998:(SES). While some attribute the disproportionate identification of racial/ethnic minorities to racist practices or cultural misunderstanding, others have argued that racial/ethnic minorities are overidentified because of their lower status. Similarities were noted between the behaviors of "brain-injured" and lower class students as early as the 1960s. The distinction between race/ethnicity and SES is important to the extent that these considerations contribute to the provision of services to children in need. While many studies have considered only one characteristic of the student at a time, or used district- or school-level data to examine this issue, more recent studies have used large national student-level datasets and sophisticated methodology to find that the disproportionate identification of African American students with learning disabilities can be attributed to their average lower SES, while the disproportionate identification of Latino youth seems to be attributable to difficulties in distinguishing between linguistic proficiency and learning ability. Although the contributing factors are complicated and interrelated, it is possible to discern which factors really drive disproportionate identification by considering a multitude of student characteristics simultaneously. For instance, if high SES minorities have rates of identification that are similar to the rates among high SES Whites, and low SES minorities have rates of identification that are similar to the rates among low SES Whites, we can know that the seemingly higher rates of identification among minorities result from their greater likelihood to have low SES. Summarily, because the risk of identification for White students who have low SES is similar to that of Black students who have low SES, future research and policy reform should focus on identifying the shared qualities or experiences of low SES youth that lead to their disproportionate identification, rather than focusing exclusively on racial/ethnic minorities. It remains to be determined why lower SES youth are at higher risk of incidence, or possibly just of identification, with learning disabilities.
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disability. Without a clear diagnosis, many students will suffer because they will not be provided with the tools they need to succeed in the public education school system. For example, in many occasions teachers have suggested retention or have taken no action at all when they lack experience working with
English language learners. Students were commonly pushed toward testing, based on an assumption that their poor academic performance or behavioral difficulties indicated a need for special education. Linguistically responsive psychologist understand that second language acquisition is a process and they understand how to support ELLs' growth in language and academically. When ELLs are referred for a psychoeducational assessment, it is difficult to isolate and disentangle what are the effects of the language acquisition process, from poor quality educational services, from what may be academic difficulties that result from processing disorders, attention problems, and learning disabilities. Additionally not having trained staff and faculty becomes more of an issue when staff is unaware of numerous types of psychological factors that immigrant children in the U.S. could be potentially dealing with. These factors that include acculturation, fear and/or worry of deportation, separation from social supports such as parents, language barriers, disruptions in learning experiences, stigmatization, economic challenge, and risk factors associated with poverty. In the United States, there are no set policies mandating that all districts employ bilingual school psychologist, nor are schools equipped with specific tools and resources to assist immigrant children and families. Many school districts do not have the proper personnel that is able to communicate with this population.
172:, a committee of representatives of organizations committed to the education and welfare of individuals with learning disabilities is known as the National Joint Committee on Learning Disabilities (NJCLD). The NJCLD used the term 'learning disability' to indicate a discrepancy between a child's apparent capacity to learn and their level of achievement. Several difficulties existed, however, with the NJCLD standard of defining learning disability. One such difficulty was its belief of central nervous system dysfunction as a basis of understanding and diagnosing learning disability. This conflicted with the fact that many individuals who experienced central nervous system dysfunction, such as those with cerebral palsy, did not experience disabilities in learning. On the other hand, those individuals who experienced multiple handicapping conditions along with learning disability frequently received inappropriate assessment, planning, and instruction. The NJCLD notes that it is possible for learning disability to occur simultaneously with other handicapping conditions, however, the two should not be directly linked together or confused.
504:(RTI). Researcher recommendations for implementing such a model include early screening for all students, placing those students who are having difficulty into research-based early intervention programs, rather than waiting until they meet diagnostic criteria. Their performance can be closely monitored to determine whether increasingly intense intervention results in adequate progress. Those who respond will not require further intervention. Those who do not respond adequately to regular classroom instruction (often called "Tier 1 instruction") and a more intensive intervention (often called "Tier 2" intervention) are considered "non-responders." These students can then be referred for further assistance through special education, in which case they are often identified with a learning disability. Some models of RTI include a third tier of intervention before a child is identified as having a learning disability.
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weaknesses Second, RTI by design takes considerably longer than established techniques, often many months to find an appropriate tier of intervention. Third, it requires a strong intervention program before students can be identified with a learning disability. Lastly, RTI is considered a regular education initiative and consists of members of general education teachers, in conjunction with other qualified professionals. Occupational therapists in particular can support students in the educational setting by helping children in academic and non-academic areas of school including the classroom, recess and meal time. They can provide strategies, therapeutic interventions, suggestions for adaptive equipment, and environmental modifications. Occupational therapists can work closely with the child's teacher and parents to facilitate educational goals specific to each child under an RTI and/or IEP.
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aware, it may be beneficial to be mindful about one's approach regarding the disability and avoid vocabulary that may insinuate that the learning disability is an obstacle or shortcoming as this may potentially be harmful to an individual's mental health and self esteem. Research suggests that accumulating positive experiences such as success in interpersonal relationships, achievements, and overcoming stress leads to the formation of self-esteem leading to the acceptance of one's disability and a better life outcome. This suggests that working with the disability may result in more positive outcomes rather than attempting to fix it. As an instructor or tutor, it may be helpful to consider asking the needs of individuals with disabilities as they know their disability the best. Some question to consider:
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generally tend to have higher self-esteem than those who do not, regardless of their actual academic achievement. However, studies have also shown that several other factors can influence self-esteem. Skills in non-academic areas, such as athletics and arts, improve self-esteem. Also, a positive perception of one's physical appearance has also been shown to have positive effects of self-esteem. Another important finding is that students with learning disabilities are able to distinguish between academic skill and intellectual capacity. This demonstrates that students who acknowledge their academic limitations but are also aware of their potential to succeed in other intellectual tasks see themselves as intellectually competent individuals, which increases their self-esteem.
383:. It has generally been difficult to determine the efficacy of special education services because of data and methodological limitations. Emerging research suggests adolescents with learning disabilities experience poorer academic outcomes even compared to peers who began high school with similar levels of achievement and comparable behaviors. It seems their poorer outcomes may be at least partially due to the lower expectations of their teachers; national data show teachers hold expectations for students labeled with learning disabilities that are inconsistent with their academic potential (as evidenced by test scores and learning behaviors). It has been said that there is a strong connection between children with a learning disability and their educational performance.
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interventions can be quite simple, while others are intricate and complex. Current technologies may require student training to be effective classroom supports. Teachers, parents, and schools can create plans together that tailor intervention and accommodations to aid the individuals in successfully becoming independent learners. A multi-disciplinary team frequently helps to design the intervention and to coordinate the execution of the intervention with teachers and parents. This team frequently includes school psychologists, special educators, speech therapists (pathologists), occupational therapists, psychologists, ESL teachers, literacy coaches, and/or reading specialists.
1007:(ABE) programs, at the state level. ABE programs are allotted certain amounts of funds per state in order to provide resources for adults with learning disabilities. This includes resources to help them learn basic life skills in order to provide for themselves. ABE programs also provide help for adults who lack a high school diploma or an equivalent. These programs teach skills to help adults get into the workforce or into a further level of education. There is a certain pathway that these adults and instructors should follow in order to ensure these adults have the abilities needed to succeed in life. Some ABE programs offer
480:, academic achievement testing, classroom performance, and social interaction and aptitude. Other areas of assessment may include perception, cognition, memory, attention, and language abilities. The resulting information is used to determine whether a child's academic performance is commensurate with their cognitive ability. If a child's cognitive ability is much higher than their academic performance, the student is often diagnosed with a learning disability. The DSM-IV and many school systems and government programs diagnose learning disabilities in this way (DSM-IV uses the term "disorder" rather than "disability").
117:(British English) is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a possible lack of an ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while conditions such as
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one must retrieve information from storage, organize our thoughts, and put the thoughts into words before we speak. It can also cause trouble with written language for the same reasons. Difficulties with motor abilities can cause problems with gross and fine motor skills. People with gross motor difficulties may be clumsy, that is, they may be prone to stumbling, falling, or bumping into things. They may also have trouble running, climbing, or learning to ride a bicycle. People with fine motor difficulties may have trouble with handwriting, buttoning shirts, or tying shoelaces.
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tendency of raters to identify more personally with authors of handwritten essays compared to word-processed essays resulting in awarding a higher rating to the handwritten essays despite both essays being identical in terms of content. Several studies have analyzed the differences in standardized scores of handwriting and word-processed (typed) essays between students with and without disability. Results suggest handwritten essays of students with and without disabilities consistently received higher scores compared to word processed versions.
370:, acknowledgement and support for students with learning disabilities has been a fairly recent development, and has improved drastically since the start of the 21st century. The first definition for learning disability was coined in 1999, and in 2001, the Enrichment Project for the Support System for Students with Learning Disabilities was established. Since then, there have been significant efforts to screen children for learning disabilities, provide follow-up support, and provide networking between schools and specialists.
