Learning Disabilities: Assessment, Management and Challenges

$230.00

Rodney Parsons (Editor)

Series: Psychiatry – Theory, Applications and Treatments
BISAC: MED105000

This book contains assessments, management options and challenges for individuals with learning disabilities. Chapter One reviews whether there is enough clinical-epidemiological evidence to support the definition of dyscalculia as a nosological category. Chapter Two examines current findings and scientific evidence that is needed to better understand metacognitive ability in higher education students with learning disorders. Chapter Three discusses the importance of hearing loss identification and rehabilitation, aimed at professionals across different disciplines and also as a starting point for those new to the audiology profession. Chapter Four details a piece of original qualitative research, designed to improve audiological issues for adults with learning disabilities and hearing loss who are supported by paid caregivers. Chapter Five focuses on the examination of the major deficits of reading in English and Chinese writing systems; reviews instructional methods to the sub-types of students with reading disabilities; and introduces recent developments in teaching programs for students with reading disabilities. Chapter Six discusses the impact of challenging behaviour on families and provides avenues for support. Chapter Seven shows the way Ariel University in Israel is dealing with the goal of giving students with learning disabilities an opportunity of being part of society and the academic world. Chapter Eight examines whether and to what extent academic institutions integrate students with high-functioning autism. (Imprint: Nova)

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Table of Contents

Table of Contents

Preface

Chapter 1. The Nosological Status of Developmental Dyscalculia
Júlia Beatriz Lopes Silva, Ricardo Moura and Vitor Geraldi Haase (Programa de Pós-graduação em Saúde da Criança e do Adolescente, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil, and others)

Chapter 2. Metacognition and Learning Disabilities in Higher Education
Lucia Rodríguez-Málaga, Rebeca Cerezo and Celestino Rodríguez (Department of Psychology, University of Oviedo, Spain)

Chapter 3. Hearing Loss and Intellectual Disabilities
Siobhán Brennan and Sarah Bent (Audiology and Deafness, School of Psychological Sciences, University of Manchester, England, UK and Betsi Cadwaladr University Health Board, Wales, UK)

Chapter 4. ”I Will Make a Difference”; Using the 5As Model to Improve Issues for Adults with Learning Disabilities and Hearing Loss
Lynzee McShea (Audiology, City Hospitals Sunderland NHS Foundation Trust, Sunderland UK)

Chapter 5. Instructional Methods for Teaching Sub-Types of Students with Reading Disabilities Chinese Words
Fuk-chuen Ho, Cici Sze-ching Lam (Education University of Hong Kong, China)

Chapter 6. Impact of Challenging Behaviour on Families and Avenues for Support
Evan Yacoub, Haulie Dowd and Leigh McCann (Brothers of Charity Galway, Woodlands Centre, Dublin Road, Galway, Ireland, and others)

Chapter 7. Integrating Students with Disabilities in the Academia – A Rewarding Challenge
Nitza Davidovitch, Yair Shapiro and Elena Ponomaryova (The Faculty of Social Sciences, Ariel University, Israel, and others)

Chapter 8. How do Academic Institutions Integrate Students with High-Functioning Autism? (Report)
Elena Ponomareva, Nitza Davidovitch and Yair Shapira (Ariel University, Ariel, Israel, and others)

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