Gifted students with learning disabilities have exceptional capabilities and can perform well, but their disability may impede their academic success. Being gifted and learning disabled seems paradoxical. The most misjudged, misunderstood and ignored students and community members are gifted students with learning disabilities. Research about…

This 'best available evidence' review was commissioned by the Education Endowment Foundation (EEF) in 2019 to inform the Special Educational Needs and Disability (SEND) Guidance document (EEF, 2020). This review was commissioned explicitly as a broad overview of evidence across a range of topics, with the intention that the EEF might then…

Research is reviewed on the educability of Down's Syndrome, and two cases of mosaicisim are cited illustrating the intellectual normality possible in Down's Syndrome. (CL)

Discusses developmental apraxia of speech (DAS), a putative diagnostic category for children whose speech errors differ from errors of children with developmental speech delay and resemble errors of adults with acquired apraxia of speech. A study of 148 children with language impairments investigated the diagnosis of DAS. (Author/CR)

A review of the literature on gifted students with learning disabilities concludes that the literature is presently unable to provide empirically based guidelines for identifying and serving children who are both gifted and learning disabled. Several key problems are discussed, including identification, characteristics, and intervention.…

Presents evidence to show variability across states in the use of the severe-emotional-disturbance designation for students and the frequency of comorbid and trimorbid cases being classified as learning disabled. Findings are presented from ongoing projects to illustrate differential profiles for comorbid children. (Author/CR)

Discusses the definition of dyslexia, reintroduces the concept of marker variables, proposes a strategy for developing an updated marker variable system, presents a preliminary working set of dyslexia marker variables, and calls for eventual adoption of this or similar marker variable systems to facilitate future research efforts. (Author/CR)

This brochure presents current knowledge and theories regarding the causes and treatment of dyslexia. Psychological, biological and educational factors thought to contribute to dyslexia are outlined, as are common approaches to treatment and long-term prospects for individuals with dyslexia. Efforts by the National Institute of Child Health and…

Current literature on identification and instructional remediation of subtypes of learning-disabled readers (LDR) are reviewed. Preliminary findings suggest that not all LDR children manifest the same oral language, memory, and perceptual deficits that impede decoding accuracy and efficiency and all do not respond equally well (or poorly) to the…

This article provides the American Psychiatric Association's definition of attention deficit disorder (ADD) and then gives an overview of ADD by considering the three types of ADD, the developmental impact of ADD, factors contributing to ADD, identification and assessment of students with ADD (emphasizing multimethod and consideration of…

Results of synthesis of 1007 studies on the nature of learning disabilities using indicators in the linguistic, achievement, neuropsychological, and social-behavioral domains, indicated that 75% of learning disabled Ss could be differentiated from normal Ss but only 40% of the variance could be explained. Findings suggest the need for a…

Specific reading disability/dyslexia is examined as the one type of learning disability for which research results are consistent enough to suggest a model. The implications of this model are considered and three types of learning disabilities are discussed: specific language impairments, specific reading disability/dyslexia, and specific math…

This article reviews research on children with specific language impairment (SLI), a significant limitation in language ability in the absence of accompanying hearing impairments, low nonverbal intelligence, or neurological damage. Research is discussed on the heterogeneity of the children with SLI, diagnostic criteria for SLI, auditory…

This paper reviews the characteristics and needs of students with high functioning autism. First, it lists 18 common characteristics of autism, then it stresses that autism is defined by the general pattern of characteristics. Next, it discusses how people with high functioning autism differ from those with autism. These differences include higher…

This fact sheet summarizes basic information on Attention Deficit Disorders (ADD), including prevalence and characteristics, causes, identification, treatment, outcomes, and suggestions. Children with ADD comprise approximately 3-5 percent of the school age population, with boys significantly outnumbering girls. Of 14 characteristics of ADD, the…