James C. Raines
- Published in print:
- 2019
- Published Online:
- August 2019
- ISBN:
- 9780190886578
- eISBN:
- 9780190943851
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190886578.003.0004
- Subject:
- Social Work, Children and Families, Health and Mental Health
Students with specific learning disorder (SLD) account for 35% of all students receiving special education services. In the DSM-5, SLD combines four previous diagnoses into one. The Individuals with ...
More
Students with specific learning disorder (SLD) account for 35% of all students receiving special education services. In the DSM-5, SLD combines four previous diagnoses into one. The Individuals with Disabilities Education Act (IDEA) and the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) agree that children should be excluded from being diagnosed if the disorder is primarily due to environmental, cultural, or economic disadvantage. They differ on the DSM-5’s exclusion for the lack of proficiency in the language of instruction. Schools can screen for SLD using the testing or the dual-discrepancy model of response to intervention (RTI). Assessment requires a comprehensive evaluation by the school. Students with SLD often suffer from poor social skills and low self-esteem. Intervention may be titrated according to the student’s level of need using multitiered systems of support. Collaborating with teachers, parents, and community providers is especially important for these students. A case example illustrates how an ecological approach can help students grow and learn.Less
Students with specific learning disorder (SLD) account for 35% of all students receiving special education services. In the DSM-5, SLD combines four previous diagnoses into one. The Individuals with Disabilities Education Act (IDEA) and the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) agree that children should be excluded from being diagnosed if the disorder is primarily due to environmental, cultural, or economic disadvantage. They differ on the DSM-5’s exclusion for the lack of proficiency in the language of instruction. Schools can screen for SLD using the testing or the dual-discrepancy model of response to intervention (RTI). Assessment requires a comprehensive evaluation by the school. Students with SLD often suffer from poor social skills and low self-esteem. Intervention may be titrated according to the student’s level of need using multitiered systems of support. Collaborating with teachers, parents, and community providers is especially important for these students. A case example illustrates how an ecological approach can help students grow and learn.
Nicki Ward
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9781447316510
- eISBN:
- 9781447316534
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447316510.003.0013
- Subject:
- Social Work, Health and Mental Health
Like other binary divides, the division between care giver and care receiver tends to render invisible the realities of caring relationships. Those traditionally seen as vulnerable and in need of ...
More
Like other binary divides, the division between care giver and care receiver tends to render invisible the realities of caring relationships. Those traditionally seen as vulnerable and in need of care can be subjected to paternalistic and oppressive practices whilst at the same time, the care needs of the person seen as the ‘carer giver’ can become obscured. People with learning disabilities have traditionally been seen as care receivers, whilst their parents and other family members have been seen as their care givers. Utilising and developing the concepts of mutuality and reciprocity, this chapter draws on examples from research with people with learning disabilities who are carers and uses a critical ethic of care as a framework to explore these experiencesLess
Like other binary divides, the division between care giver and care receiver tends to render invisible the realities of caring relationships. Those traditionally seen as vulnerable and in need of care can be subjected to paternalistic and oppressive practices whilst at the same time, the care needs of the person seen as the ‘carer giver’ can become obscured. People with learning disabilities have traditionally been seen as care receivers, whilst their parents and other family members have been seen as their care givers. Utilising and developing the concepts of mutuality and reciprocity, this chapter draws on examples from research with people with learning disabilities who are carers and uses a critical ethic of care as a framework to explore these experiences
Ruth Colker
- Published in print:
- 2013
- Published Online:
- March 2016
- ISBN:
- 9780814708101
- eISBN:
- 9780814708002
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814708101.003.0013
- Subject:
- Education, Early Childhood and Elementary Education
This chapter examines how children with learning disabilities can be eligible to receive special education and related services under the Individuals with Disabilities Education Act (IDEA). It begins ...