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teaching strategies are more successful for students that are linguistic or culturally diverse versus traditional methods of teaching used for students whose first language is
English. It is then also true that the proper way to diagnose a learning disability in English language learners (ELL) differs. In the United States, there has been a growing need to develop the knowledge and skills necessary to provide effective school psychological services, specifically for those professionals who work with immigrant populations.
636:" is often used as a synonym for reading disability; however, many researchers assert that there are different types of reading disabilities, of which dyslexia is one. A reading disability can affect any part of the reading process, including difficulty with accurate or fluent word recognition, or both, word decoding, reading rate, prosody (oral reading with expression), and reading comprehension. Before the term "dyslexia" came to prominence, this learning disability used to be known as "word blindness."
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thinking, writing and proofreading. In the case of individuals possessing a learning disability, deficits may be present that could impair the individuals' ability to carry out these necessary steps and express their thoughts in an organized manner. Reading is a crucial step to quality writing, oftentimes, it is practiced from a young age. Reading increases the attention span, allows exposure to a variety of genres and writing styles, and allows for the accumulation of a wide range of vocabulary.
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meets certain criteria, as determined by a professional (such as a psychologist, psychiatrist, speech-language pathologist, or paediatrician). The difference is in the degree, frequency, and intensity of reported symptoms and problems, and thus the two should not be confused. When the term "learning disorder" is used, it describes a group of disorders characterized by inadequate development of specific academic, language, and speech skills. Types of learning disorders include reading (
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that measure reading subskills include the Gray Oral
Reading Test IV β Fourth Edition (GORT IV), Gray Silent Reading Test, Comprehensive Test of Phonological Processing (CTOPP), Tests of Oral Reading and Comprehension Skills (TORCS), Test of Reading Comprehension 3 (TORC-3), Test of Word Reading Efficiency (TOWRE), and the Test of Reading Fluency. A more comprehensive list of reading assessments may be obtained from the Southwest Educational Development Laboratory.
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measurement to complement information gathered from formal assessments. A compilation of these tests is used to assess whether an ELL student has a learning disability or merely is academically delayed because of language barriers or environmental factors. Many schools do not have a school psychologist with the proper training nor access to appropriate tools. Also, many school districts frown upon taking the appropriate steps to diagnosing ELL students.
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and services for individuals with learning disabilities, their families, at work, and the community. Since education is largely the responsibility of each province and territory in Canada, provinces and territories have jurisdiction over the education of individuals with learning disabilities, which allows the development of policies and support programs that reflect the unique multicultural, linguistic, and socioeconomic conditions of its area.
1049:, and the inability to process information. There are studies that suggest people with ADHD generally have a positive attitude toward academics and, with medication and developed study skills, can perform just as well as individuals without learning disabilities. Also, using alternate sources of gathering information, such as websites, study groups and learning centers, can help a person with ADHD be academically successful.
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704:: Nonverbal learning disabilities often manifest in motor clumsiness, poor visual-spatial skills, problematic social relationships, difficulty with mathematics, and poor organizational skills. These individuals often have specific strengths in the verbal domains, including early speech, large vocabulary, early reading and spelling skills, excellent rote memory and auditory retention, and eloquent self-expression.
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that are intrinsic to the individual. SLD are specific in the sense that these disorders each significantly affect a relatively narrow range of academic and performance outcomes. SLD may occur in combination with other disabling conditions, but they are not due primarily to other conditions, such as intellectual disability, behavioral disturbance, lack of opportunities to learn, or primary sensory deficits.
585:, which can relate to deficits with processing time intervals or temporal perception. Difficulties with auditory perception can make it difficult to screen out competing sounds in order to focus on one of them, such as the sound of the teacher's voice in a classroom setting. Some children appear to be unable to process tactile input. For example, they may seem insensitive to pain or dislike being touched.
1042:(ADHD) is often studied in connection with learning disabilities, but it is not actually included in the standard definitions of learning disabilities. Individuals with ADHD may struggle with learning, but can often learn adequately once successfully treated for the ADHD. A person can have ADHD but not learning disabilities or have learning disabilities without having ADHD. The conditions can co-occur.
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contribute to a capitalistic society, with a cultural premium on efficiency and science. More agrarian cultures, for example, do not even use learning ability as a measure of adult adequacy, whereas the diagnosis of learning disabilities is prevalent in
Western capitalistic societies because of the high value placed on speed, literacy, and numeracy in both the labor force and school system.
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156:'s ability to receive and process information. This disorder can make it problematic for a person to learn as quickly or in the same way as someone who is not affected by a learning disability. People with a learning disability have trouble performing specific types of skills or completing tasks if left to figure things out by themselves or if taught in conventional ways.
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diagnosing on the basis of a discrepancy does not predict the effectiveness of treatment. Low academic achievers who do not have a discrepancy with IQ (i.e. their IQ scores are also low) appear to benefit from treatment just as much as low academic achievers who do have a discrepancy with IQ (i.e. their IQ scores are higher than their academic performance would suggest).
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their learning, school progress, and behavior in the classroom". These students may then act out and not excel in the classroom and will, therefore, be misdiagnosed: "Overall, the data indicates that there is a persistent concern regarding the misdiagnosis and inappropriate placement of students from diverse backgrounds in special education classes since the 1975".
929:(1974) stated that equal treatment in school did not mean equal educational opportunity. This ruling is also supported by English language development services provided in schools, but these rulings do not require the individuals that teach and provide services to have any specific training nor is licensing different from a typical teacher or services provider.
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simple structures and vocabulary. This puts many students with learning disabilities at a disadvantage since their knowledge of complex vocabulary usually does not compare to their peers. Based on such patterns, early interventions such as reading and writing curriculums from a young age could provide opportunities for vocabulary acquisition and development.
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and expensive special education services. In the United States, the 2004 reauthorization of the
Individuals with Disabilities Education Act permitted states and school districts to use RTI as a method of identifying students with learning disabilities. RTI is now the primary means of identification of learning disabilities in Florida.
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strengths and weaknesses, and places undue emphasis on academic success by insisting that people should receive additional support in this arena but not in music or sports. Other research has pinpointed the use of resource rooms as an importantβyet often politicized component of educating students with learning disabilities.
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692:, a math disability involves difficulties such as learning math concepts (such as quantity, place value, and time), difficulty memorizing math facts, difficulty organizing numbers, and understanding how problems are organized on the page. Dyscalculics are often referred to as having poor "number sense".
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Problems still exist regarding the fairness of standardized testing. Providing testing accommodations to students with learning disabilities has become increasingly common. One of such issues that introduce iniquity to those with disabilities is the handwriting bias. The handwriting bias involves the
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The most commonly used comprehensive achievement tests include the
Woodcock-Johnson IV (WJ IV), Wechsler Individual Achievement Test II (WIAT II), the Wide Range Achievement Test III (WRAT III), and the Stanford Achievement Testβ10th edition. These tests include measures of many academic domains that
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A primary benefit of such a model is that it would not be necessary to wait for a child to be sufficiently far behind to qualify for assistance. This may enable more children to receive assistance before experiencing significant failure, which may, in turn, result in fewer children who need intensive
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Although the discrepancy model has dominated the school system for many years, there has been substantial criticism of this approach among researchers. Recent research has provided little evidence that a discrepancy between formally measured IQ and achievement is a clear indicator of LD. Furthermore,
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a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to
Central Nervous System Dysfunction. Even though
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In the context of standardized test taking, studies show that the strongest predictor of the level of performance during standardized essay writing was vocabulary complexity, specifically, the number of words with more than two syllables. Studies have suggested that individuals with ADHD tend to use
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Educators have only recently started to look into the effects of culture on learning disabilities. If a teacher ignores a student's culturally diverse background, the student will suffer in the class. "The cultural repertoires of students from cultural learning disorder backgrounds have an impact on
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Output: Information comes out of the brain either through words, that is, language output, or through muscle activity, such as gesturing, writing or drawing. Difficulties with language output can create problems with spoken language. Such difficulties include answering a question on demand, in which
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Integration: This is the stage during which perceived input is interpreted, categorized, placed in a sequence, or related to previous learning. Students with problems in these areas may be unable to tell a story in the correct sequence, unable to memorize sequences of information such as the days of
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Currently, there are no standardized guidelines for the process of diagnosing ELL with specific learning disabilities (SLD). This is a problem since many students will fall through the cracks as educators are unable to clearly assess if a student's delay is due to a language barrier or true learning
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does not limit learning disorders to a particular diagnosis such as reading, mathematics, or written expression. Instead, it is a single diagnosis criterion describing drawbacks in general academic skills and includes detailed specifiers for the areas of reading, mathematics, and written expression.
