Can you be labeled gifted- and still have learning disabilities?

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You asked how I turned a massive autistic hyper-fixation/ADHD spending habit into a business, so I tried to explain. 🙂(while giving you a peek into my insane storage area.)🤪
I turned a problem into something positive.
I am very rigid about it though, very resistant to change, and I do everything the same way every time. I have for decades now. That’s why I haven’t shared the link, even though I know it would probably be good and beneficial. I’m just terrified of change.🤦🏻‍♀️ Sorry about that! I’m working on it, and trying to convince myself to get over that, since I know a lot of you would like to check it out. Thanks for being so nice about it!

See the original post HERE

Facts and Myths about Dyscalculia

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Read more about it HERE

Strengths supporting resilience in individuals with learning disabilities

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Having a learning disability heightens an individual’s risk of developing mental health concerns, decreased educational attainment, and decreased workplace and academic performance. Although the negative impacts of learning disabilities are well-defined, little is known about the internal strengths and external resources that foster resilience in individuals with learning disabilities. In this scoping review, we synthesized research on resilience and learning disabilities using the Resilience Portfolio Model. 

Read the full review HERE

Equality vs Equity

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A picture paints a thousand words.

See more of these wonderful pictures HERE

Examining the level of anxiety in elementary school students with learning disabilities

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This research was conducted with the aim of investigating the level of anxiety in elementary school students with learning disabilities and identifying factors related to it. In this cross-sectional-analytical study, 250 students (150 with learning disabilities and 100 without disabilities) from primary schools in Tehran were selected by multi-stage cluster sampling method. Data were collected using the Spence Children’s Anxiety Scale (SCAS) and the Colorado Learning Disability Symptom Checklist (CLDQ). Data analysis was done using independent t-test, one-way analysis of variance, Pearson correlation coefficient and multiple regression. The results showed that students with learning disabilities have a higher level of anxiety than peers without disabilities (p < 0.001). Students with math disorder (dyscalculia) showed a higher level of anxiety than other types of learning disorders (p < 0.05). A positive and significant correlation was observed between age and anxiety level (r = 0.24, p < 0.01). Regression analysis showed that age, gender (being a girl), type of disorder (math) and severity of learning disorder are significant predictors of anxiety level (R² = 0.24, p < 0.001). This study highlights the importance of paying attention to mental health, especially anxiety, in students with learning disabilities. The findings emphasize the necessity of designing and implementing psychological interventions according to the type of disorder, age and gender of the students. Also, the need for a comprehensive approach in the management of learning disorders that also considers emotional aspects is identified.

Read more HERE