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Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Dyslexia is a...
Restorative Care01:19

Restorative Care

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Specialized Care Centers and Settings-II01:30

Specialized Care Centers and Settings-II

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Rural health centers are specialized care facilities in remote locations with very few medical personnel. The primary care providers who run the centers are mostly Registered Nurse Practitioners. Here, emergency treatment is provided to critically ill or injured patients before they are transferred to the closest hospital. Fortunately, due to advancement in technology, many rural healthcare facilities and professionals have easy access to diagnostic and treatment...
Specialized Care Centers and Settings-I01:30

Specialized Care Centers and Settings-I

Specialized care settings or centers are situated in convenient locations within the community and offer care to a specific group or population. They consist of daycare facilities, mental health facilities, rural health facilities, educational institutions, industries, shelters for the homeless, and rehabilitation facilities.
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Documentation in Long-Term and Home Healthcare Setting

Documentation in long-term care facilities and home healthcare settings is crucial for ensuring continuous, coordinated, and comprehensive care for patients. Each setting has its specific documentation processes and tools:
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Related Experiment Video

Updated: Jun 17, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

[Care continuity for patients with learning disabilities].

Kazuhiko Ueno1

  • 1Comprehensive Educational Science, Tokyo Gakugei University.

Nihon Rinsho. Japanese Journal of Clinical Medicine
|January 19, 2010
PubMed
Summary
This summary is machine-generated.

Japanese public schools reported 4.5% of children have learning disabilities (LD). These students often face secondary psychological issues, highlighting the need for tailored educational approaches.

Related Experiment Videos

Last Updated: Jun 17, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

  • Special Education
  • Developmental Psychology
  • Educational Psychology

Background:

  • Distinguishes between "learning disabilities" (educational/legal) and "learning disorders."
  • Highlights the significant prevalence of learning disabilities (LD), ADHD, and high-functioning autism (HFA) in Japanese public schools.
  • Underscores the dual challenges faced by children with LD: academic difficulties and associated psychological problems.

Purpose of the Study:

  • To report the findings of a government survey on the prevalence of LD, ADHD, and HFA in Japanese public schools.
  • To emphasize the impact of these findings on special education policy and practice in Japan.
  • To advocate for individualized teaching methods that cater to the unique learning styles of students with LD.

Main Methods:

  • Conducted a nationwide survey in Japanese public schools.
  • Collected data on the prevalence of learning disabilities (LD), attention-deficit/hyperactivity disorder (ADHD), and high-functioning autism (HFA).
  • Analyzed the reported percentages: 4.5% (LD), 2.5% (ADHD), 0.8% (HFA), totaling 6.3% in 2003.

Main Results:

  • Reported a prevalence of 4.5% for learning disabilities (LD), 2.5% for ADHD, and 0.8% for HFA among Japanese schoolchildren in 2003.
  • The survey results significantly influenced Japanese special education, leading to the establishment of resource rooms nationwide in 2006.
  • Confirmed that children with LD experience not only learning challenges but also secondary psychological difficulties.

Conclusions:

  • The high prevalence necessitates robust support systems for students with learning disabilities in Japan.
  • The introduction of resource rooms signifies a national commitment to addressing the needs of students with LD.
  • Emphasizes the critical need to adapt teaching strategies to accommodate diverse learning needs, stating, "If children cannot learn the way we teach them, then we must teach them the way they learn."