Specific Learning Disabilities

Understanding the educational needs of young offenders: A prevalence study of traumatic brain injury and learning disabilities

“…Learning disabilities. Learning disability is defined in terms of three criteria: an IQ score of <70, having prominent and significant difficulties with carrying out everyday tasks which are regarded as important to one's success in school and general life, and an onset prior to childhood (Hughes et al, 2012;Pullen, Lane, Ashworth & Lovelace, 2017). Learning disability is further characterised by significant impairment in skills such as reading and reading comprehension, writing and written expression, speaking, and mathematical skills.…”

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

“…In previous authorizations of IDEA, the discrepancy model was followed, meaning that a student must demonstrate a discrepancy between their ability and academic performance prior to identification of a specific learning disability. With the reauthorization in 2004, professional teams may now identify a learning disability based on the child's response to a research-based intervention [51].…”

“…In addition to the learning implications stated by IDEA and the DSM-V, The Learning Disabilities Association of America includes implications of specific learning disabilities that include "reasoning, attention, memory, coordination, social skills, and emotional maturity" [53]. Memory challenges may include both visual and auditory information [51]. Some social-emotional challenges may occur due to repeated experiences with academic failure.…”

“…The general approach to teaching children with specific learning disabilities is to offer explicit and systematic instruction with ample opportunities to practice. "Explicit instruction refers to instruction that is clear and direct and in which expected outcomes are conspicuous to students" [51] (Specific learning disabilities, p. 296). Systematic instruction builds on the child's knowledge and applies behavioral principles, such prompting and reinforcement.…”

The Relationship Between Inclusion, Absenteeism, and Disciplinary Outcomes for Students With Disabilities

“…As in Michigan, across the United States, students with SLDs are the most common category of SWDs, representing 42% of all students receiving special education services in the country (Cortiella & Horowitz, 2014). The term “learning disabilities” is often used interchangeably with “specific learning disabilities” (Pullen et al, 2017). While this category experienced fast growth between 1976 and 2000, the number of students identified with SLDs declined by 18% between about 2002 and 2011 (Cortiella & Horowitz, 2014).…”