kala ppttt[1]

8/6/2019 kala ppttt[1]

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S.KALA

II MSW


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y Children should be the first tobenefit from the successes ofmankind, and the last to suffer fromits failures


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y India is in the process of transforming itself into a

developed nation by 2020, yet we have 350 millionpeople who need literacy and many more who have toacquire employable skills to meet the needs of emerging modern India and the globe

A. P.J. Kalam


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y Learning disabilities, in education, any of variousdisorders involved in understanding or using spoken

or written language, including difficulties in listening,thinking, talking, reading, writing, spelling, orarithmetic. They may affect people of average orabove-average intelligence.


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Indicators of LD


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Over

reactsto

noise

Doesnt

enjoy

being readto

Has poor hand

to eye

coordination Is easily

distracted


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Is

disorganize

Uses words

inappropriat

ely

Has limited

vocabulary

Has difficulty

remembering

Has a poor attention

span


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Is hyperactive

Chooses younger playmates

or prefers solitary play

Sometimes has poor

emotional control


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y Spoken language: delays, disorders, and

deviations in listening and speaking.

y Written language: difficulties with reading,

writing and spelling


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mentally

challenged

girls below 10

years, 50000

100000

mentally

challenged

above 10

years, 30000mentallychallengedboys below

10 years

mentallychallengedgirls below 10years

mentallychallengedabove 10years

Mentally challenged Indian children=180000wiki.answers.com/Q/What_is_population_of_children_in_India.EDUTRACKS-JULY,2006


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80%

20%

Disabled children

in Urban

Disabled Children

in Rural

334

6461

Town &cities

Special

schooling

298

630

SchoolFunctioning

Not Functioning

Total Schools in Town =928

EDUTRACKS-JULY,2006


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MUMBAIMIRROR- TUESDAY,MARCH 13, 2007

y The stark reality is that despite government rulesthat require schools to ensure that children with

learning disabilities get help in schools, barely 20%of educational institutions are aware of theproblem, says Dr Samir Dalwai, pediatrician andchild psychologist who conducted the survey along

with child psychologistDrDeepti Kanade.


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y Why the shift to a RTI model?y Discrepancy model can be seen as a wait to fail model.

y Children with low IQs harder to qualify with a Learning

Disabilityy Younger children harder to assess to find significant

discrepancyy Floor issues on IQ/academic tests


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y Demoralization, low self-esteem, social skill deficitsy Drop-out rate for children or adolescents with LDs is nearly

40% (1.5x the average).y Adults with LDs may have employment or social

difficulties.y 10-25% of individuals with Conduct Disorder, ODD,

ADHD, Major Depressive Disorder, or Dysthmic Disorderalso have comorbid LD.

y May also have subtle developmental delays in language

(though not meeting criteria for CommunicationDisorder).y Higher rates of Developmental Coordination Disorder in

LD population as well.


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y May also be underlying deficits in cognitive processingy Makes assessing IQ quite difficult

y Visual perceptiony Linguistic processesy Attentiony Memory

y May be a history of genetic predisposition, perinatalinjury, and other medical conditions not specific toLDs


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y Estimates between 2% and 10% of the generalpopulation have LDs

y Approximately 5% of the students in public schools

are identified as having a Learning Disorder


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y Normal variations in academic functioningy Impoverished environment

y Lack of opportunityy Poor teaching (dyspedagogia) or no teaching

(apedagogia)y Cultural factors

y Impaired vision / hearingy Need to have troubles learning beyond what would be

expected with the sensory impairment

y Mental retardation / PDD / CDy Need to have academic achievement significantly below

what would be expected for the extant cognitive abilities


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A. Reading achievement as measured by individually-administered standardized tests of reading accuracy orcomprehension is substantially below that expectedgiven the persons chronological age, measuredintelligence, and age-appropriate education.

B. The disturbance in (A) significantly interferes withacademic achievement or activities of daily living thatrequire reading skills.

