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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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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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Barriers to Effective Communication II01:21

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The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
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Purposive Learning01:22

Purposive Learning

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Intellectual Disability01:29

Intellectual Disability

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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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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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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.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
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Related Experiment Video

Updated: May 30, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Learning About Classroom Accessibility From a Student-Instructor Partnership.

Cassidy Walter1, Virginia Visconti1

  • 1Colorado School of Public Health, Aurora, CO, USA.

Health Promotion Practice
|January 30, 2025
PubMed
Summary
This summary is machine-generated.

Graduate students with hearing loss faced communication barriers but avoided accommodations due to stigma. This highlights the need for inclusive higher education environments and universal design for learning.

Keywords:
accessibilitycollective actioncultural model of disabilitystudent-instructor partnershipuniversal design for learning

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Area of Science:

  • Public Health
  • Higher Education
  • Disability Studies

Background:

  • The COVID-19 pandemic shifted learning to online environments, increasing communication challenges for students with hearing loss.
  • Qualitative research methods courses provide a unique setting to examine classroom accessibility.
  • Stigma and a desire to minimize burden prevent students from seeking accommodations.

Purpose of the Study:

  • To explore classroom accessibility from the perspectives of a graduate student with hearing loss and their instructor.
  • To investigate the lived experiences of graduate students with hearing loss in academic settings.
  • To identify strategies for creating more equitable and accessible learning environments in higher education.

Main Methods:

  • A qualitative commentary based on a semester-long collaborative learning experience.
  • Analysis of findings from a student field project focusing on graduate students' classroom experiences.
  • Review of existing literature on disability, accessibility, and universal design in education.

Main Results:

  • Students with hearing loss adapted to communication challenges without requesting formal accommodations.
  • Stigma and concerns about burdening others were key factors in not seeking accommodations.
  • Student-instructor partnerships revealed insights into accessibility barriers and solutions.

Conclusions:

  • Higher education institutions must adopt a cultural model of disability to ensure meaningful access.
  • Implementing universal design for learning principles is crucial for equitable education.
  • Collaboration across campus departments and fostering student-instructor partnerships can address ableism and improve learning environments.