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Concept of LD: Strong converging evidence supports the validity of the concept of specific learning disabilities (SLD). This evidence is particularly impressive because it converges across different indicators and methodologies. The central concept of SLD involves disorders of learning and cognition
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Learning disabilities fall into broad categories based on the four stages of information processing used in learning: input, integration, storage, and output. Many learning disabilities are a compilation of a few types of abnormalities occurring at the same time, as well as with social difficulties
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However, caution should be made when suspecting the person with a learning disability may also have dementia, especially as people with Down's syndrome may have the neuroanatomical profile but not the associated clinical signs and symptoms. Examination can be carried out of executive functioning as
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Since 1998 there have been attempts to create a reference index more useful than IQ to generate predicted scores on achievement tests. For example, for a student whose vocabulary and general knowledge scores matches their reading comprehension score a teacher could assume that reading comprehension
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Individuals with learning disabilities can face unique challenges that are often pervasive throughout the lifespan. Depending on the type and severity of the disability, interventions, and current technologies may be used to help the individual learn strategies that will foster future success. Some
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are often used interchangeably, they differ in many ways. Disorder refers to significant learning problems in an academic area. These problems, however, are not enough to warrant an official diagnosis. Learning disability, on the other hand, is an official clinical diagnosis, whereby the individual
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All together, the tendency of students with learning disabilities to dedicate little time to the planning and revision process compared to their peers often results in a lower level of coherence and quality of their written composition and a lower quality rating in the case for standardized tests.
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The ability to express one's thoughts and opinions in an organized fashion and in written form is an essential life skill that individuals have been taught and practiced repetitively since youth. The writing process includes, but is not limited to: understanding the genre, style, reading, critical
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preparation programs to support adults through the process to get a GED. It is important to note that ABE programs do not always have the expected outcome on things like employment. Participants in ABE programs are given tools to help them succeed and get a job but, employment is dependent on more
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A common misconception about those with learning disabilities is that they outgrow it as they enter adulthood. This is often not the case and most adults with learning disabilities still require resources and care to help manage their disability. One resource available is the Adult Basic
Education
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assert that there are social or structural causes of disability or the assignation of the label of disability, and even that disability is entirely socially constructed. Since the turn of the 19th century, education in the United States has been geared toward producing citizens who can effectively
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The purpose of assessment is to determine what is needed for intervention, which also requires consideration of contextual variables and whether there are comorbid disorders that must also be identified and treated, such as behavioral issues or language delays. These contextual variables are often
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In the reading domain, there are also specialized tests that can be used to obtain details about specific reading deficits. Assessments that measure multiple domains of reading include Gray's
Diagnostic Reading Testsβ2nd edition (GDRT II) and the Stanford Diagnostic Reading Assessment. Assessments
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In Canada, the first association in support of children with learning disabilities was founded in 1962 by a group of concerned parents. Originally called the
Association for Children with Learning Disabilities, the Learning Disabilities Association of Canada β LDAC was created to provide awareness
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In the present day, it has been reported that white districts have more children from minority backgrounds enrolled in special education than they do majority students. "It was also suggested that districts with a higher percentage of minority faculty had fewer minority students placed in special
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Sternberg has argued that early remediation can greatly reduce the number of children meeting diagnostic criteria for learning disabilities. He has also suggested that the focus on learning disabilities and the provision of accommodations in school fails to acknowledge that people have a range of
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Individuals with a diagnosis of a disorder of written expression typically have a combination of difficulties in their abilities with written expression as evidenced by grammatical and punctuation errors within sentences, poor paragraph organization, multiple spelling errors, and excessively poor
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Problems during pregnancy and birth: A learning disability can result from anomalies in the developing brain, illness or injury. Risk factors are foetal exposure to alcohol or drugs and low birth weight (3 pounds or less). These children are more likely to develop a disability in math or reading.
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Heredity and genetics: Learning disabilities are often linked through genetics and run in the family. Children who have learning disabilities often have parents who have the same struggles. Children of parents who had less than 12 years of school are more likely to have a reading disability. Some
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The effects of having a learning disability or learning difference are not limited to educational outcomes: individuals with learning disabilities may experience social problems as well. Neuropsychological differences can affect the accurate perception of social cues with peers. Researchers argue
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Before the discovery of ADHD, it was technically included in the definition of LDs since it has a very pronounced effect on the "executive functions" required for learning. Thus historically, ADHD was not clearly distinguished from other disabilities related to learning. Therefore, when a person
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is writing skills (as measured by a standardized test or functional assessment) that fall substantially below those expected based on the individual's chronological age, measured intelligence, and age-appropriate education, (Criterion A). This difficulty must also cause significant impairment to
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In addition, some students with learning disabilities tend to have difficulty separating the different stages of writing and devote little time to the planning stage. Oftentimes, they attempt to simultaneously reflect on their spelling while putting ideas together causing them to overload their
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Another program to assist adults with disabilities are federal programs called "home and community based services" (HCBS). Medicaid funds these programs for many people through a fee waiver system, however, there are still lots of people on a stand-by list. These programs are primarily used for
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Many individuals with learning disabilities may not openly disclose their condition. Some experts say that an instructor directly asking or assuming potential disabilities could cause potential harm to an individual's self esteem. In addition, if information about certain disabilities were made
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Studies suggest that students with learning disabilities typically have difficulty with word recognition, the process of connecting the text to its meaning. This makes the reading process slow and cognitively laborious, which can be a very frustrating experience, causing students with learning
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Demographers in the United States report that there has been a significant increase in immigrant children in the United States over the past two decades. This information is vital because it has been and will continue to affect both students and how educators approach teaching methods. Various
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The process does not take into account children's individual neuropsychological factors such as phonological awareness and memory, that can inform design instruction. By not taking into account specific cognitive processes, RTI fails to inform educators about a students' relative strengths and
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Many studies have been done to assess the correlation between learning disability and self-esteem. These studies have shown that an individual's self-esteem is indeed affected by their own awareness of their learning disability. Students with a positive perception of their academic abilities
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Hay I, Elias G, Fielding-Barnsley R, Homel R, Freiberg K (2007). "Language delays, reading delays, and learning difficulties: interactive elements requiring multidimensional programming". Journal of Learning Disabilities. 40 (5): 400β9. doi:10.1177/00222194070400050301. PMID 17915494. S2CID
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Deficits in any area of information processing can manifest in a variety of specific learning disabilities (SLD). It is possible for an individual to have more than one of these difficulties. This is referred to as comorbidity or co-occurrence of learning disabilities. In the UK, the term
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A well trained bilingual school psychologist will be able to administer and interpret assessments using psychological testing tools. Also, an emphasis is placed on informal assessment measures such as language samples, observations, interviews, and rating scales as well as curriculum-based
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are used to cover the range of learning difficulties referred to in the United States as "learning disabilities". In the UK, the term "learning disability" refers to a range of developmental disabilities or conditions that are almost invariably associated with more severe generalized
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Many normed assessments can be used in evaluating skills in the primary academic domains: reading, including word recognition, fluency, and comprehension; mathematics, including computation and problem solving; and written expression, including handwriting, spelling and composition.
4392:"Understanding Motor Skills in Children with Dyspraxia, ADHD, Autism, and Other Learning Disabilities Lisa A Kurtz Understanding Motor Skills in Children with Dyspraxia, ADHD, Autism, and Other Learning Disabilities Jessica Kingsley2007Β£12.9916097818431086589781843108658"
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There is a lack of research in this area due to the complex relationship between the brain and one's ability to articulate ideas in writing. More research should be conducted in order to assess these factors and test the effectiveness of various intervention techniques.
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than just a guarantee of a job post-ABE. Employment varies based on the level of growth a participant experiences in an ABE program, the personality and behavior of the participant, and the job market they are entering into following completion of an ABE program.
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the week, able to understand a new concept but be unable to generalize it to other areas of learning, or able to learn facts but be unable to put the facts together to see the "big picture." A poor vocabulary may contribute to problems with comprehension.
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Reeder, Deborah L.; Arnold, Sandra H.; Jeffries, Lynn M.; McEwen, Irene R. (2011-01-19). "The Role of Occupational Therapists and Physical Therapists in Elementary School System Early Intervening Services and Response to Intervention: A Case Report".
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Input: This is the information perceived through the senses, such as visual and auditory perception. Difficulties with visual perception can cause problems with recognizing the shape, position, or size of items seen. There can be problems with
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penmanship. A disorder in spelling or handwriting without other difficulties of written expression do not generally qualify for this diagnosis. If poor handwriting is due to an impairment in the individuals' motor coordination, a diagnosis of
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academic achievement and tasks that require composition of written text (Criterion B), and if a sensory deficit is present, the difficulties with writing skills must exceed those typically associated with the sensory deficit, (Criterion C).
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Common indicators of reading disability include difficulty with phonemic awarenessβthe ability to break up words into their component sounds, and difficulty with matching letter combinations to specific sounds (sound-symbol correspondence).
1020:. HCBS programs offer service more dedicated to caring for the adult, not so much providing resources for them to transition into the workforce. Some services provided are: therapy, social skills training, support groups, and counseling.
