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Learning Disabilities

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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Intellectual Disability

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

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No One Knows: Offenders with learning disabilities and learning difficulties.

¹Prison Reform Trust, 15 Northburgh Street, London, UK.

International Journal of Prisoner Health

|March 12, 2015

Summary

Individuals with learning disabilities and difficulties are overrepresented in the criminal justice system. Support and identification are often lacking, impacting both offenders and staff.

Keywords:

Criminal justice system Learning difficulties Learning disabilities

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Area of Science:

Forensic Psychology
Disability Studies
Criminology

Background:

High numbers of individuals with learning disabilities and difficulties enter the criminal justice system.
The terms 'learning disabilities' and 'learning difficulties' are often used inconsistently, potentially excluding individuals with conditions like dyslexia or Asperger syndrome.
The 'No One Knows' initiative adopts an inclusive approach, encompassing offenders with intellectual disabilities (WHO definition) and a broader spectrum of learning difficulties.

Purpose of the Study:

To highlight the significant overrepresentation of individuals with learning disabilities and difficulties within the criminal justice system.
To examine the challenges faced by these individuals once within the system, including lack of identification and unmet support needs.
To address the insufficient training provided to criminal justice staff working with this population.

Main Methods:

Qualitative analysis of case studies and existing literature.
Review of definitions and diagnostic criteria for learning disabilities and difficulties.
Examination of current practices and support mechanisms within the criminal justice system.

Main Results:

Individuals with learning disabilities and difficulties are frequently encountered in the criminal justice system.
Identification and appropriate support for these individuals are often inadequate.
Criminal justice staff report insufficient training and resources for managing offenders with learning disabilities and difficulties.

Conclusions:

There is a critical need for improved identification and support systems for offenders with learning disabilities and difficulties.
Enhanced training for criminal justice professionals is essential to effectively manage and support this population.
The study prompts consideration of diversion strategies for individuals with learning disabilities from the criminal justice system.