C. If a sensory deficit is present, the reading difficulties arein excess of those usually associated with it.

Note: If a general medical (e.g., neurological) condition orsensory deficit is present, code the condition on Axis III

Generic term: dyslexia


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y Impacts oral reading, silent reading, readingcomprehension

y Can see distortions, substitutions, omissions inreading

y In some cases, directionality and/or sequencing isimpactedy Losing place while reading, unaware of how to shift to

the next liney

Overlap with executive dysfunction


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yVery rare to have Mathematics Disorder andDisorder of Written Expression without acomorbid Reading Disorder.

y 60-80% of individuals with Reading Disorder are

male; however, may be due to the fact that malesare more likely to be referred for evaluationy Gender differences in LD expression

yWhen stringent dx criteria are applied, equal sexratio

y Prevalence: RD + (MD, DWE) accounts for nearly80% of all LDs

.


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y May see signs of RD as early as kindergarten; however,not usually diagnosed until late K, early 1st grade asformal reading instruction has not yet occurred.

y With high IQ, may not see RD until later grades (whencurriculum shifts to reading for knowledge as opposedto reading for reading).

y With early identification and intervention, prognosisis good.


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A. Mathematical ability, as measured by individuallyadministered standardized tests, is substantially belowthat expected given the persons chronological age,measured intelligence, and age-appropriate education.

B. The disturbance in (A) significantly interferes with

academic achievement or activities of daily living thatrequire mathematical ability.C. If a sensory deficit is present, the difficulties in

mathematical ability are in excess of those usuallyassociated with it.

Note: If a general medical (e.g., neurological) condition orsensory deficit is present, code the condition on Axis III.

Generic term: dyscalculia


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y Impacts:y linguistic skills (e.g., naming or understanding

mathematical terms, operations, concepts)y perceptual skills (e.g., knowledge of mathematical

symbols, clustering objects into groups)y attention skills (e.g., copying numbers correctly,

sequencing arithmetic operations correctly)

yAbout 20% of all individuals with LDs have

Mathematics Disorders alone.yAbout 1% of school-age children have Mathematics

Disorder


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y Symptoms may appear as early as K or 1st grade;however difficult to diagnose that early.

y Peak diagnosis occurs in 2nd & 3rd grade, when

mathematics instruction increases in complexity.y Individuals with higher IQs may go undiagnosed

longer (5th grade).


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A. Writing skills, as measured by individually administeredstandardized tests (or functional assessments of writingskills) are substantially below that expected given thepersons chronological age, measured intelligence, andage-appropriate education.

B. The disturbance in (A) significantly interferes withacademic achievement or activities of daily living thatrequire the composition of written texts (e.g., writinggrammatically correct sentences and organizedparagraphs).

C. If a sensory deficit is present, the difficulties in writingskills are in excess of those usually associated with it.

Note: If a general medical (e.g., neurological) condition orsensory deficit is present, code the condition on Axis III.


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y Typically see:y Grammatical or punctuation errors

y Spelling errors

y Excessively poor handwriting

y Little known about DWE as compared to the other LDs

y Standardized testing in this area is less developed thanin reading / mathy

WJ3 writing tests single word (spelling), singlesentences (writing fluency, written expression)


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y Features can be seen as early as K, typically diagnosedin 2nd grade.

y Little known about long-term prognosis; however,

with the advent ofsmarter word processers, impactof poor handwriting, spelling, grammar has been

minimized more than years ago.

y If poor handwriting is the only symptom, consider

Developmental Coordination Disorder (315.4)


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y NOS: Not Otherwise Specified

y Used in disorders of learning that do not meet criteriafor any specific LD.

y Could include moderate problems in all three areas(reading, mathematics, written expression) thattogether interfere with academic achievement.

y Consider academic fluency concerns in the NOS area.


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y Early intervention is best.

y Treat comorbid emotional / attentional problems.

y School support is criticaly Section 504 of the Rehabilitation Act of 1973

y Provides for academic accommodations with little or nofinancial ties

y Individualized Educational Programy Mandated by the Individuals with Disabilities Education Act

(reauthorized in 2004) IDEA 2004

y Provides for academic modifications/accommodations that aretied to some degree of financial cost/support.


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