Differentiated are children with mental regress learning deficiency characterized by poor capacity to mentally reorder events and children with poor memory. (DB)

Underpinning the technical gaze that dominates learning disabilities theory and practice is the assumption that learning disabilities are a pathology that resides in the heads of individual students, with the corollary that remedial efforts also focus on what goes on in the heads of students classified as learning disabled. This article begins…

A total of 83 children with different special educational needs (SEN) assessments were contrasted with a control group (N = 40) without special needs on measures that aimed to identify potential areas of strengths as well as weaknesses in these SEN groups. Carefully selected groups of dyslexics, dyspraxics, children with specific language…

The problem is the academic, social, and emotional needs of students with learning disabilities are not being met within the general classroom. Looping, the practice of a teacher staying with the same group of students for two or more years, has been suggested as an educational approach designed to meet the needs of students with disabilities. The…

Despite the national emphasis on assessment and accountability for student learning, it is unclear whether day treatment and residential schools are participating in current reform efforts. On average, responding principals reported that 87% of students participated in state assessments. Although 80% of schools use local education agency or state…

Despite the young child's increasing access to electronic books and the evidence indicating it's effectiveness for promoting emergent literacy, research among young children at risk for learning disabilities is only just beginning. Motivated by this challenge, the study reported here compared the effect of an educational e-book on improvements in…

A heterogeneous sample of 137 school-aged children with learning disabilities (IQ greater than 80) attending special needs schools was examined on the "Movement Assessment Battery for Children" (MABC). The results show that compared to the available norm scores, 52.6% of the children tested performed below the 15th percentile on manual…

Reading comprehension is a crucial skill for academic success of all students. Very often, students with learning disabilities struggle with reading skills and since students learn new information in school by reading; these difficulties often increase the academic struggles students with learning disabilities face. The current study examined…

This article provides a commentary on issues regarding the use of response to intervention (RTI) with English language learners (ELLs). The commentary draws on current literature on reading instruction, ELLs, RTI, and students with learning disabilities and highlights key points from the articles in this special issue. The discussion includes…

This article focusses on the specific learning disabilities found in schools such as Dyslexia and Dyscalculia, the influence of dyslexia on dyscalculia and the need to adopt certain strategies that help cope with this problem. Learners with multifarious language-related or arithmetic-related disabilities are found in most schools. These children…

Klinefelter (47,XXY) syndrome (KS), the most common form of sex-chromosomal aneuploidy, is characterized by physical, endocrinologic, and reproductive abnormalities. Individuals with KS also exhibit a cognitive/behavioral phenotype characterized by language and language-based learning disabilities and executive and attentional dysfunction in the…

High functioning autism (HFA) and Asperger syndrome (AS) are foremost social disorders (Church, Alisanski, & Amanullah, 2000; Myles & Simpson, 2001) yet many students with HFA/AS experience difficulties with academic functioning. Educators report difficulties in teaching and identifying appropriate educational interventions for children with…

Developmental dyscalculia (DD) still lacks a generally accepted definition. A major problem is that the cognitive component processes contributing to arithmetic performance are still poorly defined. By a reanalysis of our previous event-related brain potential (ERP) data (Soltesz et al., 2007) here our objective was to identify and compare…

"Chuck" is a 10-year-old student residing in an unnamed District ("the District"), identified as eligible for specially designed instruction because of a specific learning disability. His parents' due process complaint (filed in December 2008) requested compensatory education for the period September 2006 to June 2008. They believed that Chuck,…

As a field, gifted education does not endorse any one approach to serving students because of the range of student abilities and resulting concomitant diverse needs. Therefore, service delivery in gifted education is still heavily teacher dependent. Yet, many of the components of Response to Intervention (RtI) are employed in gifted education,…