Learning Disabilities

An Overview

Challenging Myths


You cant tell if a person is Learning Disabled Learning Disabled students are NOT DUMB! Learning Disabled students and adults can make significant accomplishments in their lives

Who are we? Some Famous LD People

   

Leonardo Da Vinci Tom Cruise Winston Churchill Walt Disney

The History of Learning Disabilities

 

Over 90 terms used over the years Most common term minimal brain dysfunction (MBD) Separate definitions created
 

Specific learning disability 1963 The term Learning Disabilities received favorably no negative connotations

History Continued


United States Individuals with Disabilities Education Act Definition

Disorder of psychological processes  Affecting language, spoken or written, listening, speaking, reading, spelling or math  Includes perceptual handicaps  Brain injury  Minimal brain dysfunction  Dyslexia  Developmental aphasia


Definition
The definition proceeded to

include:
 allowance

for an accompanying and/or coexisting disorder  problems with self-regulatory selfbehaviors  heterogeneous group of disorders

Identification


If students:
1.

Dont achieve commensurate with his/her age and ability in one or more specific areas Discrepancy between achievement and intellectual ability in one or more of 7 areas

2.

Identification


Seven areas
1. 2. 3. 4. 5. 6. 7.

Oral expression Listening comprehension Written expression Basic reading skill Reading comprehension Mathematics computation Mathematics reasoning

Prevalence and Causes




Prevalence
Estimated that in U.S. & Canada half of all exceptional cases are LD related Statistics
    

Quebec Nova Scotia Ontario Saskatchewan British Columbia

10.2

Prevalence & Causes



Genetic & Heredity



chromosomal abnormalities

Birth Process Causes

 

traumatic birth forceps

Prebirth Causes
 

alcohol non RX drugs

Post Birth Causes

    

accidents diseases meningitis high fever encephalitis

Prevalence and Causes



New Areas of Research



Environmental Causes
 Substances

lead  Chemical imbalances in brain

Characteristics & Academic Deficits

The Discrepancy between Ability & Achievement Most Prevalent:


Reading Disabilities  basic reading skills  reading comprehension

Characteristics & Academic Deficits



Characteristics:


 

Reads with a strained voice and poor phrasing Ignores punctuation Gropes for words like a much younger child

Reading Deficits
 

ActingActing-out behavior Poor motivation

Characteristics & Academic Deficits



Reading Comprehension Identifiers

1. 2.

3.

Identifying the main idea Recalling basic facts and events in a sequence Making inferences or evaluating what has been read

Characteristics & Deficits Language Oral Expression

  

Speaking & Listening Comprehension Controls the ability to communicate Fact: Affects greater than 60% of LD students

Characteristics & Deficits

Language Oral Expression


Difficulties occur with expressive and receptive language

Expressive language:
 

Difficulty retrieving words Sentence articulation slower than peers

Receptive language
 

Listening Following and understanding instructions

Characteristics & Deficits Math



Difficulties expressed with reasoning

 All

four skill areas  Zero concept  Regrouping  Place value  Basic math concepts  Problem solving  Problems with math reasoning

Characteristics & Deficits

SocialSocial-Emotional Problems

Research indicates:
  

The LD label negatively affects peer relationships Poor risk of social acceptance 75% were significantly different from their nonnondisabled peers on most measures of social competence (Kavale and Forness 1996) Greater emotional risk  Depression more events, severity, longevity  Negative self-perceptions academic selfperformance, sports, appearance & social acceptance (having friends, being accepted by peer group)

Characteristics & Deficits Writing



Three areas of concern:

Handwriting  Spelling  Written expression mechanics & creativity


Characteristics & Deficits Attention Deficits & Hyperactivity



Success requires:
Initiate attention  Direct their attention  Sustain attention  Appropriately shift attention


Characteristics & Deficits



Memory
  

Retention Repeating Inconsistent

Cognition
     

Poor decisions Frequent errors Difficulty getting started Delayed verbal responses Difficulty understanding social expectations Trouble using learned information in new situations

Characteristics & Deficits

Perception: Affects the ability to
recognize stimuli being received through sight, hearing, or touch
    