More
This chapter examines how children with learning disabilities can be eligible to receive special education and related services under the Individuals with Disabilities Education Act (IDEA). It begins by reviewing the legal and psychological literature on what constitutes a learning disability and how such a disability should be diagnosed. It then considers the disagreement that continues to exist on whether there must be evidence of a psychological or neurological impairment, and whether the discrepancy model should be part of the diagnostic model. It also discusses the wide range of definitions of learning disability used by the various states despite the fact that the IDEA is a national statute, along with the implications of the learning disability classification for college admissions testing. The chapter concludes by suggesting how the learning disability mess may be solved.Less
This chapter examines how children with learning disabilities can be eligible to receive special education and related services under the Individuals with Disabilities Education Act (IDEA). It begins by reviewing the legal and psychological literature on what constitutes a learning disability and how such a disability should be diagnosed. It then considers the disagreement that continues to exist on whether there must be evidence of a psychological or neurological impairment, and whether the discrepancy model should be part of the diagnostic model. It also discusses the wide range of definitions of learning disability used by the various states despite the fact that the IDEA is a national statute, along with the implications of the learning disability classification for college admissions testing. The chapter concludes by suggesting how the learning disability mess may be solved.
Rasma Lazda-Cazers and Helga Thorson
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.003.0006
- Subject:
- Sociology, Education
This chapter discusses issues involved in accommodating and teaching students with learning disabilities in the foreign language classroom. Addressed here are four questions that may help faculty to ...
More
This chapter discusses issues involved in accommodating and teaching students with learning disabilities in the foreign language classroom. Addressed here are four questions that may help faculty to make decisions about departmental priorities, mission, curricular goals, and teaching methodologies that would address the needs and challenges of today's increasingly diverse student body: Is there a unique foreign language learning disability? In what ways is the teaching of a foreign language to students with disabilities different from teaching other academic disciplines in a student's first language? What is meant by “reasonable accommodations” in terms of teaching foreign languages and cultures to students with learning disabilities? Are there specific teaching methodologies or techniques that facilitate the foreign language learning process of students who have a learning disability?Less
This chapter discusses issues involved in accommodating and teaching students with learning disabilities in the foreign language classroom. Addressed here are four questions that may help faculty to make decisions about departmental priorities, mission, curricular goals, and teaching methodologies that would address the needs and challenges of today's increasingly diverse student body: Is there a unique foreign language learning disability? In what ways is the teaching of a foreign language to students with disabilities different from teaching other academic disciplines in a student's first language? What is meant by “reasonable accommodations” in terms of teaching foreign languages and cultures to students with learning disabilities? Are there specific teaching methodologies or techniques that facilitate the foreign language learning process of students who have a learning disability?
Linda McEnhill
- Published in print:
- 2009
- Published Online:
- November 2011
- ISBN:
- 9780199561643
- eISBN:
- 9780191730313
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199561643.003.0009
- Subject:
- Palliative Care, Paediatric Palliative Medicine, Patient Care and End-of-Life Decision Making
This chapter discusses the concept of ‘resilience’. It is not completely clear what this might look like in bereaved people and especially in children with learning disability (LD). This chapter also ...
More
This chapter discusses the concept of ‘resilience’. It is not completely clear what this might look like in bereaved people and especially in children with learning disability (LD). This chapter also includes an attempt to define learning disability and clarify what it ‘is not’, especially in relation to bereavement. Issues related to bereavement and disability and considerations about how to help children with LD enhance their personal identity and their ability to manage the crisis of bereavement are presented in this chapter as well.Less
This chapter discusses the concept of ‘resilience’. It is not completely clear what this might look like in bereaved people and especially in children with learning disability (LD). This chapter also includes an attempt to define learning disability and clarify what it ‘is not’, especially in relation to bereavement. Issues related to bereavement and disability and considerations about how to help children with LD enhance their personal identity and their ability to manage the crisis of bereavement are presented in this chapter as well.
Fuk Chuen Ho
- Published in print:
- 2007
- Published Online:
- May 2013
- ISBN:
- 9789622098725
- eISBN:
- 9789882207134
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622098725.003.0011
- Subject:
- Education, Secondary Education
This chapter discusses the learning difficulties of Chinese students in regular classroom contexts. Since disabilities in the subject areas of reading and mathematics influence all areas of school ...
