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What is Learning Disabilities

Chapter 11
Accessibility and Diversity in the 21st Century University
A disability pertaining to the learning process.
Published in Chapter:
Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University
Lynne Orr (William Paterson University, USA & Walden University, USA), Pamela Brillante (William Paterson University, USA), and Linda Weekley (Walden University, USA)
Copyright: © 2020 |Pages: 16
DOI: 10.4018/978-1-7998-2783-2.ch011
Abstract
Few studies have addressed the challenging transition that occurs when students with disabilities graduate from the K-12 system and enter the world of higher education. Once in college, students with disabilities no longer have, among other federally-mandated supports, a child-study team to represent them, and thus must develop strong self-advocacy and self-efficacy skills in order to receive the accommodations and modifications they need to succeed academically. This chapter discusses the issues facing students with disabilities during this transition, details the services and support offered by colleges to guide students with disabilities, and shares recommended best practices for instructional strategies higher education can employ to ensure that these students flourish in the classroom and as self-assured, independent adults in society.
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Chapter 8
Using a 3D Simulation for Teaching Functional Skills to Students with Learning, Attentional, Behavioral, and Emotional Disabilities
Neurologically-based processing problems interfering with learning basic skills (e.g., reading, writing, and math) and/or higher-level skills (e.g., abstract reasoning, long-/short--term memory, and attention).
Published in Chapter: Using a 3D Simulation for Teaching Functional Skills to Students with Learning, Attentional, Behavioral, and Emotional Disabilities; From: Teaching, Learning, and Leading With Computer Simulations
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Chapter 4
Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16
Neurobiological diseases which could affect the skills of calculation, reading, and writing in many ways, such as spoken and written language, text comprehension, self-coordination, computation, and math problem solving.
Published in Chapter: Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16; From: Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities
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Chapter 7
Holistic Approach as a Strategy for Special Education in India
Difficulties involving development of academic skills of reading, spelling, writing and math.
Published in Chapter: Holistic Approach as a Strategy for Special Education in India; From: Global Applications of Indian Psychology: Therapeutic and Strategic Models
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Chapter 13
Neuropsychological Rehabilitation
Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short-term memory and attention. It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace.
Published in Chapter: Neuropsychological Rehabilitation; From: Examining Biological Foundations of Human Behavior
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Chapter 17
Perspectives on Diversity and Inclusion in Education
Are disorders that affect the ability to understand, or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention. Although learning disabilities occur in very young children, the disorders are usually not recognized until the child reaches school age.
Published in Chapter: Perspectives on Diversity and Inclusion in Education; From: Handbook of Research on Race, Culture, and Student Achievement
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Chapter 9
Assistive Technology for Individuals with Disabilities
Conditions that cause people to understand and process information more slowly than average. These individuals may require information to be presented in multiple formats before they completely understand it.
Published in Chapter: Assistive Technology for Individuals with Disabilities; From: Encyclopedia of Information Technology Curriculum Integration
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Chapter 9
Examining Motivational Game Features for Students With Learning Disabilities or Attention Disorders
A neurological condition that presents a barrier to knowledge acquisition that is not attributed to a physical, intellectual, or developmental disability.
Published in Chapter: Examining Motivational Game Features for Students With Learning Disabilities or Attention Disorders; From: Handbook of Research on Immersive Digital Games in Educational Environments
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Chapter 9
Assistive Technology and Best Practices
Neurologically processing problems that affects how a person receives and processes information.
Published in Chapter: Assistive Technology and Best Practices; From: Leveraging Technology to Improve School Safety and Student Wellbeing
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Chapter 13
Artificial Intelligence Technology to Help Students With Disabilities: Promises and Implications for Teaching and Learning
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Chapter 6
Teacher Training and Experience for Students With Learning Disabilities
These are symptoms that prevent students from learning effectively in the classroom. Such disabilities can prevent a student from understanding the same material that other students are comprehending without difficulty, not able to learn at the same pace with other students as well as other physical disabilities that can prevent a student from hearing, see, read, or write.
Published in Chapter: Teacher Training and Experience for Students With Learning Disabilities; From: Closing the Educational Achievement Gap for Students With Learning Disabilities
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