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

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Published on: September 27, 2020

Homelessness and Disability in Public-School Students.

Emily Bock, Paige Brochu, Eric Rubenstein

|March 28, 2023

Summary

Students with disabilities experiencing homelessness are 58% more likely than their peers without disabilities to face housing instability in public schools across the Northeastern and Mid-Atlantic US. This highlights the need for targeted support and data collection.

Area of Science:

Public Health
Education Policy
Social Determinants of Health

Background:

Homelessness among students with disabilities presents unique challenges.
Understanding the prevalence of this issue is crucial for effective policy development.

Purpose of the Study:

To quantify the prevalence of students with disabilities experiencing homelessness.
To compare this prevalence with students without disabilities in public schools.
To analyze regional variations in the Northeastern and Mid-Atlantic US.

Main Methods:

Data were aggregated from state education departments and federal homelessness data.
Analysis included calculating the proportion of students with and without disabilities experiencing homelessness.
Relative risk and confidence intervals were computed, with a focus on Massachusetts for temporal changes.

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Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Main Results:

Across 7 states and Washington, DC, 4.7% of students with disabilities experienced homelessness, a 58% higher rate than students without disabilities.
Washington, DC, and New York showed the highest proportions, while Connecticut had the lowest.
Massachusetts data indicated minimal change in homelessness rates between the 2018-2019 and 2019-2020 school years.

Conclusions:

Quantifying students with disabilities experiencing homelessness is vital for informing policy and support interventions.
State and district-level variations underscore the necessity for ongoing data collection and aggregation.
Targeted strategies are needed to address the disproportionate impact of homelessness on students with disabilities.