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Learning Disabilities - Science topic

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Hello everyone,
I’m exploring the role of artificial intelligence (AI) in transforming classroom learning experiences for students with learning disabilities. With the rise of AI-powered adaptive tools and personalized learning platforms, I’m particularly interested in understanding how these technologies can support learners facing challenges such as dyslexia, dysgraphia, ADHD, and other specific learning differences.
My main questions are as follows:
  1. Efficacy of AI Interventions: What does the current research say about the overall effectiveness of AI-driven instructional strategies in boosting academic outcomes for students with learning disabilities? Are there studies that highlight significant improvements in engagement, comprehension, or retention?
  2. Evidence-Based Approaches: Which AI-based approaches have demonstrated promise in delivering differentiated instruction and personalized learning paths that cater to diverse learning needs? For instance, how might natural language processing or adaptive learning algorithms be harnessed to address specific challenges faced by these students?
  3. Challenges and Considerations: What are the main challenges—be they technical, ethical, or pedagogical—in integrating AI into inclusive classroom settings? Additionally, how can we address issues such as data privacy, algorithmic bias, and equitable access to ensure AI tools contribute meaningfully to an inclusive educational environment?
I welcome any references, case studies, or personal insights from those working in this field. Thank you for your contributions to this discussion.
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driven strategies can significantly enhance classroom learning for students with learning disabilities by providing personalized learning experiences tailored to individual needs. Adaptive learning platforms use AI to assess students' strengths and weaknesses, allowing for customized content delivery and pacing. Additionally, AI tools can offer real-time feedback, helping students understand concepts more effectively. Assistive technologies, such as speech-to-text and text-to-speech applications, facilitate communication and comprehension. By creating an inclusive environment with these tools, educators can better support diverse learners, ensuring all students have equal opportunities to succeed.
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Understanding of the use of psychometric tests in recruitment for people with learning disability.
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Thank you and yes I do agree with the majority of your point, such as the tests are not discriminatory perse but the way they are developed, applied and analysed is where discriminatory bias creeps in. And so my research question is focusing directly to find out what are the cons for applying mentioned tests and not considering that there will be applicants with LD.
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You are welcome to share the information of the three questions above. I am looking for collaborate projects about the learning disabilities, if you are interested to join in, please leave some commend and bring some issues to cover in this comparative education project. Thanks.
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LD diagnostic process is initiated by teachers or specialized educators who utilize the KUS-SI rating scale, a screening tool designed specifically for Thai children aged 6-12. This tool assesses symptoms of ADHD, autism, and learning disabilities. Completed by teachers of Thai and mathematics who have had at least three months of direct experience with the child, the screening results are subsequently referred to medical specialists for further diagnosis. Nevertheless, teachers and educators take a proactive approach by collaborating with parents to create IEPs that address the child's unique challenges.
However, many schools lack the resources to identify and diagnose these students. To tackle this issue, Thailand has been pushing for inclusive education in all schools and hiring more special education teachers.
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For my thesis, I need to administer a questionnaire to parents of children diagnosed with a learning disability, in order to measure their level of acceptance of the diagnosis.
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There's a questionnaire called the RDQ, it measures how parents deal with their child's learning disability diagnosis. It's based on the RDI interview and has 42 questions. It's been tested with Israeli moms of kids with CP or DD, but more research is needed for other groups. Hope that helps! Check this out: https://doi.org/10.1037/t82271-000
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Serán empleados como antecedentes de una investigación con este propósito
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  • Complex Terminology: Biochemistry is filled with specialized terminology that can be overwhelming. Students may struggle to grasp the meaning of terms, which can hinder their understanding of the material.
  • Abstract Concepts: Many biochemical processes, such as metabolic pathways and molecular interactions, can be abstract. Visualizing these processes and understanding how they relate to nutrition can be challenging.
  • Integration of Knowledge: Biochemistry requires an integration of knowledge from various fields, including biology, chemistry, and physiology. Students may find it difficult to connect concepts from these disciplines and apply them in a nutrition context.
  • Mathematical Skills: Some areas of biochemistry involve quantitative analysis, such as enzyme kinetics or thermodynamics. Students who may not be confident in their math skills can find these aspects particularly daunting.
  • Laboratory Skills: Practical lab work is often a component of biochemistry courses. Students may struggle with laboratory techniques or data analysis, which can impact their overall understanding of biochemical principles.
  • Memorization: Biochemistry involves a significant amount of memorization, from amino acid structures to metabolic pathways. This can be overwhelming, especially when trying to retain a large volume of information.
  • Application to Nutrition: Connecting biochemical concepts to real-world nutrition applications can be challenging. Students may find it difficult to see how biochemical processes directly relate to dietary practices or health outcomes.
  • Dynamic Nature of the Field: Biochemistry is a rapidly evolving field with new discoveries and technologies. Keeping up with current research and understanding its implications for nutrition can be difficult.
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I want to delve into the important issue of making prison education accessible and effective for those with learning disabilities. It is specific in its focus on tailoring programs to individual needs, acknowledging the diversity of learning disabilities and the need for differentiated approaches.
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First we need to identify individual needs of a prisoner, whether he is literate, did he obtain any formal education etc..,
A good second step is preparation of a holistic individual rehabilitation plan that will help him fulfill his educational needs and help him obtain the life skills he will need upon release. A good add on would also be getting him into social work system and making sure that he is assigned a case worker with experience in the field that would work with him starting at his imprisonment and continuously work with him even after his release.
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Assess how technological advancements contribute to the education and development of students with learning disabilities.Assess how technological advancements contribute to the education and development of students with learning disabilities.Assess how technological advancements contribute to the education and development of students with learning disabilities.
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men Innovatsion texnologiyalar asosida talabalarga maktabgacha logopediya fanini o‘qitish metodikasini takomillashtirish bo'yicha ilmiy izlnish olib borganman
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How do we account for learning disabled researchers? Many people who are not adaptable to conventional education may have great research input if only given the effective medium. For instance, many disabled writers may be savants in research areas but lack a means to popularize their works.
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The matter is complex. Kurt Kuban once said "Came as you are". For students and scientists the motto should be"Learn as you are", "Work as you are" and "Publish as you are". But we cannot take this attitude for granted. There is still a widespread exclusionary, normalizing mind set, which hinders an emancipatory, inclusive coexistence.
The European Agency for Special Needs and Inclusive Education (2013, 2015) emphasizes the importance of information and communication technologies (ICT) for the implementation of inclusive teaching/ learning settings. UNESCO Institute for Information Technologies in Education and European Agency for Development in Special Needs Education (2011) identify four functions of ICT in the school context:
- Supporting opportunities for participation through access to digital media;
- Supporting teaching and learning situations;
- Support for educational administrative processes; and
- Support of personal communication and interaction.
In recent years, more and more stationary and mobile hardware and software solutions have been innovated in order to offer suitable assistive and rehabilitative media and tools (Assistive Technology, AT) to learners with different handicaps: Starting with the use of laptops or pen-based notebooks for mentally handicapped students, to working with talkers (speech computers) of communication-impaired children and adolescents, to blended learning, a combination of face-to-face instruction and distributed media-based learning (e-learning), for chronically ill students. Above all, the use of tablet PCs, touch pads or touch screens is considered particularly promising.This is because these small, very light devices are ideally suited for people with motor disabilities, who need to be able to work in a mobile environment:
But the crucial point is: We must not narrow the discussion instructionally or instrumentally. Ultimately, it depends on personal and institutional attitudes.
