Shaista Irshad

What is learning disability?

• A person having LD has difficulty in collecting,
organizing or acting on verbal and nonverbal
information. Most commonly, the person has
trouble understanding written or spoken
language. The difficulty is due to a neurological
deference in brain structure or functioning. It is a
processing disorder which result in difficulties in
listening, thinking, speaking, reading, writing,
spelling, and mathematics. Students with
learning disabilities usually have average or above
average intelligence.
 IDEA’S definition
the individual with disabilities act,
• A disorder in one or more of the basic
psychological processes involved in
understanding or in using language, spoken or
written, that may imperfect ability to listen
think, speak, read, write, spell, or do
mathematical calculations, including condition
such as perceptual disability , brain injury,
brain dysfunction, dyslexia, and
developmental aphasia."
 Academic skills disorder
• (the person-is delayed by years in the
development of one these skills) problems
with reading, writing, and math
• Learning disabilities are often grouped by
school-area skill set, if child is in school, the
types of learning disorders that are most
revolve around reading, writing, or math.
 Learning disabilities in reading
(dyslexia)
• There are two types of learning disabilities in
reading. Basic reading problems occur when
there is difficulty understanding the
relationship between sounds, letters and
words. Reading comprehension problems
occur when there is an inability to grasp the
meaning of words, phrases, and paragraphs.
 Signs of reading difficulty include
problems with:
• Letter and word recognition
• Understanding words and ideas
• Reading speed and fluency
• General vocabulary skills
 Learning Disability in Math
(Dyscalculia)
• Learning disabilities in math greatly depending on the
child’s other strengths and weaknesses. A child’s ability
to math will be affected differently by a language
learning disability, or a visual disorder or a difficulty
with sequencing, memory or organization.
• A child with math based learning disorder may struggle
with memorization and organization of numbers,
operation signs, and number facts like 5+5=10 or 5*5=
25. They might also trouble with counting principles
such as counting by 2s or by 5s , or have difficulty
telling time.
 Learning Disability in Writing
(Dysgraphia)
• Learning disabilities in writing can involve the physical
act of writing or the mental activity of comprehending
and synthesizing information. Basic writing disorders
refer to physical difficulty forming words and letters.
• Symptoms of a written language disability revolve
around the act of writing. They include problems with:
• Neatness and consistency of writing
• Accurately copying letters and words
• Spelling consistency
• Writing organization and coherence
Characteristics of Learning Disabilities
• The following a list of ‘common characteristics of
an LD) student. Conditions must be persistent.
Over a long period of time. Presence of these
conditions does not necessarily means a person is
learning disabled.
• primary characteristics: Reading problems
(decoding and / or comprehension), difficulties in
written language, and underachievement in
math. Secondary characteristics might include
poor social skills, inattention, hyperactivity, and
behavioral problems.
• .
 Academic Deficits:
• Academic deficits are the hallmarks of learning disabilities.
They exhibit following learning disabilities.
• Reading Skills There are two types of learning disability in
reading. Basic reading problems occur when there is
difficulty understanding the relationship between sounds,
letters and words. Reading comprehension problems occur
when there is an-inability to grasp the meaning of words,
phrases, and paragraphs.
• Signs of rending difficulty include problems with:
• Letter and word recognition
• Understanding words and ideas
• Reading speed and fluency
• General vocabulary skills
 Learning disabilities in math
• Learning disabilities in math vary greatly depending on
the child's other strengths and weaknesses. A child's
ability to do math will be affected differently by a
language learning disability, or a visual disorder or a
difficulty with sequencing, memory or organization.
• A child with a math-based learning depending on the
child’s organization of numbers, operation signs, and
number "facts" (like 5+5=1O or 5x5=25). Children with
math learning disorders might also have trouble with
counting principles (such as counting by 2s or counting
by 5s) or have difficulty telling time.
 Learning disabilities in writing
• Learning disabilities in writing can involve physical act of
writing or the mental activity of comprehending and
synthesizing information. Basic writing disorder refers to
physical difficulty forming words and letter.
• Expressive writing disability indicates a struggle to organize
thoughts on paper.
• Symptoms of a written language disability revolve around
the act of writing. They include problems with:
• Neatness and consistency of writing
• Accurately copying letter and words
• Spelling consistency
• Writing organization and coherence
• Reading, writing and math aren’t the only
skills impacted by learning disorders. Other
types of learning disability involve difficulties
with motor skills (movement and
coordination), understanding spoken
language, distinguishing between sounds, and
interpreting visual information.
 Reading Skills abilities
• Poor decoding fluency
• Slow reading rate
• Lack of self-monitoring reading skills
• Poor comprehension and/or retention
