Among all the measures, sentence imitation illustrated the greatest power in discriminating poor and adequate readers (2010).
Another study conducted by Flax, ealpe-Bonilla, oesler, 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 (2 or 3 years) are related to expressive and receptive language abilities, phonological awareness, and reading abilities at ages 5 and 7 years" (2010). The participants consisted of 99 children (40 FH+ and 59 FH-) -- who received the exact same standardized neuropsychological battery at 2,3,5, and 7 years of age. As a group, the FH+ children had dramatically lower scores on all language measures at 2 and 3 years, on selected language and phonological awareness measures at 5 years,…...

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References:

Baumeister, Audrey L., Storch, Eric a., & Geffken, Gary R. (2008). Peer victimization in children with learning disabilities. Child and adolescent social work journal,25(1), 11-23.

Berninger, Virginia W., Abbott, Robert D., Augsburger, Amy. & Garcia, Noelia. (2009).

Comparison of pen and keyboard transcription modes in children with and without learning disabilities. Learning disability quarterly,32(3), 123-141.

Dulcan, Mina K. (2009). Dulcan's textbook of child and adolescent psychiatry. American Psychiatric Publishing, Inc.; 1st edition.

Either one of these things can lead to acting out. The students in her LD classroom are often grouped together during specific tasks, so they have others to talk to and work with. This helps them to be less frustrated and keeps them from feeling as though they are the only one who cannot understand a particular task. Sometimes, they can talk out their issues with a particular task with other students, and that lets them feel a sense of camaraderie and accomplishment. Keeping records can be more difficult this way, but scheduling these times of group interaction seems to keep the students interested, according to Williams (2009). These students are also more likely to pay attention to lesson plans and keep up with their homework because they know they are 'accountable' to their peers as well as their teacher. Williams (2009) believes grouping has made a big difference…...

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Bibliography

Williams, Mary. (7 January, 2009). Personal Interview.

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 issues. The teacher can be the first step in obtaining the necessary intervention for the child.

The most important factor for the new teacher is realizing the importance of recognizing and obtaining treatment for emotional disorders in the child with learning disorders. The two are connected, but are seldom treated as such. Emotional disorders and learning disabilities have a compounding effect and their presence can affect the ability of the child to make progress with the development of coping skills for…...

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Works Cited

Abasiubong, F., Obembe, a., and Ekpo, M. (2006). Controlled study of anxiety and depression in mothers of children with learning disability in Lagos, Nigeria. Nigerian Journal of Medicine. 15 (2). Retrieved July 22, 2007 at  http://www.ajol.info/viewarticle.php?id=26582 .

Campbell, E. (2002). Adult Learning Disabilities and Depression. Learning Disability Association of America. Retrieved July 22, 2007 at http://dyslexia.mtsu.edu/modules/articles/displayarticle.jsp?id=17.

Crawford, S., Kaplan, B., and Dewey, D. (2006). Effects of Coexisting Disorders on Cognition and Behavior in Children with ADHD. Journal of Attention Disorders. 10 (2), 192-199.

Guertzloe, E. (2003). Depression and Disability in Children and Adolescents. Eric Digest. ERIC Identifier: ED482340. Retrieved July 22, 2007 at  http://www.ericdigests.org/2005-1/depression.htm .

Distance learning education provides a wide range of resources and learning experiences that are usually much more diverse than the traditional brick and mortar classroom can furnish. This makes this mode of learning more adaptable to a variety of needs by different learner.
The next article by Edmond addresses the requirements and standards that need to be met in order to provide adequate access to traditional educational environment for those with physical handicaps. Here Edmond distinguishes the difference between first generation of accessibility, which is in the realm of the designers of the software. It is there responsibility to make sure that the online classrooms and programs can be accessed adequately by those that are for instance visually impaired and need larger representations on the screen. Then there is the second generation of accessibility. This is provided by the teachers in the creation of the course plan and the course…...

It did not tell students pomptly if thei equests wee ganted, did not communicate with students and paents about poviding easonable accommodations in a timely, inteactive, o sympathetic fashion, and adding the additional equiements fo students to pove thei LD status seemed destined to add futhe levels of bueaucacy to the pocess. Also, because leaning disabilities can be a spectum, someone with a mild leaning disability seeking modeate accommodation might be foced to engage in some vey 'majo' testing.
Students should be equied to submit some documentation, eithe fom thei school system (such as a histoy of easonable documentation, accommodations give fo standadized testing, etcetea), a licensed pofessional, o anothe qualified individual whose altenative cetification could be evaluated by the committee. On-staff specialists o specialists with efeences in the community could be povided fo individuals who lacked such documentation of a disability. Thee should also be a timely appeals pocess…...

