Relevant bibliographies by topics / Learning disabilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Learning disabilities"

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Alex, Johnson. "Learning Disabilities: Assessment and Intervention." Paripex - Indian Journal Of Research 2, no. 2 (January 15, 2012): 175–76. http://dx.doi.org/10.15373/22501991/feb2013/62.

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Kishore, Dr Kaushal, and Dr Amni Sahni. "Teaching Children with Learning Disabilities through Cooperative Learning." Indian Journal of Applied Research 1, no. 1 (October 1, 2011): 41–42. http://dx.doi.org/10.15373/2249555x/oct2011/13.

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Sarles, Richard M. "Learning Disabilities." Journal of Clinical Psychiatry 63, no. 6 (June 15, 2002): 540–41. http://dx.doi.org/10.4088/jcp.v63n0613d.

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Davies, Nicola. "Learning disabilities." Nursing Standard 20, no. 44 (July 12, 2006): 67–68. http://dx.doi.org/10.7748/ns.20.44.67.s60.

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Williams, Ruth. "Learning disabilities." Nursing Management 14, no. 9 (February 2008): 37. http://dx.doi.org/10.7748/nm.14.9.37.s26.

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Lyon, G. Reid. "Learning Disabilities." Future of Children 6, no. 1 (1996): 54. http://dx.doi.org/10.2307/1602494.

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Frank, Yitzchak. "Learning Disabilities." CNS Drugs 5, no. 1 (January 1996): 24–36. http://dx.doi.org/10.2165/00023210-199605010-00003.

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Elkins, John. "Learning Disabilities." Journal of Learning Disabilities 40, no. 5 (September 2007): 392–99. http://dx.doi.org/10.1177/00222194070400050201.

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&NA;. "LEARNING DISABILITIES." Journal of Developmental & Behavioral Pediatrics 13, no. 2 (April 1992): 144. http://dx.doi.org/10.1097/00004703-199204000-00029.

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NA, Badian. "LEARNING DISABILITIES." Journal of Developmental & Behavioral Pediatrics 17, no. 4 (August 1996): 285. http://dx.doi.org/10.1097/00004703-199608000-00022.

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Dissertations / Theses on the topic "Learning disabilities"

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Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.

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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.
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Thomson, Stacey. "Children's understanding of learning disabilities /." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09SPS/09spst4821.pdf.

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Roth, Kylie Ann. "Identifying Knowledge and Understanding of Learning Disabilities in High School Students Classified with Learning Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6040.

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Research indicates that students with learning disabilities know little about their condition. The purpose of this study was to investigate the depth and breadth of high school students' understanding of their learning disabilities. Using semi-structured individual interviews, the researcher collected, transcribed, and analyzed data to determine 12 participants' knowledge of learning disabilities, about how they learn, and about their potential to succeed in school and adult life. Results indicate varying levels of self-knowledge and varying perceptions of future success.
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Bernacchio, Charles P. "Perceived Attributes to the Development of a Positive Selfconcept from the Experiences of Adolescents with Learning Disabilities." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/BernacchioCP2003.pdf.

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Lynggaard, Henrik Eisner. "Learning disabilities and systemic psychotherapy : a field of rich learnings." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/618900/.

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This paper reviews eleven publications that I submit for the degree of Doctor of Philosophy. Three themes are identified that together constitute major strands running through the publications: a) promoting and making the systemic approach accessible and relevant in the field of learning disabilities; b) challenges and opportunities in working systemically with people affected with learning disabilities; c) raising the question of who and what in the system needs to change. Following discussion of the three themes the analytical commentary moves on to highlight four areas entitled 'rich learnings' that emerged from reviewing fifteen years of publications and practice. The areas include: a consideration of the knowledge that emerge in relationship and dialogue; learning from difference and diversity; and the learning that can develop from teaching, transmission and partnership working. The central argument of the analytical commentary is that taken as a whole body of work, the publications and the associated practices demonstrate that I have made an original contribution to the field of systemic psychotherapy in the area of learning disabilities, and that I have played a significant role in transmitting the approach to others.
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Stamer, Tylie. "Promoting Learning Strategies in Students with Learning Disabilities Through Blended Learning." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255720.

