Learning Disability Ppt

7/22/2019 Learning Disability Ppt

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Learning Disability

KUNNAMPALLIL

GEJO JOHN

BASLP,MASLP

AUDIOLOGIST

KUNNAMPALLIL GEJO JOHN


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Changes in Terminology

Brain-injured child (1947)

Alfred Strauss

Minimal brain dysfunction (1966)

Peter Clements

Learning disabilities (1963) Samuel Kirk



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Definition of Learning Disabilities

The Federal

Definition:

IDEA-1997

ICLD

Definition

NJCLD

Definition

Psychological process disorder

Difficulty in learning

Severe discrepancy

Social skills disorders

Occurs with other conditions

CNS disorder

Heterogeneous disorders

Intrinsic to the individual

With other conditions



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Common Elements in the Definitions

Central nervous system dysfunction

Uneven growth pattern/psychological

processing deficits

Discrepancy between potential

and achievement

Exclusion of other causes



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Mentally retarded

Physically disturbed

Emotionally disturbed

Culturally disadvantaged

Thus a person with LD is one who is not



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LD???

Myths

Outgrow

Cure possible

Lazy

Overall poor

performance

Retarded

Facts

Life span disorder

Remediation

Effortful Specific disability

Average IQ



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CHILD WITH LD

Academic

LanguageSocial/Emotional

ADHD/ Behavioralproblems

Cognition

Meta-cognitionPerceptualMotor skill

Processing



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Characteristics

Academic learning difficulty- Academicproblems exist in the area of reading, writing,spelling and mathematics.

Meta-cognitive deficits- such as planningmoves, evaluating effectiveness of ongoingactivities, checking the outcome and remediatingthe errors.

Memory problems- Most students complain ofpoor memory. Learning disabled students fail touse strategies that nondisabled students readily

use.KUNNAMPALLIL GEJO JOHN


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Contd.

Motor Disorders- children with thisproblem are clumsy, unable to skip orhop. Some exhibit fine motor difficulties

such as in writing and cutting withscissors, buttoning, zipping or eventying a shoelace, etc

Perceptual disorder- Perceptualproblems include inability to recognize,discriminate and interpret sensation. Itcan be in the area of auditory channeland/or visual channel.



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Contd

Attention problems and hyperactivity- LD

children have short attention span,

distractibility and impulsivity. Many LDstudents get distracted by noise, movement

and visual stimuli in the environment easily

and more frequently when compared to

children of their age.

Social/emotional problems- Continuous

failures in academics, results in poor self-

concept and self-esteem.KUNNAMPALLIL GEJO JOHN


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Indicators

at pre-school level

Family history of literacy difficulties

Difficulty learning nursery rhymes

Difficulty with verbal sequencing (alphabet,

days of the week) Poor gross motor coordination (hopping)

Poor fine motor skills (copying shapes orletters)

Shows little interest in identifying letters orwords for fun

Poor short-term memory skills (rememberingnames, instructions)



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Primary age

READING DIFFIULTY ( Dyslexia)

- Confuses similar sounding words (e.g.

our, are)

- Poor single word reading

- Reverses some words or letters( e.g. was

and saw)

- Poor rhyming- Poor reading comprehension



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WRITING PROBLEMS

(Dysgraphia)

Handwriting :

Incorrect starting point & direction of letters Reversals of letters and words

Irregular spacing between letters and

words

Uneven size of letters and uneven slant

Pressure too heavy or too light

Failure to close the letterKUNNAMPALLIL GEJO JOHN


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Spelling:

- Avoid words they cannot spell

- Spell the same word several different

ways in a passage of writing

- Leave out a syllable (e.g. sudly for

suddenly)

- Forget how to spell words



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Written expression:

- Punctuation errors

- Incorrect syntax

- Omission of words



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MATHEMATICAL PROBLEMS

(Dyscalculia)

Difficulty in multiplication

Poor mental arithmetic

Reverses digits (e.g. 47 for 74, 6 for9,etc.)

Difficulty learning what operation a

symbol signifies Difficulty in solving statement problems.



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Assessment:



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ASSESSMENT PROCESS

Identify (School Personnel & Parents)

Referral (Pediatrician)

Interview (Medico social worker) Cognitive assessment (Psychologist)

Educational assessment (Psycho-ed)

Speech, Language, Audiologicalassessment (SLPA)

Counseling (Counselor)

IEP (Resource Teacher)KUNNAMPALLIL GEJO JOHN


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ASSESSMENT FOR IDENTIFICATION

Discrepancy criterion

Tools

Combination of formal and informal assessment

procedures- reflect the current status of the childsperformance

Intelligence: WISC-R

BKT

RCPM/RPM



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Contd

Neuropsychological:

NIMHANS Index of Specific Learning

Disabilities

Achievement:

GLAD (Grade level assessment device)

WRAT (Wide range achievement test)

ERS (test of early reading skills)

Appropriate Language and Audiological tests.



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Intervention:

Team approach

Compensatory and remedial strategies



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ASSISTIVE TECHNOLOGY

Pencil grips, incline boards, etc.

Spell checker

Word predictor Earobics

Fast Forword



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MODIFICATIONS IN THE CLASSROOM

Individual attention

Appropriate teacher : student ratio

Non distracting classroom

Modified study materials according to theneeds of the child and attention span

Use of tape-recorder

Preferential seating Hands on activities

Special accommodations for test taking



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Concession for students with Learning Disabilities

studying in school upto 12th standard

For students with Learning Disabilities of standard 1st tostandard 9th and standard 11th, along with the written

test, the students shall also have an oral test for unit and

semester examinations.

All students with Learning Disabilities of standard 1st to

12th shall be allowed to have 30 minutes (1/2 hour)

more than allotted time for all written tests.

These students are exempted from drawing figures,

maps and graphs in written examination and the marks

for these questions and sub questions (geometry,

science and geography) should appropriately be

converted.KUNNAMPALLIL GEJO JOHN


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Contd..

Only failed learning disabled students, should obtain

maximum 20 marks for passing in one or more

subjects.

Instead of three languages, dyslexic and dysgraphic

students can opt for two languages and one subject

from the subjects included under work experience.

(Karnataka Government order No. 5(1) 178 95-96,

2000) (GO 141 PHP 92)

Students with dyscalculia are allowed to giveexamination of 7th standard mathematics (75 marks)

and work experience (75 marks) total 150 marks

instead of algebra and geometry. They are allowed to

use calculators during examination.KUNNAMPALLIL GEJO JOHN


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Contd..

Students with Learning Disability are

exempted from spelling mistakes and

mathematical calculation mistakes (writing

numbers in wrong order).

Students with Learning Disabilities, for

standard 10th and 12th examinations, canchoose the centre close to their residence



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National Institute of Open Schooling

(NIOS)

Started as project on Open Schooling underCBSE in 1978.

Objectives:- Providing quality education through Open

and Distance Learning (ODL) mode

- Providing dynamic flexible system of openschooling



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Objectives:

Acts as an apex resource centre in open

schooling

Education and Training for Skill upgradation

and lifelong learning Need based Vocational Education for

marking students entrepreneurs and not

simply job seekers.

Brindavan Education Trust, Jayanagar and

few other places in Blore offer NIOS to

children/adolescents with LD.



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How can you help?

Give them a lot of encouragement, praiseand support to make them feel confidentabout themselves.

Avoid harsh comments. Do not compare the performance of this

child with other children.

Make sure that the child is not ridiculed. Above all believe that All Children can

learn!



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References

Bernice Wong (1996). The ABCs of

Learning Disabilities.

R. Barbara, W. Judith, L David (2003).Dyslexia- a practical guide for teachers

and parents.



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