Learning Disabilities

Discussants:

Marie V. Pedro Hero O. Laguit

Overview

Learning disabilities is a hidden disability. The problems students with LD experience are most obvious in the classroom.

Many famous people have achieved significant accomplishments despite having severe learning disabilities.

1997 IDEA Definition

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, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantage.

Causes of LD
Experts generally agree that learning is hindered in children with LD because of neurobiological abnormalities or atypical brain development and/or function in how the brain processes information. This causes an unexpected discrepancy between intelligence and achievement.
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Causes of LD

Genetic Factors Causes Occurring Before Birth Causes Occurring During Birth Process Causes Occurring After Birth

Advances in neurological research and use of computerized neurological techniques such as CAT and PET scans have led professionals to believe that LD has a neurological explanation.
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Common Classroom Characteristics

Academic Deficits Attention Deficits and Hyperactivity Metacognition Deficits

Language Deficits
SocialEmotional Problems

Memory Deficits
Cognition Deficits

Perceptual Difficulties
Motor Skills & Coordination Problems

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Academic Deficits

Discrepancy between ability and achievement Variability across skill areas is common Most prevalent type of academic difficulty is reading

80% of children with LD have primary deficits in the area of reading and language functions

Another common area of difficulty is math

May be manifested in math calculations and/or math reasoning

Written expression problems is another major area of concern

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Language Deficits

Studies suggest that more than 60% of students with LD have some type of language disorder. Language deficits include:

Oral Expression Listening Comprehension

Common language problems include difficulty in retrieving words and immature language. Many children with LD have pragmatic language problems.
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Social-Emotional Problems

Social skill problems sometimes observed in children with LD Include:

Resolving conflict Managing frustration Initiating or joining a conversation or play activities Listening Demonstrating empathy Maintaining friendships Working in groups
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Impact of Chronic School Failure

Learned Helplessness

Depressio n
Poor Social Competence

Anxiety Feelings of Inadequacy

Aggression Due to Confusion and Frustration

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Attention Deficits and Hyperactivity

Estimates of the number of students with LD who also have attention problems range from 41% to 80%.

Students with LD may have attention problems that are manifested by:

Difficulties in following directions Responding inappropriately to questions Difficulties in taking notes in class

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Memory Deficits

Trouble repeating information recently read or heard

Trouble retaining learned information Trouble following multiple directions Memory skills that are inconsistent
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Motor Skill and Coordination Problems

Gross Motor Deficits:

Throwing Catching Clumsy gait

Fine Motor Deficits:

Using scissors Buttoning Clothing Handwriting

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Identification, Assessment, and Eligibility

Minimal Standards for Assessment:

Multidisciplinary Team Classroom Teacher Qualified Diagnostician LD Specialist Observation in General Education Classroom Criteria Written Report Document Criteria Have Been Met Document Team Members Agreement with Findings
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Criteria

Student is not eligible if the severe discrepancy is due to:

Severe discrepancy between achievement and intellectual ability in one or more of the following:

Reading skills Reading comprehension Mathematic calculations Mathematical reasoning Written expression Oral expression Listening comprehension

Visual, hearing, or motor problems Mental retardation Emotional disturbance Cultural, environmental, or economic factors Inadequate learning opportunities

Team must document appropriate learning opportunities

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Common Assessments

Observations Vision and Hearing Exams Intelligence Tests Academic Tests Behavior Rating Scales Student History

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Identification of Preschoolers

Identification of preschoolers is very difficult since the disability mainly involves academic and language deficits that emerge in the elementary years. Some learning problems may be more a result of variations in growth and maturation and not learning disabilities.
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Wait and Fail Effect

Discrepancy between IQ and achievement cannot be measured reliably until age 9.

This means that several years will go by before a child receives services.

Early intervention can be critical in the area of reading.

