A Model of Assessment and Intervention for Non-Verbal Learning Disability (NVLD) in the Australian Education System: An Educational and Developmental Psychologist Perspective

Autor/inn/en	Brenchley, Celia; Costello, Shane
Titel	A Model of Assessment and Intervention for Non-Verbal Learning Disability (NVLD) in the Australian Education System: An Educational and Developmental Psychologist Perspective
Quelle	In: Australian Journal of Learning Difficulties, 23 (2018) 1, S.67-86 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Costello, Shane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2018.1467936
Schlagwörter	Intervention; Nonverbal Ability; Learning Disabilities; Symptoms (Individual Disorders); Age Differences; Clinical Diagnosis; Financial Support; Special Education; Case Studies; Flow Charts; Undergraduate Students; Grade 8; Foreign Countries; Individualized Education Programs; Interpersonal Competence; Career Planning; Extracurricular Activities; Cognitive Style; Children; Intelligence Tests; Emotional Disturbances; Secondary School Students; Australia; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Psychiatrische Symptomatik; Age; Difference; Age difference; Altersunterschied; Finanzielle Förderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Case study; Fallstudie; Case Study; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Individualized education program; Individualisierendes Lernen; Interpersonale Kompetenz; Karriereplanung; Außerunterrichtliche Aktivität; Cognitive styles; Kognitiver Stil; Child; Kind; Kinder; Intelligence test; Intelligenztest; Gefühlsstörung; Sekundarschüler; Australien
Abstract	Non-Verbal Learning Disabilities (NVLD) have a relatively rare incidence, estimated to be approximately 1.7% of all learning disabilities. Symptoms of the disorder are perceptual, social and emotional. These symptoms differ according to the developmental age, with 85% of cases being diagnosed in secondary school when education becomes more complex. In Australia the intricate arrangements between funding for intervention within the school and the requirements from the assessment authority in each state for special provision mean that a cohesive model is required for school professionals to guide education for NVLD students. This is particularly important to enable access to tertiary education. A flow-chart model of assessment and intervention for the Australian education system is demonstrated, which draws on two case studies ("Katie" currently attending university and "Jamie" currently in year 8) with the provision of Australian and International research and literature to validate the model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01