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Bernice Wong's Learning about Learning Disabilities was the first text to give equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. The Third Edition of this popular title presents 80% new material, keeping the chapters up to date in this fast-moving field. With new contributors, and seven new chapters, coverage is both comprehensive and thorough, with three sections encompassing the research aspects of learning disabilities, the instructional aspects of learning disabilities, and the issues germane to different age ranges of the learning disabled: children, adolescents, and adults.Chapters summarizing research on learning disabilities include coverage of ADHD, memory, language processing, social competence, self-regulation, and brain structures as they apply to learning disabilities. Chapters focusing on instructional aspects of learning disabilities include coverage of teaching literacy, reading comprehension, writing, and mathematics.Readers will find Learning About Learning Disabilities, Third edition suitable for use as a reference source for researchers or a graduate level text.Reviews from previous editions:\"An undergraduate text that strikes a careful balance between the intellectual (psychological) and practical aspects of learning disabilities.\"-BOOK NEWS, INC.\"This text provides a balanced focus on both the conceptual and practical aspects of learning disabilities. Its research coverage is more comprehensive and of greater depth than any other LD textbook, and it is distinctive in its treatment of such important areas as consultation skills and service delivery.\"-CHILD ASSESSMENT NEWS\"Learning About Learning Disabilities provides a broad overview of some important issues in relation to the education and development of pupils with learning disabilities... Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics. Without exception the chapters are clearly written and accessible, and many provide the reader with challenging ideas and practical suggestions.\"-BRITISH JOURNAL OF SPECIAL EDUCATION * Provides a balanced focus on both the conceptual and the practical aspects of learning disabilities. * Research coverage more comprehensive and of greater depth than any other textbook about learning disabilities * The work is distinctive in its treatment of such important areas as consultation skills and service delivery

\"The groundbreaking book that puts the focus on teens and young adults with autism. While a number of programs help young children with autism to develop social skills, until now there have been no such approaches for older kids and adults on the spectrum. This book is based on UCLA's acclaimed PEERS program, the only research-based approach in the world to helping adolescents and young adults with autism make and keep friends. This step-by-step guide helps parents, educators, and others to provide \"social coaching\" to teens and young adults on the spectrum. The book includes concrete rules and steps of social etiquette identified through research. Parents can use the book to assist in improving conversational skills, expanding social opportunities (including dating), identifying strategies for handling peer rejection, and developing and enhancing friendships. Lessons are taught using didactic teaching narratives, followed by key rules and steps. Laugeson and this groundbreaking approach have been profiled in People magazine. DVD videos included demonstrate the book's lessons clearly and show how to present the material to teens and young adults Offers a treasure trove of behavior exercises for practicing each skill, ranging from joining conversations to handling bullying The book features a bonus DVD with video demonstrations of the skills taught and a mobile application that helps teens and young adults use the strategies in real-world situations\"-- Provided by publisher.

\"The inspiring true life story of Vietnam veteran, Medal of Honor recipient and veteran's advocate Sammy Lee Davis. On November 18th, 1967, Private First Class Davis's artillery unit was hit by a massive enemy offensive. At twenty-one years old, he resolved to face the onslaught and prepared to die. Soon he would have a perforated kidney, crushed ribs, a broken vertebra, his flesh ripped by beehive darts, a bullet in his thigh, and burns all over his body. Ignoring his injuries, he manned a two-ton Howitzer by himself, crossed a canal under heavy fire to rescue three wounded American soldiers, and kept fighting until the enemy retreated. His heroism that day earned him a Congressional Medal of Honor--the ceremony footage of which ended up being used in the movie Forrest Gump. You Don't Lose 'Til You Quit Trying chronicles how his childhood in the American Heartland prepared him for the worst night of his life--and how that night set off a lifetime battling against debilitating injuries, the effects of Agent Orange and an America that was turning on its veterans. But he also battled for his fellow veterans, speaking on their behalf for forty years to help heal the wounds and memorialize the brotherhood that war could forge. Here, readers will learn of Sammy Davis's extraordinary life--the courage, the pain, and the triumph\"-- Provided by publisher.

Making mathematics concepts understandable is a challenge for any teacher—a challenge that's more complex when a classroom includes students with learning difficulties. With the new edition of this highly practical resource, educators will have just what they need to teach mathematics with confidence: research-based strategies that really work with students who have learning disabilities, ADHD (Attention Deficit Hyperactivity Disorder), or mild cognitive disabilities. With this timely book—updated throughout and filled with invaluable ideas and strategies adaptable for grades K–12—educators will know just what to teach and how to teach it to students with learning difficulties.

Racially minoritized youth with disabilities often encounter more extensive forms of discrimination. However, little is known about youth perspectives for addressing disability-related and other forms of discrimination, which is important for enhancing the participation and inclusion of youth with disabilities. This study explored the recommendations of youth with disabilities for addressing barriers and multiple forms of discrimination. This study involved in-depth interviews with a purposive sample of 20 youth with disabilities. We applied an inductive thematic analysis to the transcripts. Our findings highlighted the following key themes: (1) addressing barriers in healthcare, education, employment and the legal system; (2) community, social supports and resources; (3) advocacy; and (4) inclusive policies and youth involvement. There is a critical need for more inclusive services and support for youth with disabilities, especially those with multiple minoritized identities, to foster safe environments and quality of life.

This study presents findings from a pilot randomized controlled trial, testing a 12-week intervention to train parents of youth with autism spectrum disorder (ASD) to advocate for adult disability services—the Volunteer Advocacy Program-Transition (VAP-T). Participants included 41 parents of youth with ASD within 2 years of high school exit, randomly assigned to a treatment ( N  = 20) or wait-list control ( N  = 21) group. Outcomes, collected before and after the intervention, included parental knowledge about adult services, advocacy skills-comfort, and empowerment. The VAP-T had acceptable feasibility, treatment fidelity, and acceptability. After participating in the VAP-T, intervention parents (compared to controls) knew more about the adult service system, were more skilled/comfortable advocating, and felt more empowered.

Autistic individuals often possess strengths and abilities. Despite these strengths, employment outcomes for this population remain low. Strengths-based programs, focusing on developing skills in a supportive environment, may enable autistic adolescents to more effectively prepare for the workforce. This study explores the principal components and associated outcomes of a strengths-based program designed to support autistic children and adolescents to develop interests and skills in Science, Technology, Engineering, Arts, and Mathematics. The baseline results of 52 parents of autistic youth participating in a 3-year longitudinal survey study were explored, with results showing that according to parents the program positively impacted participants’ sense of belonging, confidence and self-esteem, health and well-being, social relationships and interactions, and activities and participation.