• Difficulty identifying important ideas in context
• Extreme difficulty building ideas and images
• Difficulty integrating new ideas to existing knowledge
• Weak vocabulary skills
• Extreme difficulty understanding words or grammar
• Difficulty recognizing high frequency words
• Oral comprehension is noticeably stronger than reading comprehension
• Extreme difficulty focusing attention on the printed marks
• Difficulty controlling eye movements across the page
• Wavy or shimmering pages not attributable to poor vision
 Spelling skills
• Phonological awareness is noticeably stronger
than spelling ability
• Frequent spelling errors of high frequency words
• Extreme difficulty with homonyms and/or regular
spelling patterns
• No understanding of the relationship of phonics
to written language
• No understanding of common spelling rules
• Inadequate understanding of phonics even with
instruction
 Written Expression Skills
• Poor writing fluency
• Unable to compose complete, grammatical sentences
• Difficult organizing written information
• Poor handwriting
• Extremely poor alignment
• Inability to take notes or copy information from a book
or the board
• Oral expression is noticeably stronger than written
expression
• Extremely weak proofreading skills
 Oral Language Skills
• Inability to hear small differences between
sounds, not attributable to a hearing loss,
particularly vowel sounds
• Difficulty articulating thoughts or ideas aurally
• Difficulty pronouncing words
• Inability to blend sounds together to form words
• Difficulty listening and responding to a series of
direction
• Disorganized recall of facts or details
 Mathematical Skills
• Poor mathematical fluency
• Difficulty memorizing multiplication tables
• Difficulty identifying multiples and/or factors
• Poor basic calculation skills
• Difficulty understanding word or application problems
• Poor understanding of mathematical concepts
• Difficulty sorting out irrelevant information
• Lower visual perceptual and visual-spatial ability
• Inability to transfer basic mathematical concepts to solve
problems with unpredictable information
• Inability to use basic facts within more complex calculations
 Nonverbal learning abilities
• Person with learning disability have nonverbal
disabilities which involves problems in
• Social behavior
• Mathematical abilities
• Visual spatial tasks
• Tactual tasks
• Self-regulation and organization
• Have poor self-concept because of being rejected
by peers
 3 Memory deficits
• Extremely weak ability to store and retrieve
information efficiently
• Extremely weak ability to hold information for
immediate use
• Problem with working and short term memory
 Reasoning skills
• Extremely weak ability to solve problems, particularly when
information or procedure is unfamiliar
• Extreme difficulty recognizing, transforming, or using specific
information to reach general conclusions.
 Attention Problem
• Person with LD often have problems with
attention. And some have attention problems
serious enough to also have ADHD.
• Motivation Deficit
• Frequently have difficulty being motivated
enough to perform any task
• Display learned helplessness
• Have an external locus of control.
 Signs and symptoms of learning
disabilities and disorders:
• Learning disabilities looks very different from one
child to another. It is not always easy to identify
learning disabilities. Because of the wide
variations , there is no single symptoms or profile
that you can look to as proof of a problem.
However, some warning signs are more common
than others at different ages. If you are aware of
what they are, you will be able to catch a learning
disorder early and quickly take steps to get your
child help.
 COMMON SIGNS OF LEARNING
DISABILITIES
• Learning disabilities look very different from one student to
another. One individual may struggle with reading and
spelling, while another loves books but cannot understand
math. Still another student may have difficulty
understanding what others are saying or communicating
out loud. These problems are very different from one
another, but they are all examples LDs.
• It is not always easy to identify LDs. Because of the wide
variations, there is no single symptom or profile that you
can look to as proof of a problem. However, some warning
signs are more common than others at different ages. If you
are aware of what they are, you will be able to quickly take
steps to get your child help.
 INFANCY
• Trouble with nursing, sucking, or digesting
• Resistance to cuddling and body contact
• Lack of or excessive response to sounds or
stimulus
• Trouble following movements with the eyes
• Frequent ear infections
• Unusual sleep patterns
• Delays in sitting, standing, walking, and/or talking
• Irritability
 Pre school sign and symptoms of
learning disabilities
• Problems pouncing words
• Trouble finding the right word
• Difficulty rhyming
• Difficulty controlling crayons pencils and
scissors or coloring with the lines
• Difficulty following directions or learning
routines
 PRESCHOOL
• Speaks later than most children and/or has immature speech patterns
(Developmental norms are provided online by the American Speech-
Language-Hearing Association,
www.asha.org/public/speech/development/child_hear_talk.htm)
• Slow vocabulary growth, often unable to find the right words,
pronunciation problems
• Difficulty rhyming words
• Trouble learning numbers, the alphabet, the days of the week, colours,
and shapes
• Extreme restlessness and easily distracted
• Trouble interacting with peers
• Difficulty following directions or routines
• Difficulty with dressing