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Cultural and Linguistic Diversity

Some children who are from culturally and linguistically diverse populations will also have learning disabilities. Identifying this population is very difficult. The team must decide if the childs difficulties are primarily due to cultural/linguistic differences or to learning disabilities.
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Curriculum & Instruction Strategies

Ineffective:

Perceptual training of auditory and visual processes

Effective:

Cognitive & Metacognitive Approaches

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Characteristics of Most Effective Approaches Are Goal Oriented Provide Multiple Opportunities for Practice Are Comprehensive and Detailed Foster Independence

Include a Strategy
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Preschool Services

An Effective Preschool Program Should Include Strategies from the Following Models:

Developmental Model (provision of an enriched environment that stimulates development)

Cognitive Model (provision of stimulation of childrens cognitive or thinking abilities)

Behavioral Model (application of the principles of direct instruction and reinforcement)
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Areas to be Addressed

Basic Reading Skills Oral Expression Written Language Listening

Reading Comprehension Math Calculations

Math Reasoning

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Reading Approaches

Whole Language Approach Sequential Phonics Approach Strategy Instruction

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Math Strategies

Many students with LD lack number sense (i.e., being able to do math without knowing how to reason and communicate meaning).

Teachers need to teach the big ideas and use instructional strategies that promote students as problem solvers.

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Written Language Strategies

Two many adaptations may result in underdeveloped skills. A variety of writing opportunities should be provided. Specific instruction in writing fundamentals should be
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Oral Language Strategies

An enriching language environmen t is critical. The classroom should be designed with areas where students can talk.

Cooperative learning activities will allow students to orally share their experiences.
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Listening Skills
(Heaton & OShea, 1995)

L I S T E N

Look at the teacher. Ignore the student next to you.

Stay in your place.

Try to visualize and understand the story. Enjoy the story. Nice Job! Youre a good listener.
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Advantages of Technology

Self-Pacing and Individualized. Immediate Feedback Consistent Correction Procedures Repetition Without Pressure Confirmation of Correct Responses Immediately

Maintaining High Frequency of Student Response Repeated Validation of Academic Success Activity Respected by Peers Motivating Increased Time on Task Minimizes Effects of Disability

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Strategies for Teaching Social Skills

Create a positive learning environment Incorporate praise and encouragement for specific accomplishments Set goals Be explicit about expectations about academics and behavior Monitor progress closely Provide frequent feedback
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Strategies for Teaching Social Skills

Correct maladaptive attributional styles Model prosocial skills and positive selftalk Provide natural opportunities for conversation and conflict resolution Provide opportunities for role playing successful cooperation
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Teaching Cognitive and Metacognitive Strategies

When presenting new information, create linkages to previouslylearned, meaningful information Provide opportunities for rehearsal

Give many opportunities for practice

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Secondary Services

With the focus of content classes in middle and high school, remediation of basic skills often is minimal. Teachers need to teach study skills.

Learning strategies is effective at this level.

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Strategies for Addressing Language Difficulties

Be conscious of the level of language you use Pre-teach vocabulary prior to instruction Adjust level of language until students have mastered basic concepts

Use demonstrations Repeat instructions individually Select a method of testing knowledge to match the students best method of communication

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Teaching Self-Determination

Students should be active members of the IEP team and help make decisions about:

Postsecondary Education Employment after High School

Address: Self-Awareness Skills Self-Advocacy Skills

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Tips for Working with Parents

Provide information on course assignments, adaptations, and policies Provide progress reports Put assignment calendars on brightly colored paper Collaborate with other teachers to prevent homework overloads Communicate with parents regarding the amount of time students spend completing homework; adjust workload as needed Understand that homework may be a low priority in some Copyright Allyn and Bacon 2004 families

Addressing Student Motivation

Involve students in decisionmaking Create and maintain interest Address affective variables
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Characteristics of Adults with LD

Difficulty in Choosing and Carrying Out Strategies Difficulty in Generalizing Previously Learned Information to New Situations

Difficulty Organizing Thoughts & Ideas Integrating & Remembering Information from a Variety of Sources Difficulties with Problem-Solving