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Artiles, A.J.; Thorious, K.K.; Bap, A.; Neal, R.; Waitoller, F.R.; Hernandez-Saca, D. (2011). "Beyond culture as group traits: Future learning disabilities ontology, epistemology, and inquire on research knowledge use".
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can be supported through work in vocabulary and general knowledge. If the reading comprehension score is lower in the appropriate statistical sense it would be necessary to first rule out things like vision problems.
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and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to the age of 21. Considered as a civil rights law, states are not required to
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Fletcher, T.V.; Navarrete, L.A. (2003). "Learning disabilities or difference: A critical look at issues associated with misidentification and placement of Hispanic students in special education programs".
4475:"The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014"
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presents with difficulties in learning, ADHD should be considered as well. Scientific research continues to explore the traits, struggles, effective learning styles and comorbid LDs of those with ADHD.
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Keller-Margulis, M.; Payan, A.; Jaspers, K.E.; Brewton, C. (2016). "Validity and diagnostic accuracy of written expression curriculum-based measurement for students with diverse language backgrounds".
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RodrΓguez, James L.; Cadiero-Kaplan, Karen (2008). "Bilingualism & Biliteracy: Issues of Equity, Access, & Social Justice for English Language Learners: Introduction to This Special Issue".
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The causes for learning disabilities are not well understood, and sometimes there is no apparent cause for a learning disability. However, some causes of neurological impairments include:
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Klingner, Janette K.; Harry, Beth (2006). "The special education referral and decision-making process for English language learners: Child study team meetings and placement conferences".
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Sternberg, R. J., & Grigorenko, E. L. (1999). Our labeled children: What every parent and teacher needs to know about learning disabilities. Reading, MA: Perseus Publishing Group
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Wegner, Judith Welch (1984). "The Antodiscrimination Model Reconsidered: Ensuring Equal Opportunity Without Respect to Handicap Under Section 504 of the Rehabilitation Act of 1973".
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defines 'learning disability' as a "significant general impairment in intellectual functioning acquired during childhood", and states that roughly one in 50 British adults have one.
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290:, effective May 1977, guarantees certain rights to people with disabilities, especially in the cases of education and work, such being in schools, colleges and university settings.
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and are not included under most definitions of learning disabilities because their difficulty in learning are considered to be related directly to their overall low intelligence.
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disabilities to spend less time reading compared to their classmates. This in turn can negatively affect vocabulary acquisition and comprehension development of the individual.
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Kataoka, Mika; van Kraayenoord, Christina E.; Elkins, John (August 2004). "Principals' and Teachers' Perceptions of Learning Disabilities: A Study from NARA Prefecture, Japan".
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600:. Most memory difficulties occur with one's short-term memory, which can make it difficult to learn new material without more repetitions than usual. Difficulties with
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925:(1982) grants all children, no matter their legal status, the right to a free education. Additionally, specifically in regards to ELLs, the supreme court ruling
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2463:
4810:
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1471:(Report). National Research Center on Learning Disabilities (NRCLD). Recommendations for Change in SLD Definition and Classification Criteria. Archived from
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419:
Children who are born prematurely, late, have a longer labor than usual, or have trouble receiving oxygen are more likely to develop a learning disability.
295:
3929:
1045:
People diagnosed with ADHD sometimes have impaired learning. Some of the struggles people with ADHD have might include lack of motivation, high levels of
5449:
632:
Reading disorder is the most common learning disability. Of all students with specific learning disabilities, 70β80% have deficits in reading. The term "
301:
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921:
Schools in the United States have a legal obligation to new arrivals to the country, including undocumented students. The landmark Supreme Court ruling
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973:"the data β driven by inconsistent methods of diagnosis, treatment, and funding β make the overall system difficult to describe or change".
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205:
The issue of defining learning disabilities has generated significant and ongoing controversy. The term "learning disability" does not exist in
62:, developmental disorder of scholastic skills, unspecified, knowledge acquisition disability NOS, learning disability NOS, learning disorder NOS
5591:
411:
including learning disabilities. One study estimated that about one in 300 children had such spontaneous mutations, for example a fault in the
5894:
4042:
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3605:
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assessed using parent and teacher questionnaire forms that rate the students' behaviors and compares them to standardized norms.
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Research involving individuals with learning disabilities who exhibit challenging behaviors who are subsequently treated with
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970:"within special education, white children are assigned to less restrictive programs than are their minority counterparts";
701:
38:
5737:
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963:
There are three patterns that are well known in regards to mainstream students and minority labels in the United States:
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950:, in that disability is perceived as an individual deficit that is biological in origin. Researchers working within a
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Note: this approach is most likely to be used with adult learners or outside the mainstream school system.
408:
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1808:"Stigma of a Label: Educational Expectations for High School Students Labeled with a Learning Disability"
1759:"Equity or Marginalization? The High School Course-Taking of Students Labeled With a Learning Disability"
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967:"A higher percentage of minority children than of white children are assigned to special education";
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5003:
3980:"Trends in children's attainments and their determinants as family income inequality has increased"
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1182:"2020 ICD-10-CM Diagnosis Code F81.9: Developmental disorder of scholastic skills, unspecified"
415:
gene which is associated with learning and communication difficulties in the children affected.
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3302:
2587:
2001:
1564:
2908:"Dyscalculia expert Jane Emerson explains number sense and its relevance to dyscalculia"
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2020:
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children have spontaneous mutations (i.e. not present in either parent) which can cause
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a learning disability may occur concomitantly with other handicapping conditions (e.g.
5012:
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3433:
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2907:
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274:. People with learning disabilities generally have average or higher intelligence.
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189:
5023:
4818:(1). Council for Exceptional Children. Division of Learning Disabilities.: 6β15.
4640:
4547:
3403:
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3348:
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Are you comfortable reading your paper out loud or would you prefer if I read it?
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674:" has been used as an overarching term for all disorders of written expression.
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3086:
Jung, Yun Hwa; Kang, Soo Hyun; Park, Eun-Cheol; Jang, Suk-Yong (January 2022).
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2002:"Prevalence and architecture of de novo mutations in developmental disorders"
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What tools or technologies do you tend to use most frequently when you write?
5408:
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Stevens, Elizabeth A.; Walker, Melodee A.; Vaughn, Sharon (September 2017).
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How do you learn best (i.e. Do you learn best by doing, seeing, or hearing)?
247:
122:
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3301:
Gallego, Margaret A.; DurΓ‘n, Grace Zamora; Reyes, Elba I. (November 2006).
3279:
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Reschly, Daniel J.; Hosp, John L.; Schmied, Catherine M. (20 August 2003).
1314:
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or a separate classroom in a regular school for learning disabled students
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5695:
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identification of racial and ethnic minorities and students who have low
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175:
In the 1980s, NJCLD, therefore, defined the term learning disability as:
138:
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that governs how states and public agencies provide early intervention,
5219:
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4581:
4564:
4329:
3978:
Haveman, Robert; Sandefur, Gary; Wolfe, Barbara; Voyer, Andrea (2004).
2806:
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231:
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National Dissemination Center for Children with Disabilities (NICHY)
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2414:"Sampling linguistic diversity to understand language development"
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Emphasizes carefully planned lessons for small learning increments
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is often used to refer to co-occurrence of learning difficulties.
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Reading & Writing Quarterly: Overcoming Learning Difficulties
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Disorder of written expression (ICD-10 and DSM-IV-TR codes 315.2)
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1208:"October Is Learning Disabilities Awareness Month in Canada!"
2361:"Understanding the plight of immigrant and refugee students"
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Storage: Problems with memory can occur with short-term or
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attention system and make a number of spelling mistakes.
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Gain fundamental skills before moving onto the next level
496:
Much current research has focused on a treatment-oriented
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https://kidshealth.org/en/kids/learning-disabilities.html
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2477:
Gabovitch, Elaine; Dutra, Courtney; Lauer, Emily (2016).
2062:"Child gene study identifies new developmental disorders"
196:
The 2002 LD Roundtable produced the following definition:
4887:
628:
Reading disorder (ICD-10 and DSM-IV codes: F81.0/315.00)
58:
Learning difficulties, developmental academic disorder,
3062:"Dyslexia in the Writing Center: Multimodal Strategies"
2957:
678:
Math disability (ICD-10 and DSM-IV codes F81.2-3/315.1)
3176:, 563 (U.S. 1974) ("volume 414").
2248:
Marcia A. Barnes; Fletcher, Jack; Fuchs, Lynn (2007).
5256:
Convention on the Rights of Persons with Disabilities
1032:
lower than 70 are usually characterized as having an
337:, terms such as specific learning difficulty (SpLD),
4966:
2206:
Flanagan, Dawn P.; Harrison, Patti L., eds. (2012).
2105:
Journal of Clinical and Experimental Neuropsychology
895:
What part of the assignment do you want to focus on?
