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Planning, self-regulation, and academic learning are all supported by executive functions (EFs), which include working memory, inhibitory control, and cognitive flexibility. The academic and behavioral difficulties of students with learning impairments (LDs), including dyslexia, dyscalculia, and ADHD, are often caused by deficiencies in one or more EF domains. EF is a viable area for educational support because these impairments are not static and can be remedied through focused interventions. The evidence demonstrating the overall efficacy of these EF-targeted interventions for children with LDs is still inconsistent and fragmented, despite the fact that individual research have examined a range of approaches, from strategy-based instruction to cognitive training and mindfulness exercises. Few reviews have rigorously integrated the data explicitly focused on school-aged students with formal learning disability diagnoses. Several studies have examined EF therapies in general student populations or in specific subgroups (e.g., ADHD). Furthermore, previous studies either don't have a consistent theoretical framework for interpreting results or don't account for the ways in which various EF components react to various kinds of interventions. By using the PASS Theory of Intelligence (Planning, Attention, Simultaneous, and Successive processing) as a framework for classifying and interpreting treatments, this systematic review fills in these gaps. The PASS theory is very useful for the design and assessment of interventions in LD populations because, in contrast to other theories, it emphasizes cognitive processes rather than static abilities. To ascertain the effect of EF-targeted therapies on academic results (such as reading, math, and spelling) and cognitive development in students with LDs, this study synthesizes data from 28 peer-reviewed research. This review provides fresh insights for educators, clinicians, and researchers by looking at the most popular types of interventions, the EF components they target, and the differences in effectiveness between these therapies. It points out important gaps in the literature, such as a lack of tracking long-term results, irregular intervention procedures, and a lack of focus on simultaneous processing and socio-emotional consequences. These results add to a more sophisticated knowledge of how EF interventions can be modified and used to improve learning outcomes and experiences for children with learning difficulties.

The current research project has multiple aims. The first, is to examine the relations between stigma, stereotype threat and socio-emotional factors in predicting mental health and academic outcomes in children and early adolescents with specific learning disabilities (SLD). We will examine the existence and detrimental impact of stigma and stereotype threat on variations in socio-emotional factors, which in turn can have an impact on mental health and/or academic performance outcomes We will also investigate the roles of race, SES, and gender in those relations. Secondly, we aim to validate four emotional well-being (EBW) measures for a new population of students ages 11-14 with and without specific learning disabilities (SLD). These measures include: 1) Students’ Life Satisfaction Scale (SLSS; Huebner, 1991) Social and Emotional Health Survey (SEHS; Furlong et al., 2020), 3) Youth Quality of Life Instrument-Research Version (YQOL-R; Patrick et al., 2002) and 4) Positive and Negative Affect Scale – child version (PANAS-C; Ebesutani et al., 2011). These measures were selected because previous studies suggest they might be valid for typically developing (TD) adolescents, but more studies are needed, especially those that include special populations. Validating these measures will increase their utility and usage for diverse populations, fostering research on EWB. Other aims include the following: (1) to test adapted versions for caregivers that will report on the EWB of their children, which will give us important information about different perspectives of family members and possibility to measure EWB in those with intellectual disabilities, (2) to investigate EWB of students with SLD relative to their TD peers, which is of interest to the SLD research community and for future funding in the area and (3) to investigate relations between EWB and other factors such as stigma, socio-emotional and academic factors. Our sample will include at least 240 participants from a wide range of socioeconomic status and intellectual abilities.

The current research project has multiple aims. The first, is to examine the relations between stigma, stereotype threat and socio-emotional factors in predicting mental health and academic outcomes in children and early adolescents with specific learning disabilities (SLD). We will examine the existence and detrimental impact of stigma and stereotype threat on variations in socio-emotional factors, which in turn can have an impact on mental health and/or academic performance outcomes We will also investigate the roles of race, SES, and gender in those relations. Secondly, we aim to validate four emotional well-being (EBW) measures for a new population of students ages 11-14 with and without specific learning disabilities (SLD). These measures include: 1) Students’ Life Satisfaction Scale (SLSS; Huebner, 1991) Social and Emotional Health Survey (SEHS; Furlong et al., 2020), 3) Youth Quality of Life Instrument-Research Version (YQOL-R; Patrick et al., 2002) and 4) Positive and Negative Affect Scale – child version (PANAS-C; Ebesutani et al., 2011). These measures were selected because previous studies suggest they might be valid for typically developing (TD) adolescents, but more studies are needed, especially those that include special populations. Validating these measures will increase their utility and usage for diverse populations, fostering research on EWB. Other aims include the following: (1) to test adapted versions for caregivers that will report on the EWB of their children, which will give us important information about different perspectives of family members and possibility to measure EWB in those with intellectual disabilities, (2) to investigate EWB of students with SLD relative to their TD peers, which is of interest to the SLD research community and for future funding in the area and (3) to investigate relations between EWB and other factors such as stigma, socio-emotional and academic factors. Our sample will include at least 240 participants from a wide range of socioeconomic status and intellectual abilities.

