Disparities among the different abilities of students with learning disabilities have attracted extensive research. The attention has largely focused on how low abilities mask good or high potential intellectual level, and the resulting frustration. Correspondingly, the literature has also concentrated on the methods of detection required to…

The purpose of the present study was to investigate the mediating role of perceived stigma in the relationship between academic self-efficacy and academic performance among college students with learning disabilities and/or ADHD. Seventy-four college-aged participants with diagnosed learning disability or ADHD completed a perceived stigma scale…

Unlike ability-achievement discrepancy and response-to-intervention approaches, the processing strengths and weaknesses (PSW) approach is the only empirically based approach that attempts to identify the pattern of deficit in the basic psychological processes that interferes with academic achievement for children with specific learning…

This qualitative study examined teachers' experiences with an arts integration curriculum. This study considered the teachers' perceptions of arts integrations before and after being introduced to the concepts of arts integration. The teachers were provided with knowledge and tools to integrate the arts into general education curriculum and…

Reading, writing, and math are academic skills involving a number of different executive functions, particularly working memory. Children with specific learning disabilities (SLD) may present myriad academic difficulties, depending on their specific area(s) of processing weakness. is study examined differences in academic achievement and working…

Successful transition to postsecondary education for students with learning disabilities requires application of both academic and non-academic skills to meet the increased demands of the college environment. While academic skills are often of primary consideration, this article addresses critical non-academic factors that impact the academic…

The Individuals with Disabilities Education Improvement Act (IDEA 2004) requires that each local education agency provide a transition summary document, commonly called a Summary of Performance (SOP), to all special education students who are graduating with a regular diploma or reaching the maximum age for services. However, other than specifying…

This study examined the relationship between GPAs and attendance at individualized tutoring sessions for 530 students with learning disabilities enrolled in a student support program. Student GPA and attendance records for individualized tutoring sessions identified two groups: four or fewer and five or more no shows over a nine-semester period.…

Important legal and policy changes in recent years have made postsecondary education an increasingly viable option for students with learning disabilities. These include substantive changes in the Individuals with Disabilities Education Act (IDEA, 2004) in the area of transition planning, research examining the importance of a college degree on…

Results of a study conducted of 12 self-contained special education high school classes (n=74 students) indicated that cooperative learning was more effective than traditional noncooperative learning in improving academic achievement in these students with learning disabilities. Increased self-esteem in cooperative learning students was not found.…

In this study focus group interviews were conducted with educational administrators to examine how the inclusion of students with learning disabilities has changed their professional lives in ways they did not expect, and how inclusion has changed the lives of students with learning disabilities and the lives of other students in their schools in…

This literature review focuses on the outcome of childhood learning disabilities, adult symptomatology, and the educational and vocational status of adults with learning disabilities. It concludes that learning disabilities are life-long disabilities and that childhood deficiencies in reading, language, memory, attention, visual perception, and…

The No Child Left Behind Act (NCLB) firmly insists that performance analyses use disaggregated scores. Disaggregation, according to NCLB, involves measuring and reporting achievement for separate subgroups of children so that achievement problems in any one subgroup are not disguised when averaged or aggregated with higher achieving children in…

Twenty-five university students with learning disabilities were interviewed relating to specific work habits necessary for successful functioning in an undergraduate program. Only 4 of 10 work habits were reported as acquired by 70% or more of the students. There was no correlation between overall self-rating and cumulative grade point average.…

A study of 172 male and 120 female college students with learning disabilities investigated interaction of gender and ability on cognitive, language, and achievement variables. Most measures were strongly related to general cognitive ability. Gender differences were found for general short-term memory on one cognitive measure and the…