learning disabilities
DESCRIPTION
LEARNING DISABILITYTRANSCRIPT
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DOES YOUR CHILD HAVE A LEARNING
DISABILITY?
What we know about learning disabilities and how to help children who have them.
Presented by : Kunnampallil Gejo John
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What a learning disability is
Some common signs of learning disabilities
Types of learning disabilities
Causes of learning disabilities
Basic facts about learning disabilities
How learning disabilities are identified and diagnosed
What can be done about learning disabilities
IDEA 2004
Questions
THIS PRESENTATION WILL
COVER:
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The public school system uses the term Learning Disability. The medical classification system uses the term Learning Disorder. A new term now used by educators and clinicians is Learning Difference or Differences in
Learning.
A learning disability is a neurologically-based processing disorder resulting from faulty wiring in the cortex. Depending on what part of the cortex is affected, the
student will have problems with learning, language, and/or motor function.
DEFINITION OF
LEARNING
DISABILITY:
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These processing difficulties might involve understanding or using language, spoken or written, resulting in an imperfect
ability to listen, think, speak, read, write, spell, or do mathematical calculations. Individuals with learning
disabilities are of at least average intellectual ability or higher. They struggle in school because of these processing
problems.
Learning disabilities might impact learning to read, write, or do basic math or reading comprehension, written language,
or more complex math.
DEFINITION OF
LEARNING
DISABILITY:
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Learning disabilities might impact the students ability to organize materials and thoughts or to plan a task and carry out that plan. Thus, some problems are apparent in the earlier school years; some are not
apparent until late elementary school; and still others show up in middle or high school. In any grade, the problem is struggling with
school work, possibly with failing grades. (LDA)
You might hear that homework is a battle every night. Unfortunately, some teachers and parents blame the victim. They complain that the
student is lazy or unmotivated.
DEFINITION OF
LEARNING
DISABILITIES:
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Reading: problems with syntax or grammar; poor reading ability or poor comprehension; difficulties with phonics
Writing: problems with sentence structure, writing mechanics and organization; may spell the same word differently in the same paper
Math: problems with numerical operations, math facts, or concepts; may reverse numbers
Language: problems with comprehension of what is said or may misinterpret language; may respond in an inappropriate manner,
unrelated to what is said; may be able to explain things orally, but not in writing
SOME COMMON
SIGNS OF LEARNING
DISABILITIES:
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Auditory: may be bothered by different frequencies of sound; may consistently misunderstand what is being said
Cognitive: may acquire new skills slowly; may have difficulties following directions, especially multiple directions
Motor: may have problems with fine motor skills, such as holding a pencil; may have poor coordination; not good in sports
Memory: may be able to learn information presented in one way, but not in another; may have difficulties memorizing
SOME COMMON
SIGNS OF LEARNING
DISABILITIES:
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Organization: may have difficulties following a schedule or being on time; may have trouble learning about time
Social: may have difficulties with social skills; may misinterpret non-verbal social cues; may experience social isolation
Attention: may have short attention span or be impulsive; may be easily distracted; may experience stress on extended mental effort
SOME COMMON
SIGNS OF LEARNING
DISABILITIES:
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Dyslexia: difficulties processing language; difficulties with reading
Dyscalculia: difficulties with math concepts and numerical operations; difficulty learning to count by 2s, 3s, 4s
Dysgraphia: difficulties with handwriting; written expression
Dyspraxia: difficulties with motor coordination; fine motor skills
TYPES OF LEARNING
DISABILITIES:
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Auditory Processing Disorder: difficulties interpreting auditory information; may impact both language development and reading
Nonverbal Learning Disorder: difficulties with nonverbal cues; social skill deficits; visual-spatial difficulties
Visual Processing Disorder: difficulties interpreting visual information; difficulties with copying
Attention Deficit Hyperactivity Disorder: difficulties with concentration and focus; impulsivity
TYPES OF LEARNING
DISABILITIES:
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New evidence seems to show that most learning
disabilities do not stem from a single, specific region of
the brain, but from difficulties in bringing together
information from various brain regions
Today, a leading theory is that learning disabilities stem
from subtle disturbances in brain structures and functions.
