This study examined consequences of the comorbidity of developmental coordination disorder (DCD) and learning disability (LD) for the severity and pattern of perceptual-motor dysfunction. Compared to children with only DCD, those with DCD and LD had poorer perceptual-motor ability, with particular difficulty performing manual dexterity and balance…

Evaluation of 357 students with either learning disability (LD), serious emotional disturbance (SED), or both (SED/LD), ages 6 to 18, found that children with LD differed from those with SED mainly in terms of severity of problem, not type of problem. Results suggest that students with both LD and SED are under-identified and underserved. (DB)

The study with 51 boys (ages 7 to 9 years) found that subjects classified as having both attention deficit disorder/hyperactivity and learning disabilities demonstrated the most external locus of control with subjects classified as only learning-disabled intermediate and subjects classified as only having attention deficit disorder/hyperactivity…

Noting a high incidence of learning disabilities among students with visual impairments, this article compares definitions of the two conditions. Common assessment approaches are discussed and those inappropriate for students with low vision or blindness are identified. Suggested intervention approaches include adaptation of the environment,…

Considers whether mental retardation can be considered a concomitant disability associated with learning disabilities or whether these are mutually exclusive categories. Emerging issues concerning definitions, classification, etiology, and lifelong development of these students are addressed. Also discussed are appropriate educational curricula,…

A discussion of language disorders that often occur with learning disabilities focuses on definitions, characteristics, alternative assessment methods, and service delivery models and interventions. Use of standardized test batteries, curriculum-based language assessment, and portfolio assessment is reviewed. Principles and methods to enhance…

Offers a conceptual model for students who manifest symptoms of both learning disabilities and emotional/behavior disorders. The model is based on six functional domains: cognitive processing, social/emotional adjustment, behavioral functioning, academic performance, language functioning, and executive functioning. The model is applied to critical…