character is  portrayed as a girl whose personality  develops and changes drastically from ”Me”  to ”I”. When she was still in the village  l iving with her parents, she was portrayed as a obedient girl who was loyal to the parents, polite and acted in accordance with the social customs. In short, her personality was dominated by ”Me”  self concept. On the other hand, when she moved to the city (Kyoto), she was portrayed as a wild girl  no longer controlled by the social customs. She was  firm and determined totake decisions of  her won  for her future without considering what other people would say about her. She did not want to be treated as object. To put it in another way, her personality is more dominated by the ”I” self concept.

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.

Deficits in musical rhythm perception in children with specific learning disabilities

2021 ◽  
pp. 1-7
Author(s):  
Vasudha Hande ◽  
Shantala Hegde
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Processing ◽  
Phonological Processing ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Target Language ◽  
Rhythm Perception ◽  
Musical Rhythm ◽  
Specific Learning

BACKGROUND: A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to also found have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES: This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects of music and rhythm-based intervention and their underlying mechanism. METHODS: A hypothesis-driven review of research in the domain of rhythm deficits and rhythm-based intervention in children with SLD was carried out. RESULTS: A summary of the reviewed literature highlights that music and language processing have shared neural underpinnings. Children with SLD in addition to difficulties in language processing and other neurocognitive deficits are known to have deficits in music and rhythm perception. This is explained in the background of deficits in auditory skills, perceptuo-motor skills and timing skills. Attempt has been made in the field to understand the effect of music training on the children’s auditory processing and language development. Music and rhythm-based intervention emerges as a powerful intervention method to target language processing and other neurocognitive functions. Future studies in this direction are highly underscored. CONCLUSIONS: Suggestions for future research on music-based interventions have been discussed.

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.

scholarly journals Learning disability market position statements, are they fit for purpose?

2017 ◽  
Vol 22 (4) ◽  
pp. 198-205 ◽  
Author(s):  
Sarah Broadhurst ◽  
Keri Landau
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Good Practice ◽  
Market Position ◽  
Content Type ◽  
Fit For Purpose ◽  
Potential Impact ◽  
Senior Officers ◽  
Market Shaping

Purpose The purpose of this paper is to review whether current learning disability market position statements (MPS) are actually helping to shape the market and explore their implications for people with learning disabilities and their families. Design/methodology/approach Published learning disability MPS were identified via the Institute of Public Care’s MPS database. The quality of the MPS was analysed using a good practice checklist developed by a range of stakeholders. Findings Learning disability MPS are not currently fit for purpose. They demonstrate that local authorities are not fully engaging in their market-shaping duties, as required under The Care Act 2014. It is suggested that this is in part due to the lack of recognition that market shaping is a council-wide responsibility and can only be successful if senior officers across the council (and their partners) acknowledge this and are held accountable. Unless this happens, people with learning disabilities will continue to lack the enablers that support them to lead the lives they choose in their communities. Originality/value This is the first review of the quality and potential impact of learning disability MPS.

Learning disability and the Scottish Mental Health Act

2017 ◽  
Vol 11 (2) ◽  
pp. 74-82
Author(s):  
Heather Welsh ◽  
Gary Morrison
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Learning Disabilities ◽  
Mental Disorder ◽  
Learning Disability ◽  
Psychotic Disorders ◽  
Content Type ◽  
Mental Health Legislation ◽  
Scottish Government ◽  
Health Legislation

Purpose The purpose of this paper is to investigate the use of the Mental Health (Care and Treatment) (Scotland) Act 2003 for people with learning disabilities in Scotland, in the context of the recent commitment by the Scottish Government to review the place of learning disability (LD) within the Act. Design/methodology/approach All current compulsory treatment orders (CTO) including LD as a type of mental disorder were identified and reviewed. Data was collected on duration and type of detention (hospital or community based) for all orders. For those with additional mental illness and/or personality disorder, diagnoses were recorded. For those with LD only, symptoms, severity of LD and treatment were recorded. Findings In total, 11 per cent of CTOs included LD as a type of mental disorder. The majority of these also included mental illness. The duration of detention for people with LD only was almost double that for those without LD. A variety of mental illness diagnoses were represented, psychotic disorders being the most common (54 per cent). Treatment was broad and multidisciplinary. In all, 87 per cent of people with LD only were prescribed psychotropic medication authorised by CTO. Originality/value There has been limited research on the use of mental health legislation for people with learning disabilities. This project aids understanding of current practice and will be of interest to readers both in Scotland and further afield. It will inform the review of LD as a type of mental disorder under Scottish mental health law, including consideration of the need for specific legislation.

Sign in / Sign up

Export Citation Format

Share Document