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In the most common learning disabilities, among others, are autism and ADHD. Autistic students, rightfully so, possess their own program named and made for them, yet people with ADHD, perhaps a higher population than autistics, lack their own specifically made program. How should this situation be mended? ADHD is a massive problem.
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Alexander,
I would love to collaborate on some research with you regarding the spectrum of ADHD and the similarities of Autism. Due to the immensity of the topic, I was advised to leave Autism out of the current research topic.
I am in the phase of defending my prospectus before going to IRB. If I can add anything in Chapters four and five to cite your work, I will certainly do so.
Dawn
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If the achievement is affected by the I.Q then why do some Developmental Disorders (DD) show low achievement in spite of high I.Q?
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Good and interesting answer Dear Dr. @Francisco Javier Gala!
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I am interested how is defined the role of speech pathologist and special educator regarding learning disabilities (specific learning disabilities) in your country.
What kind of support is provided from speech pathologist and what support is provided from special educator?
What are differences between those two professions when having in mind children with LD.
Please answer how it is in your country. And if you can send me a website for undergraduate as well as graduate studies with all courses for getting competences for special educators
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يجب ان ان يكون المعلم المختص على قدر كبير ودراية وافرة بالحالات التي يقدم لها التعلمات وخاصة اذا كانت تعاني من صعبوات في التعلم ضف الى ذلك المشكلات المتعلقة بالنطق .
حيث يجب ان يكون له برنامج مكيف على حسب الحالات كما يجب ان يكون لهذه الفئة المستهدفة حجم ساعيمدروس وفق الوتيرة المدرسية المخصصة لهم والتي تتوافق مع مشكلاتهم المدرسية (صعوبات التعلم )ومشكلاتهم النطقية
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Project Title: Exploring the properties of the Accessible AQ in children.
Dear all,
I am currently recruiting participants to take part in my final year dissertation research project. I am investigating the properties of an accessible version of an autism screening tool (the Autism Quotient) when used with children.
The study has received ethical approval from Northumbria University (Ref:44763) and all data will be kept secure and anonymous.
We are looking for participants that:
  • • are aged 18 years or over;
  • • are able to give informed consent;
  • • have a child aged between 6 and 17;
  • Your child does not have to have a diagnosis of autism to take part.
The study will involve:
  • • Completing a few questions asking for demographic information about you and your child, such as age and gender.
  • • Completion of two questionnaires about your child. The first is a screening tool (the AQ) that measures autistic like traits, such as preferring set routines. These traits can be found among the general population to different degrees. The second is a screening tool for learning disability. These will take approximately 10 minutes to complete.
  • • Your child will be asked to complete two short questionnaires that are ‘easy read’ versions of the AQ.
If you have any further questions regarding the study, please contact sally.e.lamb@northumbria.ac.uk
To find out more information about the study and to take part, please go to: https://nupsych.qualtrics.com/jfe/form/SV_8zYLleeCRtFvKWG
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Sally Lamb Thanks. I posted the request to some contacts.
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Hello everyone! I am Monika. I am a PhD student and working on developing Intelligent solutions and tools for learners with learning disabilities as a part of a DST funded project. I would like to have your support to understand more about this domain and to get in contact with more learners with this learning condition.
Kindly provide information of any individual or organization dealing with these learners by filling or sharing the google form. This form will take 2-3 minutes for you to fill and data will strictly be used for research purposes and will not be shared with anyone.
Learners dealing with Learning Disabilities are usually seen to have a persistent struggle in learning. These difficulties arise despite having a normal intelligence (IQ). In Dyslexia, learner faces difficulty in fluent reading,  spell out words, identifying the alphabets, identifying the sound of the alphabet and forming sentences. In Dysgraphia, the learner struggles with writing alphabets,  illegible handwriting, poor grip on a pencil, decode information, understanding a sequence/ pattern and expressing thoughts in sentences. In Dyscalculia, the learner struggles with counting, basic calculation, word problems memorising and understanding the mathematical concepts.
Requesting you to share this with any individuals, parents, guardians, teachers, special educators, help groups, organizations, schools with links to such learners.
Regards
Monika Thapliyal
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Sure!
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I have just started in an exciting new Practice Development Nurse for Learning disability role and am looking for some resources to use on the wards and classroom settings.
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You are welcome. We published some results here, in case you are interested:
Patricia
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I am interested how is defined the role of speech pathologist and special educator regarding learning disabilities (specific learning disabilities) in your country.
What kind of support is provided from speech pathologist and what support is provided from special educator?
What are differences between those two professions when having in mind children with LD.
Please answer how it is in your country. And if you can send me a website for undergraduate as well as graduate studies with all courses for getting competences for special educators.
Thank you!!
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Academic skills training
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I am looking for articles, methodologies, ... that can be used to develop guidelines for course materials.
For example, sometimes the advice is given that white text on black background is better for students with AD(H)D. However, it is not always clear where that advice comes from, if it is supported by evidence, and what the expected benefit is.
Another related question is that there should be no harmful effect on students without learning disabilities.
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Hi once again,
Here you have another link, just in case:
Best regards!
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· 2 definitions; learning disability and achievement
· Description of WRAT 4, age, population, uses, types etc all material in manual intro has this for all test
· Description for all the domains
· Research
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Please help me to find the latest works.
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This paper highlights the two machine learning approaches, viz. Rough Sets and Decision Trees (DT), for the prediction of Learning Disabilities (LD) in school-age children, with an emphasis on applications of data mining. Learning disability prediction is a very complicated task. By using these two approaches, we can easily and accurately predict LD in any child and also we can determine the best classification method. In this study, in rough sets the attribute reduction and classification are performed using Johnson’s reduction algorithm and Naive Bayes algorithm respectively for rule mining and in construction of decision trees, J48 algorithm is used. From this study, it is concluded that, the performance of decision trees are considerably poorer in several important aspects compared to rough sets. It is found that, for selection of attributes, rough sets is very useful especially in the case of inconsistent data and it also gives the information about the attribute correlation which is very important in the case of learning disability.
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Has the presentation given at Symposium - Child Protection Special Interest Group: Child protection and safeguarding training - Is simulation training effective? by A Thomson, P Nayak, M Plunkett and C Kallappa been written up?
The Abstract appears as G170(P) in Archives of Disease in Childhood, vol 99, issue suppl 1
I work in the library of an NHS Foundation Trust and one of my colleagues, a
Mental Health and Learning Disability Education Team Lead, would like to learn more for a project she's working on
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هو جزء من منظومة تعليمية مكملة للتعليم بالتاكيد يساعد
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I am writing my master's degree about students with specific learning disabilities in fine art classes and I am looking for some literature on that subject...
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Hello everyone, I would really like to get your expert input on this inquiry I am exploring. Please give your feedback. I am a grade three teacher with a student whose reading and comprehension  skills are way below his grade level. He however has access to a tablet and is really into this bit of technology. My question therefore is how can I use technology such as a tablet to help improve the reading level and comprehension skill of a student who is below grade level? 
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I agree with answer of Dr. Marie Dontfraid .
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I am doing research on the topic but could not find much.
