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Learning difficulties in numeracy in Australia.

Journal of learning disabilitiesยท2004
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Learning disabilities: bringing fields and nations together.

John Elkins1

  • 1Griffith University, Australia. j.elkins@griffith.edu.au

Journal of Learning Disabilities
|October 6, 2007
PubMed
Summary

This article proposes a three-wave approach to support students with learning difficulties in literacy and numeracy. It emphasizes universal classroom teaching, early intervention, and tailored support for persistent challenges, integrating neuropsychological insights for learning disabilities (LD).

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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Published on: June 6, 2020

Area of Science:

  • Educational Psychology
  • Neuropsychology
  • Special Education

Background:

  • Schools often distinguish between learning difficulties and learning disabilities (LD).
  • Government focus on literacy and numeracy achievement impacts all low-achieving students, regardless of diagnostic category.
  • Queensland, Australia, is implementing a unified, schoolwide approach to student support.

Purpose of the Study:

  • To advocate for a unified approach to supporting students with learning difficulties.
  • To integrate neuropsychological advances in understanding and supporting students with learning disabilities (LD).
  • To track converging understandings of LD in Australia and the United States and suggest future research directions.

Main Methods:

  • A three-wave intervention model: high-quality classroom teaching, early intervention, and intensive support for persistent difficulties.
  • Utilizing adapted instruction and tutoring for students with ongoing challenges.
  • Analyzing and comparing definitions and understandings of LD across different regions.

Main Results:

  • The three-wave approach aims to provide comprehensive support for diverse learning needs.
  • Neuropsychological advances offer insights into underlying impairments, justifying tailored learning adaptations.
  • The study highlights the convergence of LD understanding between Australia and the US, moving beyond older definitions.

Conclusions:

  • A unified, schoolwide approach is effective for supporting students with learning difficulties.
  • Integrating neuropsychological knowledge enhances the ability to provide appropriate accommodations for students with LD.
  • Future research should focus on refining LD definitions and operationalization to improve support.