More
This chapter discusses the learning difficulties of Chinese students in regular classroom contexts. Since disabilities in the subject areas of reading and mathematics influence all areas of school achievement, and are often experienced by students with learning disabilities, these two areas are the chief focus of discussion. In addition to elucidating various issues concerning the definition of learning disabilities, some pertinent assessment approaches and specific strategies for supporting students with learning disabilities to acquire reading and mathematical skills are expounded.Less
This chapter discusses the learning difficulties of Chinese students in regular classroom contexts. Since disabilities in the subject areas of reading and mathematics influence all areas of school achievement, and are often experienced by students with learning disabilities, these two areas are the chief focus of discussion. In addition to elucidating various issues concerning the definition of learning disabilities, some pertinent assessment approaches and specific strategies for supporting students with learning disabilities to acquire reading and mathematical skills are expounded.
Sandra L. Bloom and Brian Farragher
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780195374803
- eISBN:
- 9780199865420
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195374803.003.0008
- Subject:
- Social Work, Health and Mental Health
This chapter has a wide focus, covering many of the cognitive problems that are secondary to chronic organizational stress. Stress interferes with organizational learning, organizational memory is ...
More
This chapter has a wide focus, covering many of the cognitive problems that are secondary to chronic organizational stress. Stress interferes with organizational learning, organizational memory is lost, organizational amnesia affects function, and service delivery becomes increasingly fragmented. The organization has developed learning disabilities. Decision-making becomes compromised and reactive so that short-sighted policy decisions are made that appear to compound existing problems. Stressed groups are frequently unwilling to perceive and discuss problems that the group denies and are more likely to actively and dangerously silence dissent.Less
This chapter has a wide focus, covering many of the cognitive problems that are secondary to chronic organizational stress. Stress interferes with organizational learning, organizational memory is lost, organizational amnesia affects function, and service delivery becomes increasingly fragmented. The organization has developed learning disabilities. Decision-making becomes compromised and reactive so that short-sighted policy decisions are made that appear to compound existing problems. Stressed groups are frequently unwilling to perceive and discuss problems that the group denies and are more likely to actively and dangerously silence dissent.
Gillian MacIntyre
- Published in print:
- 2009
- Published Online:
- March 2012
- ISBN:
- 9781847421883
- eISBN:
- 9781447302780
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847421883.003.0004
- Subject:
- Social Work, Health and Mental Health
Young people with learning disabilities can expect to make transitions that involve local education authorities, children's social services, adult social care, and in some cases paediatric and adult ...
More
Young people with learning disabilities can expect to make transitions that involve local education authorities, children's social services, adult social care, and in some cases paediatric and adult health services. This transition is a complicated process that occurs at different ages and involves different eligibility criteria, depending on which organisations are involved. This chapter explores the nature of transition from childhood to adulthood for young people with learning disabilities. It outlines their experiences of transition and examines policy responses in relation to these experiences. The chapter shows that young people with learning disabilities are often particularly vulnerable to the varying age limits and eligibility structures of different support services. They are also very much at the heart of changing expectations in terms of social inclusion, with the aspiration for exercising wider choices and accessing employment.Less
Young people with learning disabilities can expect to make transitions that involve local education authorities, children's social services, adult social care, and in some cases paediatric and adult health services. This transition is a complicated process that occurs at different ages and involves different eligibility criteria, depending on which organisations are involved. This chapter explores the nature of transition from childhood to adulthood for young people with learning disabilities. It outlines their experiences of transition and examines policy responses in relation to these experiences. The chapter shows that young people with learning disabilities are often particularly vulnerable to the varying age limits and eligibility structures of different support services. They are also very much at the heart of changing expectations in terms of social inclusion, with the aspiration for exercising wider choices and accessing employment.
Colin Ong-Dean
- Published in print:
- 2009
- Published Online:
- February 2013
- ISBN:
- 9780226630007
- eISBN:
- 9780226630021
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226630021.001.0001
- Subject:
- Education, Early Childhood and Elementary Education
Students in special education programs can have widely divergent experiences. For some, special education amounts to a dumping ground where schools unload their problem students, while for others, it ...
