Children in third and fourth grades suffering from developmental dyscalculia (DD) and typically developing children were asked to compare numbers to a standard. In two separate blocks, they were asked to compare a number between 1 and 9 to 5, or a two-digit number between 10 and 99 to 55. In the single-digit comparisons, DD children were…

In this study, the author aimed at measuring how much limited working memory capacity constrains early numerical development before any formal mathematics instruction. To that end, 4- and 5-year-old children were tested for their memory skills in the phonological loop (PL), visuo-spatial sketchpad (VSSP), and central executive (CE); they also…

This review considers both the content and methodologies of 5 single-subject and 2 group experimental design studies investigating the effects of cognitive strategy instruction on the mathematical problem solving of students with disabilities, using quality indicators proposed by Horner et al. (2005) and Gersten et al. (2005). Findings indicated…

Within 3-tier behavioral models, universal interventions are expected to prevent the onset of problem behavior in a majority of children altogether and to sustain improvements in child outcomes by the selected and indicated interventions. A cohort longitudinal design was used to assess the extent to which a 3-tier model achieves these expected…

Although meaningful assessment is considered the cornerstone of transition planning, little empirical guidance is available to inform this assessment process. This study examined the transition-related strengths and needs of 160 students with emotional and/or behavioral disorders (EBD) or learning disabilities (LD) from the perspectives of special…

The main goal of this research was to establish the prevalence, form of manifestation, level and kind of motor skill disorders in three area of motor development functioning: neuromaturation, coordination and balance. The sample included 1165 children, between 6.5 and 11 years of age. The protocol was constructed and contained tests for the…

Instructional planning is an essential skill for teaching mathematics to students with learning disabilities and other struggling learners. The authors' frame of reference is based on their experiences in developing and testing mathematic lessons for the Blending Assessment With Instruction Program (BAIP) over a five-year period. The authors…

The relationship between teacher experience, further professional development training, and beliefs and attributions about teaching students with additional learning support needs was studied in a sample of 199 mainstream general class primary school teachers. Using multiple regression, it was found that none of the teacher experience or…

Since many children with learning disabilities (LD) face interpersonal conflict resolution problems, this study examines the efficacy of social stories in helping them choose more appropriate interpersonal conflict resolution strategies. A social story was recorded and played to the 31 children with LD in the experimental group twice a week for a…

In education, the term learning disability is used to describe specific kinds of problems that an individual has with understanding or using spoken or written language. A student with a specific learning disability may have difficulty listening, thinking, speaking, reading, writing, spelling, or doing math problems. You may have heard of dyslexia.…

Background: To what extent do genetic and environmental influences on reading disability overlap with those on mathematics disability? Multivariate genetic research on the normal range of variation in unselected samples has led to a Generalist Genes Hypothesis which posits that the same genes largely affect individual differences in these…

Intensive Interaction has become widely used when building up communication with children with profound learning difficulties. Often practitioners understand Intensive Interaction to be primarily about imitation and Mark Barber shows how this can be a "mis"understanding that limits the kinds of interactions that can be enjoyed by conversation…

This book overturns the typical conception of standards, empowering educators by providing concrete examples of how top-down models of assessment can be embraced and used in ways that are consistent with critical pedagogies. Although standards, as broad frameworks for setting learning targets, are not necessarily problematic, when they are…

Interest in students who exhibit characteristics with difficulties in learning can be traced as far back as 1800. In order to better understand the complexities and causes of learning disabilities, many researchers (Bannatyne, 1968, 1974; Rugal, 1974) have investigated ways to better identify learners who struggle with academics. A strong argument…

Making the transition from high school to college poses challenges for most students. Moving from a secure, regulated world of secondary education into an unfamiliar environment requiring greater independence can be a destabilizing experience. For students with learning disabilities (LD) and/or Attention Deficit Disorder (ADD), managing this…