154 p. : 28 cm

154 p. : 28 cm

154 p. : 28 cm

154 p. : 28 cm

Government Publishing Office U.S. Congress Senate Committee on Health, Education, Labor, and Pensions LESSONS FROM THE FIELD: LEARNING FROM WHAT WORKS FOR EMPLOYMENT FOR PERSONS WITH DISABILITIES Date(s) Held: 2011-07-14 112th Congress, 1st Session GPO Document Source: CHRG-112shrg85221 Superintendents of Documents ID: Y 4.L 11/4 Related Items: United States House Bill 2103 (112th Congress)

The collection of selected convention papers includes discussions of the application of the ITPA for children with learning disabilities, applications of psychoeducational evaluation, factors in severe reading disability, and initiating statewide programs for the educationally handicapped. Articles also deal with the history and future education of children with learning disabilities, perceptual behaviors and reading disabilities, and the private school and its practical relationship. Abstracts of articles on the following topics are also provided: hyperactive and hypoactive children, cooperative private and public school programs, immediate materials selection, outpatient diagnostic and remedial services, personal adjustment training, and language remediation. (JM)

The results of a survey of certification requirements for teachers of children with learning disabilities is reported in two parts: (1) responses from 45 state and 9 provincial departments of public instruction in the United States and Canada and (2) responses from 26 colleges and universities. The states are listed alphabetically, and information is summarized and, when appropriate, is directly quoted along with the responding source. The programs for children with learning disabilities, which varied greatly from state to state, are classified under a variety of categories in the different states, including learning disabilities, mentally retarded, emotionally disturbed/socially maladjusted, orthopedically handicapped, multiple disabilities/otherwise handicapped, and speech pathology/deaf. Of the 55 states and provinces responding, 34 states (62 percent) reported certification or endorsement requirements in the above areas. From the state surveys, requests for course descriptions were made to those colleges and universities mentioned, and their programs are summarized alphabetically according to college within the state. (CM)

The results of a survey of certification requirements for teachers of children with learning disabilities is reported in two parts: (1) responses from 45 state and 9 provincial departments of public instruction in the United States and Canada and (2) responses from 26 colleges and universities. The states are listed alphabetically, and information is summarized and, when appropriate, is directly quoted along with the responding source. The programs for children with learning disabilities, which varied greatly from state to state, are classified under a variety of categories in the different states, including learning disabilities, mentally retarded, emotionally disturbed/socially maladjusted, orthopedically handicapped, multiple disabilities/otherwise handicapped, and speech pathology/deaf. Of the 55 states and provinces responding, 34 states (62 percent) reported certification or endorsement requirements in the above areas. From the state surveys, requests for course descriptions were made to those colleges and universities mentioned, and their programs are summarized alphabetically according to college within the state. (CM)

The results of a survey of certification requirements for teachers of children with learning disabilities is reported in two parts: (1) responses from 45 state and 9 provincial departments of public instruction in the United States and Canada and (2) responses from 26 colleges and universities. The states are listed alphabetically, and information is summarized and, when appropriate, is directly quoted along with the responding source. The programs for children with learning disabilities, which varied greatly from state to state, are classified under a variety of categories in the different states, including learning disabilities, mentally retarded, emotionally disturbed/socially maladjusted, orthopedically handicapped, multiple disabilities/otherwise handicapped, and speech pathology/deaf. Of the 55 states and provinces responding, 34 states (62 percent) reported certification or endorsement requirements in the above areas. From the state surveys, requests for course descriptions were made to those colleges and universities mentioned, and their programs are summarized alphabetically according to college within the state. (CM)