More
Students in special education programs can have widely divergent experiences. For some, special education amounts to a dumping ground where schools unload their problem students, while for others, it provides access to services and accommodations that drastically improve chances of succeeding in school and beyond. This book argues that this inequity in treatment is directly linked to the disparity in resources possessed by the students' parents. Since the mid-1970s, federal law has empowered parents of public school children to intervene in virtually every aspect of the decision making involved in special education. However, this book reveals that this power is generally available only to those parents with the money, educational background, and confidence needed to make effective claims about their children's disabilities and related needs. The author documents this class divide by examining evidence including historic rates of learning disability diagnosis, court decisions, and advice literature for parents of disabled children. In an era of expanding special education enrollment, the book provides an analysis of the way this expansion has created new kinds of inequality.Less
Students in special education programs can have widely divergent experiences. For some, special education amounts to a dumping ground where schools unload their problem students, while for others, it provides access to services and accommodations that drastically improve chances of succeeding in school and beyond. This book argues that this inequity in treatment is directly linked to the disparity in resources possessed by the students' parents. Since the mid-1970s, federal law has empowered parents of public school children to intervene in virtually every aspect of the decision making involved in special education. However, this book reveals that this power is generally available only to those parents with the money, educational background, and confidence needed to make effective claims about their children's disabilities and related needs. The author documents this class divide by examining evidence including historic rates of learning disability diagnosis, court decisions, and advice literature for parents of disabled children. In an era of expanding special education enrollment, the book provides an analysis of the way this expansion has created new kinds of inequality.
Teresa Cabal Krastel
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.003.0004
- Subject:
- Sociology, Education
This chapter describes the outcome of a teaching methods program entitled “Technology for the Twenty-first Century,” held at Springfield Technical Community College in Springfield, Massachusetts in ...
More
This chapter describes the outcome of a teaching methods program entitled “Technology for the Twenty-first Century,” held at Springfield Technical Community College in Springfield, Massachusetts in 2002. During the course, participants—foreign language teachers—used journals to reflect upon and transform their teaching to better meet the needs of diverse learners in their classes. Participants explored various activities that aim to accommodate the diverse needs of students in an inclusive foreign language classroom and are also especially effective for students with learning disabilities. In general, a learning disability is defined as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.” .Less
This chapter describes the outcome of a teaching methods program entitled “Technology for the Twenty-first Century,” held at Springfield Technical Community College in Springfield, Massachusetts in 2002. During the course, participants—foreign language teachers—used journals to reflect upon and transform their teaching to better meet the needs of diverse learners in their classes. Participants explored various activities that aim to accommodate the diverse needs of students in an inclusive foreign language classroom and are also especially effective for students with learning disabilities. In general, a learning disability is defined as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.” .
Kimberly A. McCord
- Published in print:
- 2017
- Published Online:
- January 2017
- ISBN:
- 9780190467760
- eISBN:
- 9780190467807
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190467760.003.0005
- Subject:
- Music, History, American
Specific learning disabilities are high-incidence disabilities. Subtypes include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Learning disabilities can make reading music notation a challenge ...
More
Specific learning disabilities are high-incidence disabilities. Subtypes include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Learning disabilities can make reading music notation a challenge and can impact academic success. Students may struggle with reading comprehension, writing skills, organization and math. Strategies such as using special fonts that make reading easier, using multiple learning modes when teaching, and offering class notes on a website for all students, keeps the student from becoming frustrated and overwhelmed.Less
Specific learning disabilities are high-incidence disabilities. Subtypes include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Learning disabilities can make reading music notation a challenge and can impact academic success. Students may struggle with reading comprehension, writing skills, organization and math. Strategies such as using special fonts that make reading easier, using multiple learning modes when teaching, and offering class notes on a website for all students, keeps the student from becoming frustrated and overwhelmed.
Colin Ong-Dean
- Published in print:
- 2009
- Published Online:
- February 2013
- ISBN:
- 9780226630007
- eISBN:
- 9780226630021
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226630021.003.0004
- Subject:
- Education, Early Childhood and Elementary Education
This chapter examines how disability diagnoses and parental practices are distributed across different groups of parents and what kinds of arguments about parents' involvement can initially be made ...
More
This chapter examines how disability diagnoses and parental practices are distributed across different groups of parents and what kinds of arguments about parents' involvement can initially be made based on this distribution. The findings reveal the shift in the number of learning disability (LD) diagnoses from the privileged to the less privileged children. This chapter also considers other disabilities such as mental retardation and autism spectrum disorders and compares the diagnoses of these disabilities with that of LD.Less
This chapter examines how disability diagnoses and parental practices are distributed across different groups of parents and what kinds of arguments about parents' involvement can initially be made based on this distribution. The findings reveal the shift in the number of learning disability (LD) diagnoses from the privileged to the less privileged children. This chapter also considers other disabilities such as mental retardation and autism spectrum disorders and compares the diagnoses of these disabilities with that of LD.
Kimberly McCord
- Published in print:
- 2016
- Published Online:
- December 2015
- ISBN:
- 9780190234560
- eISBN:
- 9780190234607
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190234560.003.0009
- Subject:
- Music, History, American
Specified learning disabilities are the most common disability. Currently, the National Center for Educational Statistics estimates that 41% of children in the United States receiving special ...
More
Specified learning disabilities are the most common disability. Currently, the National Center for Educational Statistics estimates that 41% of children in the United States receiving special education services are diagnosed with one or more specific learning disabilities. Dyslexia is the most common learning disability, but others include dyscalculia, dysgraphia, and dyspraxia. Children with learning disabilities frequently struggle with organizational skills, fine or gross motor control, and short- or long-term memory difficulties. This chapter provides information about each of these disabilities and includes strategies for music educators to provide appropriate accommodations and modification couched in a universal design for learning approach to music education.Less
Specified learning disabilities are the most common disability. Currently, the National Center for Educational Statistics estimates that 41% of children in the United States receiving special education services are diagnosed with one or more specific learning disabilities. Dyslexia is the most common learning disability, but others include dyscalculia, dysgraphia, and dyspraxia. Children with learning disabilities frequently struggle with organizational skills, fine or gross motor control, and short- or long-term memory difficulties. This chapter provides information about each of these disabilities and includes strategies for music educators to provide appropriate accommodations and modification couched in a universal design for learning approach to music education.
Duncan Mitchell
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780719096938
- eISBN:
- 9781781708637
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719096938.003.0010
- Subject:
- History, History of Science, Technology, and Medicine
This chapter explores the challenge to learning disability nursing in the period 1970-90. Learning disability nursing has its roots in the institutions that were built for the care and control of ...
More
This chapter explores the challenge to learning disability nursing in the period 1970-90. Learning disability nursing has its roots in the institutions that were built for the care and control of mental defectives following the 1913 Mental Deficiency Act. Nurses formed the majority of the paid workforce and in some cases managed the institutions with little or no medical oversight. By the 1960’s the institutions and their nurses were fully integrated within the National Health Service and the training of the nurses was organised by the General Nursing Council. In 1972 the Briggs Report into the future of the nursing profession recommended that what was then known as subnormality nursing would be replaced by a professional grouping based on a model of social care. The 1979 Jay Report formalised the recommendation by advocating a model of social care that would have no room for trained nurses. Both reports seemed to reflect a prevailing mood that nurses in what later became known as learning disability would go the way of fever nursing: an anachronism along with the institutions that they ran. Despite these developments however subnormality nursing, with its revised name of mental handicap then learning disability nursing survived and prospered.Less
This chapter explores the challenge to learning disability nursing in the period 1970-90. Learning disability nursing has its roots in the institutions that were built for the care and control of mental defectives following the 1913 Mental Deficiency Act. Nurses formed the majority of the paid workforce and in some cases managed the institutions with little or no medical oversight. By the 1960’s the institutions and their nurses were fully integrated within the National Health Service and the training of the nurses was organised by the General Nursing Council. In 1972 the Briggs Report into the future of the nursing profession recommended that what was then known as subnormality nursing would be replaced by a professional grouping based on a model of social care. The 1979 Jay Report formalised the recommendation by advocating a model of social care that would have no room for trained nurses. Both reports seemed to reflect a prevailing mood that nurses in what later became known as learning disability would go the way of fever nursing: an anachronism along with the institutions that they ran. Despite these developments however subnormality nursing, with its revised name of mental handicap then learning disability nursing survived and prospered.
