EDUCATION

Education

education

Introduction

Even though most researchers agree about the characteristics of learning disabilities, there is a disagreement about what should or should not be included in the definition of learning disabilities. While there is some agreement about these general topics, there is continued disagreement in the field about diagnostic criteria, assessment practices, treatment procedures, and educational policies for learning disabilities.

Furthermore, this has hindered our ability to establish reliable and valid diagnostic criteria(Sekuler, 2001). While some progress has been made during the past decade in establishing more precise definitions and a theoretically based classification system for a LD, it is useful to understand these historical influences because of their continuing impact on diagnostic and treatment practices for children with learning disabilities.

This essay will address

the definitional issues, which have molded the field of learning disabilities

how to resolve these issues

Articles Summary

Rules for the classification of younger children with Nonverbal Learning Disabilities and Basic Phonological Processing Disabilities

Rules for the classification of Nonverbal Learning Disabilities (NLD) and Basic Phonological Processing Disabilities (BPPD) that had been generated and tested on older children (ages 9-15) were applied to younger children (ages 7-8). The goal was to evaluate the applicability of these classification rules for a younger population with NLD and BPPD, and to make revisions if necessary. These rules were used to differentiate these two subtypes of learning disabilities using levels and patterns of performance on motor/psychomotor, tactile/perceptual, visual-spatial, auditory-perceptual, problem solving, and language measures.

An experienced child -clinical neuropsychologist classified each child. Only those children who received a classification of NLD or BPPD by the neuropsychologist and those who met criteria for definite or probable NLD and BPPD as defined by the rules were used in this study. Revisions were made to these rules for younger children. Revised rules allow for their use as a source of information to assist a clinician in deciding whether a comprehensive neuropsychological evaluation would be valuable. They may also be useful for research purposes.

Do parents with learning disabilities have adequate parenting skills to safeguard their children?

The aim was to look at parents with learning disabilities and explore the assessment process which determines whether these parents are able to provide adequate parenting skills to enable their children to achieve optimal outcomes in a safe environment. It explores the support networks available to parents and examines the role of the neonatal nurse in this process(Wong, 1991). Throughout reference is made to child protection issues and will always focus on the effect on the child. The findings suggest that interagency communication needs to be improved and we must remember to focus on the best outcome for the child.

Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing

Forty-five children with mathematics learning disabilities, with and without comorbid reading disabilities, were compared to 45 normally achieving peers in tasks assessing basic numerical skills. Children with mathematics disabilities were only impaired when comparing Arabic digits (i.e., symbolic number magnitude) but not when comparing collections ...