In this study, the frequency of third grade students who have not acquired the grade level reading skills were examined and their reading skills were evaluated in terms of the risk for having learning disabilities. The study was carried out with 112 students in 38 classrooms. Teachers were asked to list the students with reading problems in their classrooms. Identified students were asked to read a grade level text. Students' reading fluency and accuracy were analyzed. Students in the study were assigned to one of the reading levels (frustration, instruction, and independent) based on the number of words read correctly in the text. Results showed that about 13% of students in participating classrooms were reported to have difficulty in reading. Reading fluency rates in all three reading levels were much lower than the reading fluency norms identified for third graders. Syllable repetition and incorrect reading were the most frequently made reading errors. Reading performances of participating students suggest that their reading difficulties are more likely resulted from the underlying learning disabilities. Limitations and implications for practice are discussed.

In this study, the frequency of third grade students who have not acquired the grade level reading skills were examined and their reading skills were evaluated in terms of the risk for having learning disabilities. The study was carried out with 112 students in 38 classrooms. Teachers were asked to list the students with reading problems in their classrooms. Identified students were asked to read a grade level text. Students' reading fluency and accuracy were analyzed. Students in the study were assigned to one of the reading levels (frustration, instruction, and independent) based on the number of words read correctly in the text. Results showed that about 13% of students in participating classrooms were reported to have difficulty in reading. Reading fluency rates in all three reading levels were much lower than the reading fluency norms identified for third graders. Syllable repetition and incorrect reading were the most frequently made reading errors. Reading performances of participating students suggest that their reading difficulties are more likely resulted from the underlying learning disabilities. Limitations and implications for practice are discussed.

In this study, the frequency of third grade students who have not acquired the grade level reading skills were examined and their reading skills were evaluated in terms of the risk for having learning disabilities. The study was carried out with 112 students in 38 classrooms. Teachers were asked to list the students with reading problems in their classrooms. Identified students were asked to read a grade level text. Students' reading fluency and accuracy were analyzed. Students in the study were assigned to one of the reading levels (frustration, instruction, and independent) based on the number of words read correctly in the text. Results showed that about 13% of students in participating classrooms were reported to have difficulty in reading. Reading fluency rates in all three reading levels were much lower than the reading fluency norms identified for third graders. Syllable repetition and incorrect reading were the most frequently made reading errors. Reading performances of participating students suggest that their reading difficulties are more likely resulted from the underlying learning disabilities. Limitations and implications for practice are discussed.

In this study, the frequency of third grade students who have not acquired the grade level reading skills were examined and their reading skills were evaluated in terms of the risk for having learning disabilities. The study was carried out with 112 students in 38 classrooms. Teachers were asked to list the students with reading problems in their classrooms. Identified students were asked to read a grade level text. Students' reading fluency and accuracy were analyzed. Students in the study were assigned to one of the reading levels (frustration, instruction, and independent) based on the number of words read correctly in the text. Results showed that about 13% of students in participating classrooms were reported to have difficulty in reading. Reading fluency rates in all three reading levels were much lower than the reading fluency norms identified for third graders. Syllable repetition and incorrect reading were the most frequently made reading errors. Reading performances of participating students suggest that their reading difficulties are more likely resulted from the underlying learning disabilities. Limitations and implications for practice are discussed.

20 pages : 21 cm

20 pages : 21 cm

20 pages : 21 cm

20 pages : 21 cm

20 pages : 21 cm

20 pages : 21 cm

20 pages : 21 cm

20 pages : 21 cm

20 pages : 21 cm

20 pages : 21 cm

20 pages : 21 cm

20 pages : 21 cm

This study examined the concurrent validity and diagnostic efficiency of the Kaufman Brief Intelligence Test (K-BIT) with 75 elementary and middle school students with learning disabilities, who had been referred for triennial multidisciplinary re-evaluations. High and significant correlations were found between the K-BIT and the Wechsler Intelligence Scale for Children-III (WISC-III). However, K-BIT Vocabulary-Matrices discrepancies were not in agreement with WISC-III Performance IQ-Verbal IQ discrepancies. Substantial agreement was found between the presence or absence of achievement-ability discrepancies identified by the K-BIT Composite and the Woodcock-Johnson Revised Tests of Achievement (WJ-R ACH) and those identified by the WISC-III full scale IQ and the WJ-R ACH. Results suggest that diagnostic precision can be maintained and time may be saved by utilizing a brief ability measure (K-BIT) as a substitute for a comprehensive ability measure (WISC-III) in the re-evaluation process of students with learning disability. (Contains 16 tables and 29 references.) (Author/DB)