• Fine motor and/or gross motor skills are slow to develop
• Exaggerated response to excitement or frustration
 GRADES K - 4
• Trouble learning the connection between letters and sounds
• Unable to blend sounds to make words
• Confuses basic words (run, eat, want) when reading
• Makes consistent reading and spelling errors including letter
reversals (b/d), inversion (m/w), transposition (left/felt) and
substitution (house/home)
• Transposes number sequences and confuses arithmetic signs (+, -,
x, /) Slow to remember facts
• Slow to learn new skills, relies heavily on memorization Impulsive,
difficulty planning
• Unstable pencil grip, poor printing
• Trouble with the concept of time or learning how to tell time
 Ages 5-9 signs and symptoms of
learning disabilities
• Trouble learning the conversation between
letters and sounds
• Unable to blend sounds to make words
• Trouble learning basic math concepts
• Difficulty telling time and remembering
sequence
• Slow to learn new skills
 GRADES K - 4
• Difficulty cutting with scissors, colouring, and/or printing inside
lines
• Cannot tie laces, button clothes, or get dressed
• Reads but does not comprehend
• Difficulty playing with more than one child at a time, may prefer to
be alone
• Difficulty remembering the names of things such as seasons or
months
• Does not understand the difference between concepts such as “up
and down” or “top and bottom”
• Poor coordination
• Unaware of physical surroundings
• Prone to accidents
 Con..
• Difficulty making friends
• Trouble understanding body language and facial
expressions
• Difficulty expressing ideas and relating events in
sequence
• Difficulty with math skills
• Poor organizational skills (e.g., messy bedroom,
desk is disorganized)
• Trouble following classroom discussions and
expressing thoughts aloud
 GRADES 5-8
• Reverses letter sequences (soiled/solid, left/felt)
• Slow to learn prefixes, suffixes, root words, and
other spelling strategies
• Dislikes reading and writing
• Trouble with open-ended test questions and
word problems
• Difficulty with handwriting
• Awkward, fist-like, or tight-pencil grip
• Slow or poor recall of facts
 Ages 10-13 signs and symptoms of
learning disabilities
• Difficulty with reading comprehension or
math skills
• Trouble with open ended test question and
word problems
• Dislikes reading and writing , avoid reading
aloud
• Spells the same word differently in a single
documents
 HIGH SCHOOL STUDENTS
• Continues to spell incorrectly, frequently spells
the same word differently in a single piece of
writing, laborious handwriting
• Avoids reading and writing tasks
• Difficulty putting thoughts on paper
• Trouble with summarizing
• Trouble with open-ended questions on tests
• Weak memory skills
• Difficulty adjusting to new settings 
• Works slowly
• Poor grasp of abstract concepts
• Either pays too little attention to details or focuses on them
too much
• Misreads information, lacks logic, has poor reasoning ability
• Vulnerable to peer pressure, often the “scapegoat” in
situations
• Difficulty organizing and/or concentrating on homework
• Rarely relates past events or experiences in sequence or
detai
 ADULTS
• Excellent verbal ability but cannot express thoughts on
paper
• Mechanical aptitude but difficulty with reading,
writing, or spelling
• Lacks social skills and has difficulty maintaining
relationships or making friends
• Learns well when shown but cannot follow written
and/or verbal instructions
• Feels constantly anxious, tense, depressed, and/or has
a very poor selfconcept
• Has difficulty organizing belongings, time, activities, or
responsibilities
• The presence of one or two of these signs may
not be significant, but a cluster of these
behaviors requires further assessment. It is
never too early to seek help but waiting too
long could be harmful
 Specific Learning Disorder
Diagnostic Criteria (DSM 5)
• A. Difficulties learning and using academic skills, as indicated by the presence of at least
one of the following symptoms that have persisted for at least 6 months,
• 1. Inaccurate or slow and effortful word reading (e.g., reads single words aloud incorrectly
or slowly and hesitantly, frequently guesses words, has difficulty sounding out words).
• 2. Difficulty understanding the meaning of what is read (e.g., may read text accurately but
not understand the sequence, relationships, inferences, or deeper meanings of what is
read).
• 3. Difficulties with spelling (e.g., may add, omit, or substitute vowels).
• 4. Difficulties with written expression (e.g., makes multiple grammatical or punctuation
errors within sentences; employs poor paragraph organization; written expression of ideas
lacks clarity).
• 5. Difficulties mastering number sense, number facts, or calculation (e.g., has poor
understanding of numbers, their magnitude, and relationships; counts on fingers to add
single-digit numbers instead of recalling the math fact as peers do; gets lost in arithmetic
calculation and may switch procedures).
• 6. Difficulties with mathematical reasoning (e.g., has severe difficulty applying
mathematical concepts, facts, or procedures to solve quantitative problems).
• The affected academic skills are quantifiably below those
expected for the individual’s chronological age, and cause
significant interference with academic or occupational
performance, or with activities of daily living, as confirmed by
individually administered standardized achievement measures
and comprehensive clinical assessment. For individuals age 17
years and older, a documented history of impairing learning
difficulties may be substituted for the standardized assessment.

• C. The learning difficulties begin during school-age years but may

not become fully manifest until the demands for those affected
academic skills exceed the individual’s limited capacities (e.g., as
in timed tests, reading or writing lengthy complex reports for a
tight deadline, excessively heavy academic loads).

• D. The learning difficulties are not better accounted for by

intellectual disabilities, uncorrected visual or auditory acuity,
other mental or neurological disorders, psychosocial adversity,
lack of skill in the language of academic instruction, or inadequate
educational instruction.
 Specify if
With impairment in reading:
• Word reading accuracy
• Reading rate or fluency
• Reading comprehension
Note: Dyslexia is an alternative term used to refer to a pattern of learning difficulties
• characterized by problems with accurate or fluent word recognition, poor
decoding, and poor spelling abilities. If dyslexia is used to specify this particular
pattern of difficulties, it is important also to specify any additional difficulties
that are present, such as difficulties with reading comprehension or math
reasoning.
With impairment in written expression:
• Spelling accuracy
• Grammar and punctuation accuracy
• Clarity or organization of written expression
With impairment in mathematics:
• Number sense
• Memorization of arithmetic facts
• Accurate calculation
• Accurate math reasoning
 Specify current severity:

• Mild: Some difficulties learning skills in one or two academic domains, but of
mild enough severity that the individual may be able to compensate or function
well when provided with appropriate accommodations or support services,
especially during the school years.