766:
Rapid-paced interaction between teacher and students
711:(such as organizational skills and time management).
152:
The unknown factor is the disorder that affects the
125:
are usually referred to as "learning difficulties".
5943:
5877:
5852:
5831:
5796:
5713:
5706:
5569:
5503:
5442:
5376:
5341:
5295:
5274:
5238:
5212:
5205:
5145:
5114:
5044:
4970:
4869:(Magazine), vol. 40, June 2008, archived from
4853:Boston, USA: Allyn & Bacon. ISBN 9780205320103
4311:
4309:
3593:
Culture, Classification and Intellectual Disability
3580:
Culture, Classification and Intellectual Disability
3496:
Culture, Classification and Intellectual Disability
1364:"National Joint Committee on Learning Disabilities"
88:
54:
49:
37:"Slow learner" redirects here. For other uses, see
2929:
2418:Current Perspectives on Child Language Acquisition
2371:(5). National Association of School Psychologists.
1544:American Psychiatric Association DSM-5 Development
4742:RodrΓguez Silva, L.H.; Roehr-Brackin, K. (2016).
2964:. 2014 National Institute for Direct Instruction.
1287:Physical & Occupational Therapy in Pediatrics
986:Social roots of learning disabilities in the U.S.
898:Where in our space would you most prefer to work?
547:are reliable in identifying areas of difficulty.
1057:Learning disabilities affect the writing process
727:are one tool for managing learning disabilities.
3719:
3717:
3376:
3374:
2785:Lyon, G. Reid (1996). "Learning Disabilities".
198:
177:
4188:Career Development for Exceptional Individuals
4075:Shifrer, D.; Muller, C.; Callahan, R. (2010).
3010:Karen Zittleman; Sadker, David Miller (2009).
2701:(3). Taylor & Francis (Routledge): 23β44.
2481:(Report). UMASS Chan Medical School. p. 2
2380:
2378:
2311:Rethinking Special Education For A New Century
1279:
1277:
1275:
886:Helping Individuals with Learning Disabilities
5680:
5261:Declaration on the Rights of Disabled Persons
5092:
4812:Learning Disabilities Research & Practice
4254:Journal of Autism and Developmental Disorders
4135:Taymans, Juliana; Kosaraju, Sagarika (2012).
3782:Learning Disabilities: A Contemporary Journal
2859:"Learning disabilities, dyslexia, and vision"
2631:(3). Taylor & Francis (Routledge): 3β32.
2181:Patti L. Harrison; Flanagan, Dawn P. (2005).
1239:Learning Disabilities: A Contemporary Journal
946:Learning disability theory is founded in the
8:
5753:Mixed receptive-expressive language disorder
4182:Price, Lynda; Shaw, Stan (October 1, 2000).
2602:Southwest Educational Development Laboratory
2507:
2505:
1646:. British Institute of Learning Disabilities
738:Learners work at their own level of mastery.
4184:"Adult Education and Learning Disabilities"
2243:
2241:
2239:
2237:
2086:"Helping Children with Learning Difficulty"
1943:The Cochrane Database of Systematic Reviews
448:Learning disabilities can be identified by
296:Individuals with Disabilities Education Act
5710:
5687:
5673:
5665:
5649:
5450:Augmentative and alternative communication
5209:
5099:
5085:
5077:
4967:
2212:(3rd ed.). New York: Guilford Press.
2185:(2nd ed.). New York: Guilford Press.
302:Education for All Handicapped Children Act
46:
4580:
4506:
4265:
4111:
3634:British Journal of Sociology of Education
3607:British Journal of Sociology of Education
3535:
3518:10.1525/california/9780520230002.003.0008
3121:
3103:
2962:National Institute for Direct Instruction
2874:
2569:
2567:
2036:
1874:
1864:
1823:
1782:
1681:
4951:) is being considered for deletion. See
4863:Learning Difficulties Australia Bulletin
4849:Learning Disabilities & Life Stories
3435:British Journal of Learning Disabilities
1233:Gates, Bob; Mafuba, Kay (1 March 2016).
1214:. LDAO β North Bay and Area News Release
1040:Attention-deficit hyperactivity disorder
670:By a number of organizations, the term "
576:and emotional or behavioral disorders.
5977:Mental disorders diagnosed in childhood
5485:Disproportionality in special education
4219:
4217:
3330:
3328:
1087:
4751:Studies in Second Language Acquisition
4468:
4466:
4464:
4462:
4437:
4435:
4433:
4431:
4429:
4427:
4425:
4243:
4241:
4239:
4224:Kim, Jeounghee; Belzar, Alisa (2021).
3561:
3551:
3160:, 457 202 (U.S. 1982).
2857:Handler SM, et al. (March 2011).
27:Range of neurodevelopmental conditions
5895:Learning problems in childhood cancer
4927:on 2014-10-26. Retrieved 2014-10-19.
3986:. New York: Russell Sage Foundation.
3241:
3239:
3237:
3056:
3054:
3052:
1978:
1976:
1812:Journal of Health and Social Behavior
1763:American Educational Research Journal
933:Issues Regarding Standardized Testing
30:For general learning disability, see
7:
4658:Equity & Excellence in Education
2499:Jones, 2009; Martines, 2008; Rhodes.
5839:Developmental coordination disorder
5592:Disability in children's literature
3144:U.S. Department of Education, 2014.
2756:"Reading and Learning Disabilities"
2738:Journal of Cognitive Rehabilitation
1986:, vol. 4, no. 1, ser. 31-37, 2017.
912:Society and culture (United States)
786:Alternative or modified assignments
665:developmental coordination disorder
343:developmental coordination disorder
5455:Emotional or behavioral disability
4697:(10). Wiley-Blackwell: 1018β1034.
4035:10.1108/S1479-3547(2010)0000005014
3982:. In Neckerman, Kathryn M. (ed.).
3661:Disability, Handicap & Society
2588:10.1093/oso/9780190682675.003.0017
2336:Fletcher-Janzen, Reynolds (2008),
2111:(3). Informa UK Limited: 269β286.
1002:Learning disabilities in adulthood
571:By stage of information processing
25:
4955:to help reach a consensus. βΊ
4232:: 1β17 – via Sage Journals.
3046:, Dec 1973; vol. 6: pp. 609 - 614
1640:"Learning Disabilities Factsheet"
1206:Kate Adams (September 30, 2012).
1121:"What are learning difficulties?"
5700:specific developmental disorders
5648:
5639:
5638:
4915:Vickerman, Philip (2009-07-08).
4824:10.1111/j.1540-5826.2005.00115.x
4479:Journal of Learning Disabilities
4141:Journal of Learning Disabilities
4084:Journal of Learning Disabilities
3887:The Journal of Special Education
3801:The Journal of Special Education
3447:10.1111/j.1468-3156.2004.00284.x
3392:Journal of Learning Disabilities
3337:Journal of Learning Disabilities
3319:10.1111/j.1467-9620.2006.00779.x
3252:Journal of Learning Disabilities
3044:Journal of Learning Disabilities
2977:The Journal of Special Education
2399:10.1111/j.1467-9620.2006.00781.x
2252:. New York: The Guilford Press.
1853:The Journal of Headache and Pain
1565:"Types of Learning Disabilities"
1267:Childhood Voyages in Development
1125:Touch-type Read and Spell (TTRS)
516:Latino English language learners
430:, or by toxic exposure (such as
278:Legislation in the United States
67:
4921:Teacher Training Resource Bank.
4324:(6). Wiley-Blackwell: 627β638.
2525:. Hoboken, NJ: Wiley and Sons.
769:Correcting mistakes immediately
209:, but it has been added to the
5844:Developmental verbal dyspraxia
5821:Disorder of written expression
5763:Speech and language impairment
5470:Disability and LGBT identities
4917:"Severe Learning Difficulties"
4390:McKenzie, Karen (March 2008).
3192:Review of Educational Research
2160:10.1080/02796015.1995.12085773
1951:10.1002/14651858.CD000377.pub2
1638:Holland, Ken (February 2011).
1024:Contrast with other conditions
656:disorder of written expression
650:Disorder of written expression
1:
5282:Services for mental disorders
4929:Extensive further references.
4600:Learning Disability Quarterly
3747:Learning Disability Quarterly
2574:Siegel, Harvey (2017-09-21).
1900:Learning Disability Quarterly
1707:Learning Disability Quarterly
1683:10.1016/S0140-6736(15)61459-3
1495:Learning Disability Quarterly
1392:Learning Disability Quarterly
990:Learning disabilities have a
942:Critique of the medical model
775:Frequent progress assessments
702:Nonverbal learning disability
654:The DSM-IV-TR criteria for a
604:can impede learning to spell.
39:Slow learner (disambiguation)
5860:Auditory processing disorder
5758:Specific language impairment
5728:Expressive language disorder
5287:Services for disabled people
4641:10.1080/10573569.2014.964352
4548:10.1080/00131725.2011.628196
4396:Learning Disability Practice
3404:10.1177/00222194040370060201
3349:10.1177/00222194040370060101
3264:10.1177/00222194070400040201
3186:Lovett, Benjamin J. (2010).