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Characteristics of Successful Adults with LD

Desire & Willingness Identification of to Persist & Work Appropriate Goals & Extremely Hard Working Proactively to Understanding Ones Meet Them Strengths and Ability to Reframe Weaknesses Feelings About Having Access to a Learning Disability Supportive Groups and TEACHERS SHOULD Individuals FOSTER THESE CHARACTERISTICS Copyright Allyn and Bacon 2004

Work Skills That Need to Be Taught

Following Instructions Getting Started on Tasks Maintaining Attention to Tasks Organizing & Budgeting Time Completing Tasks Requesting Support When Appropriate Using SelfAdvocacy Skills Interpersonal Skills

Checking for Errors

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Rehabilitation Services Administration

Primary agency that offers services that promotes employment for adults with LD.
Services include:
vocational evaluations employment counseling financial support for postsecondary training

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Controversial Approaches
Tinted Glasses Orthomolecular Therapy Feingolds Diet

Vision Therapy Vestibular Dysfunction Therapy

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Testing Adaptations
Teachers need to find a balance between fair adaptations (i.e., those that allow a student to demonstrate knowledge) and unfair adaptations (i.e., those that are overly permissive and will inflate test
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Strategies for Addressing Academic and Language Deficits

Preteach vocabulary and access students prior knowledge before introducing new concepts. Establish a purpose for reading that gives students a specific goal for comprehension. Provide multiple opportunities to learn content: Cooperative learning Study guides Choral responses Hands-on participation
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Strategies for Addressing Academic and Language Deficits

Reduce time pressure by adjusting requirements:

give more time to complete a project. allow student to complete every other problem.

Provide options for students to demonstrate their knowledge or skill. Use demonstrations and manipulatives frequently. Modify textbooks. Avoiding crowding too much material on a single page or worksheet.
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Strategies for Addressing Academic and Language Deficits

Use a buddy system for studying or note taking. Allow students to tape-record lectures if necessary. Reduce homework load or allow parent to write students dictated answers. Provide frequent feedback and gradually allow students to evaluate their own work. Provide a listening guide or partial outline.
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Writing Software
Write: Out Loud Co-Writer Co:Writer

Dr. Peets TalkWriter

FrEdWriter

Word Processing for Kids

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Reading for the Blind and Dyslexic

Students with LD are eligible to apply for these services.
4 Services include the provision of a cassette tape for any book requested.
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Strategies for Addressing Social-Emotional Problems

Distraction-Free Setting Cooperative Activities Avoidance of Sarcasm Simple, Concrete Language Contingency Contracts Periodic Review of Rules and Consequences Encouraging Friendship-Making Allow Student To Share Expertise or Hobby
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Using a Multisensory Teaching Approach

Teachers can accommodate students individual needs by identifying their preferred style of learning or teaching in a multisensory fashion. Multisensory teaching incorporates: Seeing Saying Writing Hearing Doing Copyright Allyn and Bacon 2004

Teaching Organizational Skills

Require Assignment

Books

Help Students Set Long-

Require Monthly

Range Goals and How to Break Goals into Realistic Steps Skills

Calendars

Teach Time Management

Teach Students to

Organize Books, Notebooks, and Materials

Teach Students to Prioritize

Activities and Assignments

Provide Models
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Recommended Teaching Guidelines

Be consistent in rules and daily schedule. State rules and expectations clearly. Give advance organizers. Focus on a single concept before teaching multiple concepts. Use concrete objects or demonstrations. Teach strategies for remembering. Use activities that are short and encourage movement. Incorporate problem-solving activities. Plan for success.

Eliminate or reduce Teach to students distractions. preferred learning style.

Give clear, simple directions. Use a variety of activities.
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Gain students attention before teaching.

Use cooperative groups and peer tutoring.

Teachers need to make sure that students in the general education classroom and the student with LD understand the disability and the need for special education.
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