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references in the community could be provided for individuals who lacked such documentation of a disability. There should also be a timely appeals process for individuals who wished another hearing of their case. Cases should be evaluated not only on the strength of the credentials of the reviewer, but upon the extent of the accommodations that were requested and the credibility of the student's history in documenting his or her LD.

learning disabilities in the light of teaching children with this disorder. It uses 4 sources in APA format.
It is not easy to say who is a learning disabled. A lot of arguments have taken place for a certain time in order to classify the learning disabled. According to the term "specific learning disability" means 'a disorder in one or more basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell, or do mathematical calculations.

The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia'. (Siegel, 1999). Students with genuine LDs who are set with children with imaginary complaints are denied of the education that needs to be given to them. If there is any kind of weakness when classifying a person with LD then, this may…...

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REFERENCES:

Bryan, T., Sullivan-Burstein, K., & Sarup Mathur, S. (1998).The Influence of Affect on Social-Information Processing. Journal of Learning Disabilities.

Siegel, L.S., (1999).Issues in the Definition and Diagnosis of Learning Disabilities: A Perspective on Guckenberger v. Boston University; Publication: Journal of Learning Disabilities.

Rock, E.E., Fessler, M.A., Church, R.P. (1997). The Concomitance of Learning Disabilities and Emotional/Behavioral Disorders: A Conceptual Model Journal of Learning Disabilities.

Shalit, R. (1997). Defining disability down. New Republic, 217, 16-22.

memory on Learning Disabilities. I believe that there is a strong correlation between the two and that short-term memory is directly affected by Learning Disabilities.
Participants in this first study (Mastropieri, Scruggs, Hamilton, Wolfe, Whedon & Canevaro, 1996) included 29 students identified by their schools as having Learning Disabilities (LD) and were attending seventh- and eighth-grade special education classes in both urban and rural or small-town schools in a Midwestern state. On average, the 10 boys and 19 girls were 14 years 9 months old ( SD = 9 months) and had an average IQ (Wechsler Intelligence Scale for Children-evised, Wechsler, 1974; Wechsler Intelligence Scale for Children-Third Edition, Wechsler, 1991) of 87.7 ( SD = 13.0). Average reading grade equivalent, as measured by the Wide ange Achievement Test-evised, Basic Academic Skills Individual Screener, Kaufman Test of Educational Achievement, or Woodcock-Johnson Psycho educational Battery, was 3.5 ( SD = 1.6); average…...

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Reference

Agrawal, R. (1987). Attention and Short-Term Memory in Normal Children, Aggressive Children, and Non-Aggressive Children with Attention-Deficit Disorder. Journal of General Psychology, 114(4), 335-344. Retrieved October 13, 2005, from Questia database:   d=76951199http://www.questia.com/PM.qst?a=o& ;

Alley, G.R., Deshler, D.D., & Warner, M.M. (1979). Identification of learning disabled adolescents: A Bayesian approach. Learning Disability Quarterly, 2, 86-83.

Fletcher, J.M., Francis, D.J., Shaywitz, S.E., Lyon, G.R., Foorman, B. R, Stuebing, K.K., & Shaywitz, B.A. (1998). Intelligent testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research & Practice, 13, 186-203.

Kavale, K.A., & Forness, S.R. (1995). The nature of learning disabilities: Critical elements of diagnosis and classification. Mahwah, NJ: Erlbaum.

Expounding upon a group that has received little attention, and in fact has only been acknowledged for a few years, Vaidya's article is beneficial to the teaching and learning community. Although the identification of such gifted/learning disabled students has occurred, few teachers understand how to best cater to them. Vaidya gives teachers and understanding of some of the techniques that teachers may use to help these students achieve to the heights of their ability. Knowledgably providing teachers with the understanding that students of this type need several different types of resources for success, Vidya gives teachers a practical guide to understanding and helping these children, as well as working with their parents, counselors, and others on their support team. Finally, Vidya's article not only gives teachers a practical resource to use with their students, but it also opens the dialogue so further works can be done regarding these students and…...

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,…...

learning disability dyslexia. It discusses the subject groups, the methods of investigation and the importance of the study.
DYSLEXIA

Dyslexia is the most common disability and is the most widely studied learning disorder (Bigler 87). "Dyslexia is a language learning disorder that results in deficits in reading, spelling, and, often, written language" (Balise 135).

Classic dyslexia is associated with a phonological deficit (Das & Mishra 235). Dyslexics have difficulty with phonics, thus interfering with reading comprehension and making spelling less accurate and automatic (Balise 135). But children with dyslexia do not typically test low on IQ tests, except when test items require reading (Das & Mishra 235).

