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International Policies, Identification, and Services for Students with Learning Disabilities: An Exploration across 10 Countries
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Agrawal, Jugnu; Barrio, Brenda L.; Kressler, Benikia; Hsiao, Yun-Ju; Shankland, Rebecca K. – Learning Disabilities: A Contemporary Journal, 2019
Recently, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) reported that although countries around the world must ensure that students with disabilities receive free, inclusive, and appropriate education, students with disabilities are less likely to complete primary or secondary school in many countries. Though this…
Descriptors: Comparative Education, Foreign Countries, Educational Policy, International Law
Text-Based Synchronous E-Learning and Dyslexia: Not Necessarily the Perfect Match!
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Woodfine, B. P.; Nunes, M. Baptista; Wright, D. J. – Computers & Education, 2008
The introduction, in the United Kingdom, of the Special Education Needs and Disabilities Act (SENDA) published and approved in 2001, has removed the exemptions given to educational institutions by the Disabilities Discrimination Act (DDA) of 1995. This applies to learning web sites and materials that must now undergo "reasonable…
Descriptors: Learning Activities, Learning Disabilities, Dyslexia, Online Courses
Effective Academic Interventions in the United Kingdom: Does the "Specific" in Specific Learning Difficulties (Disabilities) Now Make a Difference to the Way We Teach?
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Reason, Rea – School Psychology Review, 1998
Article reviews instructional developments for specific learning difficulties, drawing together areas of cognitive research, applied practice, and trends in literacy in the United Kingdom. Findings suggest teaching of phonological awareness has become an integral part of general teaching, and that the gap between specific and general has narrowed.…
Descriptors: Educational Trends, Elementary Secondary Education, Foreign Countries, Learning Disabilities
Phonological Processes in Reading: New Evidence from Acquired Dyslexia.
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Funnell, Elaine – British Journal of Psychology, 1983
Investigated the reading performance of two older adults with acquired dyslexia. The first could read words but not nonwords; the second read nonwords but could not give phonetic sounds. Results supported a lexical phonological strategy which operates independently of semantic processing and nonlexical phonological strategies. (JAC)
Descriptors: Case Studies, Dyslexia, Foreign Countries, Learning Disabilities