ABSTRACT
This article presents an international perspective of the proposed changes to the DSM-5 for learning disabilities (LD) and attention-deficit/hyperactivity disorders (ADHD) across ten countries: Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, the United Kingdom, and the United States. We provide perspectives of the present situation for youth with LD and youth with ADHD and describe the legislation, prevalence rates, and educational systems that serve students with disabilities in the respective countries. We also present a discussion of the expected impact of the proposed changes for the diagnosis of LD and ADHD in each country.
Subject(s)
Attention Deficit Disorder with Hyperactivity/diagnosis , Diagnostic and Statistical Manual of Mental Disorders , Disabled Children , Internationality , Learning Disabilities/diagnosis , Adolescent , Attention Deficit Disorder with Hyperactivity/epidemiology , Australia/epidemiology , Child , Cross-Cultural Comparison , Disabled Children/education , Disabled Children/legislation & jurisprudence , Disabled Children/statistics & numerical data , Germany/epidemiology , Greece/epidemiology , Humans , India/epidemiology , Israel/epidemiology , Italy/epidemiology , Learning Disabilities/epidemiology , Spain/epidemiology , Taiwan/epidemiology , United Kingdom/epidemiology , United States/epidemiologyABSTRACT
This study examined parental and family stress and functioning where there is a child with fragile X syndrome. Mothers and fathers in 40 families were asked about their child with fragile X syndrome, family supports, their psychological stress, the marital relationship, and their family stress. Results indicate parents were well adjusted in terms of their levels of psychological stress and in their marital relationships, however, parents reported high levels of family stress. Mothers and fathers were found to experience similar levels of stress and to report similar levels of satisfaction with supports. Stress was predicted by different variables in mothers and fathers, suggesting that different processes underlie their experiences. The strongest predictor of maternal stress was the level of marital satisfaction while the strongest predictor of paternal stress was the level of the child's adaptive skills.
Subject(s)
Fathers/psychology , Fragile X Syndrome/psychology , Mothers/psychology , Stress, Psychological/diagnosis , Adaptation, Psychological , Adolescent , Adult , Child , Child, Preschool , Family Health , Female , Humans , Male , Middle Aged , Parent-Child Relations , Predictive Value of Tests , Regression Analysis , Single Parent/psychology , Stress, Psychological/psychologyABSTRACT
In this article, we provide an understanding of the term numeracy as it is used in Australia and a description of numeracy education in this country. In particular, we discuss the role of outcomes-based curriculum frameworks and outline the dominant teaching approaches. The focus is on students with learning difficulties and how they are identified and supported in schools. We create two vignettes based on real students with difficulties in numeracy, which highlight two of the most common problems. We report on the prevalence of learning difficulties in numeracy in Australia and describe some of the initiatives related to the assessment and enhancement of learning in numeracy that are being undertaken in various states in Australia. Finally, we identify some of the future challenges facing the Australian education system in this area. These challenges relate to teacher knowledge, mandated assessment, and the role of parents. We conclude the article by calling for the evaluation of current assessment and intervention initiatives as well as the development of a national program to support the goal of numeracy for all students.
Subject(s)
Learning Disabilities/epidemiology , Mathematics , Adolescent , Australia/epidemiology , Child , Female , Humans , Learning Disabilities/diagnosis , MaleABSTRACT
This case study examined the impact of a series of tutoring sessions on the literacy development of a young woman with Down syndrome. The sessions were conducted within the LATCH-ON (Literacy and Technology-Hands On) program at the Schonell Special Education Centre at the University of Queensland and made use of technology resources in addition to other methods of instruction. The first author assumed the role of participant observer through the reported sessions and acted as an individual tutor to the young woman. Data obtained from an initial screening indicated that the young woman had only limited word decoding strategies when reading text, and consequently, had significant problems with comprehension. Instruction during individual tutoring sessions focused primarily on phonics instruction, as well as other decoding strategies, such as sight word recognition. Specific instructional strategies employed by the first author are discussed. Within the context of the LATCH-ON program, the impact of individual instruction on the development of literacy is examined and discussed.
