The article is extracted from "Learning Disability Quarterly," a magazine specialised in researches on various aspects of learning disabilities. In addition, it has a high level credibility and is also extremely useful for researchers interested in this field, due to its amount of accurate details and pieces of information. Consequently, the intended audience consists in people that are familiar with the subject and that can use this study as a base for further researches.
The purpose of this study was to examine how college students with LD manage to compensate and overtake their deficits. Regarding this, the authors used a very practical method in order to emphasise their result: they compared two distinctive groups formed by students with and without LD, a procedure which is not met in the other sources. The result tested the hypothesis that students with LD compensate their deficits by relying on metacognitive strategies.
In terms of relevance, the document provided complete information about the benefits of assimilating metacognitive abilities and became the base of the present evaluation.
4. Elksnin, Linda K.; Elksnin, Nick (2004). The Social-Emotional Side of Learning Disabilities. Learning Disability Quarterly, Vol. 27.
Linda and Nick Elksnin are both special education consultants with numerous publications from which one should remind "Teaching Social-Emotional Skills at School and Home," "Occupational Social Skills," and "Assessment and Instruction of Social Skills," which debate and analyse the social and emotional side effects of this issue. Furthermore, they actively contribute to various editorials that regard this area like "Learning Disabilities: A Contemporary Journal," "Learning Disability Quarterly," "Exceptionality," etc.).
The article is orientated towards a specific cathegory of readers, the ones that are aware of this research theme and are able to interpretate and use the provided data.
Unlike the other sources, which focus on the academic issues young people with LD must face, this document focusses on the social-emotional side of this deficit and gives a new perspective to the LD issue, as it emphasises its...
Among all the measures, sentence imitation illustrated the greatest power in discriminating poor and adequate readers (2010). Another study conducted by Flax, Realpe-Bonilla, Roesler, Choudhury, and Benasich (2010) studied the profiles of children with a family history (FH+) of language-learning impairments (LLI) and a control group of children with no reported family history of LLI (FH-) with the hope of identifying "which language constructs (receptive or expressive) and which ages
Conclusion For the new teacher, the most important factor in resolving issues concerning students with learning disabilities is to recognize the high incidence of depression and other emotional disturbances that go along with it. Early treatment and intervention can improve the outcome for the child. However, the teacher must first be able to recognize the signs of these disorders and to provide them with resources that will help them resolve these
Adults With Learning Disabilities It has been estimated (Adult with Learning Disabilities) 1 that 50-80% of the students in Adult Basic Education and literacy programs are affected by learning disabilities (LD). Unfortunately, there has been little research on adults who have learning disabilities, leaving literacy practitioners with limited information on the unique manifestations of learning disabilities in adults. One of the major goals of the (Adult with Learning Disabilities) 1 National Adult Literacy
Educational Diagnosis The ethical dilemma of diagnosing a learner with a disability when there are other alternatives for support Resnik (2011) defines ethics as "norms for conduct that distinguish between acceptable and unacceptable behavior." As in research, participants have data source rights, so too in teaching/education do students, parents/guardians, teachers and staff have legal rights that should be observed and respected in the course of ethical adherence. These rights include all Constitutional
Canada Public Policy: ADHD and Education Canadian Public Policy, Education Learning disability A.D.H.D Struggle by Human Rights Groups and Parents Public Policy Canada: An Overview Policy Implications It has been estimated that almost five percent of School aged children out of population of 2.1 Million in Ontario are suffering from Attention Deficit Hyperactivity Disorder (ADHD). Contrasting other disabilities like autism or learning disabilities the ADHD was not in the special education previously. The students with
Family Age Students With Learning Disabilities The impact of family motivation on college age students with learning disabilities may be a deciding factor in regard to the student's success or failure. College age students with learning disabilities obviously have more immediate needs in cooperative learning settings when compared to typical students. Educators cannot just tell the student to just sit-down and read five chapters of Freud. These students have problems like dyslexia,
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