Learning disabilities:
What
is the history of Learning disabilities?
Ø Foundational Phase (1800-1930)
Ø Transition Phase (1930-1960)
Ø Integration Phase (1960-1974)
Ø Term “learning disability” coined
Ø Current Phase (1974-present)
Meaning
of learning disabilities:-
Specific learning disability means a
disorder in one or more of the basic psychological processes involved in
understanding or in using language, spoken or written, that may manifest in an
imperfect ability to listen, think, speak, read, write, spell, or do
mathematical calculations including conditions such as perceptual disabilities,
brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Specific learning disability does not
include learning problems that are primarily the result of visual, hearing, or
motor disabilities, of mental retardation, of emotional disturbance, or of
environmental, cultural, or economic disadvantage.
learning disabilities as involving deficits
in a number of academic and cognitive areas.
IDEA defines a specific learning disability
as:
The term means a disorder in one or more of
the basic psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in an imperfect ability
to listen, think, speak, read, write, spell, or to do mathematical
calculations, including conditions such as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Where Disorders not included. The term does
not include learning problems that are primarily the result of visual, hearing,
or motor disabilities, of mental retardation, of emotional disturbance, or of
environmental, cultural, or economic disadvantage.
Learning disabilities should not be
confused with other disabilities such as mental retardation, autism, deafness,
blindness, and behavioral disorders.
What
are Some Common Academic Deficits?
ü Reading: Phonological awareness, vocabulary, comprehension
ü Mathematics: Calculation, math facts and concepts, problem-solving,
word problems, math anxiety
ü Writing and Written Expression: Handwriting, spelling, written
expression
ü Expressive and Receptive Language: Speaking, listening,
understanding, following directions
What Other Deficits Should Be Considered?
Cognitive-Related
Characteristics : Attention, memory, strategy use,
metacognition
Social
and Emotional Characteristics: Social skills
deficits, learned helplessness, low self-concept, anxiety
Causes: Learning disabilities are presumed to be disorders of the central
nervous system and a variety of factors may contribute to their occurrence.
Learning disabilities may be due to:
Heredity. Learning disabilities tend to run in
families. It is not unusual to discover that people with learning disabilities
come from families in which other family members have reported similar
difficulties.
Problems
during pregnancy and childbirth. Learning disabilities may be caused by illness
or injury during or before birth. Learning disabilities may also be caused by
the use of drugs and alcohol during pregnancy, RH incompatibility with the mother
(if untreated), premature or prolonged labor or lack of oxygen or low weight at
birth.
Incidents after birth. Head injuries,
nutritional deprivation, poisonous substances, (e.g., lead), and child abuse
can contribute to learning disabilities
Characteristics
Students who have learning disabilities may
exhibit a wide range of traits, including:
Ø problems with reading comprehension
Ø spoken language
Ø writing
Ø reasoning ability
Ø Hyperactivity
Ø Inattention
Ø perceptual coordination problems may also be associated with
learning disabilities.
Other
traits that may be present include a variety of symptoms, such as:
Ø uneven and unpredictable test performance
Ø perceptual impairment
Ø motor disorders
Ø behaviors such as
impulsiveness
Ø low tolerance for
frustration
Ø problems in handling
day-to-day social interactions and situations
Ø inconsistent school
performance
Ø difficulty
remembering today what was learned yesterday, but may know it tomorrow
Ø short attention span
(restless, easily distracted)
Ø letter and number
reversals (sees "b" for "d" or "p", "6"
for "9", "pots" for "stop" or "post")
Ø poor reading (below
age and grade level)
Ø frequent confusion
about directions and time (right-left, up-down, yesterday-tomorrow)
Ø personal
disorganization (difficulty in following simple directions/schedules; has
trouble organizing, planning, and making best use of time; frequent loss or
misplacement of homework, schoolbooks, or other items)
Ø impulsive and/or
inappropriate behavior (poor judgment in social situations, talks and acts
before thinking)
Ø failure on written
tests but high scores on oral exams (or vice versa)
Ø speech problems (immature language development, trouble expressing
ideas, poor word recall)
Ø difficulty understanding and following instructions unless they are
broken down to one or two tasks at a time
Ø speech problems (immature
language development, trouble expressing ideas, poor word recall)
Ø difficulty understanding and following instructions unless they are
broken down to one or two tasks at a time speech problems (immature language
development, trouble expressing ideas, poor word recall)
Ø difficulty understanding and following instructions unless they are
broken down to one or two tasks at a time
Ø seems immature and has difficulty making friends
Common type/ kinds
I-Dyslexia
- a language-based disability in which a person has trouble understanding
words, sentences, or paragraphs.
Ø Delayed speech.
Ø Problems with pronunciation.
Ø Problems with rhyming words and learning rhymes.
Ø Difficulty with learning shapes, colors and how to write their own
name.
Ø Difficulty with retelling a story in the right order of events.
Ø Problems with reading a single word.