Difficulty discriminating Lack planning strategies Poor organizational skills May affect one or all areas Vision most important for future higherhigherlevel academics

Characteristics & Deficits

Metacognition:
thinking about thinking
     

Inability to direct ones attention & mental processes Difficulty listening Focusing Purposefully remembering important information Connecting information to prior knowledge Making sense of new information

Characteristics & Deficits

Motor Skills & Coordination


Common Characteristics
 Display

problems with gross motor areas  Cannot throw or catch a ball  Clumsy gait  Difficulty using scissors to cut  Buttoning clothing, buttoning coat

Identification, Assessment, and Eligibility

Learning Disabilities

Identification, Assessment, and Eligibility



Different diagnostic criteria from province to province The significant difference in percentages must be attributed to the different identification procedures. (Weber 1994)

Identification, Assessment, and Eligibility



Cultural & Linguistic Diversity

  

  

Accurately identifying difficult Must be cautious when & if identifying Occasionally teachers expect less and refer to special education Disproportionate number recommended for assessment Problem: test administered in English Different from mother tongue Note: LD students have difficulties with both languages they learn (Maggie Bruik 1982)

Strategies for Curriculum & Assessment

 

Heterogeneous student population Teaching styles must be tailored to the individual student Methods
  

Whole Language Sequence or Systematic phonics Teach students a strategy about how to approach work


e.g. personal spelling dictionary enter words often missed or important

Strategies for Curriculum & Assessment



Limit writing of LD students

To copying  Filling out worksheets


PASS strategy (Ellis 1994)

P Preview A Ask and Answer Questions S Summarize the message in the last sentence S Search for errors and correct them

Strategies for Curriculum & Assessment



Oral Language
LISTEN Strategy L Look at the teacher I Ignore the student next to you S Stay in your place T Try to visualize and understand the story E Enjoy the story N Nice job! Youre a good listener

Strategies for Curriculum & Assessment Other Effective Strategies



Computers
Key features:  Self pacing  Individualized  Immediate feedback  Consistent correction procedures  Repetition without pressure

Strategies for Curriculum & Assessment Other Effective Strategies



All successful strategies include:



Development of a positive classroom environment

Techniques that improve self esteem:

     

Praise frequently Build self concept body image Sensitivity Social maturity Learning strategies & social skills training May include software that assists to this end

Strategies for Curriculum & Assessment Other Effective Strategies



Social Skills & Interpersonal Problem Solving: FAST

F A S T

Freeze and Think Alternatives Solution Try It

Strategies for Curriculum & Assessment Secondary Level



Steps
   

  

Address poor self-image selfHelp eliminate unhappiness Create successful experiences Include students in the designing and planning process self control Create and maintain interest Address affective variables Develop transition skills


Introduce an authentic curriculum by introducing elements like resume preparation, filling in application forms (job & or college), etc.

Strategies for Curriculum & Assessment Secondary School



Emphasize basic adult skills

       

Identifying appropriate goals Getting started on task Maintaining attention to task Organizing and budgeting time Completing task Checking for errors Request support when appropriate Using self-advocacy (Ryan & Price 1992) self-

Strategies for Curriculum & Assessment Secondary School



Classroom Accommodations

Preteach vocabulary Establish a purpose for reading Cooperative learning opportunities Study guides Choral responses Hands-on participation Hands-

Provide frequent positive feedback

Strategies for Curriculum & Assessment Secondary School



Modify textbooks by: Substitute textbook reading

 

supplying audiotape pairing sections, etc.

Simplify text by
 

developing an abridged version Develop chapter outlines

Highlight Key Concepts

The Importance of Developing a Sense of Community and Acceptance



Recommended Guidelines


Be consistent in class rules & schedule State rules and expectations Give directions in clear, simple words Begin with simple single concept Use concrete objects or demonstrations Teach them how to remember!

The Importance of Developing a Sense of Community and Acceptance

Recommended Guidelines
Visually present information Vary your activities Include problem solving activities Always gain the students attention before beginning Use cooperative instructional groupings Plan for success

Conclusion