A study by J.P. Das and Rama Mishra published in the Journal of Learning Disabilities

(Vol. 27 April 01, 1994) compared average IQ and high IQ children with dyslexia and normal readers. Tasks that demanded both phonological coding and articulation correctly classified children with dyslexia and nondyslexic…...

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WORKS CITED

Balise, Nussbaum and Raymond. "An Evaluation of the Dyslexia Training Program:

A Multisensory Method for Promoting Reading in Students With Reading

Disabilities." Journal of Learning Disabilites Vol.31 March 3, 1998: 135.

Bigler, Erin D., Lajiness-O'Neill, Rene, Howes, Nancy Louise. "Technology In The

ADHD and eading Difficulty
Learning Disabilities

The Nature of the elationship between ADHD and eading Difficulty

The Nature of the elationship between ADHD and eading Difficulty

There is substantial evidence showing a strong association between reading difficulty and attention problems in children and adolescents (reviewed by Greven, ijsdijk, Asherson, and Plomin, 2012). This learning-related 'comorbidity' is believed to be primarily genetic in nature and several studies have presented evidence consistent with this theory. Since the association is so strong, some scientists have argued that the same genetic factor(s) is likely responsible.

Greven and colleagues (2012) agree that the evidence is indeed strong and therefore have a genetic origin, but not necessarily with the theory that a single stable genetic factor could be responsible. To support their argument, they point to evidence that suggests these traits are unstable over time. Although the authors discussed a recent twin study, which revealed these traits to be stable…...

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References

Greven, Corina U., Rijsdijk, Fruhling V., Asherson, Philip, and Plomin, Robert. (2012). A longitudinal twin study on the association between ADHD symptoms and reading. Journal of Child Psychology and Psychiatry, 53(3), 234-242.

For my first grade class, I would use technology to help accommodate the needs of students with disabilities. Current classroom accommodations for students with disabilities include using an audio recorder to record lessons (the student can play them back at home and listen to them again), using audio books to help the student with reading comprehension (the student with the disability can listen to the book as it is read while he or she reads along), and using a word processor for certain assignments or exams. Ideas for accommodations could include having class sessions recorded on a digital file that can be emailed to the student’s parents and watched again at home. This would accentuate what is currently available—the option of using an audio recorder to record the lessons given by the teacher. The disadvantage of an audio recording is that usually I use a lot of visual aids to support…...

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References

Coombe, C., & Davidson, P. (2014). Common educational proficiency assessment (CEPA) in English. Language Testing, 31(2), 269-76.

Peregoy, S.F. & Boyle, O.F. (2013). Reading, writing, and learning in ESL: A resource book for teaching K-12 English learners (6th ed.) Upper Saddle River, NJ: Pearson.

Understanding Planned Intervention for Specific Learning Disorder
Introduction

Specific learning disorder (SLD) is a common neurodevelopmental disorder that affects a child's ability to learn and use academic skills, such as reading, writing, and mathematics. Children with SLD may have difficulties with processing and retaining information, which can impact their overall academic performance and social functioning.

Planned interventions for SLD are structured, systematic approaches that are designed to address the specific learning needs of each individual child. These interventions are tailored to target the areas of difficulty identified in the child's learning profile, such as reading fluency, comprehension, spelling, handwriting, and mathematical calculations. The goal of planned interventions is to improve the child's academic skills, build their confidence, and help them succeed in school.

Planned interventions for SLD typically involve a multidisciplinary team, including educators, psychologists, speech therapists, and occupational therapists. These professionals work together to develop a personalized intervention plan that includes specific goals,…...

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References

Fletcher, Jack M., et al. \"Learning Disabilities: From Identification to Intervention.\" Guilford Press, 2007.

Shaywitz, Sally. \"Overcoming Dyslexia.\" Vintage, 2003.

Hasselbring, Ted S., and Candyce Williams Glaser. \"Use of Computer Technology to Help Students with Special Needs.\" The Future of Children, vol. 10, no. 2, 2000, pp. 102-122.

Gerber, Paul J., and Henry B. Reiff. \"Speaking for Themselves: Ethnographic Interviews with Adults With Learning Disabilities.\" The Journal of Learning Disabilities, vol. 28, no. 8, 1995, pp. 500-512.

Teaching Historical Events to Student With Disabilities
Our perspective of the concept of the passing of time and our place in the history of the world is important to us towards our growth and evolution. Lacking a sense of time and space, one is prone to be disconnected with the universe. While it can be frightening to be trapped in a moment in time and not be cognizant of the position in space you occupy, it is the experience people classified to have Profound and Multiple Learning Difficulties (PMLD) go through (Tony Jones, 2013). Adolescents who have learning disabilities (LD) face a number of challenges with the strict application of Common Core State Standards for literacy when considering subjects such as social studies and history. Besides the challenges they have with reading, students with LD are required to take part in reasoning and thinking at a high level. For teachers to…...