This paper provides a framework for use by education agencies in developing rules and guidelines for use of paraprofessionals within programs serving individuals with learning disabilities, by postsecondary institutions and related agencies in developing education and professional development programs, and by administrators and teachers/service providers responsible for developing comprehensive systems of services. It addresses: (1) principles for a foundation for successful paraprofessional services; (2) ethical responsibilities; (3) educational requirements for paraprofessionals; (4) roles and responsibilities of paraprofessionals in a learning disabilities program; (5) activities outside the scope of responsibilities for paraprofessionals; (6) responsibilities of the qualified teacher/service provider with regard to use of a paraprofessional; and (7) guidelines for supervision of paraprofessionals. Appendices include recommended competencies for paraprofessionals and recommended competencies for the qualified supervising teacher/service provider. (CR)

This resource guide is designed to help adults who suspect they have a learning disability gather sufficient information to set realistic goals, achieve those goals, and lead productive lives. The first section, which discusses assessing learning disabilities, includes lists of agencies equipped to help diagnose learning disabilities in adults and questions to ask qualified professionals. A checklist of 28 identified characteristics of adults with learning disabilities is presented along with annotated lists of 13 national resource centers, 9 organizations concerned with general education, 8 learning disability organizations, 3 attention deficit disorder organizations, 4 organizations concerned with employment issues, 5 organizations concerned with technology, 16 organizations concerned with life management issues, and 20 publications of relevance to learning-disabled adults. A list of 16 pertinent toll-free numbers and information on the HEATH Resource Center and National Adult Literacy and Learning Disabilities Center conclude the guide. (MN)

A study compared levels of career maturity between college students with and without learning disabilities and investigated factors associated with the career maturity of college students with learning disabilities. Specifically, the relationship between career maturity of college students with learning disabilities and the following variables was investigated: age, gender, academic achievement (grade point average), educational level, prior work experiences (type and quantity), socioeconomic status, severity of learning disability, and congruence. The sample consisted of 76 students with learning disabilities (all of those students participating in a special program for students with learning disabilities) selected from a public university in northwestern Pennsylvania. A control group of 106 students without learning disabilities was selected to approximate the leaning disabled sample. Following identification of the sample, the Career Development Inventory (CDI) developed by Super et al. and a demographic information form were completed by each student. T-tests and multiple regression analyses were used to analyze the data. Few differences were found between students with and without learning disabilities on measures of career maturity. Different predictors of career maturity for the two groups emerged, however. For learning disabled students, severity of learning disability and quantity of work experience were found to be predictors, accounting for 22 percent of the variance in career maturity. For students without disabilities, academic achievement, type of work experience, quantity of work experience, and gender were found to be predictors, accounting for 23 percent of the variance in career maturity. The study suggested that, because severity of learning disability had the most negative impact on career maturity, students with severe learning disabilities who are headed for college should have more rigorous career intervention starting in high school. (Contains 61 references.) (KC)

How can we support academic growth for students with disabilities (SWD) who may have experienced disproportionate academic impacts from COVID-19? Recent NWEA research may help inform how federal ESSER [Elementary and Secondary School Emergency Relief] and IDEA [Individuals with Disabilities Education Act] funding can provide early intervention, extended school year support in the summer, and other evidence-based supports that can create sustainable change and further growth for SWD.

We document the characteristics of children and young adults identified in the Panel Study of Income Dynamics as having a learning disability and study whether legislative changes in diagnosis criteria have had a noticeable effect determining who receives a diagnosis. We further document that children and young adults identified as a having a learning disability experience less desirable outcomes early in life, including trouble with the police, drug use, violent behavior, incarceration, self-reported low levels of well-being, lower educational attainment, and less favorable labor market outcomes. We also find that the mothers of children diagnosed with learning disabilities are less likely than other mothers to participate in the labor market.