2936:. Boston: Houghton Mifflin.
2604:Accessed September 15, 2007.
2412:Stoll, Sabine (2020-09-15),
2060:Walsh, Fergus (2017-01-25).
1537:"Specific Learning Disorder"
1299:10.3109/01942638.2010.497180
474:speech language pathologists
454:speech language pathologists
5865:Sensory processing disorder
5570:Arts, media, culture, sport
4569:School Psychology Quarterly
4027:Disability as a Fluid State
948:medical model of disability
789:Modified testing procedures
783:Special seating assignments
78:Learning Disabilities Month
60:nonverbal learning disorder
6013:
5597:Disability in horror films
5389:Activities of daily living
4267:10.1007/s10803-020-04593-2
4210:– via Sage Journals.
4200:10.1177/088572880002300206
4171:– via Sage Journals.
3946:10.1177/001440290807400301
3899:10.1177/002246699803200103
3813:10.1177/002246699803200104
2989:10.1177/002246699102500206
2287:10.1037/1040-3590.13.4.566
952:social model of disability
772:Achievement-based grouping
681:
647:
444:IQ-achievement discrepancy
36:
29:
5634:
4763:10.1017/S0272263115000340
4691:Psychology in the Schools
4670:10.1080/10665680802179139
4318:Psychology in the Schools
4230:Adult Education Quarterly
3856:10.3102/0013189X035006018
3700:10.3102/0013189x035006012
3673:10.1080/02674649266780041
3474:10.1080/09687590500060554
2928:Lerner, Janet W. (2000).
2580:Oxford Scholarship Online
2521:Frisby, Craig L. (2013).
2511:Ochoa, & Ortiz, 2005.
2454:Rodriguez, Diane (2016).
2117:10.1080/01688638408401218
1018:Autism Spectrum Disorders
868:Individual education plan
823:Computer-based activities
392:antipsychotic medications
307:United States federal law
75:
66:
5910:Multisensory integration
5738:LandauβKleffner syndrome
5490:Sexuality and disability
5465:Disability and disasters
5377:Structural and assistive
4953:templates for discussion
4612:10.1177/0731948714539769
4491:10.1177/0022219416638028
4153:10.1177/0022219411426860
4096:10.1177/0022219410374236
3759:10.1177/0731948711417552
3646:10.1080/0142569830040202
3462:Disability & Society
3204:10.3102/0034654310364063
2148:School Psychology Review
1825:10.1177/0022146513503346
1775:10.3102/0002831213479439
502:response to intervention
492:Response to intervention
466:counseling psychologists
299:, formerly known as the
222:United States and Canada
5604:Disability in the media
5475:Disability and religion
5414:Personal Care Assistant
4895:National Health Service
4408:10.7748/ldp.11.2.24.s22
3307:Teachers College Record
2387:Teachers College Record
1866:10.1186/1129-2377-14-54
1034:intellectual disability
780:Classroom adjustments:
731:Interventions include:
409:developmental disorders
186:intellectual disability
32:Intellectual disability
5987:Educational psychology
5905:Management of dyslexia
5587:Disability in the arts
5480:Disability and poverty
5419:Physical accessibility
4923:UK. Archived from the
4443:"Gale - Product Login"
3844:Educational Researcher
3688:Educational Researcher
3619:10.1080/01425699995227
3105:10.3390/ijerph19073874
2876:10.1542/peds.2010-3670
2787:The Future of Children
2695:Clinical Gerontologist
2625:Clinical Gerontologist
2426:10.1075/tilar.27.11sto
1806:Shifrer, Dara (2013).
848:Prescribed hours in a
828:Classroom assistants:
728:
667:should be considered.
634:Developmental Dyslexia
462:clinical psychologists
339:developmental dyslexia
320:Policymaking in Canada
203:
194:
5982:Learning disabilities
5778:Speech sound disorder
5178:driver rehabilitation
4958:Learning Disabilities
4536:The Educational Forum
3727:Classics RESQ Article
2707:10.1300/j018v20n03_04
2637:10.1300/j018v21n03_02
2531:10.1002/9781118092620
1146:"Code System Concept"
800:Word processors with
763:Scripted lesson plans
723:
682:Further information:
648:Further information:
18:Learning Disabilities
5956:People with dyslexia
5511:Models of disability
5495:Youth and disability
5460:Invisible disability
5409:Orthotics and braces
5394:Assistive technology
5206:Rights, law, support
4296:Dowshen, S. (2015).
3934:Exceptional Children
2958:"Direct Instruction"
1553:on 15 February 2014.
1475:on 25 September 2010
996:socioeconomic status
613:By function impaired
529:Spanish-speaking ELL
478:intelligence testing
458:school psychologists
352:cognitive impairment
5951:Dyslexia in fiction
5925:Reading acquisition
5798:Learning disability
5163:Learning disability
4897:. UK. December 2017
2349:Child Trends, 2014.
2029:10.1038/nature21062
2021:2017Natur.542..433M
1676:(9993): 503. 2015.
1338:The Reading Teacher
874:Educational therapy
845:Special education:
817:Talking calculators
797:Special equipment:
709:executive functions
284:Section 504 of the
236:learning disability
130:learning disability
115:learning difficulty
107:Learning disability
50:Learning disability
5577:Disability culture
5504:Disability studies
5399:Independent living
5127:Disability studies
5045:External resources
4703:10.1002/pits.20521
4582:10.1037/spq0000136
4330:10.1002/pits.20252
4298:Learning problems.
2090:Apparent Lifestyle
1588:Cornell Law Review
755:Direct instruction
729:
470:neuropsychologists
286:Rehabilitation Act
182:sensory impairment
5964:
5963:
5885:Dyslexia research
5873:
5872:
5788:Tip of the tongue
5743:Language disorder
5662:
5661:
5531:Neuroqueer theory
5434:Web accessibility
5384:Accessible toilet
5372:
5371:
5225:Disability rights
5220:Ableism/disablism
5074:
5073:
4447:galeapps.gale.com
4044:978-0-85724-377-5
3984:Social inequality
3313:(11): 2195β2219.
3021:978-0-07-323007-8
2540:978-1-118-09262-0
2435:978-90-272-0707-4
2393:(11): 2247β2281.
2259:978-1-59385-370-9
2219:978-1-60918-995-2
2015:(7642): 433β438.
1990:, doi:22348-393X.
1446:978-0-8058-4448-1
1350:10.1002/trtr.1457
792:Quiet environment
688:Sometimes called
500:process known as
311:special education
240:learning disorder
134:learning disorder
111:learning disorder
104:
103:
44:Medical condition
16:(Redirected from
6004:
5733:Infantile speech
5715:Speech, language
5711:
5689:
5682:
5675:
5666:
5652:
5651:
5642:
5641:
5624:Special Olympics
5516:Inspiration porn
5429:Universal design
5230:Pejorative terms
5210:
5173:Physical therapy
5101:
5094:
5087:
5078:
4968:
4906:
4904:
4902:
4892:
4883:
4882:
4881:
4875:
4868:
4843:
4806:
4748:
4738:
4681:
4652:
4623:
4594:
4584:
4559:
4521:
4520:
4510:
4470:
4457:
4456:
4454:
4453:
4439:
4420:
4419:
4387:
4381:
4380:
4372:
4366:
4365:
4313:
4304:
4294:
4288:
4287:
4269:
4260:(4): 1188β1200.
4245:
4234:
4233:
4221:
4212:
4211:
4179:
4173:
4172:
4132:
4126:
4125:
4115:
4081:
4072:
4063:
4062:
4060:
4059:
4024:
4015:
4006:
4005:
3975:
3969:
3968:
3966:
3965:
3956:. Archived from
3925:
3919:
3918:
3882:
3876:
3875:
3839:
3833:
3832:
3796:
3790:
3789:
3777:
3771:
3770:
3741:
3735:
3734:
3721:
3712:
3711:
3683:
3677:
3676:
3656:
3650:
3649:
3629:
3623:
3622:
3602:
3596:
3589:
3583:
3576:
3570:
3569:
3563:
3559:
3557:
3549:
3539:
3505:
3499:
3492:
3486:
3485:
3457:
3451:
3450:
3430:
3424:
3423:
3387:
3381:
3378:
3369:
3368:
3332:
3323:
3322:
3298:
3292:
3291:
3243:
3232:
3231:
3183:
3177:
3175:
3167:
3161:
3159:
3151:
3145:
3142:
3136:
3135:
3125:
3107:
3083:
3077:
3076:
3074:
3073:
3058:
3047:
3041:
3035:
3032:
3026:
3025:
3007:
3001:
3000:
2972:
2966:
2965:
2954:
2948:
2947:
2935:
2925:
2919:
2918:
2916:
2915:
2904:
2898:
2895:
2889:
2888:
2878:
2854:
2848:
2847:
2845:
2844:
2833:
2827:
2826:
2782:
2776:
2775:
2773:
2771:
2752:
2746:
2745:
2733:
2727:
2726:
2690:
2684:
2683:
2671:
2665:
2664:
2620:
2614:
2611:
2605:
2598:
2592:
2591:
2571:
2562:
2559:
2553:
2552:
2518:
2512:
2509:
2500:
2497:
2491:
2490:
2488:
2486:
2474:
2468:
2467:
2466:on 8 March 2022.
