introduction to learning disabilities
DESCRIPTION
Introduction to Learning Disabilities. Prepared by: Cicilia Evi GradDiplSc , M. Psi. Brief History. Foundation phase: 1800s 1920-1930 Samuel Orton called it: dyslexia 1930s Helen Davidson found a persistent letter ‘reversals’ b, d, p, q, g - PowerPoint PPT PresentationTRANSCRIPT
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Introduction to Learning Disabilities
Prepared by:Cicilia Evi GradDiplSc, M. Psi
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Brief History
• Foundation phase: 1800s• 1920-1930 Samuel Orton called it: dyslexia• 1930s Helen Davidson found a persistent letter
‘reversals’ b, d, p, q, g• The term Learning Disabilities was introduced by
Prof. Sam Kirk at a meeting of parents and professionals in Chicago on April 6, 1963
• Marianne Frostig: if visual perception enhanced improve reading abilities could NOT be validate
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Definition
• Hard to reach agreement …• Learning disabilities describes a condition of
unexpected underachievement – in which academic performance significantly below what would be predicted from the individual’s talents and potential shown in other areas (Smith & Tyler, 2009)
• The official name: specific learning disabilities
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LD?
• Different with difficulties that we have in daily situation which is infrequent
• For LD, the difficulties are common situations• Therrien & Kubina (2006) particular
difficulties including:– achieving reading fluency (able to read quickly and
correctly)– developing reading proficiency (reading efficiently
with understanding)
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Points of Similarity
1. Neurological dysfunction to some extent, other factors at school/home may exacerbate this condition
2. Difficulty in academic tasks reading, writing, math or spelling, or listening, speaking or thinking
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Points of Similarity (2)
3. Discrepancy between achievement and potentials normal intelligence, but having academic problems 2 years behind expected grade level
4. Exclusion of other causes mental retardation, emotional disturbances, hearing/visual impairments, or social/cultural disadvantage
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IQ/Achievement Discrepancy
• Students have to wait sometimes for years. Usually diagnosed at 3rd grade
• Reliance on IQ score • Size of special education category it is still
large, due to education service • Uniqueness and individual patterns of learning
heterogeneous group of learners no single treatment, explanation or accommodation is uniformly effective
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Unexpected Underachievement
• Problems not due to their intelligence capacity• Can’t achieve academically like their classmates
without disabilities • Face challenges in almost every academic area• Key features of LD: cognitive problems, poor
motivation, along with insufficient instructional response to instruction
• LD reflects deficits in the ability to process information or remember it (Torgensen, 2002)
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Reading/Learning Disabilities
• Student’s reading ability are significantly below those of classmates without disabilities
• Significantly below what is expected on the basis of the student’s other abilities
• Also have written communication problems• Called dyslexia • Started with difficulties to decode words and gain
information from printed pages• Complexity of tasks ↑ - harder to keep the pace
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They are dyslexic …
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Math/Learning Disabilities
• 5-8 percent of all students (Kunsch, Jitendra & Sood, 2003)
• Many students who have reading disabilities, also have math disabilities both have their roots in an inability to master core, foundation skills during preschool (Chard, dkk, 2008)
• Solving multistep problems (borrowing and long division) and solving word problems
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Resistant to Treatment
• Called as ‘nonresponders’ (Fuchs & Deschler, 2007)
• Do not profit from typical instruction used in the general education classes
• Require intensive, individualized instruction
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Characteristics
• Holding negative attributions• Being nonstrategic• Being unable to generalize or transfer learning• Processing information inefficiently or
incorrectly• Possessing poor social skills
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Negative Attributions
• Motivation inner drive to be succeed• Attributions self-explanations about the reasons
for one’s success or failures • Years of being unsuccessful convince them that
there is nothing they can do learned helplessness • Stop asking Qs, seek help, read materials believe
in external power: luck, others• Need to have understanding of effort and
accomplishment
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Nonstrategic
• Being organized efficient and effective learning
• Thinking skills : – Chunking by groups – Associating using relationships among and
between facts, ideas, different knowledge bases– Sequencing sequencing units or information
along a dimension
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Inability to Generalize
• Difficulty to transfer their learning to novel situations or extend their learning of one skill to similar skills
• Borrowing vs Zero in the tens coloumn
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Faulty Information Processing
• Human brain = computer (Janet Lerner)• Input processing output• LD have difficulty in either one of the process
or simply, they do it differently than typical learners
• Identify the differences on how students can understand the task to improve academic performances
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Poor Social Skills
• 75% of LD influence self-concept, ability to make friends, interactions, schoolwork
• Why?– Relationships: among LD language impairments
social competence (ability to perceive and interpret social situations, generate appropriate social response and interact with others)
– Downward spiral: academic failure positive peer relationships
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Causes and Prevention
• Still hard to document • One assumptions: neurological, may be brain
damage caused by lack of oxygen before, during, after birth
• Many LD reports they have relatives with similar problems genetic link
• Prevention?
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Overcoming Challenges
• Effective instruction (example of DB cases)• Target the right skills, set goals and
expectation high, use validated instructional procedures, and support their LD students to meet their goals
• Educators have to be creative!
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Homework
• Find an article from magazine, internet or any kind of sources that you can find about the family of children with LD.
• Make sure that you read the article• Identify the problems, difficulties, strategy and
intervention that they have• Share with the class next week