ANALYSIS AND INTERPRETATION

OF MATH SKILLS
LANGUAGE DEFICIT

• Students with learning disabilities often

have difficulties with the mechanical
and social use of language.
• Language disorders refer to someone
having difficulty with: Getting their
meaning or message across to others
(expressive language) Understanding
the message coming from others
(receptive language
Specific mechanical deficits difficulties are often present in
three different areas;

PHONOLOGY

SEMANTICS SYNTAX
Specific mechanical deficits difficulties are often present in
three different areas;

PHONOLOGY • Rule systems that

determine how words are
organized into sentences.
• Syntax refers to difficulties
or impairments in
understanding or producing
the structure and order of
SYNTAX words in sentences.

SEMANTICS
 Specific mechanical deficits difficulties are often present
in three different areas;

SYNTAX • Semantic refers to

difficulties or impairments
in understanding or using
the meanings of words,
phrases, sentences, or
larger units of discourse.

SEMANTICS
PHONOLOGY
 Specific mechanical deficits difficulties are often present
in three different areas;

SEMANTICS
• The study of how individual
sounds make up words.
• It refers to difficulties or
impairments in understanding
or producing the sound
PHONOLOGY system of a language..
SYNTAX
ORAL LANGUAGE PROBLEMS

t h e a p p ro pr ia te w o rd .
• Choosing
n d in g co m p le x s en te n ces
• Understa
structures.
.
• Responding to questions
ltie s in re t ri ev ing w or d s.
• Difficu
HYPERACTIVE-IMPULSIVE ADHD
HYPERACTIVE-IMPULSIVE ADHD

• Being too active is probably the most visible sign of ADHD.

• The Hyperactive child is always on the go, through as he or she gets older, the
level may go down
Children with the hyperactive-impulsive type of ADHD
often may:

• Get out of their chairs when they’re not supposed to

• Run around or climb constantly
• Have trouble playing quietly
• Talk too much
• Blurt out answers before questions have been completed
• Have trouble waiting their turn
• Interrupt others when they’re talking
• butt in on the game others are playing (apa, 2000, p. 86)
Combined adhd

• Children with the combined type of adhd have a

symptoms of both of the types of adh.
• They have a problem with paying attention, with
hyperactivity, and with controlling their impulsive.
Children who have ADHD, these behavior are the
rule, not the exception.
• It's important that the child family and teachers
find out more about ADHD, learn how to help
child manage his or her behavior, create an
educational program that fits the child's individual
needs, and provide medication, if parents and the
doctor feel this would help the child.
Social-emotional problem
 What is social-emotional
problem
• Social-emotional problems refer to
difficulties or challenges that
individuals experience in managing
their emotions, forming and
maintaining relationships, and
navigating social interactions
effectively.
 What is social-emotional
problem
• In the early years they are often
rejected by their peers and have poor
selfconcepts. ( Sridhar & Vaughn,
2001)
• • As adults, the scars from years of
rejection can be painful and not easily
forgotten ( McGrady, Lerner, &
Boscardin, 2001)
Students with Learning Disabilities often have
Deficits in social cognition.
• Misread Social Cues • Misinterpret the
feelings of others
• Not know when they are bothering
others
• Be unaware of the effect of their
behavior on someone else
• Be unable to take the perspective of
others or out themselves in someone
else’s shoes
 What is social skills
deficits?
Social skills deficits include the following:
• Acceptance by peers
• Difficulty making friends
• Being seen by peers as overly dependent
• Being less likely to become a leaders
• Initiating or joining a conversation or play activities
• Listening
• Demonstrating empathy
• Maintaining a friendship
• Working in groups
• Resolving conflict
• Managing frustrations
Nonverbal Learning Disorder (NLD)
What is Nonverbal Learning Disorder (NLD)?

Nonverbal learning disorder (NLD) is a

numerological syndrome consisting of specific assets and
deficits. The assets include early speech and vocabulary
development, remarkable rote memory skills, attention to
detail, early reading skills development, and excellent
spelling skills. In addition, this individuals have the verbal
ability to express themselves eloquently. Moreover,
persons with NLD have strong auditory retention.
Four major categories of deficits and dysfunction also present themselves.

MOTOR DYSFUNCTION

VISUAL-SPATIAL-ORGANIZATIONAL
DYSFUNCTION

SOCIAL DYSFUNCTION

SENSORY DYSFUNCTION
Four major categories of deficits and dysfunction also present themselves.

MOTOR DYSFUNCTION  Motor dysfunction. Lack of coordination,

severe balance problems, and difficulties
VISUAL-SPATIAL-ORGANIZATIONAL with graphomotor skills
DYSFUNCTION

SOCIAL DYSFUNCTION

SENSORY DYSFUNCTION
Four major categories of deficits and dysfunction also present themselves.

MOTOR DYSFUNCTION
 Visual-spatial-organizational
dysfunction- Lack of image, poor visual
VISUAL-SPATIAL-ORGANIZATIONAL DYSFUNCTION recall, faulty spatial perceptions, difficulties
with executive functioning, and problems
with spatial relations
SOCIAL DYSFUNCTION

SENSORY DYSFUNCTION
Four major categories of deficits and dysfunction also present themselves.

MOTOR DYSFUNCTION

VISUAL-SPATIAL-ORGANIZATIONAL
DYSFUNCTION
 Social dysfunction- Lack of ability to
comprehend nonverbal communication,
SOCIAL DYSFUNCTION
difficulties adjusting to transitions and
novel situations, and deficits in social
judgment and social interaction
SENSORY DYSFUNCTION
Four major categories of deficits and dysfunction also present themselves.

MOTOR DYSFUNCTION

VISUAL-SPATIAL-ORGANIZATIONAL
DYSFUNCTION

SOCIAL DYSFUNCTION
 Sensory dysfunction- Sensitivity in any
of the sensory modes: visual, auditory,
SENSORY DYSFUNCTION tactile, taste, or olfactory
Foss (2004) reports that statements like the following are often true of individuals with a
nonverbal learning disability:
Foss (2004) reports that statements like the following are often true of individuals with a
nonverbal learning disability:

 They talk a lot but really say very little.  They have few friends; friendships tend to be
 They see the trees, not the forest. with older or younger persons rather than
 They focus on details, but do not peers.
comprehend the main idea.  They tend to process information in a linear,
 They do not see the whole picture. sequential fashion, not seeing multiple
 They do not read facial expressions, dimensions.
gestures, nor other nonverbal aspects of  In spite of relative strength in sequencing or
communication recalling sequences, they may confuse
 They may be inappropriate in their social abstract temporal concepts; they have
interactions. significant difficulty recognizing cause-effect
relationships.