Good Parenting! What it means and being prepared to do it is highly ambiguous in nature. Most parents-to-be want to be good parents and readily believe they are prepared to be good parents. That is until the baby arrives. With every birth comes an even distribution of positive and negative thoughts and emotions. In typically developing pregnancies and problem-free births the positive features are more prominent but this can change dramatically when parents are faced with discovering their unborn fetus or their child has a genetic abnormality, birth defect, disability, or chronic illness. Children with serious medical illnesses and chronic disabilities endure many obstacles as they persist through cognitive, social, and emotional developmental milestones. Technology can function as a tool to help accomplish crucial tasks of parenthood by promoting many aspects of child development (Blanchard, 1997). However, a gap in the literature persists when it comes to how new technologies can provide critical information and support for parenting children with disabilities or chronic illnesses. The focus of this paper is on how new technologies can supplement and provide a type of co-parenting support for parents of children with disabilities or chronic illnesses.

The study aims to find out the awareness on learning disabilities among elementary school teachers. The sample for the present study consisted of 500 elementary school teachers of Kerala. In this study the investigator used an Awareness Test on Learning Disabilities to measure the Awareness on Learning Disabilities among Elementary School Teachers. The study reveals that elementary school teachers possess an average level of Awareness on Learning Disabilities and also that there exist significant difference in the mean scores of Awareness on Learning Disabilities with respect to gender, locale, type of management but no significant difference exists in the mean scores of Awareness on Learning Disabilities with respect to teaching experience and also that there exists significant difference in the awareness on different dimensions on learning disabilities among elementary school teachers such as as Dyslexia, Dysgraphia, and Dyspraxia.

The current study compared the effects of hand raising and response cards during a writing instruction class in a middle-school resource classroom with students who were learning English as their second language. Response cards increased the rate and accuracy of academic responding, increased weekly quiz scores, and had mixed effects on off-task behavior, but most students reported that they preferred hand raising.

This article presents a synthesis of articles discussed as part of the research symposium at the 25th international conference on learning disabilities by the Council for Learning Disabilities, October 11, 2003. Educators attempting to keep up with the most recent research readily acknowledge that there is too much to read and too little time for reading. Each fall, the Research Committee of the Council for Learning Disabilities (CLD) sponsors a Research Symposium Panel in which panelists, after reviewing recent literature pertinent to the field of learning disabilities (LD), prioritize selections of "must reads" for educators. Symposium panelists apply individualized criteria in selecting their readings, and intentionally no attempt is made to influence perspectives or parameters to ensure autonomy for each panelist's recommendations. Selected readings and commentary from the panelists converged around three topics currently receiving widespread attention in the field of LD: (1) Increasing the widespread implementation of research-based practices in schools, more commonly called "bringing to scale" or "scaling up" practices; (2) Continuing to explore practices that are specialized, individualized, and responsive to the unique needs of students with different types of learning disabilities, as well as focusing beyond school-based learning to lifelong success; and (3) Examining the implications of applying new identification and eligibility criteria for students with LD in applying a response to intervention (RTI) model. Also included in this article is, "Identification, Instruction, Teacher Preparation, and 'Scale,'" by D. J. Boudah, a list of "must reads" from the recent year's literature reflecting four connected topics or themes: (1) current issues of identification; (2) effective instruction and programming; (3) teacher education (specifically the use of web-based instruction); and (4) change as reflected in the concept of "scale."

This article presents a model demonstration project that was designed to promote disability awareness, understanding, and responsiveness among University faculty and staff at a large private University. One of the unique features of the Productive Learning u Strategies (PLuS) project is that the effort targeted all faculty and staff through a cascade training model approach. This approach was designed to leverage project resources in ways that allowed the project to reach a broader number of individuals. The effort was supported by a web site, bi-monthly print materials, and informational videos that were developed by the project and widely distributed. This article provides an overview of the model, a description of the specific model features, and an overview of findings from several investigations that were conducted during the course of project implementation. (Contains 1 figure and 3 tables.)

