Learning Disability

SPE 550

January 11, 2008

Sara’s Story (2003, NICHCY)When Sara was in the first grade, her teacher started teaching the

students how to read. Sara's parents were really surprised when Sara had a lot of trouble. She was bright and eager, so they thought that reading would come easily to her. It didn't. She couldn't match the letters to their sounds or combine the letters to create words.

Sara's problems continued into second grade. She still wasn't reading, and she was having trouble with writing, too. The school asked Sara's mom for permission to evaluate Sara to find out what was causing her problems. Sara's mom gave permission for the evaluation.

The school conducted an evaluation and learned that Sara has a learning disability. She started getting special help in school right away.

Sara’s Story (Continued)

In fourth grade, Sara's still getting special help from a reading specialist and a resource room teacher every day. She's made real progress! She is working hard to bring her reading and writing up to grade level. With help from the school, she'll keep learning and doing well.

What other “Sara’s” do you know?

Now work with a partner and share:

• What other students have you encountered with difficulties?

• What kinds of difficulties have you observed?

• How have the children been diagnosed?

• What has been included in the treatment of the student?

Defining Learning Disability-IDEA

Our nation's special education law, the Individuals with Disabilities Education Act, defines a specific learning disability as . . .

• ". . . a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations

• Genetic or Neurobiological factors

Examples of Learning Disability

– brain injury, – minimal brain dysfunction

• mild brain impairment that affects behavior, academics, perceptions, such as ADD,

– dyslexia, and – developmental aphasia

• Language issues that are the result of genetics or neurobiological issues

Non examples of LD

According to 34 Code of Federal Regulations §300.8(c)(10) LD does NOT include:

"…learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.“

• LD is no longer characterized by the federal guidelines as a severe discrepancy between ability and performance

How the Brain Works: A brief overview

Left Brain Hemisphere

Language

Expressive Language

Aphasia

Complex Problem Solving

NumericalCalculation

Receptive Language

Direction following

Right Brain Hemisphere

Visual Activity

Puts things together

ProcessingDifficulties

See chair and

Recognize as aChair

Visual Spatial Skiils

CoordinationWhere am I

inSpace?

Language functions, such as

intonation and

accentuation

Recognition ofFacial

Expression

Artistic Ability

Defining LD

Working with a partner come up with the following:

1. What is LD the result of?

2. What is an example of a condition that would be included in the LD definition?

3. What is an example of a difficulty not included in the LD definition?

How Many Students are Affected?

• 1 in 5 children people in the US

• 3 million children ages 3-21

• Over half of the children receiving special education services

What do you know now that you didn’t before?

• What do you know now about LD that you didn’t before?

• Write one thing that you think will prove important to you as you teach children

• Write one question that you have about LD