learning disability jo
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Learning DisabilityLearning Disability
A learning disability may A learning disability may include difficulties with the ff:include difficulties with the ff:
1. Confusion with text2. working memory3. sensory processing4. communication5. motor skills
Definition of Persons with Definition of Persons with Learning DisabilitiesLearning Disabilities
1. Discrepancy clause significant difference between aspect of
specific functioning and general ability
2. Exclusion clause disparity is not primarily due to
intellectual, physical, emotional or environmental problem
3. Etiology clause causation involving genetic, biochemical
or neurological
“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 to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia”
Public Law 94-142 (The Education of All Handicapped Children Act, 1991)
A.A. Developmental Learning DisabilitiesDevelopmental Learning Disabilities deviation in the development of a number of
psychological and linguistic functions
1. attention deficitdelayed development to employ and sustain selective attention.
2. memory deficitinability to remember or recall what has been heard or seen.
3. perceptual motor disturbancedifficulty in recognizing by seeing, hearing, touching or moving
CLASSIFICATIONS
4. visual perception disabilitydifficulty recognizing, organizing, integrating and/or remembering visual images.
5. fine motor disabilitydifficulty in controlling groups of small muscles in their hands.
6. thinking disabilitydifficulty in cognitive operations of concept formations, problem solving and association of idles.
B.B. Academic Learning DisabilitiesAcademic Learning Disabilities
Reading Disability or Dyslexia Written Expression Disability Spelling Disability Handwriting Disability or Dysgraphia Mathematical Disability or Dyscalculia
ACADEMIC DISCREPANCYBasic reading skill
Reading comprehensionMath calculation
Written expressionOral expression
Listening comprehension
COGNITIVE PROBLEMSShort attention
PerceptualMotor
MemoryProblem solvingMetacognition
SOCIAL EMOTIONAL PROBLEMSHyperactivity Self-conceptLearned helplessness DistractibleSocial imperceptions Motivation
CharacteristicsCharacteristicsChildren who have learning disabilities frequently show some combination of a variety of characteristics and/or weaknesses. Significant symptoms might include:
READING – VISION ____ holds book too close ____ word caller ____ points to words ____ word reversals ____ word substitutions ____ skips complete words ____ sees double ____ re-reads lines ____ does not read fluently ____ vocalizes during silent reading ____ poor comprehension in oral reading
READING – VISION continued____ skips lines as he reads ____ lacks word attack skills ____ eye regressions ____ omits ending consonants in oral reading ____ moves head when reading ____ loses place when reading ____ poor tracking and eye scan ____ frowns when reading ____ excessive eye blinking ____ closes or covers one eye ____ squinting ____ burning or itching of eyes ____ tends to rub eyes ____ visual closure problems ____ inability to focus properly ____ sights with one eye
WRITING____ handedness not clearly established____ lacks automatic response to alphabet____ lacks spacing between words____ letter reversals____ has poor posture____ improper position of paper____ variation of letter heights____ inability to write on the lines____ grips pencil tightly or awkwardly____ moves paper or body when writing____ pressure points in writing____ finger writing____ poor closure of letters____ poor organization of thoughts____ poor grasp of writing mechanics
AUDITORY/VERBAL ____ listless ____ frequent colds, allergy, asthma ____ depends on others visually ____ faulty pronunciation ____ breathes through mouth ____ complains of ear problems ____ dizziness in head ____ unnatural pitch of voice ____ blank expression of face when
spoken to ____ watches teacher closely ____ uses loud voice ____ looks at others for help ____ excessive volume needed for listening
to TV, radio, or record player
____ unable to follow more than one direction at a time
MATHEMATICS ____ reverses the numbers ____ inability to transfer in computation ____ difficulty with story problems ____ poor digit memory____ forward ____ backward ____ difficulty learning to tell time ____ poor number concept understanding____ inability to respond automatically to
basic math facts at appropriate level
SOCIAL/EMOTIONAL
____ Overactive ____ Over-reactive ____ poor self-esteem ____ limited attention span____ poor peer relations
SPELLING
____ omission of beginning or ending letters____ can spell better orally than written____ auditory perception problems____ letter reversals____ wrong number of letters in words
unable to distinguish difference____ long vowel sounds____ short vowel sounds
