Specific learning disabilities (SLDs) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of interdisciplinary approaches to ...human conditions. They can be manifested as primary conditions-as difficulties in acquiring specific academic skills-or as secondary conditions, comorbid to other developmental disorders such as attention-deficit hyperactivity disorder. In this synthesis of historical and contemporary trends in research and practice, we mark the 50th anniversary of the recognition of SLDs as a disability in the United States. Specifically, we address the manifestations, occurrence, identification, comorbidity, etiology, and treatment of SLDs, emphasizing the integration of information from the interdisciplinary fields of psychology, education, psychiatry, genetics, and cognitive neuroscience. SLDs, exemplified here by specific word reading, reading comprehension, mathematics, and written expression disabilities, represent spectrum disorders, each occurring in approximately 5% to 15% of the school-aged population. In addition to risk for academic deficiencies and related functional social, emotional, and behavioral difficulties, those with SLDs often have poorer long-term social and vocational outcomes. Given the high rate of occurrence of SLDs and their lifelong negative impact on functioning if not treated, it is important to establish and maintain effective prevention, surveillance, and treatment systems involving professionals from various disciplines trained to minimize the risk and maximize the protective factors for SLDs.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Students with Specific Learning Disabilities (SLD) may lose access to familiar and essential resources for career transition after graduation, compelling them to navigate social and governmental ...institutions independently. This study investigated the impacts and barriers associated with career transition among students with SLD. The research employed a narrative literature review technique to search for and review relevant literature. Utilizing a narrative review approach enabled the researcher to identify comparable and diverse viewpoints and patterns within the literature, generating meaningful insights into the research topic. Challenges identified in this research include difficulties with modifications or accommodations, attitudinal barriers, failure to advocate for oneself, failure to disclose one's disability to employers or schools, inadequate career preparation and planning, discrimination, and social isolation. The study emphasizes that transition challenges persist based on the reviewed literature on barriers to career transition for students with SLD. It advises career counselors and employers to adopt a more inclusive approach in counseling and workforce accommodations by accurately identifying the additional needs of students with SLD. Sharing best practices and experiences can facilitate the dissemination of knowledge, materials, and resources for working with students with SLD.
Abstract Processing efficiency theory can explain the relationship between anxiety and academic success; however, its application to adults with Specific Learning Disabilities (SLD) remains unclear, ...especially in a nonalphabetic language, such as Chinese. This study investigated the effects of working memory and processing speed on the relationships between state anxiety and academic performance of university students with and without SLD in Chinese. A sample of 223 s-year undergraduate students was recruited from universities in southern Taiwan; 123 were typical learners, while the remaining 100 were identified as having SLD. We found distinct profiles in the relationships between state anxiety, working memory, processing speed, and academic performance. The interaction between state anxiety and working memory was also predictive of the academic performance of university students with SLD, highlighting the negative impact of state anxiety on those students who performed poorly in working memory tasks. Our findings emphasize the importance of cognitive and psychological factors in contributing to the learning of students with SLD. Furthermore, the effects of working memory and state anxiety on academic performance, particularly in students with SLD, could inform the design of teaching materials and procedures, especially regarding the levels of difficulty and volumes of learning.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Background: Numerous studies have shown the effectiveness of mindfulness- training in different areas but whether teaching mindfulness - Based Cognitive Behavioral training to mothers could be ...effective on vitality in their children with specific learning Disabilities. Aims: The aim of the present study was to investigate the effects of mothers ’ Mindfulness - Based Cognitive Behavioral training on vitality in their children with specific learning Disabilities. Method: In a quasi-experimental design a pretest-posttest and follow-up with the control group paradigm were applied. The statistical participants of this study consist of all mothers and students aged 8 to 12 years with specific learning disabilities in Tehran city. A sample of, 56 (28 mothers and 28 children) were selected through Purposive sampling method and was randomly divided into experimental and control groups. Data collection tools was the vitality scale. Groups were tested before and after the intervention and at the follow up period of 3 months. The experimental group received cognitive behavioral of Mindfulness - Based Cognitive Behavioral training in 8 sessions of 2 hours. The control group did not receive any special training. Results: Data analysis showed that although there were no significant differences between the experimental and the control groups in vitality scores but the main effect of time was statistically significant (P>0/05).There were significant differences between pretest and follow-up scores. Conclusions: This means that intervention has affected the vitality of children in the experimental group but for meaningful changes, more time is needed.