2462:. Archived from
2460:ColorΓn Colorado
2451:
2445:
2444:
2443:
2442:
2409:
2403:
2402:
2382:
2373:
2372:
2356:
2350:
2347:
2341:
2340:
2333:
2327:
2326:
2324:
2323:
2305:
2299:
2298:
2270:
2264:
2263:
2245:
2232:
2231:
2203:
2197:
2196:
2178:
2172:
2171:
2143:
2137:
2136:
2100:
2094:
2093:
2082:
2076:
2075:
2073:
2072:
2057:
2051:
2050:
2040:
2006:
1997:
1991:
1980:
1971:
1970:
1938:
1932:
1931:
1895:
1889:
1888:
1878:
1868:
1844:
1838:
1837:
1827:
1803:
1797:
1796:
1786:
1754:
1748:
1745:
1739:
1738:
1702:
1696:
1695:
1685:
1662:
1656:
1655:
1653:
1651:
1635:
1629:
1626:
1620:
1610:
1604:
1603:
1583:
1577:
1576:
1574:
1572:
1561:
1555:
1554:
1552:
1541:
1533:
1527:
1526:
1490:
1484:
1483:
1481:
1480:
1464:
1458:
1457:
1455:
1453:
1430:
1424:
1423:
1387:
1381:
1378:
1372:
1371:
1360:
1354:
1353:
1333:
1327:
1326:
1281:
1270:
1264:
1255:
1254:
1230:
1224:
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1221:
1219:
1203:
1197:
1196:
1194:
1193:
1178:
1161:
1160:
1158:
1157:
1150:phinvads.cdc.gov
1142:
1136:
1135:
1133:
1132:
1117:
1111:
1110:
1108:
1107:
1092:
992:disproportionate
860:Enrollment in a
804:and dictionaries
598:long-term memory
71:
47:
21:
6012:
6011:
6007:
6006:
6005:
6003:
6002:
6001:
5967:
5966:
5965:
5960:
5939:
5915:Neuropsychology
5869:
5848:
5827:
5792:
5768:Speech disorder
5718:
5702:
5693:
5663:
5658:
5630:
5565:
5499:
5438:
5368:
5342:Activist groups
5337:
5291:
5270:
5234:
5201:
5141:
5110:
5105:
5075:
5070:
5069:
5062:article/1835883
5059:article/1835801
5040:
5039:
4979:
4956:
4937:
4900:
4898:
4891:(Annual report)
4890:
4886:
4879:
4877:
4873:
4866:
4860:
4809:
4746:
4741:
4688:
4655:
4626:
4597:
4562:
4533:
4530:
4528:Further reading
4525:
4524:
4472:
4471:
4460:
4451:
4449:
4441:
4440:
4423:
4389:
4388:
4384:
4374:
4373:
4369:
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4314:
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4300:Retrieved from
4295:
4291:
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3168:
3164:
3153:
3152:
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3143:
3139:
3085:
3084:
3080:
3071:
3069:
3066:The Peer Review
3060:
3059:
3050:
3042:
3038:
3033:
3029:
3022:
3009:
3008:
3004:
2974:
2973:
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2901:
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2835:
2834:
2830:
2799:10.2307/1602494
2784:
2783:
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2754:
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2735:
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2730:
2692:
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2180:
2179:
2175:
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2144:
2140:
2102:
2101:
2097:
2084:
2083:
2079:
2070:
2068:
2059:
2058:
2054:
2004:
1999:
1998:
1994:
1981:
1974:
1945:(3): CD000377.
1940:
1939:
1935:
1912:10.2307/1511262
1897:
1896:
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1846:
1845:
1841:
1805:
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1800:
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1507:10.2307/1511133
1492:
1491:
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1478:
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1466:
1465:
1461:
1451:
1449:
1447:
1432:
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1404:10.2307/1510220
1389:
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1128:
1119:
1118:
1114:
1105:
1103:
1094:
1093:
1089:
1084:
1059:
1028:People with an
1026:
1004:
988:
961:
944:
935:
919:
914:
888:
854:Placement in a
735:Mastery model:
718:
698:
686:
680:
652:
646:
630:
615:
573:
565:
540:
531:
518:
494:
446:
441:
434:or pesticides).
400:
376:
364:
331:
322:
280:
224:
166:
145:) and writing (
141:), arithmetic (
45:
42:
35:
28:
23:
22:
15:
12:
11:
5:
6010:
6008:
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5962:
5961:
5959:
5958:
5953:
5947:
5945:
5941:
5940:
5938:
5937:
5935:Writing system
5932:
5927:
5922:
5920:Neurodiversity
5917:
5912:
5907:
5902:
5897:
5892:
5887:
5881:
5879:
5878:Related topics
5875:
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5582:Disability art
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5065:article/915176
5049:
5048:
5046:
5042:
5041:
5038:
5037:
5026:
5015:
4996:
4980:
4975:
4974:
4972:
4971:Classification
4965:
4964:
4940:
4936:
4935:External links
4933:
4932:
4931:
4913:
4910:
4907:
4884:
4858:
4844:
4807:
4757:(2): 317β340.
4739:
4686:
4682:
4664:(3): 275β278.
4653:
4635:(2): 174β198.
4624:
4595:
4575:(2): 256β269.
4560:
4529:
4526:
4523:
4522:
4485:(5): 576β590.
4458:
4421:
4382:
4367:
4305:
4289:
4235:
4213:
4194:(2): 187β204.
4174:
4127:
4090:(3): 246β257.
4064:
4043:
4007:
3992:
3970:
3940:(3): 264β288.
3920:
3877:
3834:
3791:
3772:
3753:(3): 167β179.
3736:
3713:
3678:
3651:
3640:(2): 125β140.
3624:
3613:(4): 483β499.
3597:
3584:
3571:
3562:|journal=
3526:
3500:
3487:
3468:(3): 231β245.
3452:
3425:
3398:(6): 482β489.
3382:
3370:
3343:(6): 466β481.
3324:
3293:
3258:(4): 306β318.
3233:
3198:(4): 611β638.
3178:
3172:Lau v. Nichols
3162:
3146:
3137:
3078:
3048:
3036:
3027:
3020:
3002:
2983:(2): 221β235.
2967:
2949:
2942:
2920:
2899:
2890:
2869:(3): e818β56.
2849:
2828:
2777:
2766:on 23 May 2007
2747:
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2606:
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2501:
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2434:
2404:
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2342:
2328:
2300:
2275:Psychol Assess
2265:
2258:
2233:
2218:
2198:
2191:
2173:
2138:
2095:
2092:. 9 July 2014.
2077:
2052:
1992:
1972:
1933:
1906:(4): 279β290.
1890:
1839:
1818:(4): 462β480.
1798:
1749:
1740:
1713:(3): 161β175.
1697:
1657:
1630:
1621:
1613:20 U.S.C.
1605:
1594:(3): 401β516.
1578:
1556:
1528:
1501:(2): 114β125.
1485:
1459:
1445:
1425:
1398:(2): 136β138.
1382:
1373:
1355:
1344:(6): 659β663.
