According to the SEND Code of Practice (DfE, 2015), cognition and learning difficulties encompass a wide range of needs, including general and specific learning difficulties. These difficulties affect various areas of learning including literacy, numeracy, and the acquisition of subject-specific knowledge and skills and may be linked to underlying…

This dissertation examines the experiences of people with disabilities in academia. It is oriented autoethnographically by my own experiences, and those of other students and faculty, to make vivid the phenomenological realities of living on crip time, navigating independence, the cognitive load of disability, and disclosure management. I argue…

Cognitive training (CT) programmes have gained popularity, but their efficacy remains debated. This study evaluates the impact of technology-based CT intervention on cognitive skills in adolescents with autism spectrum disorder and/or mild intellectual disability, aiming to improve cognitive functioning. Four adolescents with autism spectrum…

Information processing in children with intellectual disabilities is crucial for understanding their cognitive development, recognizing their deficits in learning information and individualizing educational programs. The aim of this study was to explore the implementation experiences of special education teachers and elementary school teachers…

This study examines the effects of a working memory (WM) sensitive math intervention in students with learning disabilities (LD). The intervention aims to improve early mathematical competencies while accounting for weak cognitive resources through a reduced instructional design. These principles are considered to be effective for learning. Ten…

College students with attention-deficit/hyperactivity disorder (ADHD) exhibit difficulty in lecture notetaking, a key study skill supporting learning and academic achievement. Higher ADHD symptoms, particularly inattentive symptoms, are related to more sensorimotor difficulties, which may make taking handwritten notes difficult, thus disrupting…

It is well-known that children with attention-deficit/hyperactivity disorder (ADHD) and specific learning disorder (SLD) often exhibit behavioural and emotional problems. However, little is known about how these problems compare between the two groups of children. This study sought to fill this gap in knowledge by comparing the executive functions…

Research has shown that nonright-handedness in children with developmental coordination disorder (DCD) is associated with poorer motor and cognitive performance. This study investigated the influence of degree and direction of handedness on performance using the Home Handedness Questionnaire, the Hitthe-Dot test, the Movement Assessment Battery…

Phonological processing skills have not only been shown to be important for reading skills, but also for arithmetic skills. Specifically, previous research in typically developing children has suggested that phonological processing skills may be more closely related to arithmetic problems that are solved through fact retrieval (e.g., remembering…

Productive engagement in fractional reasoning is essential for abstracting fundamental algebraic concepts vital to college and career success. Yet, data suggest students with learning disabilities (LDs), in particular, display pervasive shortfalls in learning and mastering fraction content. We argue that shortfalls in understanding are in fact…

Research on dyscalculia has focused almost exclusively on elementary-aged students' deficits in speed and accuracy in arithmetic calculation. This case study expands our understanding of dyscalculia by documenting how one college student with dyscalculia understood algebra during a one-on-one design experiment. A detailed case study of 19 video…

The present study examined the academic self-efficacy (ASE) of undergraduate students with self-reported learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), and comorbid LD + ADHD compared with non-LD/ADHD students at two time points, before the emergence of COVID-19 (pre-COVID) and during the pandemic (COVID-19). It also…

This review examined the therapeutic support literature for children with autism and/or an intellectual disability who have experienced interpersonal trauma. We captured studies that implemented a therapeutic support with this population and synthesised articles that made clinical practice recommendations. Fifty-two relevant articles were…

Background: Studies on the writing of students with intellectual disabilities have been scarce and unrepresentative. Therefore, the purpose of this research was to analyse this group of students' abilities to plan their texts. Method: A collective case study was carried out, with an eminently qualitative approach, although aided by an initial…

The goal of this study was to test whether cognitive load is associated with mindfulness and self-efficacy in students with and without learning disabilities. In this study, 60 students with learning disabilities and 60 students without learning disabilities were evaluated for cognitive load, mindfulness, and self-efficacy using three separate…