Search results for ‘Subject term:"learning disabilities"’ Sort:
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The prevalence of features of attention deficit hyperactivity disorder in a special school in Ireland
- Authors:
- BUCKLEY S., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 52(2), February 2008, pp.156-162.
- Publisher:
- Wiley
The aim of this study was to examine the prevalence of features of ADHD in a special school, in order to ascertain the number of children who may need further assessment for ADHD. The study also explores the reliability of the Conners Teachers Rating Scale in this population. All teachers in a special school for children with ID were asked to complete the Conners Teachers Rating Scale and the Attention-Distractibility, Inhibition–Excitation Classroom Assessment Rating Scale, for those children whose parents had consented for them to take part in this study. Consent was obtained for 84 children a response rate of 71%, between the ages of 5 and 18 (mean = 10.5 years; SD = 3.7). The Conners Teachers Rating Scale was found to be internally reliable and had a normal distribution with the results. Overall, 55.9% of participants had markedly elevated scores for at least one of the target subscales, which were the ‘Hyperactivity’, ‘Inattention’ and the ‘ADHD Index’ subscales of the Conners Teachers Rating Scales. In addition, the findings would suggest that the Conners Teachers Rating Scale can be a useful screening tool in the population of school children with ID. The study suggests that ADHD may be under diagnosed in children with ID. This has practical implications for the mental health needs of these children. It is recommended that further studies are carried out to determine the prevalence of ADHD in this population.
Children with special needs: assessment, law and practice; caught in the Acts
- Author:
- FRIEL John
- Publisher:
- Jessica Kingsley
- Publication year:
- 1997
- Pagination:
- 230p.
- Place of publication:
- London
Contains chapters on: legal rights of children with special needs; identifying children with special needs - assessment; request for assessment; the statutory duty to make provision for children with special needs; the code of practice on the identification and assessment of special educational needs; children under the age of five years; criteria for deciding to make a statement; annual reviews, amending statements and ceasing to maintain statements; rights of appeal; practice and procedure in tribunal; and appeals to the High Court from the tribunal and the enforcement of the statutory duties of local education authorities.
Validating GO4KIDDS as a brief measure of adaptive skills in special education settings for children with severe intellectual disability
- Authors:
- PAN Xinyu, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.280-287.
- Publisher:
- Wiley
Background: Adaptive skills measures tend to be lengthy. The GO4KIDDS (Great Outcomes for Kids Impacted by Severe Developmental Disabilities; (Journal of Applied Research in Intellectual Disabilities, 58, 2015 and 594)) Brief Adaptive Behaviour Scale was developed to provide a brief assessment of adaptive skills. Our study aimed to examine the psychometric properties of G04KIDDS Brief Adaptive Scale in a large sample of children in special education. Methods: Teachers reported on 361 students with severe to profound intellectual disability. The scale's factor structure was examined through principal components analysis (PCA), while its convergent validity was examined in relation to the Vineland (VABS‐II; Vineland‐II adaptive behavior scales, Circle Pines, MN, AGS and 2005). Results: The PCA indicated a single component measuring overall adaptive skills, which had excellent internal consistency (alpha = 0.93), and convergent validity (Pearson's r = 0.81). Conclusions: Teacher‐reported scores on GO4KIDDS Brief Behaviour Scale can provide a reliable and valid composite of adaptive skills in children with severe to profound intellectual disability. The scale will be useful to researchers and teachers who need a brief descriptive assessment of adaptive functioning. (Edited publisher abstract)
Learning disabilities: from identification to intervention
- Authors:
- FLETCHER Jack M., et al
- Publisher:
- Guilford
- Publication year:
- 2007
- Pagination:
- 324p., bibliog.
- Place of publication:
- New York
Evidence based and comprehensive, this work offers a new approach to understanding and intervening with students with learning disabilities. The authors - experts in neuropsychology and special education, present a model of learning disabilities that integrates the cognitive, neural, genetic, and contextual factors associated with these disorders. The volume addresses classification, assessment, and intervention for a range of disabilities involved in reading, mathematics, and written expression. With a focus on exploring the evolving scientific base of the field, as well as establishing effective educational practices, this book will serve as a resource for school psychologists, neuropsychologists, special educators, and others who work with struggling learners.
Children with learning difficulties: a collaborative approach to their education and management
- Editor:
- FAWCUS Margaret
- Publisher:
- Whurr
- Publication year:
- 1997
- Pagination:
- 317p.,bibliog.
- Place of publication:
- London
Intended for those professionals whose work brings them into contact with children with learning difficulties, this work covers the theoretical rationale for the approaches used by each professional and examples of the practical activities and techniques
Supporting children with multiple disabilities
- Author:
- MEDNICK Michael
- Publisher:
- Questions Publishing Company
- Publication year:
- 2002
- Pagination:
- 173p.
- Place of publication:
- Birmingham
With considerations to the individual student and disability, topics explored include: assessment, access to appropriate environments; mobility and motor skills; support in mainstream education; and developing communication. It is important that students make progress toward specific learning goals, whether those goals involve social, academic, motoric, or personal aspects of education.
Assessment and service provision for children with autism
- Author:
- CHRISTIE Phil
- Journal article citation:
- Tizard Learning Disability Review, 3(3), July 1998, pp.7-12.
- Publisher:
- Emerald
Considers issues in the assessment of, and provision made for, children with autism. Reference is made to some of the key principles of current legislation and guidance, together with developments in the voluntary sector. These are discussed in the context of personal experience of managing a school for children with autism and diagnostic and assessment services for children with disorders of development and communication.
Access to current genetic investigations for children with special educational needs
- Authors:
- MORRITT Jennifer, WATERSTON Tony, MAGNAY Dorothy
- Journal article citation:
- British Journal of Learning Disabilities, 24(4), 1996, pp.164-166.
- Publisher:
- Wiley
The association between chromosome abnormalities and learning disability is well known and the important contribution made by the fragile-X syndrome is recognised. With the increasingly sensitive tests that are now available, a more precise diagnosis is often possible: yet many individuals with learning difficulties have not had recent investigation. The offer of genetic investigation as a part of the statutory Reassessment of Special Educational Needs in one secondary school in Newcastle-upon-Tyne is described.
Young adults with special needs: assessment, law and practice; caught in the Acts
- Author:
- FRIEL John
- Publisher:
- Jessica Kingsley
- Publication year:
- 1995
- Pagination:
- 136p.,list of orgs.
- Place of publication:
- London
Handbook aimed at parents, carers and educators of young people with special needs. Covers the assessment of and procedure for education for young adults.
Children with special needs: assessment, law and practice; caught in the Acts
- Author:
- FRIEL John
- Publisher:
- Jessica Kingsley
- Publication year:
- 1995
- Pagination:
- 218p.
- Place of publication:
- London
Updated edition following the implementation of the Education Act 1993 and the new Code of Practice in the Identification and Assessment of Children with Special Needs. Provides information and advice for parents, carers and educators of children with special needs. Also considers the effects of the Special Educational Needs Tribunal.