Project Report from the year 2009 in the subject Pedagogy - Common Didactics, Educational Objectives, Methods, Vanier College, course: Research Methods, language: English, abstract: This pilot study consists of research about academic achievement and LD students. Our research project was initially to contribute to empirical data analysis on the question of how learning disabilities affect a College student's academic achievement and social life. However, due to certain practical issues, there was a shift in our research question. The purpose of our study is to determine the factors that hinder LD students in their academic achievement and social life and to propose solutions that help LD students academically and socially. We hypothesized that learning disabilities could negatively affect academic achievement and social life in College regardless of gender or cultural background and that there exist factors that hinder them in their academic achievement and social life. After interviewing a convenient sample of four different students who share similar learning disabilities, we found out that three out of four LD students require extra time to study and understand. They achieve well in school. Their heavy course workload and the teaching methods used hinder them in their learning process. However, the learning centre and other academic services help LD students to improve their academic performance. Some interviewees claimed that being more outgoing and open-minded with their learning disabilities help them in their long-term social relationships.

Project Report from the year 2009 in the subject Didactics - Common Didactics, Educational Objectives, Methods, Vanier College, course: Research Methods, language: English, abstract: This pilot study consists of research about academic achievement and LD students. Our research project was initially to contribute to empirical data analysis on the question of how learning disabilities affect a College student’s academic achievement and social life. However, due to certain practical issues, there was a shift in our research question. The purpose of our study is to determine the factors that hinder LD students in their academic achievement and social life and to propose solutions that help LD students academically and socially. We hypothesized that learning disabilities could negatively affect academic achievement and social life in College regardless of gender or cultural background and that there exist factors that hinder them in their academic achievement and social life. After interviewing a convenient sample of four different students who share similar learning disabilities, we found out that three out of four LD students require extra time to study and understand. They achieve well in school. Their heavy course workload and the teaching methods used hinder them in their learning process. However, the learning centre and other academic services help LD students to improve their academic performance. Some interviewees claimed that being more outgoing and open-minded with their learning disabilities help them in their long-term social relationships.

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.

Children living in poverty are more likely to have mental health problems, and their conditions are more likely to be severe. Of the approximately 1.3 million children who were recipients of Supplemental Security Income (SSI) disability benefits in 2013, about 50% were disabled primarily due to a mental disorder. An increase in the number of children who are recipients of SSI benefits due to mental disorders has been observed through several decades of the program beginning in 1985 and continuing through 2010. Nevertheless, less than 1% of children in the United States are recipients of SSI disability benefits for a mental disorder. At the request of the Social Security Administration, Mental Disorders and Disability Among Low-Income Children compares national trends in the number of children with mental disorders with the trends in the number of children receiving benefits from the SSI program, and describes the possible factors that may contribute to any differences between the two groups. This report provides an overview of the current status of the diagnosis and treatment of mental disorders, and the levels of impairment in the U.S. population under age 18. The report focuses on 6 mental disorders, chosen due to their prevalence and the severity of disability attributed to those disorders within the SSI disability program: attention-deficit/hyperactivity disorder, oppositional defiant disorder/conduct disorder, autism spectrum disorder, intellectual disability, learning disabilities, and mood disorders. While this report is not a comprehensive discussion of these disorders, Mental Disorders and Disability Among Low-Income Children provides the best currently available information regarding demographics, diagnosis, treatment, and expectations for the disorder time course - both the natural course and under treatment.

More than 200 years of research in the field of learning disabilities have provided us with a vast body of knowledge, albeit without answering the fundamental questions: what and why. Today, it is widely accepted that learning disabilities or specific learning disabilities represent a real situation, which is mainly related to education, but also has long-term consequences in the social and professional life of individuals, who may be “smart”, but not know how to learn. This book examines transdisciplinary psychoeducational learning disability evaluation procedures, along with intervention programs aiming to recognize the strengths of students with learning disabilities and address their needs. More specifically, it reviews the origins and evolution of such assessment models and evidence-informed intervention practices, and provides guidance and implications for practice and research. The book will furnish educators and other school-based professionals with a better understanding of the nuances and challenges of the field, allowing them to build their capacity of working with such student populations.

Abstract from the year 2015 in the subject Social Work, grade: Grade 8, , course: Ph.D. in Educational Management, language: English, abstract: The main purpose of this study was to determine the specific learning disabilities, level of self efficacy, self esteem multiple intelligences, parent and teacher’s involvement of students at risks with learning disabilities and their influence to the academic performance of high school students at risk with learning disabilities in order to design a supportive classroom environment for these children.

"I wish I had this book when I started teaching! Every teacher starts out with an empty bag of tricks; it is nice to peek into someone′s bag!" —Nicole Guyon, Special Education Teacher Westerly School Department, Cranston, RI Classroom-tested strategies that help students with learning disabilities succeed! Teachers are often challenged to help students with learning disabilities reach their full academic potential. Written with humor and empathy, this engaging book offers a straightforward approach to skillful teaching of students with learning disabilities. Developed for K–12 general and special education classrooms, this resource draws on the author′s 30 years of teaching experience to help teachers gain a greater understanding of students′ learning differences and meet individual needs. Strategies are organized by skills—including reading, writing, math, organization, attention, and test-taking—helping teachers quickly identify the best techniques for assisting each student and encouraging independent learning. Readers will find: More than 100 practical strategies, interventions, and activities that build students′ academic abilities Recommendations on appropriate accommodations, assessment techniques, and family communication Support for complying with recent federal mandates related to learning disabilities, including the ADA, Section 504, and the reauthorization of IDEA 2004 Helpful guidance and stories from the author′s own classroom experiences Ready-to-use tools, forms, and guides Discover innovative, easy-to-implement teaching methods that overcome barriers to learning and help students with special needs thrive in your classroom.