• Moderate: Marked difficulties learning skills in one or more academic domains,

so that the individual is unlikely to become proficient without some intervals of
intensive and specialized teaching during the school years. Some
accommodations or supportive services at least part of the day at school, in the
workplace, or at home may be needed to complete activities accurately and
efficiently.

• Severe: Severe difficulties learning skills, affecting several academic domains, so

that the individual is unlikely to learn those skills without ongoing intensive
individualized and specialized teaching for most of the school years. Even with an
array of appropriate accommodations or services at home, at school, or in the
workplace, the individual may not be able to complete all activities efficiently.
• Note: Dyscalculia is an alterative term used to
refer to a pattern of difficulties characterized by
problems processing numerical information,
learning arithmetic facts, and performing
accurate or fluent calculations. If dyscalculia is
used to specify this particular pattern of
mathematic difficulties, it is important also to
specify any additional difficulties that are
present, such as difficulties with math reasoning
or word reasoning accuracy.
• Note: Dyscalculia is an alterative term used to
refer to a pattern of difficulties characterized by
problems processing numerical information,
learning arithmetic facts, and performing
accurate or fluent calculations. If dyscalculia is
used to specify this particular pattern of
mathematic difficulties, it is important also to
specify any additional difficulties that are
present, such as difficulties with math reasoning
or word reasoning accuracy.
 Co-morbidity
• (Co-morbidity means that certain diseases and disorders
tend to occur together )

• In 25% of the cases of Learning disabilities, a co-morbid

condition is Attention Deficit/Hyperactive Disorder-
AD/HD .Specific learning disorder commonly co-occurs
with neurodevelopmental (e.g., ADHD, communication
disorders, developmental coordination disorder, autistic
spectrum disorder) or other mental disorders (e.g., anxiety
disorders, depressive and bipolar disorders).

• Gender-Related Diagnostic issues

• Specific learning disorder is more common in males than in
females (ratio range from about 2:1 to 3:1).
• Learning disabilities are presumed to be
disorders of the central nervous system and a
variety of factors may contribute to their
occurrence.
Prenatal cause:
• Use of drugs: The mother drinking or use of
drug during pregnancy can cause the learning
disability.
• Illness of mother: Mother's illness during
pregnancy can be cause of learning disability.
PERI NATAL CAUSES
POST NATAL CAUSES
• Lack of mental stimulation early in life: lack
of encouragement environment in the
childhood can enhance learning disability.
 Psychological and behavioral
characteristics
• Psychological characteristics
• Perception
• Perception is the ability to organize and understand the information
experienced through the sensory channels, such as visual or auditory
input. Students with learning disability have problem in the perception of
the things. An example would be the ability to distinguish the letter "B"
from the letter "D" based on the overall shape, direction of the letter, and
its parts. Some children with learning disabilities reverse letters, words, or
whole passages during reading or writing.

• Inattention
• Attention is broad term that refers to the ability to receive and process
information. inattention is frequently with individuals with learning
disabilities. The inability to focus on information can inhibit the student's
ability to perform tasks in the classroom at the appropriate achievement
level.
• Memory
• Memory involves many different skills and processes such as encoding (the ability
to organize information for learning). Students with learning disabilities may
experience deficits in working memory which affects their ability to store new
information and to retrieve previously processed information from long-term
memory.
• Metacognition
thinking that enables understanding,
analysis, and control of one’s cognitive processes
,especially when engaged in learning. Metacognition is the ability to monitor and
evaluate performance. A deficit in any of these skills can have a major impact on the
ability of a student with learning disability to learn new information and apply it to any
situation.