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This study was designed to investigate possible changes in the use of four specific learning strategies by students who had learning disabilities: using a device, thinking about knowledge, finding a starting point, and acting differently in the future. The five student participants were instructed in a special education pull-out reading classroom using the blended learning classroom model. The researcher explored behavioral changes related to student participants’ use of these learning strategies in general education classrooms. This study attempted to investigate student participants’ and general education teachers’ perceptions of the four learning strategies. A math teacher, a social studies teacher, and a science teacher from the researcher’s teaching team also contributed their perceived observations of student participants’ use of the four learning strategies in their classrooms. The triangulation of data used in this study was achieved through use of pre-surveys and post-surveys that inquired into use of learning strategies on the parts of student participants and general education teachers at the inception of the study and again at its conclusion. Interviews with each of the study’s participants were also conducted at the conclusion of the study. Student binders used by the student participants in the blended learning instructional model were analyzed for evidence. The results of the study indicated that although according to survey data, students did not demonstrate changes in their ability to use the four learning strategies, most student participants reported using the strategies in their general education classes.

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Wing, David. "Men with learning disabilities : gendered subjectivities." Thesis, University of East London, 1999. http://roar.uel.ac.uk/3650/.

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Gender, as a factor of human experience in the lives of men and women with learning disabilities has largely been neglected as an important area of investigation within clinical psychology. Although there have been recent moves to address this neglect by exploring the experience of gender for women with learning disabilities there has been virtually nothing in exploring the implications of gender for men with learning disabilities. This study is a qualitative investigation into how a number of men make sense of themselves in relation to gender and learning disability. Eleven men were interviewed in depth and a discourse analytic method as described by Potter and Wetherell (1987) applied to analyse their accounts. Several interpretative repertoires were defined from the analysis of the participants' accounts and have been described under the following heuristic categories: 'Learning Disability: A construction of inability', 'Learning Disability: Positioned as non-adult', 'The meaning of work', 'Sexual relationships', 'Appeals to 'sameness" and 'Learning Disability: An essentialist construction'. What emerged from the interviews was how, having been positioned within these repertoires, the participants' appeared to experience what can be described as multiple 'fractured' identities at the point of intersection between sometimes conflicting demands of masculinity and disability.
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Marks, Lori J. "Modifications for Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3684.

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Presentation discusses assistive technology devices: Simon Soounds It Out, WordMaker, Pix Writer, Co:Writer, Write:Outloud, WYNN and WYNN Wizard, Written Expression Software, Kidspiration, Start-to-Finish Reading Series,Neo, AlphaSmart 300, DANA, Lottie Kit.
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Peterson, Kristin M. H. "An examination of competing models of learning disabilities identification through the systematic variation of achievement context /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9955922.

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Thesis (Ph. D.)--University of Oregon, 1999.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 101-107). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9955922.
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Hiller, Todd R. "Validation of neuropsychological subtypes of learning disabilities." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/775.

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Books on the topic "Learning disabilities"

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Knox, Jean McBee. Learning disabilities. New York: Chelsea House, 1989.

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Singh, Nirbhay N., and Ivan L. Beale, eds. Learning Disabilities. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9133-3.

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Gillard, Arthur. Learning disabilities. Detroit, MI: Greenhaven Press, 2011.

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Almonte, Paul. Learning disabilities. New York: Crestwood House, 1992.

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Loonin, Meryl. Learning disabilities. Detroit: Lucent Books, 2012.

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1968-, Kim Henny H., ed. Learning disabilities. San Diego: Greenhaven Press, 2004.

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Association for Children and Adults with Learning Disabilities. Learning disabilities. Pittsburgh, PA: ACLD, 1989.

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RNT, Gates Bob, ed. Learning disabilities. 3rd ed. New York: Churchill Livingstone, 1997.

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Sharon, Gunton, ed. Learning Disabilities. Detroit, MI: Greenhaven Press, 2008.

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Girod, Christina M. Learning disabilities. San Diego, CA: Lucent Books, 2001.

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Book chapters on the topic "Learning disabilities"

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Pratt, Helen D., and Donald E. Greydanus. "Learning Disabilities." In Neurodevelopmental Disabilities, 147–59. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0627-9_10.

