Learning disability jo

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 ________


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)


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


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 ________


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 ________


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

Learning disability jo

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