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Very interesting
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Neurocognitive strategies,for Dyscalculia students at primary level. .(Dyscalculia means one of the Learning disability)
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Some Neurocognitive Strategies, to improve math abilities are
1- Thinking Hypothetica Strategy
2- Application of Systems Symbol strategy
3- Analysis of Point View strategy
4- Web Analysis Strategy
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Mostly clinicians rely on Thier clinical judgement for determining the severity of Learning Disability which results in subjectivity...In India we are mostly using NIMHANS Index of Learning Disability...this test too has scope for subjectivity. I am looking for a tool (for research purpose) which can provide objective assessment of severity of LD
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We mostly use WAIS. I think as long as you’re consistent in using one tool, you should be ok.
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There are many different descriptions of IQ and what they entail. To be honest, I have always considered the idea that intellect cannot be defined simply because there are so many skills and abilities as well as areas of intellect that can be defined as relative to IQ. Although recently I have come across the thought that IQ should be designated as the ability for an individual to be able to learn new subject matter or understand subject matter cognitively. This would make sense-- considering that mental retardation inhibits the individual from understanding simple and new subject matter. Autism also is a learning disability, however it is wise to notice that individuals on the autism spectrum tend to have a higher propensity toward individual areas of intellect that most cannot do. (For example, being able to read without be able to speak, I have seen this before in a case.) In summation, it would make sense not to base IQ off of what is currently known, but what an individual has the ability to learn. What are your thoughts?
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Dear all,
The intellect could be defined as ability to interact effectively with Universe as creator/builder.
The only reliable measure is evaluation of results of activity.
We think in so many different ways that it's impossible to compare them by any tests. How would be compared ability of Mozart to write beautiful music in one night to ability to write beautiful book for many years?
Best regards,
Konstantin
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Use of mobile device is hindering learning in classrooms, and a distraction especially for those students who have learning disabilities. How and what are the best possible solutions to mitigate the use of mobile devices in classrooms, without compromising on their learning needs.
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In my opinion mobile phones must be kept on silent/switched off mode during the classes. If the students need to learn anything from mobile phones, they may use after the class hours.
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I am working on my dissertation for my Doctoral Degree. I am in need of a tested and reliable quantitative instrument that can help look at perceptions, stigmas, or attitudes of adult students with learning disabilities or ADHD.
Quantitative Instrument to measure stigma, attitudes, or perceptions of adult students with disabilities or ADHD?
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Here is an instrument that was developed for self reported stigma in people with intellectual disabilities:
Ali, A., Strydom, A., Hassiotis, A., Williams, R., & King, M. (2008). A measure of perceived stigma in people with intellectual disability. The British Journal of Psychiatry, 193(5), 410-415.
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I am a social policy/ social work student with a specific interest in learning disabilities. My son attends a specialist dyslexic school for children with severe dyslexia. The criteria for enrolement is that children must have a regular or higher IQ but be within the 1st to 3rd percentile in their literacy ability. They attend the school for a two year period before returning to mainstream education.
They target children's dyslexia using the Wilson Method to decode language while also working on self esteem and confidence building.The difference the school has made in one year is increadible, my son can now read, is engaged and his sanxiety has disappeared.
The Department of Education now want to keep children in mainstream primary schools and use resource teaching to tackle dyslexiainstead of specialist teaching.
We are trying to gather research to show the benefit of targeted teaching in these very few specialist schools. leaign
Any research on the benefits of dyslexia teaching would be of benefit, thanks
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There are a large number of studies that support the use of explicit instruction that is targeted to particular discrete skills is beneficial in preventing dyslexia for younger students (K-2) and slowing the decline or remediating for older students. I would suggest that you take a look at the work done by Kate Cain, one of the more prolific researchers in the area of dyslexia.
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I read several article said about this phenomenon, but he does not clearly stated relationship between those two.
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Look at my: Teach Like the Mind Learns (2017)
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Looking for post-doctoral opportunity in developmental psychology, cognitive psychology, child development, learning disability.
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Dear Colleague,
I tink te same , the best website is the OXFORD LibGuide.
Best Regards.
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many thanks
Patricia Darke
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Many thanks Sarah.
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Looking to connect with scholars in Brazil who study mathematics education of secondary/primary students who have learning disabilities/marked at twice exceptional.
Thanks!
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I'm sorry, I don't know anyone.
Regards!
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Of particular interest is any connection between the duration of gaming sessions and learning, cognition, memory and mood. Also consider whether or not frequent and extended gaming might exacerbate diagnosed learning disabilities such as dyslexia and ADHD.
I am also interested in gaming in the context of adolescent male social dynamics. See Rosalind Wiseman, Daphne Bavelier and Jane McGonigal.
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Pablo,
Thanks so much for following up with me. I teach Algebra to boys, ages 12 to 14, at an all-boys Catholic school in a small town outside of Boston, Massachusetts, USA.
At this age, the boys are going through all sorts of physical, emotional and neurological changes. Some of them do not have a very good background in basic math, some of them have diagnosed learning disabilities, a number of them have trouble concentrating for more than 15 minutes at a time, and most of them play video games. I don't have any data on number of hours per week or day, or what time of day, or what games specifically.
What I am looking to learn is how to adapt and structure my lessons to fit how these boys learn best, knowing that their cognition and attention spans might be affected by their gaming habits.
Any help or insight you might be able to offer would be appreciated!
Glenn
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I am working in the area of disability and I am investigating whether digital games can become the bridge between children with learning disabilities and children in formal development, aiming at inclusive education. Do you know tools - questionnaires (assessment tools) for evaluating digital gaming that measure user experience, usability, learning motivation, etc? (primary school) Thank you.
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Dear Ms Xenia Kaimara,
I am recently read one interesting book about your topic
Serious Games Analytics edit by Christian Sebastian Loh, Yanyan Sheng and Dirk Ifenthaler.
I hope you find assessment tools in it.
I hope I have been of some help.
Best wishes,
Andrija
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Does anyone have data on lead paint and learning disability?
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Marie Lynn Miranda did some work on this issue about 10 years ago.
Bruce Lamphear has also conducted some research on this issue and was a co-author on this recent paper
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Does any one know of Neuro-linguistic program for use by individuals with dyslexia please?
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you can read this file
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If yes, when and how? If no why do we find numerous researches in including learning disabilities the regular classroom?
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Yes, many years ago students with learning disability or mentally challenged were segregated and denied equal access to the curriculum. After numerous court cases of unfair assessment, ie, Brown v. Board of Education, Lau v Nichols, the Section 504 of the Rehabilitation Act, these children are to be taught in a regular classroom setting with least restrictive environment.  I am teaching about six special ed students in my classroom and they receive a 30 minutes push in services from a special ed teacher .
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I want to measure changes in members of a self-advocacy group as expected by the literature, ie changes in self-esteem, self-concept, self-determination, leadership skills.
I am looking for an accessible format, ideally developed inclusively and will look at measures that address one or more of the above concepts
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What is the age of the respondents? Susan Harter has a range of different measures, mostly self-report, such as the Self-Perception Profile for Children and Self-Perception Profile for Adolescents. I think there are adult versions as well.
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We know that there is a weakness in the academic achievement of students with learning disabilities at least one or two years of their normal peers. Thus, how be taught the same curriculum for LD?
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Students with disability should be taken through the same curriculum like other "regular students" but defers in term of the degree and depth.The curriculum should be modified slightly to suit their purpose. The teaching pedagogy here plays key role in impacting the curriculum too.The teacher in-charge must be aware of the various characteristics of these special ones and bring the curriculum down to their level. 
The severity of the disability dictates the quantity of what to dish out to the special students and the expertise of the special teacher is needed to know how appropriate each method is in taking the special students to promised land.