The purpose of the present study was to evaluate the regulation of goal orientations and strong "oughts" in students with learning disabilities (LD). Participants were 132 Greek students with state-identified LD using the achievement-discrepancy criterion, and 538 typical students. The first hypothesis tested was that feeling obliged to engage in an activity is grounded on fear and is associated with a network of avoidance-related behaviors. Results confirmed this hypothesis, as the ought-self explained significant amounts of variability in task avoidance, performance avoidance, and fear of failure. The second hypothesis was that the ought-self was associated with failure to regulate. Student groups were formed based on their adoption of mastery, performance approach, task avoidance, multiple-approach goals, and strong "oughts." Results indicated that students with strong "oughts" persisted significantly less than students with approach forms of motivation. Regardless of their lack of persistence, however, students with strong "oughts" were not inferior in achievement, nor did they display heightened negative affect. By modeling the relationship between goals, achievement and psychopathology, results showed that the ought-self was negatively associated with achievement and positively associated with indices of anxiety and depression. Mean group analyses pointed to salient differences between students with and without LD on motivation, achievement and psychopathology. (Contains 3 tables, 3 figures, and 2 footnotes.)

The purpose of the present study was to evaluate the regulation of goal orientations and strong "oughts" in students with learning disabilities (LD). Participants were 132 Greek students with state-identified LD using the achievement-discrepancy criterion, and 538 typical students. The first hypothesis tested was that feeling obliged to engage in an activity is grounded on fear and is associated with a network of avoidance-related behaviors. Results confirmed this hypothesis, as the ought-self explained significant amounts of variability in task avoidance, performance avoidance, and fear of failure. The second hypothesis was that the ought-self was associated with failure to regulate. Student groups were formed based on their adoption of mastery, performance approach, task avoidance, multiple-approach goals, and strong "oughts." Results indicated that students with strong "oughts" persisted significantly less than students with approach forms of motivation. Regardless of their lack of persistence, however, students with strong "oughts" were not inferior in achievement, nor did they display heightened negative affect. By modeling the relationship between goals, achievement and psychopathology, results showed that the ought-self was negatively associated with achievement and positively associated with indices of anxiety and depression. Mean group analyses pointed to salient differences between students with and without LD on motivation, achievement and psychopathology. (Contains 3 tables, 3 figures, and 2 footnotes.)

This report discusses the effectiveness of strategy-based writing instruction for adolescents with language-based learning disabilities. The instruction is being provided to Canadian students in grade eight who are at least two grade equivalents below their peers in reading and writing ability. The students are taught a paraphrasing strategy that can be applied to the writing as well as the reading of expository texts. Students are immersed in reading and writing activities within their zone of proximal development and guided in the application of the paraphrasing strategy in order to scaffold their reading and writing development. The aim is to begin to redress the cumulative deficit that these students experience in language and school-based literacy, and also to provide practical tools that they can use in their courses across the regular grade-eight curriculum. This report begins by briefly describing the curricular, instructional, and social contexts of the "Foundations 8" classroom and how the writing strategy instruction was situated, or contextually embedded, within the classroom processes. Preliminary findings of the students' perceptions about their writing indicate they prefer to write on the computer and that students who wrote their essays longhand used more strategic stopping. (Contains 15 references and 2 tables.) (CR)

This brief paper reviews the literature and provides guidelines on how instructional practices to promote self-determination can be used to help students with learning disabilities make effective choices and decisions. Self-determination is linked to making good choices through five steps: know yourself; value yourself; plan; act; and experience outcomes and learn. Specific barriers faced by students with learning disabilities in learning to make effective choices and decisions include not acknowledging the disability; lack of self-understanding; learned helplessness and self-deprecating attributions; inappropriate or ineffective socialization skills; and difficulty in executive functioning skills. Discussion of curriculum suggests infusing instruction in making effective choices and decisions into school counseling programs, regular and special academic classes, career preparation classes, and extra-curricular activities. Nine factors that support self-determination instruction are listed such as partnerships among students, parents, and professionals in decision-making; opportunities for making choices; encouragement in taking appropriate risks; supportive relationships; accommodations and supports for unique student learning needs; and predictable consequences for actions. Other suggestions include teaching students to use a mnemonic device to remember choice and decision-making steps and using specific instructional programs to teach component skills of choice and decision making through self-determination. (Contains 10 references.) (DB)

