The Learning Disability Index (LDI) is one of many diagnostic indicators proposed for the identification of students with learning disabilities that relies on patterns of performance on cognitive tests. The LDI is hypothesized to relate to students' specific neuropsychological deficits. The present study investigated the diagnostic utility of the LDI with the third edition of the Wechsler Intel...

BACKGROUND the Phonological and Reading Remediation Program in learning disabilities. AIM to verify therapeutic effectiveness of the Phonological and Reading Remediation Program in students with learning disabilities. METHOD participants of this study were 40 students who were divided in the following groups: GI, subdivided in: GIE (10 students without learning disabilities submitted to the...

Conversations of educational equity in mathematics necessitate a more deliberate, nuanced look at the mathematical processes learning for students color from historically marginalized communities. This paper describes theoretical work research collaborative that seeks to develop understanding experiences around identity Latinas labeled with Learning Disabilities classrooms. Expanding theory Com...

BACKGROUND AND OBJECTIVES Evidence from European and American studies indicates limited referrals of people with learning (intellectual) disabilities to palliative care services. Although professionals' perceptions of their training needs in this area have been studied, the perceptions of people with learning disabilities and family carers are not known. This study aimed to elicit the views of ...

Background: auditory training program in students with learning disabilities. Aim: to verify the efficacy of an auditory training program in students with learning disabilities; to compare the results of students with and without learning disabilities, who were and were not submitted to the auditory training program, in pre and post-testing. Method: participants were 40 students who were divide...

BACKGROUND Children with learning disabilities are identified by their severe learning problems and their deficient school achievement. On the other hand, children with sub-average school achievement and sub-average intellectual development are thought to suffer from a general intellectual delay rather than from specific learning disabilities. The open question is whether these two groups are c...