Historically, in educational research, student learning is frequently represented as quantitative data that demonstrates academic achievement. However, examining student learning by quantitative ...measures alone means that we do not fully understand the dynamic relationship between the instructional practices of teachers and how students learn. In this study, grounded theory methods were used to explore the relationship between the learning experiences of upper elementary students with specific learning disabilities and their special education teachers’ reading practices. We found a relationship between the way teachers structured interactions within their word study instruction and how students perceived themselves as “readers” as evidenced by their talk. This study demonstrates the potential for teacher educators and researchers to use how students talk of their learning experiences and interactions during instruction, along with performance-based data, as a tool for understanding how teacher instruction affects student learning.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
The study titled "A Study on the knowledge and attitude of primary school teachers towards inclusive education of children with specific learning disabilities" intended to determine the level of ...knowledge of primary school teachers on specific learning disabilities and inclusive education, to assess the attitude of primary school teachers towards inclusive education of children with specific learning disabilities, to study the association of teachers' knowledge and their attitude towards inclusive education with selected professional variables, to compare knowledge and attitude of primary school teachers based on educational sub-districts and teaching section, to find the relationship between knowledge and attitude of primary school teachers towards inclusive education of children with specific learning disabilities. The tools used consists of a questionnaire, to collect demographic and professional profile and to assess teachers' knowledge of specific learning disabilities and inclusive education; and the teachers' attitude towards inclusive education scale (TAIS) to understand the attitude of teachers towards inclusive education. The sample consisted of 180 primary school teachers. The result shows that 63% of participants have an average level of knowledge and 51% of the participants have a positive attitude towards inclusive education of children with specific learning disabilities. The study found out that there is a significant correlation between teachers' knowledge and their attitude towards inclusive education.
The study titled "A Study on the knowledge and attitude of primary school teachers towards inclusive education of children with specific learning disabilities" intended to determine the level of ...knowledge of primary school teachers on specific learning disabilities and inclusive education, to assess the attitude of primary school teachers towards inclusive education of children with specific learning disabilities, to study the association of teachers' knowledge and their attitude towards inclusive education with selected professional variables, to compare knowledge and attitude of primary school teachers based on educational sub-districts and teaching section, to find the relationship between knowledge and attitude of primary school teachers towards inclusive education of children with specific learning disabilities. The tools used consists of a questionnaire, to collect demographic and professional profile and to assess teachers' knowledge of specific learning disabilities and inclusive education; and the teachers' attitude towards inclusive education scale (TAIS) to understand the attitude of teachers towards inclusive education. The sample consisted of 180 primary school teachers. The result shows that 63% of participants have an average level of knowledge and 51% of the participants have a positive attitude towards inclusive education of children with specific learning disabilities. The study found out that there is a significant correlation between teachers' knowledge and their attitude towards inclusive education.
Patterns of Strengths and Weaknesses (PSW) methods are widely used for identifying specific learning disabilities (SLDs). Several researchers, however, have reported that the diagnostic accuracy of ...PSW methods is unacceptably low when strict thresholds were used to identify students with SLDs. We believe these findings give a misleading impression of the magnitude of the diagnostic errors that are likely to arise in PSW assessments. In a simulation study of 10 million cases using a simplified PSW method for demonstration, most of what have been called diagnostic errors were cases in which observed scores and true scores fell on opposite sides of a strict threshold but were still within a buffer zone the size of a typical measurement error. Because small score differences do not result in meaningfully different case conceptualizations, the use of buffer zones reveals that previous estimates of the diagnostic accuracy of PSW methods are misleadingly low. We also demonstrate that diagnostic decisions become increasingly reliable when observed scores are comfortably distant from diagnostic thresholds. For practitioners, we present a flowchart and practical guidelines to improve the accuracy and stability of SLD identification decisions.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Background and Aims: Specific learning disabilities Based on the latest statistical diagnostic version of mental disorders, neurodevelopmental disorder of biological origin is considered, which ...causes abnormalities at the cognitive level. Therefore, the aim of this study was to investigate the effectiveness of Transcranial Direct Current Stimulation on students’ impulsivity and aggression with a particular learning disorder. Methods: The present research method was a quasi-experimental pre-test-post-test design with a control group. The statistical population of all male and female students in the second grade of elementary school with special learning disabilities was the type of reading in Tabriz. The study sample included 36 male and female students in the second year of elementary school with a learning disability. To select the sample, first from the 3rd district of Tabriz education, three primary schools for girls in the second year and three schools for boys in the second year were selected as a cluster. And their parents completed the consent form. Fourty five people were selected for targeted sampling and 36 of them were selected as the final sample by considering the entry and exit criteria as the final sample and randomly tested in two experimental groups. Particepents (18 in each group) were in test group and control group. Raven’s intelligence test, checklist of teacher dysfunction checklists (teacher form), Buss and Perry’s aggression questionnaire, and Barratt’s developmental scale were used to collect data. Data were analyzed using multivariate analysis of covariance with SPSSsoftware 22 and the significance level was considered to be 0.05. Results: The results showed that Transcranial Direct-Current Stimulation on aggression and impulsivity of children in both experimental and control groups was significant (P<0.001). Conclusion: According to the results of this study, it can be concluded that Transcranial Direct Current Stimulation is effective in reducing impulsivity and aggression in children with learning disabilities.
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