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 I'm possibly embarking on some research into sleep difficulties in adults and children with a learning disability/ASD but struggling with any leads to get these
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Do nurses miss pain indicators with those with learning disabilities?  Any qaulative and quantitative articles?
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Do we need specializing further or are we just dividing something which doesn't need to be?
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The Royal College in Canada recently added a forensic specialization in psychiatry
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Dear Friends,
The philosophy of Inclusive Education is that, ' All are welcome to schools'. In India through Sarva Shiksha Abhiyan (SSA) Inclusive Education is implemented at primary school level. But still in primary schools have no different types of special needs children. Only Socially Disadvantaged Children are admitted because of Reservation Policy in India. Then why Hearing Impaired, Visually Impaired, Mentally Retarded, Physically Handicapped, Learning Disabled, Slow Learners etc. types of  children are not learn together in Primary School. 
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I mean for example rehabilitation machines specially made to overcome learning disabilities and the like. Or to improve the teaching - learning process, as it was the Teaching Machine made by B.F. Skinner. Mechanical, electrical or electronic devices, but not computer based ones.
Many thanks.
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Consider Abacus if some one knows how to utilize it then it will become mental exercise for them to develop mathematical abilities. 
Secondly use vending machines where we put coins and we get candies it will also enhance their mathematical ability.
There are lots of example (beispiel)  in the present world i mentioned few.
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There is a lot of thoughts on gullibility being a component of intellectual disability. I have been reading works on open-minded cognition and how it can be situational. What if the actual component of intellectual disability is not gullibility but an inability to be open-mindedly situational. How would the landscape of our knowledge change in an educational and caring context? Does anyone know of any works in this area? Thoughts?
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Dear Merisa, 
Given 40+ years as an academic with a background in educational psychology, I would state, based upon extensive reflective observation, that "gullibility is NOT a component of intellectual disability", but rather a component of "laziness". I hope that this is of some assistance.
Sincerely,
Lou Pagliaro
PS One could, of course, define "intellectual laziness" as a component or factor involved in intellectual disability, BUT this is a different question that you will have to answer from your own theoretical perspective or vantage point
!!
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I am working cross-culturally with Cambodian clients.
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You may need to have it translated, but you could consider using the M-CHAT. It is a free Autism screening tool for children 16-30 months old. It has a high false positive rate to make sure kids don't fall through the cracks (to make sure they then receive a comprehensive evaluation). It's available at: https://m-chat.org/print.php
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In terms of abilities- I am referring to children with EAL or physical or learning difficulties in state-funded primary schools   
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I think yes, this tests are very good and have a high grade of confiability and validity
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Do you know of an assessment tool to assess capacity for deciding to take part in research studies, for use with people with learning disabilities and/or autism?
thank you!
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Thank you all
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the title of my study is "Challenging Behaviors in Relation to Social Skills in Adolescents with Moderate Intellectual Disabilities"
I like your papers published in  this field but I need to know you point of view about this topic. Unfortunately, there are not enough resources about this topic in Egypt. I wonder if  you could help me by any means. If you have any scales and researches available about this topic, would you please tell me where I can find them?
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Dear Ali, i never used the scale, however, after reading somepapers i have get the impression that this is a psychometric sound instrument that is well defined and constructed and matches the current understanding of ID perfectly, so it could fit. Take into account that it is like the vabs an interview based procedure, probably a scale is easier to use in research context 
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I've been working on the topic of dyslexia for quite some time and some scholar friends from this site have been resourceful but again I'm stuck. I find it is very difficult distinguishing dyslexia from Specific learning disorders or learning disorders. Can somebody kindly enlighten me in this subject?
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IN the DSM5 Dyslexia is not named; it's subsumed in Specific Learning Disorder (SLD) The deficits are: problems in word recognition, accurate & fluent word reading, poor spelling, a deficit in phonological language component. To understand the entire spectrum of reading disabilities, one must think of the two continua of reading: the Phonological component that underlies word decoding/recognition and Comprehension of what is read. Any reader can be anywhere on these continua. The goal of ALL reading is READING COMPREHENSION.  Dyslexia lies at the end of poor decoding skills continuum with OK range of comprehension continuum; Hyperlexia is on the poor comprehension end with unusually good decoding skills (often seen in children with Autism); Garden Variety types have deficits in both decoding and comprehension (these constitute the majority in any classroom). The severity of the deficit in each of the continua must be taken into account. Besides the learner variables that produce a Specific Learning Disorder and any of the subtypes, there are environmental variables that further impact the problem: some increase risk (poverty; poor instruction), and some lower risk, i.e. protective variables that impact on severity (excellent instruction, middle and high Socio-Economic Status, and above all parental involvement). The simple View of Reading (although it is far from simple) is a great explanation of how Reading Comprehension materializes and it allows for tracking where the mechanism breaks down in each child/adult evaluated (see Sebastian Wren 2001-Cognitive Foundations of Reading). Hope this helps. 
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Learning Disabilities:
1. Auditory Processing Disorder (APD)
2. Dyscalculia
3. Dysgraphia
4. Dyslexia
5. Language Processing Disorder
6. Non-Verbal Learning Disabilities
7. Visual Perceptual/Visual Motor Deficit
There is an association of the two disorders to these types of learning disabilities?
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The whole series of questions about "individuals" and "people" "sharing" or "having similar" disorders/diagnoses, and the attachment ('similarities' chart) uses a lot of terms that I find too imprecise to lead to good conclusions. There is a significant mathematical/statistical component to some of the questions you seem to have, but I am not sure exactly what you are asking and whether you are asking about probabilities or population rates. All of the answers that get to specific reasons for similarities and differences (genetics, environment, epi-genetics, etc.) aren't going to help without knowing what level of study you are interested in.  
Pretty much all of what you seem to be interested in are various neuro-developmental disorders. By definition, there are brain differences between individuals with these disorders and those with  "normal" brain development. EVERY individual will have a unique combination of measurable symptoms and could be 'similar' to another with respect to some symptoms and not similar on others. An individual may or may not share enough similarities to both fit into the same diagnostic category. So please can you explain your chart and conclusion? I can't understand why you say "Yes" in many of the cells? What is the "question" to which you are answering "Yes"?
If the question is merely "can they co-exist" then you should change the one "NO" to a  "YES". And if the question is "are they similar?" then you need to define or at least quantify what you mean by "similar". Otherwise, just 'informally', if the question is "are they similar" I would say many of your "yes'" answers are incorrect.  
It looks to me as though the conclusion does not logically (or empirically) arise from data about these disorders and could lead to some very unfortunate decisions if used in a clinical or special education settings.  What do you mean by "a sufficient percentage" of children? (There may be some issues here with usage of that term, but I'm not clear about what you are saying. Sorry).  It seems to imply that ADHD is causing under-diagnosis of ASD? Is that what you mean? I am very concerned when special education people, without diagnostic expertise get confused by information that may apply to diagnostic categories, but not necessarily individuals, or vice verse. 
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My experience leads me to believe that the values of respect are learned but not really taught how to treat people with disabilities.
Inclusion in schools is not real if it is not taught to relate well to children with disabilities
The lack of skills and lack of positive experiences is a reality. Avoid contact children not to fail in their relationship
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The original question can be answered with an opinion rather than a reference to research, I joined the discussion and have been following it in hopes of learning about evidence related to the question.  For that reason, I know that I have found the answers from Ibrahim Acar, Yvette Hus, and Beata Borowska-Beszta particularly helpful and how that others may also be able to contribute research-based answers.
