Ambiguity in speech is a possible barrier to the acquisition of knowledge for students who have print disabilities (such as blindness, visual impairments, and some specific learning disabilities) and rely on auditory input for learning. Chemistry appears to have considerable potential for being spoken ambiguously and may be a barrier to accessing…

The paper considered several psychosocial variables as predictors of school adjustment of 40 gifted students with learning disabilities in Junior Secondary School in Ikenne Local Government Council Area of Ogun State, Nigeria. Purposeful random sampling was employed to select four schools from 13 junior secondary schools in the area, six…

Individuals diagnosed with mental health disorders may have work-related difficulties that impact functioning in all life domains. With limited research on the integration of career and mental health counseling, authors used a discriminant function analysis to assess the predictability of accurately identifying diagnostic categories among 258…

Instructional applications (apps) are educational software programs that can be accessed via mobile technologies (e.g., iPad, smartphone) and used to help students acquire various academic skills, including mathematics. Although research suggests that app-based instruction (AI) can be effective, there is a paucity of research comparing AI, to…

Individuals with Down syndrome (DS) exhibit a behavioral phenotype of specific strengths and weaknesses, in addition to a generalized cognitive delay. In particular, adults with DS exhibit specific deficits in learning and memory processes that depend on the hippocampus, and there is some suggestion of impairments on executive function tasks that…

Promoting self-determination has been identified as an important practice for the successful transition of youth and young adults with disabilities, and numerous studies have examined the relationship between levels of self-determination and transition-related and postsecondary outcomes. Only a few such studies, however, have examined the global…

From a sample of 13,176 children with disabilities who were a part of the Special Education Elementary Longitudinal Study, 330 students achieved a score at the 90th percentile or higher on the Woodcock-Johnson III. These children represent some 9.1% of children who have disabilities nationally and who might be identified as gifted or academically…

The purpose of this phenomenological study is to describe and better understand the meaning, structure, and essence of the experience of learning for adults labeled with learning disabilities as perceived by adults labeled with a "learning disability." Through a purposeful sampling method, six participants were chosen to participate in recorded…

The present research was aimed at investigating recognition memory and recollective experience for a text in adolescents with and without learning difficulties. Adolescents (age 15 to 19) with learning difficulties were selected based on their performance on a standardized test for text comprehension and on the teachers' evaluations of their…

The study of children with Developmental Coordination Disorder (DCD) has emerged as a vibrant line of inquiry over the last three decades. DCD is defined as a neurodevelopmental condition characterized by poor motor proficiency that interferes with a child's activities of daily living (sometimes also known as dyspraxia). Common symptoms include…

The purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (RTI) models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first-grade students (352 in second grade and 278 in third grade after attrition). Students were classified based…

Learning disabilities (LDs) have long been presumed to be a neurological disorder resulting from a deficit in 1 or more cognitive processes. Although the emphasis on cognitive processing disorders has been included in the definition since the term was coined, and although it arguably represents the key distinguishing characteristic of LDs, it also…

The earliest hypothesis concerning the phonetic-phonological roots of reading and writing learning disabilities is usually attributed to Boder in the U.S. literature. Yet by following a trail of references to work in psychology and education conducted some 30 years earlier in the USSR, we find the seeds of this idea already well established in the…

Students with learning disabilities (LDs) often need additional supports and structure in inquiry classrooms. The authors describe three ways teachers can enhance the achievement of these students: (1) focusing on big ideas; (2) using graphic organizers; and (3) providing mnemonic strategies. Struggling students with LD will benefit greatly from…

Since the 1980s, educators in adult basic education and special education have speculated that a substantial if unknown percentage of adults have specific learning disabilities (LDs) and have sought to identify and address effectively the needs of these learners. Two rarely intersecting bodies of historical literature on LDs provide the background…