Regularly confuses certain
letters when writing, such as 'd' and 'b' or 'm' and 'w'.
Regularly writes words
backwards, such as writing 'pit' when the word 'tip' was intended.
Ø Problems with grammar, such as learning prefixes or suffixes.
Ø Tries to avoid reading aloud in class.
Ø Doesn't like reading books.
Ø Reads below their expected level.
Symptoms in high school children:
Some of the symptoms in a high school student could include:
Some of the symptoms in a high school student could include:
Ø Poor reading.
Ø Bad spelling, including different misspellings of the same word in
one writing assignment.
Ø Difficulties with writing summaries.
Ø Problems with learning a foreign language.
II-Dyscalculia
- a mathematical disability in which a person has a difficult time
solving arithmetic problems and grasping math concepts.
Normal or accelerated language acquisition:
verbal, reading, writing. Poetic ability.
Good visual memory for the printed word.
Good in the areas of science (until a level
requiring higher math skills is reached), geometry (figures with logic not
formulas), and creative arts.
But showing difficulty with the abstract
concepts of time and direction. Inability to recall schedules, and sequences of
past or future events. Unable to keep track of time. May be chronically late.
Mistaken recollection of names. Poor
name/face retrieval. Substitute names beginning with same letter.
Difficulty in doing arithmetic
calculation and abstract reasoning
Inconsistent results in addition,
subtraction, multiplication and division. Poor mental math ability. Poor with
money and credit. Cannot do financial planning or budgeting. Checkbooks not
balanced. Short term, not long term financial thinking. Fails to see big
financial picture. May have fear of money and cash transactions. May be unable
to mentally figure change due back, the amounts to pay for tips, taxes, etc., When
writing, reading and recalling numbers, these common mistakes are made:
number additions, substitutions, transpositions, omissions, and reversals.
Inability to grasp and remember math
concepts, rules, formulas, sequence (order of operations), and basic addition,
subtraction, multiplication and division facts. Poor long term memory
(retention & retrieval) of concept mastery- may be able to perform math
operations one day, but draw a blank the next! May be able to do book work but
fails all tests and quizzes.
III-Dysgraphia - a writing disability in
which a person finds it hard to form letters or write within a defined space.
Generally illegible writing (despite
appropriate time and attention given the task) .
Inconsistencies: mixtures of print and
cursive, upper and lowercase, or irregular sizes, shapes, or slant of letters .
Unfinished words or letters, omitted words
Inconsistent position on page with respect
to lines and margins.
Inconsistent spaces between words and
letters
Cramped or unusual grip, especially:
Holding the writing instrument very close
to the paper, or
Holding thumb over two fingers and writing
from the wrist
Strange wrist, body, or paper position
Talking to self while writing, or carefully
watching the hand that is writing
IV-Dysorthographia:
Individuals with this disorder have difficulties utilizing clues from several
sources that aid in deciding on the correct spelling of a word. It is a
specific learning disability that involves an inability or delay in learning to
properly spell words from letters.
People who are poor spellers typically have
trouble analyzing the sounds, syllables, and meaningful parts of words in both
spoken language and written language.
How
are Students with Learning Disabilities Identified?
Response to Intervention: Three-tier model
to identify students who might have a learning disability
How
Do I Teach Students with Learning Disabilities?
ü Task Analysis:Breaking a task down into simpler components to be
taught in sequence
ü Direct Instruction:Daily review, presentation, guided practice,
independent practice, and weekly and monthly reviews
ü Strategies Instruction
Specifically,
technology can help individuals with disabilities become more efficient and
effective learners.
What
is Strategies Instruction?
Ø Using visuals
Ø Implementing cooperative learning
Ø Setting up peer tutors
Ø Allowing use of the native language to organize thoughts
Ø Providing sufficient time to use language
Ø Focusing on vocabulary to teach concepts
Ø Providing multi-sensory teaching
Ø Using supplementary materials
What
are Considerations for the Instructional Environment?
v Physical arrangements
v One-to-one instruction
v Instructional grouping
v Small group, whole class, peer tutoring
How to provide NEEDED STRUCTURE to all
students:
v Have students keep an assignment notebook
v Clearly state and post daily objectives – what you expect the
students to learn while in your class.
v Develop and use a simple system for students to receive, record, and
turn in assignments (Rod’s routine).
v Clearly explain the system (several times) and provide opportunities
for practice and feedback.
v Be consistent!!!!!
v Set clear consequences.
v Follow up when students do not follow the system
v Be consistent!!!!
Summary: Having trouble: Processing
information ,Organizing information, Applying information. Though there is no
known cause of learning disabilities, there are many techniques and strategies
that teachers can use to help students identified with learning disabilities
acquire knowledge and skills and to experience success. Leads to develop ..
ü Low motivation
ü Poor Self-Esteem
ü Behavioral Concerns
ü Physical Affects
ü Self-Critical &
Critical of Others