Some scientists believe, that, in many cases, the
disturbance begins before birth
CAUSES OF LEARNING
DISABILITIES:
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Heredity often learning disabilities run in the family, so its not uncommon to find that people with LD have parents or other
relatives with similar difficulties recent research has found a gene linked to dyslexia
Problems during pregnancy and birth LD may be caused by illness or injury during or before birth. It may also be caused by drug and alcohol use during pregnancy, low birth weight, lack of oxygen and
premature or prolonged labor
Incidents after birth head injuries, nutritional deprivation and exposure to toxic substances (i.e. lead) can contribute to LD
LEARNING
DISABILITIES MAY
BE DUE TO:
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Economic disadvantage
Environmental factors
Cultural or differences
Poor parenting
LEARNING
DISABILITIES ARE
NOT CAUSED BY:
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Nearly 2.9 million students are currently receiving special education services for LD in the US (2002)
The majority of all individuals with learning disabilities have difficulties in the area of reading
Two-thirds of secondary students with learning disabilities are reading three or more grade levels behind. 20% are reading five or more grade
levels behind (2003)
More than 27% of children with learning disabilities drop out of high school, compared to 11% of the general student population (2002)
BASIC FACTS ABOUT
LEARNING
DISABILITIES:
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Two-thirds (66%) of high school graduates with learning disabilities were rated not qualified to enter a four-year college, compared to 37% of
non-disabled graduates (1999)
Research suggests that the prevalence of learning disabilities in the general population ranges from 2% to 10%. Some research suggests that
the prevalence could be as high as 10%
ADHD is the most common neurobehavioral disorder of childhood. ADHD affects an estimated 4% to 12% of 6 12 year old children in
the US (2005)
BASIC FACTS ABOUT
LEARNING
DISABILITIES:
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The Individuals with Disabilities Education Act (IDEA) explicitly prescribes evaluation procedures for students
IDEA 2004 has replaced IDEA 1997. IDEA 2004 contains several significant changes, including new
provisions regarding how schools can determine whether a child has a specific learning disability (SLD), and may,
therefore need special education services
HOW ARE LEARNING
DISABILITIES
IDENTIFIED AND
DIAGNOSED?
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IDEA 1997 proposed that a discrepancy model between
aptitude and achievement be used
IDEA 2004 proposes that school districts can decide to
use either a formula that requires a severe discrepancy
between achievement and intellectual ability, or a process
that determines if the child responds to scientific,
research-based intervention as part of the evaluation
procedures
DIAGNOSIS OF LD AND
ELIGIBILITY:
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The NC Department of Public Instruction (NC DPI), Exceptional Children Division currently has a pilot program operating in 8 school
systems that will provide information to help school systems implement a response to intervention process. This school year, it is unlikely that any changes in the method of labeling a student as learning disabled
will happen
NORTH CAROLINA AND IDEA 2004:
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If a parent chooses to have their child evaluated outside the schools, by a
private, qualified professional, what might they expect?
HOW ARE LEARNING
DISABILITIES
IDENTIFIED AND
DIAGNOSED?
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Tests commonly used
Aptitude or IQ tests (WAIS III; WISC IV)
Achievement tests (WJ III; WIAT II)
Reading tests (GORT series)
Writing tests (TOWL)
EVALUATION FOR LD:
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Costs vary depending upon the tests used. Range is usually between
$500 - $1500. This includes a report. Insurance companies do not pay
for educational testing.
COST OF AN LD EVALUATION:
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Individual Education Plan (IEP)
Section 504
is an anti-discrimination, civil rights statute that requires the needs of students with
disabilities to be met as adequately as the needs of the non-disabled are met
WHAT CAN BE DONE?
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WHAT CAN BE DONE?
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WHAT CAN BE DONE?
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Children with learning disabilities have many strengths. Parents and
teachers need to help children with LD to find and maximize their
strengths
WHAT CAN BE DONE?
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Instructional strategies in the classroom that meet the
childs unique learning needs and style
Accommodations in the classroom, such as preferential
seating and extended time for tests
Interventions, such as 1: 1 instruction outside the
classroom
WHAT CAN BE DONE?
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Parents and teachers need to work together
Clinicians and teachers/educators need to work together
Parents and teachers need more education about LD and the short and long term effects of LD in a persons life
Parents and teachers need more information about what they can do to help a child with LD
WHAT CAN BE DONE?
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Help your child find their strengths and/or passion
Help your child find their island of competence
Help your child accept both his/her strengths and weaknesses
Explore and make available opportunities for success
Be careful with how you criticize your child
Avoid homework wars
Set realistic goals
TIPS FOR PARENTS:
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Most of all
Accept your child for who they are
Dont blame your child for their learning differences. It is not their fault
Let your child be involved. Listen to your child. Be aware of his/her feelings
Your childs self-esteem is very important. Help your child to have a healthy self-esteem
TIPS FOR PARENTS:
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QUESTIONS: