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Pharmacological Treatment of Dyslexia
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
Treatments for a learning disability known as dyslexia have varied widely and have mainly concentrated upon educational remediation and psychostimulant treatment of hyperactivity. Educational interaction has mainly proved disappointing when controlled trials have been conducted (see Gittleman, 1983, for a review). Although psychostimulant therapy has proved effective in treating hyperactivity (ADD-H) it has proved singularly ineffective in treating reading problems in non hyperactive children (Gittleman & Klein, 1976; Gittleman, Klein & Feingold, 1983).
Introduction
Published in Alex Kelly, Nancy Tarshis, Debbie Meringolo, Talkabout for Children 3, 2019
Alex Kelly, Nancy Tarshis, Debbie Meringolo
TALKABOUT for CHILDREN is a practical resource to help teachers or therapists to develop friendship skills in children. It has been particularly aimed at primary school children (aged 4–11) or children with special needs (aged 5–16). However, a lot of the activities can be used with adults with a learning disability.
The case for integration
Published in Chris Hanvey, Shaping Children’s Services, 2019
Sometimes, the calls for greater integration for children’s services have been made in relation to specific groups of children. So, for example, in 2017 the Lenehan review examined the support that was needed for children with multiple needs. This focused specifically on the 2.5% of the general population with a learning disability: 40% of whom will also experience significant psychiatric disorders (5). The report argued for “wraparound support” – that phrase again – which aimed for “good multi-agency approaches”. In order to ensure the provision of better services for children, the report called for a clear joint agency commitment at the highest level with shared access to the service, its costs and funding. What is also implied here is a new model of funding that permits budgets to be pooled in some way. An argument to which we will return in Chapter 8.
Assistive technology for students with intellectual disability: examining special education teachers ‘ perceptions in Saudi Arabia
Published in Assistive Technology, 2023
Mona F. Sulaimani, Nizar H. Bagadood
Most of the participants described similar gadgets as crucial as AT for enhancing their teaching performance with students with intellectual disabilities. The most common of these were smartboards, tablet computers, software, iPods, laptops, and desktop computers, while projectors, flashcards, videos, and PowerPoint presentations were also employed. All these assistive technologies can be used in disparate contexts as necessitated by the special needs of students with a learning disability. Additionally, the respondents indicated that the AT’s were efficient in empowerment and stigma alleviation to these students. In that, the teachers suggested that the learners felt being in a less restrictive environment as they could effectively compete with their peers who were without disability. Similarly, students with intellectual disability, the teachers underscored, could use tablets and computers to obtain apps that assist and improve learning processes. Further, one of the male participants wariness is that these forms of assistive technology are imperative to must have and indispensable technical skills for both the educator and the student. Generally, they recommended that other teachers of students with intellectual disabilities should use the same gadgets to enhance the learning process.
Resource utilization in mental illness – evaluation of an instrument for measuring direct costs of treatment for patients with severe mental illness (SMI)
Published in Nordic Journal of Psychiatry, 2023
Richard Stenmark, Jonas Eberhard, Gunnar Edman, Fiona Gaughran, Erik Jedenius
Patients were eligible to participate if they were 18 years or older with a severe mental illness (SMI) (ICD 10 diagnoses F20-29: Schizophrenia, schizotypal and delusional disorders; F31.2: bipolar affective disorder, current episode manic with psychotic symptoms; and F31.5: bipolar affective disorder, current episode severe depression with psychotic symptoms). The participants spoke Swedish. Exclusion criteria were (a) a primary diagnosis of learning disability; (b) a co-existing physical health problem that would in the opinion of a medical doctor independently impact cardiometabolic measures and/or substance use habits; (c) current pregnancy or ≤6 months post-partum; or (d) a life-threatening or terminal medical condition for which the person already received extensive care. Psychiatric diagnoses were confirmed by the treating psychiatrist in accordance with ICD-10 diagnostic criteria [15].
Typical school-to-work transitions of young adults with disabilities in Germany – a cohort study of recipients of vocational rehabilitation services after leaving school in 2008
Published in Disability and Rehabilitation, 2022
The sample comprised YPWD in VR who had left school in 2008, and consisted of 15 723 individuals. Table 1 displays their descriptive characteristics in total as well as for each cluster. There were 62% males and 38% females in the sample. Sixty percent were 17 years of age or older. 88% had German nationality, 12% were non-German. Almost half of the population (49%) had a lower secondary school qualification, 41% had no (general) school qualification; only 10% held an intermediate secondary school qualification. Sixty-four percent began VR in the year in which they left school (2008). Sixty-five percent of the young people had a learning disability and 19% a psychological or mental disability. About one-third of the population were members of households in receipt of basic income support.