Ruth Colker
- Published in print:
- 2013
- Published Online:
- March 2016
- ISBN:
- 9780814708101
- eISBN:
- 9780814708002
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814708101.001.0001
- Subject:
- Education, Early Childhood and Elementary Education
Enacted in 1975, the Education for All Handicapped Children Act—now called the Individuals with Disabilities Education Act (IDEA)—provides all children with the right to a free and appropriate public ...
More
Enacted in 1975, the Education for All Handicapped Children Act—now called the Individuals with Disabilities Education Act (IDEA)—provides all children with the right to a free and appropriate public education. On the face of it, the IDEA is a shining example of law's democratizing impulse. But is that really the case? This book digs beneath the IDEA's surface and reveals that the IDEA contains flaws that were evident at the time of its enactment that limit its effectiveness for poor and minority children. Both an expert in disability law and the mother of a child with a hearing impairment, the author learned first-hand of the Act's limitations when she embarked on a legal battle to persuade her son's school to accommodate his impairment. Her experience led her to investigate other cases, which confirmed her suspicions that the IDEA best serves those with the resources to advocate strongly for their children. The IDEA also works only as well as the rest of the system does: struggling schools that serve primarily poor students of color rarely have the funds to provide appropriate special education and related services to their students with disabilities. Through a close examination of the historical evolution of the IDEA, the actual experiences of children who fought for their education in court, and social science literature on the meaning of “learning disability” the book reveals the IDEA's shortcomings, but also suggests ways in which resources might be allocated more evenly along class lines.Less
Enacted in 1975, the Education for All Handicapped Children Act—now called the Individuals with Disabilities Education Act (IDEA)—provides all children with the right to a free and appropriate public education. On the face of it, the IDEA is a shining example of law's democratizing impulse. But is that really the case? This book digs beneath the IDEA's surface and reveals that the IDEA contains flaws that were evident at the time of its enactment that limit its effectiveness for poor and minority children. Both an expert in disability law and the mother of a child with a hearing impairment, the author learned first-hand of the Act's limitations when she embarked on a legal battle to persuade her son's school to accommodate his impairment. Her experience led her to investigate other cases, which confirmed her suspicions that the IDEA best serves those with the resources to advocate strongly for their children. The IDEA also works only as well as the rest of the system does: struggling schools that serve primarily poor students of color rarely have the funds to provide appropriate special education and related services to their students with disabilities. Through a close examination of the historical evolution of the IDEA, the actual experiences of children who fought for their education in court, and social science literature on the meaning of “learning disability” the book reveals the IDEA's shortcomings, but also suggests ways in which resources might be allocated more evenly along class lines.
Deborah VanderLinde Blair and Kimberly A. McCord (eds)
- Published in print:
- 2016
- Published Online:
- December 2015
- ISBN:
- 9780190234560
- eISBN:
- 9780190234607
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190234560.001.0001
- Subject:
- Music, History, American
This book demonstrates the author’s unique perspectives in special music education theory and practice. Strategies for teachers, teacher educators, and music therapists are provided for a diverse ...
