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Maree Flaherty; Jessica Crippa; Irina Sim; Manjushree Bhate; Chian Chiang Nicholas Chow; Deepa Taranath; Glen Gole – Australian Journal of Learning Difficulties, 2024
Specific learning disabilities affect the brain's ability to process verbal and non-verbal information efficiently and accurately. The most common learning disability is reading disability which includes dyslexia. Evidence supports that dyslexia is a language-based disorder. The core deficit of dyslexia is the phonological component of language…
Descriptors: Dyslexia, Learning Disabilities, Reading Difficulties, Perceptual Impairments
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Storey, Nathan; Stafford-Hudson, Katheryn; Harrow, Ilana; Tow, Berenice; Seo, Jennifer Y.; Vidis, Jennifer D.; Collins, Megan – Journal of School Health, 2023
Background: In 2012, Chicago Public Schools and the Chicago Department of Public Health partnered together to create the Chicago School-Based Vision Program (CSBVP). This ongoing, city-wide program provides school-based vision services (eye examinations, eyeglasses provision, and eye care referrals) to students with limited access. Methods:…
Descriptors: Public Schools, School Community Programs, Access to Health Care, Vision
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Lisa Donaldson; Donna O'Brien; Marek Karas – British Journal of Learning Disabilities, 2024
Background: People with a learning disability experience challenges accessing primary health care services, including eye care services. Methods: Eye care needs of people with a learning disability, and how well they are met by existing services in England, were explored. Barriers and enablers to accessing these services were investigated. This…
Descriptors: Foreign Countries, Access to Health Care, Vision, Affordances
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Amanda J. Neitzel; Betsy Wolf; Xinxing Guo; Ahmed F. Shakarchi; Christine SySantos Levy; Robert E. Slavin; Megan Collins – Society for Research on Educational Effectiveness, 2021
Background: Reading failure is far higher among disadvantaged students than among other students (National Center for Education Statistics, 2019). Many attempts to solve this have focused on schools, yet non-school factors have a substantial impact on learning (Clabaugh, 2008). One of these is uncorrected vision. Approximately 20-25% of school-age…
Descriptors: Urban Schools, School Districts, Disadvantaged, Minority Group Students