____ spells phonetically____ confusion between consonant____ sounds of
____ d-b ____ d-t____ m-n ____ p-b____ f-v ____ s-z
Indicators and Descriptors Indicators and Descriptors I. Academic Very
Often
Often
Some-
times
Rarel
y
Neve
r
A. Language1. Unable to state something in an
organized, cogent way2. Uses immature words and
ungrammatical phrasing3. Defines words by their concrete
attributes or functions4. Unable to summarize or tell a story
in sequence5. Recounts only isolated and highly
detailed facts about an experience6. Forget names of things that he
knows and has to describe themSub-Score ________
Very Ofte
n
Ofte
n
Some-
times
Rarel
y
Neve
r
B. Reading1. Decodes words with difficulty2. Shows poor word recognition3. Reads without recognition and
ignores punctuation4. Omits, substitutes or adds words to a
sentence5. Reads word by word6. Unable to draw conclusions7. Has very limited slight words
Sub-Score ________
Indicators and Descriptors Indicators and Descriptors
Very Ofte
n
Ofte
n
Some-times
Rarel
y
Neve
rC. Spelling
1. Has trouble in retrieving or recognizing the letter sequences
2.Writes b for d and vice versa3. Transposes the order of letters
Sub-Score ________
Indicators and Descriptors Indicators and Descriptors
Very Ofte
n
Ofte
n
Some-
times
Rarel
y
Neve
r
D. Mathematics1. Counts by his fingers2. Unable to commit multiplication
facts to memory3. Reverses two place numbers (13
becomes 31)4. Does not understand place value5. Has difficulty with peer relationship6. Is disorganized (can’t locate
materials)7. Is easily distracted (watches every
one else, short attention span)
Indicators and Descriptors Indicators and Descriptors
Very Ofte
n
Ofte
n
Some-
times
Rarel
y
Neve
r8. Display inconsistencies in behavior
9. Seems to misunderstand oral/or written directions
10. Doesn’t complete lengthy assignments
11. Can’t find correct number in text
12. Gets lost easily
13. May be able to remember written directions but not oral directions and vice-versa
14. Difficulty in adjusting to changes
15. Difficulty in changing from one task to another
Indicators and Descriptors Indicators and Descriptors
Very Ofte
n
Ofte
n
Some-
times
Rarel
y
Neve
r
16. Endlessly repeating something that is no longer meaningful
17. Easily forgets lessons just learned
18. Gives up easily or explodes when frustrated
19. Fails to think about the consequences of behavior
20. Unable to respond to the feelings and behavior of others
21. Demands attention through overt behavior tactics
Sub-Score ________
Indicators and Descriptors Indicators and Descriptors
Very Ofte
n
Ofte
n
Some-
times
Rarel
y
Neve
rE. Motoric
1. Display poor motor coordination (may appear clumsy and awkward)
2.Difficulty in line motor coordination (using scissors, pencils, crayons, buttons, etc.)
3. Confuses right and left
4. Lacks rhythm in movement, loses sequence and balance
5. Fails to position one’s body and distance from others while communicating
Sub-Score ________
Indicators and Descriptors Indicators and Descriptors
InterpretationsInterpretations
A learner who manifests the indicators very often or often under each category area has a learning disability in that category/area.
Models of AssessmentModels of Assessment
1. Use of Standardized Test
2. Informal Measures
3. Multifactored Assessment
4. Curriculum-Based Assessment
Global StrategiesGlobal Strategies
1. Behavioral approach positive reinforcement immediate and specific feedback task analysis rehearsal and practice structural development
2. Remediation based on cognitive skills modelling peer coaching study skills/habits
intensify attention mnemonic devices chunking information rehearsal practice
Global StrategiesGlobal Strategies
Delivering Educational Services to Delivering Educational Services to Children with Learning DisabilitiesChildren with Learning Disabilities
OtherPROGRAMS
Special Residential
Day Schools
One-to-One Instruction
IEP/SpecialClass
Pull-out
Consultant Teacher
Peer Tutoring
Cooperative Learning
Resource Room
Teacher
Regular Class with
Mainstreaming
Who Is Disabled?Who Is Disabled?If you fail to see
The PersonBut only the disability
Then who is blind?
If you cannot hearYour brother’sCry for justiceWho is deaf?
If you do not CommunicateWith your sister
But separate her from youWho is disabled?
If your heart or mindDoes not reach out to
Your neighborWho has the mental handicap?
If you do not stand up for theRights of all personsWho is the cripple?
Thank you!Thank you!
Juliet F. LastimosaJuliet F. LastimosaEducation Program SupervisorEducation Program Supervisor
SPED/Preschool/Private SchoolsSPED/Preschool/Private Schools