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Dombrowski, Stefan C. "Learning Disabilities." In Psychoeducational Assessment and Report Writing, 221–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44641-3_12.

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Culbertson, Jan L. "Learning Disabilities." In Handbook of Child Psychopathology, 117–56. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5905-4_5.

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Preston, Caroline N., and Frank R. Brown. "Learning Disabilities." In Developmental-Behavioral Disorders, 109–22. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3714-4_9.

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Byrne, William L. "Learning Disabilities." In Learning and Memory, 94–96. Boston, MA: Birkhäuser Boston, 1989. http://dx.doi.org/10.1007/978-1-4899-6778-7_36.

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Dombrowski, Stefan C. "Learning Disabilities." In Psychoeducational Assessment and Report Writing, 141–73. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1911-6_11.

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Bowlin, Tamara, and Sherry Mee Bell. "Learning Disabilities." In Encyclopedia of Child Behavior and Development, 874–77. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1629.

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Lewis, Moira, Courtenay Norbury, Rhiannon Luyster, Lauren Schmitt, Andrea McDuffie, Eileen Haebig, Donna S. Murray, et al. "Learning Disabilities." In Encyclopedia of Autism Spectrum Disorders, 1714. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100799.

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Reid, Robert, and Laura Jacobson. "Learning Disabilities." In The Handbook of Language and Speech Disorders, 247–66. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444318975.ch11.

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Odell, J. Dennis. "Learning Disabilities." In Medical Treatment of ADHD, 53–64. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003046349-5.

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Conference papers on the topic "Learning disabilities"

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Akhil, R., Athul Soori, Dilip Shankar, M. Mrinal Krishnan, and B. R. Poorna. "Detecting specific learning disabilities." In 2017 International Conference on Networks & Advances in Computational Technologies (NetACT). IEEE, 2017. http://dx.doi.org/10.1109/netact.2017.8076796.

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Pirina, Maria Grazia, Muhammad Farooq, Roberto Solinas, Vincent Esguerra, and Marlon Saludarez. "EDUCATING INDIVIDUALS WITH COGNITIVE DISABILITIES." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1663.

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Renelle, Amy, and Rhys Jones. "Multisensory Learning for Students With Disabilities." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t11a1.

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Multisensory learning is an educational approach whereby a variety of sensory cues provide learners with alternative experiences of concepts. In exploring New Zealand secondary school mathematics and statistics teachers’ use of multisensory learning, the impact of teaching students with a range of disabilities is considered. The use of multisensory elements appears to be dependent on the senses being utilised and the kind of disabilities these students have. A teacher’s preference towards multisensory learning is therefore influenced by these factors. When considering the extent of multisensory elements to be included in task design, it is important to consider the intended users and accessibility of these features. Because statistics is a visually-dependant subject, there is a need for more research into how we can expand inclusivity in statistics education.
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Poobrasert, Onintra, Piyada Sabayjai, and Namnueng Mitsamarn. "Technology-enhanced Learning for Students with Learning Disabilities." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.154.

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Pirani, Zainab, and M. Sasikumar. "Assistive learning environment for students with Learning Disabilities." In 2012 4th International Conference on Intelligent Human Computer Interaction (IHCI). IEEE, 2012. http://dx.doi.org/10.1109/ihci.2012.6481810.

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Zecchi, Sandra. "Students with Learning Disabilities at University." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9210.

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Specific Learning Disorders involve a plurality of functions that impact the decoding of the alphabetic code. They have an evolutionary character, that is, vary according to the age of the subject. The present work, connected to positive practical experiences, investigates the characteristics of DSAs in adulthood and the impact with university teaching. It presents the outcomes in progress of an interdisciplinary project (including pedagogical, medical and engineering area). Learning Disabilities (LD) disorder are relatively new for the education at the university level, and have therefore pushed teachers and researcher to define research projects, both scientific and pedagogic, aimed to suit the needs of LD students. In such perspective, due to the high variability of LD manifestations and degrees and also to the peculiar students’ features, a multidisciplinary approach and strategies are required to identify personalized educational paths for LD students while respecting, the specificity and the objectives of the different university courses.
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Babu, A. B. Karthick Anand, and M. ChandraKumar Peter. "Strategies to improve learning among disabilities." In 2011 3rd International Conference on Electronics Computer Technology (ICECT). IEEE, 2011. http://dx.doi.org/10.1109/icectech.2011.5941665.

