Bibliografía Anotada. Learning Disabilities

Some children with learning disabilities (LDs) or language impairments often have difficulty learning skills associated with mathematics. The understanding of the spoken and printed word is complicated by the complex and dynamic interactions among phonological processing, syntax structure, and semantic variation inherent in the words used to convey meaning. Understanding these components of language is important to teachers because of the central role of language in early learning experiences. Teachers need to be mindful of the congruity between what is said and what is meant in instruction. In the paper by O'Brien, P., Johnson, K., & Hamilton, C. (2009, December), it is stated that students with intellectual disabilities can go to University. The researchers talked to students, families and teachers involved with the course. They asked them what they thought about the course. They found out that the people with intellectual disabilities were more included. They felt better about themselves. They had more friends. As M. Reed states on his research, learning disabilities are generally defined as dysfunctions in cognitive and information processing that interfere with academic performance despite average to above average intelligence (Learning Disabilities Association of Ontario, 2001). Students with learning disabilities often feel unprepared for the rigors of university, experience academic anxiety and have difficulties with academically oriented tasks (Reed, Lewis, & Lund-Lucas, 2006). The Learning Disability Evaluation Scale (LDES) can be used in the identification of learning disabilities. The LDES was completed by 165 teachers for one of their students, aged 5 to 14 years. The LDES was significantly correlated to students' grades in Math and Greek Language and to the Reading Ability Test. From almost 400 studies, only 30% were empirical (data-based) investigations reporting original data. Findings showed that a wide range of criteria was used to classify students as LD, although various discrepancy criteria and registration with university offices of disability services were most often cited. Participants' mean scores on standardized intelligence and achievement tests were in the average range but somewhat lower than those of other college students. How to help or prevent? Responsiveness to Intervention (RTI), also referred to as Response to Intervention, is viewed by many as both an approach to early intervention and a method of disability identification (Fuchs, Mock, Morgan, & Young, 2003). It is commonly understood to represent a meaningful integration of assessment and intervention within a multilevel system to prevent school failure and its well-known consequences like incarceration, unemployment, and poor health. Some studies report that there is an increasing amount of evidence which indicates that much of the growth in special-education programs in the U.S. is the result of financial and other incentives, rather than an increase in disabilities. Discoveries in research also suggest that school vouchers focused on students with disabilities could decrease this false growth, saving taxpayers money and preventing students from being incorrectly diagnosed as learning disabled. Learning disabilities, in education, any of various disorders involved in understanding or using spoken or written language, including difficulties in listening, thinking, talking, reading, writing, spelling, or arithmetic. They may affect people of average or above-average intelligence. Learning disabilities include conditions referred to as perceptual handicaps, minimal brain dysfunction (MBD), dyslexia, developmental aphasia, and attentional deficit disorder (ADD); they do not include learning problems due to physical handicaps (e.g., impaired sight or hearing, or orthopedic disabilities), mental retardation, emotional disturbance, or cultural or environmental disadvantage. Techniques for remediation are highly individualized, including the simultaneous use of several senses (sight, hearing, and touch), slow-paced instruction, and repetitive exercises to help make perceptual distinctions. In the paper by CREWS, K., & D'AMATO, R, there are subtypes of children with reading disabilities using the NEPSY (series of Neuropsychological tests authored by Marit Korkman, Ursula Kirk and Sally Kemp). Multiple methods of cluster analysis were performed with 80 elementary school-age children identified as reading disabled. Students completed the NEPSY Language Domain and the NEPSY Memory and Learning Domain. Three clusters emerged which were interpreted as: (1) a No Language or Memory Deficit Subtype, (2) a Global Language and Memory Deficit Subtype, and (3) a Global Memory Deficit Subtype. This study suggested that memory-related processes, not exclusively phonologically related processes, might contribute to reading difficulties.

Disabilities and e-Learning Problems and Solutions: An Exploratory Study.

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    BIBLIOGRAPHY

1. Buggey, T. (2007, Summer). A Picture Is Worth .... Journal of Positive Behavior Interventions, 9(3), 151-158. Retrieved December 14, 2007, from Academic Search Premier database.
2. Buggey, T. (2007, Summer). Storyboard for Ivan's morning routine. Diagram. Journal of Positive Behavior Interventions, 9(3), 151. Retrieved December 14, 2007, from Academic Search Premier database.
3.  Buggey, T. (2007, Summer). Storyboard for Ivan's morning routine. Diagram. Journal of Positive Behavior Interventions, 9(3), 151. Retrieved December 14, 2007, from Academic Search Premier database.  
   
4. CREWS, K., & D'AMATO, R. (2009). Subtyping Children's Reading Disabilities Using a Comprehensive Neuropsychological Measure. International Journal of Neuroscience, 119(10), 1615-1639. doi:10.1080/00207450802319960.
5.  Fuchs, D., & Fuchs, L. (2009). Responsiveness to Intervention: Multilevel Assessment and Instruction as Early Intervention and Disability Identification. Reading Teacher, 63(3), 250-252. Retrieved from Academic Search Elite database.
6.  (2009). Learning disabilities. Columbia Electronic Encyclopedia, 6th Edition, 1. Retrieved from Academic Search Elite database.
7.  Morin, J., & Franks, D. (2010). Why Do Some Children Have Difficulty Learning Mathematics? Looking at   Language for Answers. Preventing School Failure, 54(2), 111-118. Retrieved from Academic Search Elite database.  
8.   O'Brien, P., Johnson, K., & Hamilton, C. (2009, December). Editorial. British Journal of Learning Disabilities, p. 241. doi:10.1111/j.1468-3156.2009.00576.x.
   
9.   Reed, M., Kennett, D., Lewis, T., Lund-Lucas, E., Stallberg, C., & Newbold, I. (2009). The relative effects of university success courses and individualized interventions for students with learning disabilities. Higher Education Research & Development, 28(4), 385-400. doi:10.1080/07294360903067013.
10.  Souroulla, A., Panayiotou, G., & Kokkinos, C. (2009). The Role of the Teacher in Identifying Learning Disabilities: A Study Using the McCarney Learning Disability Evaluation Scale (LDES). Journal of Learning Disabilities, 42(6), 483-493. Retrieved from Academic Search Elite database.