More
This book demonstrates the author’s unique perspectives in special music education theory and practice. Strategies for teachers, teacher educators, and music therapists are provided for a diverse range of abilities and exceptionalities and for inclusive environments or highly specialized instruction with the aim of musical participation and engagement. Topics within chapters include US and international special education law, social justice and disability in music, uses of the Orff Approach in inclusive and self-contained classes, assistive technology, and use of innovative technologies to engage children and adults in active music making. In addition, the reader will find in-depth chapters that focus on specified learning disabilities, emotional/behavioral disturbance, and the impact of disability on music literacy. This book offers an opportunity to hear from leaders in special music education and music therapy from around the globe.Less
This book demonstrates the author’s unique perspectives in special music education theory and practice. Strategies for teachers, teacher educators, and music therapists are provided for a diverse range of abilities and exceptionalities and for inclusive environments or highly specialized instruction with the aim of musical participation and engagement. Topics within chapters include US and international special education law, social justice and disability in music, uses of the Orff Approach in inclusive and self-contained classes, assistive technology, and use of innovative technologies to engage children and adults in active music making. In addition, the reader will find in-depth chapters that focus on specified learning disabilities, emotional/behavioral disturbance, and the impact of disability on music literacy. This book offers an opportunity to hear from leaders in special music education and music therapy from around the globe.
Barbara McIntosh
- Published in print:
- 2017
- Published Online:
- September 2018
- ISBN:
- 9781447336846
- eISBN:
- 9781447336891
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447336846.003.0010
- Subject:
- Public Health and Epidemiology, Public Health
This chapter considers inclusive communities as a form of support for people with learning disabilities (LDs). There are one-and-a-half million people with LDs in the UK. Many of these people believe ...
More
This chapter considers inclusive communities as a form of support for people with learning disabilities (LDs). There are one-and-a-half million people with LDs in the UK. Many of these people believe that a gap exists between UK policy and reality, made worse by recent cuts in public spending. Nevertheless, there has been progress in this area. The chapter first explains what a learning disability is and how it presents before providing a brief historical background on UK government policies aimed at protecting and promoting the rights of people with LDs. It then discusses some of the major challenges involved in providing care and support for people with LDs, focusing on issues relating to health inequalities, employment, mental health, improving decision-making by people with LDs, housing, and financial constraint. The chapter concludes with an assessment of future prospects for services for people with LDs.Less
This chapter considers inclusive communities as a form of support for people with learning disabilities (LDs). There are one-and-a-half million people with LDs in the UK. Many of these people believe that a gap exists between UK policy and reality, made worse by recent cuts in public spending. Nevertheless, there has been progress in this area. The chapter first explains what a learning disability is and how it presents before providing a brief historical background on UK government policies aimed at protecting and promoting the rights of people with LDs. It then discusses some of the major challenges involved in providing care and support for people with LDs, focusing on issues relating to health inequalities, employment, mental health, improving decision-making by people with LDs, housing, and financial constraint. The chapter concludes with an assessment of future prospects for services for people with LDs.
Michael S. C. Thomas, Harry R. Purser, and Jo Van Herwegen
- Published in print:
- 2011
- Published Online:
- May 2012
- ISBN:
- 9780199594818
- eISBN:
- 9780191738166
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199594818.003.0013
- Subject:
- Psychology, Social Psychology, Developmental Psychology
One emphasis of this volume is on the use of developmental trajectories in the study of developmental disabilities. This chapter focuses on theoretical, methodological, and analytical issues ...
More
One emphasis of this volume is on the use of developmental trajectories in the study of developmental disabilities. This chapter focuses on theoretical, methodological, and analytical issues surrounding trajectories, but it is grounded in examples drawn from one aspect of research on Williams syndrome (WS), that of figurative language development. Figurative language is relevant to everyday communication skills, and it is of theoretical interest because it lies at the interface of language, cognition, and social skills. It therefore brings to the fore issues surrounding the uneven cognitive profile frequently observed in WS. In particular, how the development of figurative language fares in WS is considered, given the apparent strengths in language and social skills whereas the overall IQ indicates moderate levels of learning disability. The methods described are more general, however, and could be applied to a variety of neurodevelopmental disorders.Less
One emphasis of this volume is on the use of developmental trajectories in the study of developmental disabilities. This chapter focuses on theoretical, methodological, and analytical issues surrounding trajectories, but it is grounded in examples drawn from one aspect of research on Williams syndrome (WS), that of figurative language development. Figurative language is relevant to everyday communication skills, and it is of theoretical interest because it lies at the interface of language, cognition, and social skills. It therefore brings to the fore issues surrounding the uneven cognitive profile frequently observed in WS. In particular, how the development of figurative language fares in WS is considered, given the apparent strengths in language and social skills whereas the overall IQ indicates moderate levels of learning disability. The methods described are more general, however, and could be applied to a variety of neurodevelopmental disorders.