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Tubele, Sarmite. "Prevention of Learning Disabilities in Pre-school Children." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.36.

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The article is devoted to revealing the possibilities of preventing learning disabilities in pre-school children. Early intervention is crucial to manage school failure and loss of self-confidence in children. Research is topical, as the number of children with mixed developmental disabilities and later, at school age – learning disabilities – is increasing. Some pre-school children may have various developmental disabilities, including mixed developmental disabilities, which present a whole spectrum of different problems that cannot solve themselves. If they do not receive help, these children will be diagnosed with lasting learning disabilities by reaching school age, and that can lead to a number of hardships for the pupils. Lessening or resolving these hardships will require a lot more effort to not inflict damage on the child’s self-confidence and future life quality. The aim of the study is to determine the knowledge of teachers about children with mixed developmental disabilities, their difficulties, and possibilities of recognizing early signs of problems. Methodology: the research was carried out using literature review and questionnaire for pre-school teachers. Results were not surprising – many teachers are not aware of mixed developmental disabilities; these disabilities are diagnosed alongside speech and language problems, and the number of these is increasing. The results are significant, and it is a possibility for speech therapists and special education teachers to create a curriculum for teachers to deal with these children to lessen problems.
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Navarrete, Rosa, and Sergio Lujan-Mora. "OER-based learning and people with disabilities." In 2015 International Conference on Interactive Collaborative and Blended Learning (ICBL). IEEE, 2015. http://dx.doi.org/10.1109/icbl.2015.7387646.

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Ahmad, Wan Fatimah Wan, Emelia Akashah P. Akhir, and Sarah Azmee. "Game-based learning courseware for children with learning disabilities." In 2010 International Symposium on Information Technology (ITSim 2010). IEEE, 2010. http://dx.doi.org/10.1109/itsim.2010.5561303.

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Reports on the topic "Learning disabilities"

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Tang, Shao-Jun. A Functional Genomic Analysis of NF1-Associated Learning Disabilities. Fort Belvoir, VA: Defense Technical Information Center, February 2005. http://dx.doi.org/10.21236/ada435850.

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Tang, Shao-Jun. A Functional Genomic Analysis of NF1-Associated Learning Disabilities. Fort Belvoir, VA: Defense Technical Information Center, February 2008. http://dx.doi.org/10.21236/ada485157.

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Tang, Shao-Jun. A Functional Genomic Analysis of NF1-Associated Learning Disabilities. Fort Belvoir, VA: Defense Technical Information Center, August 2008. http://dx.doi.org/10.21236/ada586992.

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Tang, Shao-Jun. A Functional Genomic Analysis of NF1-Associated Learning Disabilities. Fort Belvoir, VA: Defense Technical Information Center, February 2007. http://dx.doi.org/10.21236/ada470110.

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Zhong, Yi. Analysis of Learning Disabilities of Tuberous Sclerosis Complex in Drosophila. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada472052.

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Hayes, Anne M., Eileen Dombrowski, Allison H. Shefcyk, and Jennae Bult. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press, April 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0052.1804.

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Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.
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Bardo, Brett N. Pitfalls of the Past: Learning Disabilities That Hinder TRADOC's Institutional Agility. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ad1000337.

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Casado del Río, MA, M. Garmendia Larrañaga, and C. Garitaonandia Garnacho. Internet and Spanish children with learning and behavioural problems and other disabilities. Revista Latina de Comunicación Social, March 2019. http://dx.doi.org/10.4185/rlcs-2019-1350en.

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Allcock, Annelies. Iriss ESSS Outline: Mental health of young people with learning disabilities in transition. Iriss, December 2018. http://dx.doi.org/10.31583/esss.20181217.

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Whelan, Adele, Adele Bergin, Anne Devlin, Abian Garcia Rodriguez, Seamus McGuinness, Ivan Privalko, and Helen Russell. Measuring childhood disability and AIM programme provision in Ireland. ESRI, December 2021. http://dx.doi.org/10.26504/rs127.

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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.
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