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References

Candy Bear, & Cheryl Mason Bolick. (2013). Teaching Social Studies in Middle and Secondary Schools. University of North Carolina, Chapel Hill: Pearson.

Carole Boudreau, Anne Rodrigue, Veronique Parent, Julie Myre-Bisaillon, & Annick Tremblay-Bouchard. (2014). Teaching History to High School Students with LDs: Pedagogical Considerations & Strategies. LD School.

Janis A. Bulgren, Patricia Sampson Graner, & Donald D. Deshler. (2013). Literacy Challenges and Opportunities for Students with Learning Disabilities in Social Studies and History. Learning Disabilities Research & Practice, 17-27.

Tony Jones. (2013). History for Individuals Experiencing Profound and Multiple Learning Difficulties. Nottinghamshire: Talksense.

deficits of students with mathematics disabilities?
Mathematical skills are definitely just as crucial as literacy and reading skills when it comes to succeeding at school and beyond. Of late, researchers and policymakers have focused considerably on reading; the latter's attention was manifest in the 2001 No Child Left ehind (NCL) Act. While reading deficiencies are commonly believed to be one among the main characteristics of learning-disabled pupils, mathematical disabilities pose an issue just as serious as reading in case of several learning-disabled pupils and might, in fact, be just as common as reading deficits.

Although cognitive skills (including intelligence quotient), educational experience, drive, etc. might challenge mathematical ability development, a major probable barrier is DD or Developmental Dyscalculia, a numeracy-specific developmental learning problem impacting roughly three to six percent of persons' school-level mathematical skill acquisition (Price, 2013). DD-related studies have revealed a broad array of mathematical skill-related behavioral deficiencies. ut researchers…...

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Bibliography

MCUE. (2008). Culturally Responsive Classroom Management Strategies. New York: New York University.

Morin, A. (2014, March 10). Understanding Dyscalculia. Retrieved from Understood.org:  https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/understanding-dyscalculia 

NASET. (2014). Characteristics of Children with Learning Disabilities. National Association of Special Education Teachers.

O'Connell, T., Freed, G., & Rothberg, M. (2010). Using Apple Technology to Support Learning for Students with Sensory and Learning Disabilities. WGBH Educational, 9.

Many people have suggested reasons that obesity remains prevalent in Salford, UK.  The low level of adult physical activity is believed to be the primary cause, but it is important to recognize that childhood obesity is also a factor in Salford.  In addition, one must compare other health measures in Salford to the rest of the UK to get a full picture.  In general, Salford is simply less healthy than the English average, with higher rates of adult smoking, smoking-related deaths, alcohol-related hospital stays, mental health conditions, dementia, and learning disabilities.  This seems to be directly linked to issues....

Looking at the specifics of your question, we saw that your instructor gave you a great beginning to an outline and that you need specific types of resources for your paper on speech or language impairment. We can help you locate scholarly sources on speech or language impairment and also show you how to expand your instructor’s questions to frame an outline for the paper. You may want to focus on speech or language disorders, or, if you choose to write about both, make sure that you differentiate between them.  Language disorders....

Teachers play a crucial and multi-faceted role in promoting literacy across all subjects, not just in language arts. This role extends beyond traditional reading and writing skills to encompass a wide range of literacy types, including digital, informational, and subject-specific literacies. Here’s an overview of the key roles teachers play in literacy for all students in all subjects:

Facilitators of Skill Development: Teachers are responsible for developing students' basic literacy skills, including reading, writing, speaking, and listening. This is essential across all subjects, as these skills are the foundation for understanding and engaging with content in any area.

Integrators of Subject-Specific Literacy:....

1. Understanding ADHD: Causes, Symptoms, and Treatment Options

2. The Impact of ADHD on Academic Performance and Social Relationships

3. Exploring the Connection between ADHD and Comorbid Mental Health Disorders

4. The Role of Parenting Strategies in Managing ADHD in Children

5. ADHD in the Workplace: Challenges and Strategies for Success

6. The Stigma Surrounding ADHD: Dispelling Myths and Promoting Awareness

7. Gender Differences in the Diagnosis and Treatment of ADHD

8. The Relationship between Diet, Exercise, and ADHD Symptoms

9. ADHD Across the Lifespan: Challenges and Coping Strategies

10. ADHD and Substance Abuse: Understanding the Link and Preventative Measures
11. The Impact of Technology and Screen Time on ADHD....