- Published in print:
- 2002
- Published Online:
- May 2013
- ISBN:
- 9780226208312
- eISBN:
- 9780226208343
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226208343.003.0002
- Subject:
- Law, Constitutional and Administrative Law
This chapter draws heavily on the life stories of two people: Sara and Jill and presents an approach to the issue of identity in relation to rights. It argues that the sense of self determines the ...
More
This chapter draws heavily on the life stories of two people: Sara and Jill and presents an approach to the issue of identity in relation to rights. It argues that the sense of self determines the perceptions of fairness and unfairness that precede any consideration of rights and suggests that the challenges of identity formation differ for persons with physical and learning disabilities. This chapter compares Sara and Jill's experiences to three other interviewees and emphasizes two aspects of identity namely; interactive, inter-subjective quality and its narrative component. These aspects are related to the emergence of an orientation toward rights among interviewees. It reflects on a life story that simultaneously spoke of independence and of helpful interventions by others, of barriers impeding access and of accommodations that facilitated a successful career, of egalitarianism and paternalism, of laws and a legal culture that opened doors at important moments and of laws and a legal system that posed great professional risks and inflicted pain and humiliation.Less
This chapter draws heavily on the life stories of two people: Sara and Jill and presents an approach to the issue of identity in relation to rights. It argues that the sense of self determines the perceptions of fairness and unfairness that precede any consideration of rights and suggests that the challenges of identity formation differ for persons with physical and learning disabilities. This chapter compares Sara and Jill's experiences to three other interviewees and emphasizes two aspects of identity namely; interactive, inter-subjective quality and its narrative component. These aspects are related to the emergence of an orientation toward rights among interviewees. It reflects on a life story that simultaneously spoke of independence and of helpful interventions by others, of barriers impeding access and of accommodations that facilitated a successful career, of egalitarianism and paternalism, of laws and a legal culture that opened doors at important moments and of laws and a legal system that posed great professional risks and inflicted pain and humiliation.
Alma Demszky
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9781447309987
- eISBN:
- 9781447310020
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447309987.003.0009
- Subject:
- Political Science, Public Policy
Who knows best? This case study of the legal regulation of schools for children with learning disabilities in Germany pits the embodied knowledge and expertise of parents and teachers against the ...
More
Who knows best? This case study of the legal regulation of schools for children with learning disabilities in Germany pits the embodied knowledge and expertise of parents and teachers against the inscribed wisdom of the law. The parents of disabled children have a very special knowledge of the bodies and minds of those children, which sometimes conflicts with the knowledge of teachers or policy makers: we might understand this as a conflict between the embodied knowledge of the parents and the inscribed knowledge of the law. This conflict is managed and settled in practical decision-making in the moment of enactment. The law is interpreted and enacted in the everyday decision-making of the school: this need for enactment makes for the possibility of accommodation or translation between embodied and inscribed forms of knowledge.Less
Who knows best? This case study of the legal regulation of schools for children with learning disabilities in Germany pits the embodied knowledge and expertise of parents and teachers against the inscribed wisdom of the law. The parents of disabled children have a very special knowledge of the bodies and minds of those children, which sometimes conflicts with the knowledge of teachers or policy makers: we might understand this as a conflict between the embodied knowledge of the parents and the inscribed knowledge of the law. This conflict is managed and settled in practical decision-making in the moment of enactment. The law is interpreted and enacted in the everyday decision-making of the school: this need for enactment makes for the possibility of accommodation or translation between embodied and inscribed forms of knowledge.