• Organization
• The inability to organize information can affect the most superficial tasks or the
most complex cognitive activities. Students with learning disabilities may have
difficulties organizing their thought processes, their class work, and their
environment.
• Individuals with learning disabilities have increased levels of anxiety.
• Individuals with learning disabilities may be at greater risk for depression.
• Individuals with learning disabilities have high levels of loneliness.
• Individuals with learning disabilities may have a lower self-concept (self-esteem).
• Behavioral characteristics
• Quitting: when tasks become difficult or frustrating;
• Avoiding: a task or activity for fear of failing;
• Clowning: to hide lack of confidence or to relieve pressure;
• Controlling: to counteract a sense of helplessness;
• Denying: in order to manage the pain they would feel if insecurities were
acknowledged;
• Being impulsive: finishing tasks as quickly as possible "just to get it over with."
Perseveration inability to shift easily from one activity to another.
• Social Misperception ,immature or inappropriate responses in social encounters.
• May have difficulty attending to a task
• High rates of movement (hyperactivity)
• Often seems slow to respond
• Often requires a great deal one to one support for understanding
• few positive interactions at school, difficulty making friends
• May not display appropriate verbal and non-verbal cues in conversation
• Might misunderstand jokes, idioms etc.
• May not follow the social rules of conversation, such as taking tums
• May stand too close to a listener
• May have a non-verbal learning disability (difficulties recognizing and translating
nonverbal cues into meaningful information)
• Learning disabilities can be characterized by a
discrepancy between a student’s ability and
his or her achievement in areas such as
reading, writing, mathematics, or speaking.
This option is up to the individual school, or
agency doing the assessment.
 SCREENING INFORMATION
• Required
1. Hearing 2. Vision
• Recommended
1. Formal assessment
a. Group achievement and/or group mental abilities tests
• 2. Informal assessment
• Detailed history
• a. Teacher made or criterion-referenced tests
• b. Work samples
• c. Observational data in classes and other settings
• d. Subjective records
• e. Rating scales
• f. Checklists
• g. Response to scientific, research-based intervention
• REQUIRED EVALUATION DATA
• In evaluating a child suspected of having a specific
learning disability, the multidiscipline evaluation team
must include: the child's regular teacher; and at least
one person qualified to conduct individual diagnostic
examinations of children, such as a school psychology
specialist, speech-language pathologist, special
education teacher.
• A. Social History B. Individual Intelligence (One
required) C. Individual Achievement (One required) D.
Adaptive Behavior (One required) E. Communicative
Abilities
• A comprehensive language screening measure is
required. Screening instruments must be
established and validated for such use and assess
areas of receptive and expressive language. These
instruments cannot be single-word vocabulary
measures only. Review of social, educational, and
communication history and/or classroom
observation of communicative abilities should
also be utilized. If the student fails the screening
or if language is identified as a problem area, a
diagnostic measure is required.
• Cognitive Assessments:
Cognitive assessments help to understand an individual’s speed of learning in an
academic environment, providing information on the student’s strengths and areas of
difficulty. These may include:
• Wechsler Preschool and Primary School Scale of Intelligence - (WPPSI) for children
2.6 to 7.3 years old
• OR the Wechsler Intelligence Scale for Children, 4th Edition (WISC- IV) for children
6 to 16.11 years old
• OR the Wechsler Adult Intelligence Scale (WAIS-III).