1328:
1271:
1256:
1225:
1198:
1162:
1137:
1112:
1086:
1085:
1083:
1080:
1058:
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934:
931:
927:Lau v. Nichols
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862:special school
858:
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832:
826:
825:
824:
821:
818:
815:
812:speech-to-text
808:Text-to-speech
805:
802:spell checkers
795:
794:
793:
790:
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778:
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776:
773:
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725:Spell checkers
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714:
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705:
697:
696:Non ICD-10/DSM
694:
679:
676:
645:
642:
629:
626:
621:dual diagnosis
614:
611:
610:
609:
605:
594:working memory
590:
586:
572:
569:
564:
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445:
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5890:Learning Ally
5888:
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5876:
5866:
5863:
5861:
5858:
5857:
5855:
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5734:
5731:
5729:
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5723:
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5720:communication
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5468:
5466:
5463:
5461:
5458:
5456:
5453:
5451:
5448:
5447:
5445:
5443:Social issues
5441:
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5427:
5425:
5422:
5420:
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5415:
5412:
5410:
5407:
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5218:
5217:
5215:
5211:
5208:
5204:
5196:
5193:
5191:
5188:
5187:
5186:
5185:Special needs
5183:
5179:
5176:
5175:
5174:
5171:
5169:
5168:Mainstreaming
5166:
5164:
5161:
5159:
5156:
5154:
5151:
5150:
5148:
5144:
5138:
5135:
5133:
5132:Medical model
5130:
5128:
5125:
5123:
5120:
5119:
5117:
5113:
5109:
5102:
5097:
5095:
5090:
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5020:
5016:
5014:
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5005:
5001:
4997:
4995:
4991:
4990:
4986:
4982:
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4978:
4973:
4969:
4963:
4959:
4954:
4950:
4949:
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4938:
4934:
4930:
4926:
4922:
4918:
4914:
4911:
4908:
4896:
4889:
4885:
4876:on 2021-01-21
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4409:
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4393:
4386:
4383:
4378:
4377:Verywell Mind
4371:
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4363:
4359:
4355:
4351:
4347:
4343:
4339:
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4331:
4327:
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4306:
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4299:
4293:
4290:
4285:
4281:
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4273:
4268:
4263:
4259:
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4214:
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4150:
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4131:
4128:
4123:
4119:
4114:
4109:
4105:
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4097:
4093:
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4085:
4078:
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4046:
4040:
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4014:
4012:
4008:
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3993:0-87154-620-5
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3960:on 2018-02-19
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3916:
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3157:
3156:Plyler v. Doe
3150:
3147:
3141:
3138:
3133:
3129:
3124:
3119:
3115:
3111:
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2318:on 2011-01-28
2317:
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2288:
2284:
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2280:
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2255:
2251:
2244:
2242:
2240:
2238:
2234:
2229:
2225:
2221:
2215:
2211:
2210:
2202:
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2194:
2192:1-59385-125-1
2188:
2184:
2177:
2174:
2169:
2165:
2161:
2157:
2154:(3): 345β60.
2153:
2149:
2142:
2139:
2134:
2130:
2126:
2122:
2118:
2114:
2110:
2106:
2099:
2096:
2091:
2087:
2081:
2078:
2067:
2063:
2056:
2053:
2048:
2044:
2039:
2034:
2030:
2026:
2022:
2018:
2014:
2010:
2003:
1996:
1993:
1989:
1985:
1979:
1977:
1973:
1968:
1964:
1960:
1956:
1952:
1948:
1944:
1937:
1934:
1929:
1925:
1921:
1917:
1913:
1909:
1905:
1901:
1894:
1891:
1886:
1882:
1877:
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1867:
1862:
1858:
1854:
1850:
1843:
1840:
1835:
1831:
1826:
1821:
1817:
1813:
1809:
1802:
1799:
1794:
1790:
1785:
1780:
1776:
1772:
1769:(4): 656β82.
1768:
1764:
1760:
1753:
1750:
1744:
1741:
1736:
1732:
1728:
1724:
1720:
1716:
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1500:
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1460:
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1437:
1429:
1426:
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820:Books on tape
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424:head injuries
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5526:Crip as verb
5404:Mobility aid
5364:Reach Canada
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5137:Social model
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4056:. Retrieved
4026:
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3962:. Retrieved
3958:the original
3937:
3933:
3923:
3893:(1): 15β24.
3890:
3886:
3880:
3850:(6): 18β23.
3847:
3843:
3837:
3807:(1): 25β31.
3804:
3800:
3794:
3785:
3781:
3775:
3750:
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3687:
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3664:
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3654:
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3461:
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3070:. Retrieved
3068:. 2020-07-24
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3043:
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3030:
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2902:
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2866:
2862:
2852:
2841:. Retrieved
2831:
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2786:
2780:
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2764:the original
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2737:
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2698:
2694:
2688:
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2669:
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2449:
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2069:. Retrieved
2065:
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2008:
1995:
1987:
1983:
1942:
1936:
1903:
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1660:
1650:13 September
1648:. Retrieved
1643:
1633:
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1587:
1581:
1569:. Retrieved
1559:
1548:the original
1543:
1531:
1498:
1494:
1488:
1477:. Retrieved
1473:the original
1462:
1450:. Retrieved
1435:
1428:
1395:
1391:
1385:
1376:
1367:
1358:
1341:
1337:
1331:
1293:(1): 44β57.
1290:
1286:
1266:
1242:
1238:
1228:
1216:. Retrieved
1211:
1201:
1190:. Retrieved
1188:. 2019-10-01
1185:
1154:. Retrieved
1152:. 2018-12-05
1149:
1140:
1129:. Retrieved
1127:. 2019-05-31
1124:
1115:
1104:. Retrieved
1102:. 2019-12-20
1099:
1090:
1076:
1072:
1068:
1064:
1060:
1051:
1044:
1038:
1027:
1016:adults with
1014:
1005:
989:
980:
976:
962:
945:
936:
920:
889:
880:
837:Proofreaders
730:
687:
669:
661:
655:
653:
638:
631:
619:
616:
574:
566:
557:
553:
549:
545:
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532:
523:
519:
510:
506:
495:
486:
482:
447:
432:heavy metals
428:malnutrition
401:
389:
385:
377:
365:
355:
332:
323:
314:participate.
300:
294:
292:
285:
281:
239:
235:
234:, the terms
225:
204:
199:
195:
178:
174:
167:
158:
151:
133:
129:
127:
114:
110:
106:
105:
82:Times Square
77:
76:People at a
5811:Dyscalculia
5619:Paralympics
5614:Deaflympics
5424:Prosthetics
5115:Main topics
4941:βΉ The
4542:: 105β117.
3733:(4): 30β38.
3098:(7): 3874.
2744:(3): 14β20.
2682:(3): 10β14.
1644:bild.org.uk
1617:Β§ 1400
1380:1981; 1985.
1245:(1): 9β23.
1212:baytoday.ca
917:School laws
831:Note-takers
690:dyscalculia
684:Dyscalculia
347:dyscalculia
268:information
266:, organize
190:psychogenic
143:dyscalculia
55:Other names
5971:Categories
5816:Dysgraphia
5783:Stuttering
5707:Conditions
5609:Parasports
5146:Approaches
5122:Disability
5108:Disability
5030:DiseasesDB
4880:2019-07-20
4452:2023-03-23
4379:. Dotdash.
4147:(1): 3β4.
4058:2011-06-17
3964:2012-08-06
3788:(1): 5β18.
3072:2023-03-23
2914:2009-04-23
2863:Pediatrics
2843:2009-04-22
2723:1106716083
2653:1106716083
2441:2023-11-18
2365:CommuniquΓ©
2322:2007-06-03
2071:2017-01-27
1479:2010-05-01
1192:2019-12-20
1156:2019-12-20
1131:2019-12-20
1106:2019-12-20
1082:References
716:Management
672:dysgraphia
596:, or with
583:sequencing
538:Assessment
498:diagnostic
356:The Lancet
164:Definition
147:dysgraphia
95:Psychiatry
5997:Parenting
5992:Childhood
5556:Education
5551:Geography
5195:education
5158:Inclusion
5054:eMedicine
4857:888129572
4840:884084718
4832:1540-5826
4779:0272-2631
4771:1470-1545
4719:0033-3085
4711:1520-6807
4678:143725571
4649:146790684
4620:145520140
4556:143509969
4499:0022-2194
4416:1465-8712
4346:0033-3085
4338:1520-6807
4284:220583330
4208:143478893
4104:0022-2194
4053:1479-3547
3915:146209685
3907:0022-4669
3872:145676928
3864:0013-189X
3829:145110981
3821:0022-4669
3767:143193213
3708:144657041
3564:ignored (
3554:cite book
3482:145679285
3272:0022-2194
3228:145372897
3212:0034-6543
3114:1660-4601
2997:145378553
2839:. dysTalk
2715:1545-2301
2661:218575706
2645:1545-2301
2549:822560271
2228:723142915
2168:0279-6015
2125:0165-0475
1984:BMH Med J
1959:1469-493X
1928:146844450
1859:(1): 54.
1523:143368446
1368:LD Online
1307:0194-2638
1251:1937-6928
439:Diagnosis
270:, and do
123:dyspraxia
99:neurology
90:Specialty
80:event in
5930:Spelling
5900:Literacy
5806:Dyslexia
5696:Dyslexia
5644:Category
5561:Journals
5541:Eugenics
5521:Bodymind
5328:Students
5275:Services
4943:template
4925:original
4787:81642978
4727:64009353
4685:21854907
4591:26551253
4517:27067939
4354:64009353
4276:32671666
4169:39153769
4161:22267406
4122:20587753
4002:53903734
3954:14892269
3546:12840131
3420:34953450
3412:15586466
3365:34780736
3357:15586465
3288:18240511
3280:17713130
3220:40927295
3132:35409553
2885:21357342
2295:11793899
2066:BBC News
2047:28135719
1967:15266428
1885:23806023
1834:24311756
1793:24982511
1692:26293424
1600:10317437
1420:29770180
1323:24507004
1315:20735199
1218:28 April
814:programs
741:Practice
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