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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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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.
Dyslexia
Dyslexia is a...
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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Intellectual Disability01:29

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Coping Strategies: Problem Focused

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Coping strategies are methods people use to manage, tolerate, or reduce the effects of stressors. These strategies involve both behavioral and psychological actions to handle stressful situations. One common approach is problem-focused coping, which aims to change or eliminate the source of stress rather than merely addressing its consequences. This method involves taking direct action to resolve the issue causing stress.
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Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

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Same author

Historical perspectives on dyslexia.

Journal of learning disabilities·1992
Same author

Differential diagnosis in delayed speech and language development.

Folia phoniatrica·1983
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Multicategorical/cross-categorical classrooms for learning disabled students.

Journal of learning disabilities·1981
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Questions people ask about dyslexia.

Pediatric annals·1979
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Presidential address: Accountability to the child with a disorder of communication.

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Language disorders in children.

The Journal-lancet·1965

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Assessing Dyslexia at Six Year of Age
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Coping with dyslexia in the regular classroom: Inclusion or exclusion.

S O Richardson1

  • 1University of South Florida, Tampa, Florida.

Annals of Dyslexia
|November 16, 2013
PubMed
Summary

Dyslexia, a common learning disability, stems from language processing impairments. Effective teacher training in language and literacy is crucial for successful inclusion of dyslexic students in regular classrooms.

Area of Science:

  • Education
  • Linguistics
  • Psychology

Background:

  • Historical attempts to support students with learning disabilities in mainstream classrooms are reviewed.
  • Dyslexia is the most prevalent learning disability, primarily linked to specific language processing deficits.
  • Current teacher training may not adequately equip educators to address the needs of dyslexic students.

Purpose of the Study:

  • To highlight the critical need for improved teacher education in dyslexia and language instruction.
  • To advocate for comprehensive, interdisciplinary training programs for educators.
  • To examine the efficacy of regular classroom inclusion without adequate teacher preparation.

Main Methods:

  • Historical review of educational approaches for learning-disabled students.

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  • Analysis of research consensus on the origins of dyslexia.
  • Discussion of essential components for effective teacher training programs.

    • Main Results:

    • Dyslexia is a significant issue, predominantly affecting language processing.
    • A gap exists in teacher preparedness regarding language structure and literacy instruction.
    • Inclusion of dyslexic students may be ineffective without specialized teacher training.

    Conclusions:

    • Comprehensive, interdisciplinary teacher education is vital for supporting dyslexic students.
    • Current teacher preparation requires significant enhancement to meet the needs of students with dyslexia.
    • Effective teacher training is a prerequisite for successful mainstreaming of dyslexic learners.