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It would be useful to have a standard outcome measure to facilitate service audit. The difficulty is that whilst there are various outcome measures recommended for people with mild to moderate learning/intellectual disabilities, there seems to be a dearth of measures for people with more severe intellectual / learning disabilities. 
The ideal measure would be:
  • Quick to administer
  • Easy to understand
  • Applicable to people with as wide a range of intellectual disabilities as possible.
Any information / recommendations would be very much appreciated!
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Thanks, Charlie. A lot of work went into them. Hopefully they'll prove to be a useful addition to the world of mood assessment...
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I found one article by Griffiths on excessive computer use and learning disabilities, but that is all I've been able to find. 
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Through balanced play, required playful activity and manual labor itself should be aimed, that is, to integrate simultaneously both psycobody developments as cognitive development and mental learning.
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I am seeking Academic Psychological review listings and individual Academic opinion through Journals, regarding barriers and issues in the UK.
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Take a look at Disability and Society Journal.
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Children aged 10 to 15 feigning learning disabilities to avoid PE
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Hello Janette. I am now a Professor at a Norwegian University. But about 18 years ago, when I was a senior researcher in England, I conducted field research for the National Health Service among young pupils, aged about 14-16, who had asthma. A surprising view (indeed, two opposite views) that emerged was the attitudes of these young people towards PE teachers. If my memory serves me correctly, those who expressed a view (during semi-structured focus group interviews) on PE teachers, either perceived these teachers as unsympathetic and lacking in necessary skills with regard to responding to asthmatic attacks, or, the very opposite: namely sympathetic human beings who were well trained in how to deal with emergencies. 
In my report, I proposed that teacher education providers (mainly, colleges and universities) should prepare future teachers for dealing professionally and competently with asthma-related problems. Regarding the teachers whom some pupils described as unsympathetic, the feeling is captured in statements that roughly add up to something like the following: ´I told the teacher I could´t do PE today because my asthma was bad, but he thought I was making excuses´.
I know that this does not directly address your specific question, but I hope it touches some of the issues regarding what you refer to as "groomed" disability. I must add that I have not come across this term before, and wonder if it might be interpreted as a derogatory judgement. Are there alternative ways of referring to some pupils who might mimic illness in order to avoid doing PE? Finally, it would be appropriate to consider why, for example, some obese children do not want to participate in PE through fear of being bullied.
Best wishes, Paul
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Raeff talks of independence being a social construct based on the value placed on aspects of independence in each society. I would like to draw a picture of the value in my own society. Have you done this in yours? What documents did you use to help define the value placed? I have looked at the requirements for assistance for disability as a starting point. Any thoughts?
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Roy mcConkey's work highlighted having a key to the front door
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The potential for assistive technology in learning classrooms for students with disabilities is great. Its benefits include enhancing academic achievement in written expression, reading, mathematics, and spelling; improving organization; and fostering social acceptance.
As defined by the Individuals with Disabilities Education Act Amendments of 1997 (IDEA), an assistive technology device is "any piece of equipment, or product system. . . that is used to increase, maintain, or improve functional capabilities of individuals with disabilities" [Part A, Sec. 602(1)].
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What information is passed on? How is the statement of educational needs used? How is the information in a statement presented? Is it usefull, accessible? Do teaching staff understand the technical information in a statement? Does the school/college disseminate the information to the teaching staff? Does it differ for students with physical disabilities rather than those with learning difficulties? How are learning disabilities referred to, is it the same difficulty referred to in many different ways?
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I take it from your terminology, particularly 'statement' that you are referring to the English system. Although obviously your questions are applicable beyond that. Are you looking for anecdotal replies to your questions or something more research-based?
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We are about to start a survey on violence against children - what are the ethical considerations of conducting surveys with a sample that may include children with learning disabilities? any literature on the subject?
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Dear Sarah
In our college those doing research were not permitted to interview children due to the high level of ethical issues surrounding the exercise both for the researcher and the child. The risk of one having an accusation made about inappropriate behaviour along with the ability of the individual to answer the questions posed also would make it difficult. Their is also the capacity of the individual to consent to being interviewed and their ability to understand what you are hoping to achieve would make this a difficult although not an impossible area to research. Depending on the result you hope to achieve you might be able to do observational studies within the learning environment of the group you are researching. If they are able to vocalise the violence experienced then their is also the added risk of re traumatisation if one of those interviewed has had a personal experience of violence. Also as one of the previous persons answered the capacity to read, listen and understand the questions would vary considerably between the different disabilities so how you chose to formulate your questions would be dependant on the capacity to understand what it is you are asking. Your ability then to understand the answers you get will mean you would need to be able to decide if the person is giving you an honest answer or just telling you what they think you want to hear. The questions would need to be worded in such a way that the individual would be lead through lack of understanding to give you they answer they think you want to hear. I would recommend that you research prior material based around researching disabled children but you will also need to remember the same ethical issues that apply to disabled children also apply to able bodied children whose understanding may be even sharper again the questions cannot be of a leading nature as this will taint the nature of the research work and damage the findings which if you are successful could prove very valuable within the realms of social care.
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I am from Tamilnadu-India. I am doing research on academic performance, behaviour problems and social skills of dyslexic children. I wish to use technological advancement in my research. I have an idea about using eye tracker software. Pleae suggest how can I use it to make my study strong and more effective.
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Ganesh:
Here's  a link to related studies in RG that used Eye-Tracker software:
I express best wishes for every success with your worthy research
Debra
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I need research works for reading comprehension intervention with the use of rubrics as an assessment tool.
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Hi Maria,
As Krishnan mentioned, technology is definitely being used more frequently to support struggling readers.  Scientific Learning Corporation might be one of several tech-based interventions to explore and direct an inquiry regarding rubrics. They offer "progress reports" for those assisting readers with their products. Also, I'm certain that all students undergo the usual testing within their schools on a continuum.  Best wishes on your journey.
Victoria
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Currently writing my dissertation and I'm somewhat lacking on the article / study aspect. I am writing about how the prison system in England and Wales deals with prisoners with learning disabilities. Any help appreciated .
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Hello Anil, a bit late to answer, but I only discovered your question right now. Go to https://www.dynaread.com/scientific-library, and scroll down to Dyslexia - Vulnerabilities and you will find several research papers on the topic of Dyslexia and Prison Population, as well as Crime. You very likely already completed your papers, so you may want to answer your own question as well, by providing a link to your research. Hope this helps, Anil.
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I am looking for a validated questionnaire to screen and assess learning disorders symptoms and impairment (i.e. reading disorder, disorder of written expression, math disability, language disorder, coordination disorder ...). Not standardized tests but just a quick functional assessment tool?
Is such a clinical self-questionnaire exists?
Thanks in advance for your answers
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I am looking to construct a rationale for the need to supporting interventions  for parents whose children  may be referred to safeguarding services on the grounds of neglect when these parents have a diagnosed LD.
I would like to know whether there have been specific  interventions identified to support these parents to raise their children safely, with nurturance and stimulation  to help their development into adulthood. or whether some interventions focusing on parenting and/or the relationships between parents and children have been found to be adjustable to meet these parents' needs.
this could inform preventative strategies aiming at reducing the need to refer to safeguarding services if it is also found to be cost effective as compared with current safeguarding interventions such as foster care placements, residential homes or adoption.