• Educational Assessments:
Educational assessments provide information on an individual’s reading, writing,
spelling and math skill levels. These may include:
• Wechsler Individual Achievement Test (WIAT-II),
• Neale Analysis of Reading Ability-III,
• Edwards Reading Test,
• ACER Word Identification Tests,
• SA Spelling Test,
• ACER Literacy Tests,
• The Woodcock Diagnostic Reading Battery
• Psychological Processes Related to Learning
• It is required to document performance in one or more of the
following areas that is significantly and reliably below the levels
predicted by obtained measures of thinking and reasoning outlined
above:
• • Phonological Processing
• • Memory and Attention
• • Processing Speed
• • Language Processing
• • Perceptual-Motor Processing
• • Visual Processing
• • Executive Functions
• It is also necessary that statements related to such deficits in
psychological processes are based on more than one source of
information, and that they be logically related to the observed
learning difficulties. It should be noted that a number of different
professionals may be involved in this part of the assessment, with
the relevant results being incorporated in the final documentation
of the learning disability by the regulated health care professional
qualified to communicate the diagnosis.
• Bangor Dyslexia test (BDT)
• Dyslexia Adult Screening Test
Educational Consideration of Learning
Disability
• There are many approaches to educating
learning disabled children for planning
treatment of learning disability.
• Multisensory approaches
• Medication
• Cognitive behavior modification
• Behavior modification
• Direct instruction
 Multisensory approaches
• Multisensory approaches attempt to cure
learning problems by using a combination of the
sensory system in the training process. In which
students own words and ideas in a story provide
the material for the subsequent learning
procedure.
• Medication
Medication can be provide successful reduction in
hyperactivity. Medication should determinate by
proper medical expertise and according to the
need of child.
 Cognitive behavior modification
• Cognitive behavior modification differs from
traditional behavior modification in that
thought processes are the object of change
rather than strictly observable behavior. Two
specific types of CBM:
• Self-instructional training
• Self-monitoring
• Behavior -modification
• Behavior medication is an educational approach that has-been used
effectively with teach disabled children, particularly those who are
hyperactive and easily distracted. In this procedure goal are
specified, behavior is carefully monitored and reinforcement is
provided for successful learning.
• Direct instruction
• Direct instruction is similar to behavior modification but it focuses
more on what the teacher should be doing in the instructional
process than on the characteristics of the learners.
• Direct instruction model shares many features with the behavior
analysis model that are following:

• Emphasis on the importants of increasing the probability of correct

responses
• Concern with the frequently measurement of progress
• Maintain the behavior of students
• Emphasis on directly teaching specific skill required by academic
tasks
• Managing the child in school
• Management of child with learning disability involves
following strategies
• Instructional approaches:
• Direct Instruction:
• Emphasizes carefully planned lessons for small learning
additions.
• Scripted lesson plans
• Focused on interaction between teacher and students
• Correcting mistakes immediately
• Achievement based grouping
• Frequent progress assessments
 Teaching strategies:
• Break learning tasks into small steps
• Check out regularly to check understanding.
• Provide regular quality feedback.
• Present information visually and verbally.
• Use diagrams, graphics and pictures to
support instruction.
• Provide independent practice.
• Provide simple instruction (preferably one at a
time).
• Sequence slowly, using examples.
• Use an overhead projector with an outline of the
lesson or unit of the day.
• Reduce course load.
• Repeat or re-word complicated directions.
• Frequently verbalize what is being written on the
board.
• At the end of class, summarize the important
segments of each presentation.
• Clearly label equipment, tools, and materials, and
use color-coding.
• Provide a peer tutor or assign the student to a
study group.
• Use specific language and state expectations.
• Strategies for managing of classroom.
• Special seating arrangements
• Alternative or modified assignments
• Modified testing procedures
• Quiet environment

• Special equipment in classroom:

• Word processors with spell checkers and dictionaries
• Talking calculators
• Books on tape
• Computer-based activities
 Strategies for communicating in
classroom
• Using Objects
• Use Facial expressions
• Gestures
• Sign language
• Using photographs or symbols
• Using communication boards
 Speech and language problems and
therapy
• A significant relationship exists between learning
problems and language deficits. Many children with
learning disabilities have problems in every part of the
language hierarchy. Deficits may occur in expressive or
receptive language and in speech. Youngsters who are
learning disabled; may manifest problems in
articulation, syntax, grammar, or pragmatics. speech
problems (immature language development, trouble
expressing ideas, poor word recall)
• difficulty understanding and following instructions
unless they are broken down to one or two tasks at a
time
Speech and language therapy services
for learning disabilities
• SLPs are trained in the following areas that affect
learning to read, spell and write:
• Oral language comprehension and use (phonology,
morphology, syntax, semantics, pragmatics)
• Phonological processing, including phonemic
awareness
• Articulation (speech sound production)
• Letter sound knowledge
• Word-finding difficulties
• Developing metalinguistic awareness
 Speech and language problem in
dyslexia and therapy
• Dyslexia is a term given to a range of difficulties involved with learning to
read. Acquiring the skills to read is complex and many children who find
reading difficult have a history of early speech and language difficulties.

