Language and

Learning Disabilities

IDEA definition

• Disorder in one or more basic psychological processes involved in understanding or using language

• Imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations

• Discrepancy between age & ability levels• NOT result of other impairment(s).

Operationalization

• Definitions– Defined differently by each state education

department– Some: Performing below expected grade or

age level– More: Discrepancy between general

intelligence and specific achievement level• Size of discrepancy is compared with expected

discrepancy given intelligence

Exclusionary Criteria

• NOT due to:– Visual impairment– Hearing impairment– Motor problems– Mental retardation– Emotional disturbance– Environmental, cultural, or economic

disadvantage

Language or Communication Disorders

• Three types:– Phonological Disorder– Expressive Disorder– Mixed Receptive-Expressive Disorder

• Interfere with academic/occupational achievement or social communication.

• If another deficit (e.g., MR), in excess of normal presentation.

Phonological Disorder

• Failure to use age-appropriate and dialect-appropriate speech sounds

• Phonemes—basic sounds of a language

• Errors, distortions, substitutions, and omissions in producing speech.

Expressive Disorder

• Difficulties in production of speech– Vocabulary– Sentence structure (syntax)– Formation of words (morphology)

• Understand speech and concepts, but have difficulty responding.

Receptive-Expressive Disorder

• Difficulties in comprehending the communication of others

• Most severe language impairment

Learning Disabilities

• Developmental problems in: – Reading (dyslexia)Reading Disorder

– Writing (dysgraphia)Disorder of Written Expression

– Arithmetic (dyscalculia)Mathematics Disorder

Learning Disabilities (cont’d)

• Significant discrepancy between measures of achievement & the child’s age, intelligence, or education.

• Must interfere significantly with academic achievement or daily living.

• NOT a sensory deficit.• (Consistent with IDEA)

Prevalence

• 5% of school-aged children

• 50% of children in special education

• Sex Ratio: M > F– Why?

Developmental Course

• Varies

• Mild cases

• Severe cases

Associated Problems

• Nearly 40% drop out of school

• Behavior problems

• Social skills deficits

Etiology of LD

• Neurological damage• Genetic influence• Brain abnormalities

• Prenatal alcohol use• Neurological delays and soft signs• Immune system dysfunction

Etiology of LD: Secondary Role

• Psychosocial and environmental factors– Vocabulary exposure– Reading to the child– Family interactions– Parental attitudes toward learning– Social class– Cultural values– Motivation and temperament

Assessment of Reading Disorder

• Significant discrepancy between measure of ability (intelligence) and reading?

• Processing deficit?– Auditory processing– Rapid automatic naming– Cognitive speed– Retrieval from L-T memory– Working memory– Attention

• Check exclusionary criteria.

Subtypes of Reading Disorder

• Language pattern

• Visual-spatial pattern

• Mixed pattern

• Group without identified psychological or neuropsychological deficit

Comorbidity with Reading Disorder

• ADHD

• ODD/Conduct Disorder

• Substance Use/Abuse

Problems Related to Reading Disorder

• Early speech problems• Phonological processing difficulties• History of ear infections• Early perceptual-motor difficulties• Family history of reading/learning

problems

Treatment of LD

• Psychoeducational models• Behavioral methods• Direct instruction• Cognitive approaches

School Placement

• Least Restrictive Environment (LRE)– 1/3 spend 80% in regular ed

classroom– 1/3 spend 40-80% in regular ed

classroom– Resource room– Self-contained classroom