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Thank you for your answer. I'll give you my e-mail address: katarzyna2710@wp.pl in case you or your MSc student would like to get in touch.
Best regards,
Katarzyna
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Which could be the best instrument to  measure:
1) readiness and capacity to resolve conflicts
2) ability to maintain and understand social relationships
3) interest and ability to communicate
4) ability to cooperate and provide information
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Thank You very much for your advice. 
ARC scale made by Michael L. Wehmeyer looks good.
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Could anyone recommend references about implementation of meeting space for individuals with intellectual disabilities ?
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Here's something in Ireland based on engaging in the arts
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spatial skills in general
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Spatial awareness is a large part of learning for people with Dyslexia.  Starting from the basics as Jim mentioned to the more complex may help.  There is a program here in NY called the Children's Dyslexia  Center of Central New York.  They have a great success rate in working with students.  Phone: 315-736-0576 •Fax: 315-736-0575• Email: reception@cnyclc.org. You can also check out their web page at
I have known a few students who used this program..
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I work with children and have often wondered about later in life if children who have Executive Dysfunction skill deficits also later exhibit proportionally higher rates of dementia later in life such as Alzheimer's or other nonspecific dementia.
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When you think of disorders of attention and executive function interacting with dementia it logically follows to ask if there is an association with the severity of frontal dementia.  
That said, you may want to look at these papers by Ivanchak et al:
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Is anyone doing or has done a comparative study to examine the efficacy of mindful awareness practices with other psychological treatment techniques such as Remedial training, Cognitive training and CBT in children with learning disabilities? I am looking for literature on this topic.
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While we haven't done any formal research on this, we have found that in our work with large classes of young learners who are underperforming according to grade expectations, a one minute mindfulness focused activity at the start of our introductory number talks does wonders to focus the learners on the mathematical activity. In SA I know the work of Taddy Blecher has used mindful meditation as a technique for use in higher education with good results. Perhaps google Taddy Blecher - Cida City free university campus for further info - it was a very exciting initiative.
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Most reading tests contain a Form A and Form B for test re-test. 
If you wish to test longer term effects of a reading intervention - so that you have 4 testing points, is it detrimental to re-administer Forms A and B at a later date providing the Intervention and Control groups complete the same forms at the same time? 
Or, does anyone know of any reading tests that contain 4 parallel forms? 
Many thanks for your help in advance!
Sophie 
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Erik's last sentence tells it all.
 "I think because it takes so much time and resources to establish equivalence in text and question difficulty, there simply are not a ton of options." So if you're using standardized test as a requirement, you have no options. If you choose to use an informal reading inventory, which would allow you to go up a level, the passages aren't equivalent, although there are some data that suggest some are close (i.e., students show no differences in comprehension on them). So part of it depends upon the rules of the system you need to adhere to.  
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i'm preparing a group study on the topic Awareness about Learning Disability on school teachers . It includes:-
  •  awareness on LD in different age groups 
  • difference in awareness in rural and urban schools
  • teaching methods adopted for those children  etc.
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Will you have time for interviews? If you do, you could have a group interview to discuss concepts of who counts as learning disabled and ways in which you might assist/approach those teachers/students. Good luck!
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I'm writing a coursework for reviewing spatial dysgraphia, and found it difficult to get some articles about the specific areas in the brain which causes the problem. Do you have any suggestions of articles on spatial dysgraphia, especially the ones related to logographic language, except for 'QY' one. Thanks. 
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Yes, unfortunately this is one of the areas that simply needs more work within China. Best of luck with it Annie.
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Can anyone inform me about any research on Personality disorder in people with Learning disabilities?
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There is quite a bit of research in this area now. Please see this website maintained by my supervisor Dr Regi Alexander: http://personalitydisordersinlearningdisability.com/page4.html; a recent systematic review in this area: http://www.emeraldinsight.com/doi/abs/10.1108/AMHID-04-2014-0007; and an older review article: http://bjp.rcpsych.org/content/182/44/s28
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neuropsychological characteristics of LD
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I would assume it would depend on the age of the child. What neuropsych characteristics are you interested in measuring? Depending up on your interests, age of children, etc., you could develop your own battery via a collection of measures to suit your needs...
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i want to know is there any special curriculum for autistic children? and if yes i want to know what points i should consider when framing curriculum for preschool autistic children. 
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At the preschool level, ASD-specific curriculum are often focused on the fundamentals of communication, basic social skills, task persistence, and developing functional independence. There are existing curricula available, but most have been for Western populations and may need to be tailored somewhat to be culturally appropriate for non-Western populations. That said, if it would be useful to you, I would be happy to suggest a couple of my favorites.
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I have planned for a comparative study of policies for disability rehabilitation particularly for children with intellectual disability using a Sequential Exploratory Design (Qualitative Part dominant). Any researcher interested in such collabrative study kindly drop a msg?
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Sounds interesting. My e-mail: agnieszkazyta@wp.p
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does anyone have an idea of how young people with PMLD are fully assessed and supported into adult transition in uk. Need help  to develop more on this for my dissertation pls . 
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In the UK the transition to adult services for PMLD usually involves education, health and social care professionals who assess the young person and plan for their adult provision.  We have recently had a new Children and Families Act (Sept 2014) that entitles disabled young people to an Education, Health and Care plan until they are 25 and then they would transfer to adult services.  You may find the work of Dr Jean Ware at Bangor helpful on this and, on a more practical level, the website 'Preparing for Adulthood' as it has lots of useful information and practical resources on transition planning: 
Good luck!
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Are there any articles that can help with the connection between learning disabilities and juvenile delinquency
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Learning Disability was the term used for intellectual disability in the UK till very recently. It is more commonly used to mean specific learning problems (dyslexia, Math). It would help the readers if you are able to specify which definition of learning disabilities you are referring to.
Whichever construct you refer to it has an association with JD. Here are few older articles
Comorbidity of attention deficit hyperactivity disorder with conduct, depressive, anxiety, and other disorders
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I am working with a young, highly able child K/1st grader who is struggling in a regular classroom setting with writing. His emotional state is a definite impediment to learning as he is presenting patterns of very poor behavior which exacerbate the situation.  
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Thank you for your response Gordon ... I have looked at this source and, as you say, it is comprehensive and informative.  I have also shared it with his parents. Although there is a great deal of information about this condition,  I am always interested in learning more that may be helpful. When faced sometimes with disbelieving and untrained/prepared school faculty - especially when it concerns an otherwise highly able individual - I have found that the more perspectives I can offer the better. I tend to view situations from a holistic point of view (See: chandelierassessments.com).  An example - not with regard dysgraphia, but an issue supposedly associated with ASD.  
I had a young, highly able client (kindergartner reading at 3rd grade level, 140+ IQ) whose behavior and social interaction everyone in his school regarded as clearly indicative of some level of autism.  They were pushing for implementation of an individual educational plan for him based on their perceptions.  After some observations and research, I found he was hyperopic and this condition had only been detected during the later stages of development in the visual cortex - around three months. Although he received glasses at that time, it meant he was extremely far-sighted, had seen only very blurred images close-up and had not properly experienced his mother's facial expressions and body language. In other words the normal development of pragmatics  was compromised. Given other tests and measures used at the time of my evaluation suggested very high levels of ability, the alternative view led to the implementation of strategies based on his being a highly able, visually impaired individual and not autistic. (See for example:http://www.autisticvision.com/doctors.html)
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I need resources which could answer:
- What is the current state of availability of social provision, more specifically, insurance, for children with learning disabilities in Malaysia and in the EU?
- What type of insurance are there for such applicants?
- What challenges do parents having such children face in terms of obtaining insurance policies for their children?
- Is it the current legal framework which is in place that inhibits social provision for such children?
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Hi Shan, the European Commission and the OECD websites have lots of resources regarding social protection and welfare payments for individuals in the EU.  As far as I am aware, all countries in the EU offer some form of payment for either the child or the legal guardian.  In addition, there are carer payments for carers of children with high needs.  In Italy for example, there is the Indennita` di accompagnamento and an Invalidita civile.  These are social assistance payments that don't require contributions to be payable, but are means tested.  Broadly, if a payment is non contributive, it will be means tested.  Occasionally, (for example in Norway and Ireland), there are universal payments which are paid for the cost of raising a child (but not limited to a child with a disability).  Really the topic is very broad (I'm right now, sitting at my computer finishing a 23000 word 'summary' of social expenditure in English speaking countries within the OECD, which is a 'quick read' for the Australian government representative at the OECD meeting in Paris this year) so it's hard to sum up quickly.  I'd start with the OECD statistical website and perhaps check out the social assistance websites of the various EU countries.  In Italy, it's INPS, in the UK, it's the DWP, in Norway, NAV.  In Finland it's KELA. In Spain, it's INSS, in Greece, most commonly IKA.  I've included Norway in my comments by the way, because they are a great country to compare with if that's what you are doing.  Their levels of social protection are really very high, though to be honest, they could do with some work when it comes to assistance for uninsured people! You can find all the EU websites by just typing 'social assistance, country name' in a google search.
When it comes to Malaysia, I really have no idea, sorry.
If any of this didn't make sense, let me know and I will elaborate. 
I'll try to come back and add some example documents you might like to look at when I have a chance (my deadline is tomorrow and it's 10.30pm in Australia, where I'm typing from).
kind regards,
Brigette
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Children will be having a variety of non-specific therapies, and the measure needs to be able to be completed by parents, and be considered valid and reliable.
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For such a measure, any of the above mentioned scales will do. They are all inter correlated highly. The PDDBI is both reliable and valid ..it also correlates with the Conners.  It also includes a Teacher version.
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I am working with a dataset of 60 subjects that had a set of behavioral patterns calculated during each month for 10 months total. So each subject has 10 time points with 15 variables (of varying, unknown significance) that comprise their developmental trajectory. This will be used to create a series of trajectory clusters that can be used to predict Word count at 18, 24, and 36 months, as well as binary information such as ASD or learning disability diagnosis. KML3d allows me to use multiple variables to create these clusters, but I'm struggling to find some ways to compare the results of different numbers of clusters, different  quality criterion results, and other information about the clustering results. Any and all help or advice for where to look would be greatly appreciated. Thanks!
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If you want to compare the clustering performance. You can use the Davies Bouldin (DB) Index & Dunn Index. The smaller values of DB index indicate the better results; similarly higher value of Dunn Index indicates better solution. 
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I am looking at the barriers to the implenatation and conitinued use of a multidisciplinary collaborative approach in England with learners with autism and other learning disabilities. Everyone agrees this is good practice yet there are barriers that seem to keep it from being comon place.  Can anyone suggest databanks that may carry some historic information that can help me understand the reasoning for the barriers?
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Thank you Carl. Yes I experienced some great transdisciplinary work in California as well. I am researching in England so need examples here.  The published track record here is not as positive.  It may be due to the divide between health and education.  
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I am conducting an internal study at the organization at which I am serving as an intern. I am also working on a presentation for my social work class.
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Hi George,
I cannot help with spacific research but possibly point you is a direction. Here in New Mexico we have a few Montessori schools and the one I now of best and have been to many times is all inclusive. Meaning all students go to the same class. There is no special education until a process which includes first a teachers concern in writting goes to the principle, then in monitered by observations of fellow or retired teachers from Montessori schools, ......... and then and only then is moving the child considered. Also grades 1-3 are all in one class taught by the same teacher with children helping other children. It is quite beautiful to see.
The direction I think you will find the information you are requesting is in studies of universal design, grade inclusion, mentoring under students-student, and the Montessori approach itself under group work.
I hope this helps,
Douglas
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RTI model is included in DSM V criteria for Specific Learning Disorders for diagnosis. How should this framework be applied in the context for interventions for  literacy and numeracy?
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What you are looking for is failure to respond to intense levels of evidence-base, empirically supported interventions. For example, if a student has received a repeated reading intervention with multiple components (repeated reading with reinforcement, error correction, choral reading, goal setting, etc.) and the frequency, intensity, and duration of an effective level of intervention exceeds what can be supported in a general education environment, the student may need an individualized education plan. However, RTI is inherently a non-categorical model, meaning it is meant to match service intensity to educational need (i.e. Hartland model used in Iowa), not to diagnose. RTI data is useful for DSM or IDEIA taxonomies when used as one facet of a multimodal assessment, where evidence from interventions is convergent with other measures that indicate learning problems (e.g. cognitive and achievement standardized tests). Additionally, intervention data is only valid if you can assure the interventions were delivered with high levels of fidelity. Moreover, intervention data needs to indicate failure to show growth that is consistent with typical learning rates. There is quite a bit that needs to be considered, like local norms vs national norms. Hope this helps as a start. 
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We are trying to transform the physical and educational environment in a university to make it inclusive. The objective is to raise awareness through the various actions to be conducted and have the students of the different faculties get involved and partners in this project. The ultimate objective is also to offer courses and/or have a professional curriculum for youth with learning disabilities or other types of disabilities which impedes them of having a degree.
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The idea is great and should be materialized. I support arguments from respected Dr. Rao.
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It is common for dyslexic students to be given copies of written learning resources in advance of teaching sessions, so that they can prepare and don't need to be given extra reading time in class.
Should we be supporting dyslexic academics in a similar way by providing written materials such as conference papers and posters in advance?
Are dyslexic academics being prevented for engaging with scholarship and professional development as effectively as their non-dyslexic peers because there is a lack of support?
I'm interested in the views of both dyslexics and non-dyslexics.
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Seeing as Ian mentioned posters, these can number in their 100's each day & delegates (dyslexic or otherwise) often are faced with too much choice for the allocated time, a choice between food/coffee & prowling the poster hall, or simply the lure of relaxation & networking between main sessions.  Providing these abstracts (+/- poster image) on-line in advance of the session would help delegates & presenters make the most of their session.  Posters are (almost) always accompanied by their author, but levels of engagement are widely reported as being unsatisfactory.
I can see the advantages of providing main papers in advance to dyslexic delegates & it would not pose a threat to attendance, so I think it would be a good move.
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As much as I have read, ABA (Applied Behavior Analysis)  has shown to be successful in teaching communication and/or social and verbal skills to children on the spectrum, who possess such disabilities. Owing to the fact there is no such a thing in my country, which is the way to learn it?
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Dear Bujar
I would like to present a contrasting view to that posed by Elizabeth. There is in fact ample strong evidence for ABA to the extent that it is considered the intervention with the strongest evidence of any interventions currently known and supported by a number of esteemed bodies including the Surgeon General in the USA (see: http://appliedbehaviorcenter.com/ABAEndorsements.htm). 
While a poor program may lead to prompt dependence and a lack of generalisation as described above, these days most programs take care of these issues. In addition, these days a quality program would incorporate elements of Verbal Behaviour, or Pivotal Response training, which ensure that the child learns to initiate. Furthermore, a good ABA program is always individualised and child-centred! Data collection is not subjective, but rigorous, and informs practice. 
Professors Karola Dillenburger and Mickey Keenan have developed an award-winning online parent training program for ABA called 'Simple Steps': http://www.simplestepsautism.com/ 
I hope you will find this helpful! 
Very best wishes for you and your child!
Angelika
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If core arithmetic deficits exist, it is extremely difficult to significantly improve number fact recall and/or arithmetic processing speed? Should we compensate for these difficulties in other ways and focus on mathematical thought?
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Eleni, one of my sons works in mathematics at university level and the other could not remmber basic number facts, but could solve problems as long as no mental calculation was needed. This makes me wonder about your question. In terms of my secnd son, who had mathematical problems, the stigma he felt at school created a mental block against mathematics, so as parents,the most important thing we did was reinforce the value of what he could do, so he would contine to develop mathematically. He now designs and writes code for web pages. SO
What should the educational goals be? To acknowledge and reinforce strengths and teach workarounds for weaknesses, eg if spelling is a issue, someone can stll write brilliantly by using a spell checker effectively.
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I am trying to evaluate the progress of reading in this age group. I am working on a research study
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There are various instruments that can be used. Also the Psychometric test are available but you need to be grated permission by the Health and Proffessions Council of South Africa. For example we have one minute reading test for testing reading ability and the speed of learners, and it depends on the age.
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As I teach students with learning disabilities, I am becoming increasingly curious as to how I can make substantial use of word walls to assist them in developing vocabulary skills.
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I love a word wall! But vocab is more than just words, so you need to generate opportunities for them to manipulate the words. You also need to introduce a framework for this to happen inside. I have no idea about the level your students are working at, so I apologise if this isn't quite what you want: you could get your students to colour the verbs. Then you give them a simple rule: a sentence must have a verb. So they choose a verb from your wall and build sentence around that - based on your prompting questions. Eg. 'Oh you chose "run", who runs?' 'Where do they run?" "why do they run?" Record responses using a dictaphone and then let them hear back their responses and get them to write down their own sentences. You could also play synonym games or have a pop quiz once a week where you choose a word at random and ask your students questions based on the word (or they could pick the random word for their fellow students). Just some ideas, sorry if they don't quite work for your group.
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Currently, I'm involved in developing a tool which would help to enhance the treatment of their learning disabilities.
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You could try dyslexia associations around the world and places like The Yale Centre for Dyslexia and creativity http://dyslexia.yale.edu/Policy_ADA.html
Author and book suggestions: Liz Dunoon, Helping Children with Dyslexia; The Gift of Dyslexia by Ron Davis with Eldon Braun; The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain by Brock L. Eide; Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level
by Sally E. Shaywitz; In the Mind's Eye: Creative Visual Thinkers, Gifted Dyslexics, and the Rise of Visual Technologies by Thomas G. West .
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Am researching for a dissertation.
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Global Developmental Delay has vastly wider definition than Learning Disabilities. The first difference that has to be noted is factors that determine these two. GDD has many known factors, mainly genetic defects or severe medical problems. Factors which cause LD are still unkown, although probably will apply to the same areas - genetics and health. Still, damage in LD is not as severe as in GDD. LD mainly refer to disabilities such as dyslexia, dysgraphia and so on. These do not affect intelligence, unlike GDD.
I think you should start to look for a proper definitions which cover all of the areas of child functioning - language and speech, senses, motor, cognitive, social and emotional skills. You can search through ICD-10 and some psychological resources.
Here you have some article that covers the problem of evaluation of children with GDD:
and a book concerning learning disabilities - I cannot tell anything about the contents but after looking at the authors who are strongly involved in education and pedagogy I think it can be useful:
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I am looking for some hands-on activities that could be utilized to educate a child with mild down syndrome, a moderate hearing defect and speech disorder.
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I do not share some concepts you use in the question: we educate pupils or persons, not patient; and I never understand why we talk about activities for Down syndrome children, because they do not need different activities. Everyone needs the activities that connect news learnings with the zone of proximal development. This kind of thoughts (based in social model of disability in the place of medical model) lets new emergent realities: people with Down syndrome can break away to find new ways. Here you are an example.
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Doing research on the ethics of testing adolescents.
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Articles dealing with ethics, specifically with psychological assessment of adolescents utilizing the BRIEF.
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I am interested in exploring any relationship between the acceptance of a difficulty (i.e. experienced symptoms) or a label / diagnosis of a disability (specifically interested in learning disabilities / difficulties, but I would love to hear about wider issues too) and how the individual accommodates or compensates for their difficulties, and how this may impact on their participation in mainstream settings (e.g. work / HE / other education and training).
Any ideas, references, names to google, papers or key search-terms would be very helpful!
Thanks.
p.s. I am aware that this is a contentious issue- as there could be a converse argument along the lines of there not being a need to accept labels of defectiveness as, according to a social model perspective, the conventions and expectations of society that are in fact disabling… (any references / discussion around this is just as welcome!)
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I have worked in this field extensively in my PhD Thesis, titled "Education and hope in the boundaries of disability. Single case study on the creative construction of identity", but it is written in Spanish and it is right now in press. You can find some information in the following link: http://www.the.uma.es/noticia/ver/id/31 (yo can use google translator).
Previously, I wrote a book (in Spanish too) on an Action Research in the same case (because the protagonist is my brother), titled "Education, handicap and inclusion. A family struggle against a excluding school", which is going to be published in English as well. The book is a narration about the educative experience of Rafael Calderón-Almendros (First Spanish with Down syndrome who obtained Professional Music Degree) and his family in a confrontation with the school in the ending of compulsory secondary education. After a life long scholar of Rafael in the centre, the institution loses the sense of education and denied rights to the student. In this purpose, schools use underground strategies that segregate, based in the legitimacy of the institution and its professionals, which are hardly beatable. However, Rafael’s family, embarked on a process of Action Research in collaboration with other educative professionals, began to struggle that is committed to teaching the recognition of student learning. This is the power of the research: critical analyses were born from the experiences of one of the most oppressed groups (handicapped people) and it is a reality rigorously registered.
From an inclusive, engaged and radical perspective, the text presents a counter-hegemonic important potential, as have endorsed subsequent events including the perspective of the family: Rafael approved compulsory secondary education, the Bachelor and the ten courses of Professional and Elementary Grades of Music. Thus obtained the Gold Medal of Merit in Education of Andalusia and recently the World Down Syndrome Day Award (Down Syndrome International). Admitted to the prestigious Academy of Orchestral Studies Barenboim-Said, sponsored by the international brand of Yamaha musical instruments and higher grade student of Music, Rafael does not have to prove any more.
Today he is a living argument that challenges many of the usual school practices and urges us to rethink the commitment of educators in stimulating the participation of the entire school community, in promoting student autonomy and recognition of the others in their human and social rights. (More info: http://www.edicionesmagina.com/OCTart.asp?libro=70034&id=es&txt=Educaci%F3n,%20h%E1ndicap%20e%20inclusi%F3n )
These two studies show through critical pedagogy lenses how resistance to labels and professional verdicts leads to hope and change. I have in press another book chapter (this one in English) in which I try to explore new posibilities in the field, titled "Education as liberation from oppression: personal and social constructions of disability". The book will be out in Spring 2014, and maybe if you are still interested, I can notice you.