• Speech and language can help a child with these difficulties as they have
knowledge of speech and language development and the understand the
importance of listening skills and sound perception. They can help by

• Giving one to one therapy to develop the speech sound system

• Giving therapy to develop general language skills
• Help a child to develop auditory perception and accurate listening skills
• Help with sequencing and memory difficulties
• Advising parents
• Giving staff training to schools
 Speech and language problem in
dyspraxia and therapy
• For some children the primary difficulty is in making and co-coordinating
the precise movements , which are used in the production of spoken
language, which results in severe and persisting speech production
difficulties. The condition is termed developmental verbal dyspraxia.
• Communication oriented treatment, in part, assist the person in conveying
messages and feelings with alternative means of communicating.
• Speech & language therapist are enlisting group activities to facilitate a
person’s participation in daily life.
• Methods range from providing meaningful context within a rehabilitation
facility to offering outside of such facilities.
• These methods may emphasize a return to former activities and
interaction, but also there are a few centers staffed by volunteers which
effectively create a new community for people with aphasia.
 Speech and language problem in
Aphasia and therapy
• Aphasia is the term used to describe an acquired loss of
language that causes problems with any or all of the
following: speaking, listening, reading, writing. Aphasia can
cause problem with spoken language (talking and
understanding) and written language (reading and writing)
There are two general categories of therapies and most
clinicians utilize both:
• Impairment based therapies
Aimed at improving language functions and consist of
procedures in which the clinicians directly stimulates specific
listening, speaking, reading and writing skills.
 Communication based
Also called consequence based therapies are intended to
enhance communication by any means and encourage
support from caregivers.t these therapies often consist of
more natural interactions involving real life communicative
challenges.
• A person with aphasia initially wants to speak better and
make sence of language spoken by others , therefore
speech language pathologist attempts to repair what is
broken. Therapies focus an individual’s attention on task
that allow him or her to comprehended and speak as
successfully as possible . a therapy session may be the only
time of the day in which the mental mechanics of language
are exercised with minimal frustration.
 Speech and language problem in
auditory processing disorder and
therapy:
• APD refers to how the central nervous system (CNS) uses auditory
information . how ever, the CNS is vast and also is responsible for
functions such as memory , attention, and language among
others.to avoid confusing APD with other disorders that can affect a
person’s ability to attend, understanding, and remember, it is
important to emphasize that APD is an auditory deficits that is not
the result of other higher order cognitive, language, or related
disorder.

• Changing the learning or communication environment, recruiting

higher order skills to help compensate for the disorder, and
remediation of the auditory deficit itself
• The primary purpose of environment modification is to
improve access to auditory presented information.

• Suggestions may include use of electronic devices that

assist listening, teacher-oriented suggestions the APD
can focus his/her attention on the message.

• Compensatory strategies usually consist of suggestions

for assisting listeners in strengthening central resources
( language, problem solving, memory, attention, other
cognitive skills so that they can be used to help
overcome the auditory disorder
 Speech and language problem in
dysgraphia and therapy

• Dysgraphia is a problem with the writing process.

For these students, there is an underlying reasons
that their papers are messy or that their speed is
excessively fast or extremely slow. It is unfair to
label them as poorly motivates, careless, lazy or
impulsive. While these interpretations may be
true on the surface. They are not root of what is
happening.
DEALING WITH LEARNING DISABILITIES
• With the right support and intervention,
people with LDs can succeed in school, in
work, and in life. Listed below are some
suggestions for parents and teachers.
 AS PARENTS
• Acknowledge the Problem
• Get Involved
• Talk to Your Child’s Teachers
• Show an Interest in What Your Child Does In School
• Encourage Learning and Schoolwork at Home
• Assign Housework
• Develop Understandable and Reinforced Routines
• Engage Your Child in Planning Activities
• Instill Learning Habits in Your Child
• Encourage Your Child to Use the Library
• Promote Self-Esteem
• Empower Your Child
 AS TEACHERS
• Get Involved
• Create an Appropriate Teaching Strategy
according to problem