This report describes an ongoing longitudinal study in Kauai (Hawaii) begun in 1955, which is following the course of all births to adulthood and assessing the long-term consequences of perinatal complications and adverse child-rearing conditions. Specifically reported is a subset of data on 22 children (diagnosed as having learning disabilities by age 10) who were assessed at birth and again at ages 1, 2, 10, 18, and 32. The individuals with learning disabilities were found to have: (1) a higher proportion of perinatal complications and congenital defects, and poorer ratings by parents and pediatricians at ages 1 and 2; (2) significantly greater involvement between the ages of 10 and 18 with community agencies and special educational services, though only half received special assistance; (3) generally poor outcomes at age 18, with few differences between learning-disabled subjects who received or did not receive special services. However, by age 32, the life course of most subjects had considerably improved, with less than 10 percent having criminal records and/or mental health problems; marriage, divorce, and employment rates similar to those of the cohort as a whole (though 80 percent were employed in semi-skilled jobs); and none on public welfare. Possible protective factors were identified and grouped into four clusters: temperamental characteristics, skills, and values; characteristics and caregiving styles of the parents; presence of supportive adults; and opening of opportunities at major life transitions. (Contains 16 references.) (DB)

Technological solutions have enabled postsecondary students with learning disabilities to compete equally with nondisabled peers in the educational environment. Such solutions have included a variety of educational software, word processing applications, and adaptive technology. Educational software has many benefits over more traditional skill-building methods as it provides needed repetition in a nonjudgmental forum, immediate feedback, and multisensory learning. Word processing software reduces difficulties of writing by hand and can help in the revision process. Adaptive technology involves alterations to make technology possible or easier for individuals not previously afforded access. Selected examples of how campuses are providing computer access, which is mandated by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, are described. These campuses include University of Nebraska-Lincoln, California State University-Northridge, Nassau Community College (New York), and Montgomery Community College (Maryland). A list of 14 organizational resources is presented. (JDD)

This report discusses outcomes of a study that conducted telephone interviews with 1,000 adults to investigate their awareness and attitudes toward learning disabilities and attitudinal changes since 1995, to explore parents' recognition of various behaviors or symptoms as indicators of possible learning disabilities, and to determine what level of difficulty a child must exhibit for parents to perceive that help is necessary. Results found: (1) public understanding of learning disabilities has improved since 1995, and more people can correctly identify possible indicators of learning disabilities; (2) three in four adults say they have at least some familiarity with learning disabilities; (3) the vast majority of the public recognized that children with learning disabilities are"just as smart as you and me," and that they process words and information differently; (4) four in ten parents have considered that one of their children might have a serious problem with learning or schoolwork; (5) pediatricians and teachers are the sources parents are most likely to turn to for information about learning disabilities; (6) four in ten people advocate developing more resources for students with learning disabilities; and (7) most believe that early intervention will have a positive impact on individuals and on society. (CR)

A study reviewed recent trends, issues, and changes within the states related to the use of discrepancy formulas and other approaches for determining eligibility of students with learning disabilities (LD) for special education and related services. A survey of the 50 states and the District of Columbia found they all have a statement in their regulations that requires a severe discrepancy between ability and achievement for purposes of LD special education eligibility. The following discrepancy approaches are used: 22 states use a standard score comparison model, 26 states use a standard deviation from the test mean model, 17 states use a regression formula model, 4 states use a verbal versus performance discrepancy model, 3 states use a grade-level discrepancy approach, and 3 states use comparisons within or across academic achievement areas. Survey responses indicated continuing support for the use of a specific discrepancy formula or approach because this objectivity has increased the consistency of identification across school districts and limited the number of students incorrectly identified as having a learning disability (LD). Issues surrounding the use of LD discrepancy formulae are discussed and a chart is included that indicates LD eligibility criteria for special education in the different states. (CR)

This executive summary discusses our current understanding of the difficulties that children with reading/learning disabilities encounter as they start down the road to reading and summarizes research on early identification and intervention. The focus is on children in kindergarten through second grade. Findings from the analysis indicate: (1) the less efficient word reading of students with reading disabilities (RD) overloads working memory and undermines reading comprehension; (2) early identification of children most likely to encounter reading problems may constitute the first step in reducing incidence and severity of reading disabilities; (3) individual differences in prereaders' phonological awareness are among the best predictors of later reading success; (4) targeted phonemic awareness instruction with prereading children leads to significant gains in phonological awareness and in word-level reading skills; (5) when both phonetic awareness and decoding instruction are incorporated into a reading program, participants outperform students who received either alone; (6) more explicit approaches to teaching phonics lead to more positive decoding outcomes; (7) wide reading is essential for developing fluency, but students must become expert decoders before they can read widely; and (8) the level of reading accuracy necessary for a student to benefit from direct instruction ranges from 90 to 95 percent. (CR)