By group 2

-An active process of acquiring and retaining knowledge so it can

be applied in the future situations.

What is Learning?

What is Disability?

a physical or mental condition that limits a person's movements, senses, or

activities

What isLearning Disability?

-Professionals has not come up yet with the specific definition of LD. All that they agreed is that a group does not acquire learning

for a variety of reasons.

-LD was identify as a group neurological disorder/condition that results from the problem of

storing, processing and producing information..

- difficulty acquiring school skills

or academic skills

They have the imperfect ability to:

-listen-think/reason out

-speak-write-spell

-calculate

Characteristics of Learning disability

*Trouble learning time*Difficulty learning facts*Confusing basic words*Poor coordination*Problems with planning*Impulsive behavior*Difficulty acquiring knowledge*Having hard time learning phonetics

Causal problem

•Neurological cause

•Genetic links

•Tobacco, Alcohol and drug use

•Problems during pregnancy or delivery

•Toxins in child's environment

•Stress in child's environment

Genetic linksIt is not uncommon to find that several

members of the same members have condition

Neurological CauseA damage to the brain may affect

Childs growth

Tobacco , Alcohol and Drug useBabies would be at risk for Learning

problems. The use of drug may affect the receptor cells

Problems during pregnancy-Mothers immune system may attack

the fetus-Umbilical cord my be twisted

Toxins in the environmentLead and mercury particularly may

disrupt the brain cell growth

Stress in Childs environmentCorticosteroids release into

bloodstream during stress damage the hippocampus

Learning Disabilities: Facts and Statistics

Approximately 5% of all students in the public schools have a LD

2.8 million students are currently receiving special education services for learning disabilities in the United States

LD is the most common disability present today 80% of all disabilities

:

Five common learning disability

DyslexiaDysgraphiaDyscalculia

Visual processing disorder Non- Verbal learning disability

Dyslexia

=A language-based learning disability

=Involves a cluster of symptoms resulting in difficulty with specific language skills, particularly

reading.

=The core difficulty is with word recognition and reading fluency, spelling, and writing.

-

Dyslexia

=Dyslexia is diagnosed in people of all levels of intelligence.

=There are no known causes of dyslexia.

=Most people with dyslexia need help from a teacher, tutor, or therapist specially trained in using a multisensory, structured language approach.

The next slide will be showing you a picture and try to read it…..

WHAT HOW DO YOU FEEL, CAN

YOU READ IT CLEARLY AND UNDERSTAND IT?

What you feel while reading or trying to read it is actually how a

child with DYSLEXIA feel and experiences

Tips to help individuals with dyslexia:

A student with dyslexia can be given extra time to complete tasks, help with taking notes, and work

assignments that are modified appropriately.

Teachers can give taped tests or allow dyslexic students to use alternative means of assessment.

Students can benefit from listening to books on tape, using text reading computer programs, and from

writing on computers.

Dysgraphia

=Dysgraphia is a learning disability that affects

writing abilities. It can manifest itself as difficulties with spelling, poor handwriting, and trouble putting thoughts on paper.

Common signs of Dysgraphia include:

= Tight, awkward pencil grip and body position = Illegible handwriting

=Avoiding writing or drawing tasks =Tiring quickly while writing

=Saying words out loud while writing =Unfinished or omitted words in sentences

=Difficulty organizing thoughts on paper =Difficulty with syntax structure and grammar

=Large gap between written ideas and understanding demonstrated through speech.

Dysgraphia Empathy Activity

On your paper, re-write the following statement using the pencil provided and your non-dominant hand. You will be given one minute to complete this task. Write neatly!!

The quick brown fox jumps over the lazy dog.

Tips to help individuals with dysgraphia:

Use paper with raised lines for a sensory guide to staying within the lines.

Try different pens and pencils to find one that's most comfortable.

Practice writing letters and numbers in the air with big arm movements to improve motor

memory of these important shapes. Also practice letters and numbers with smaller hand

or finger motions.

Tips to help individuals with dysgraphia:

Encourage proper grip, posture and paper positioning for writing. It's important to

reinforce this early as it's difficult for students to unlearn bad habits later on.

Be patient and positive, encourage practice and praise effort - becoming a good writer takes

time and practice.

Dyscalculia

Dyscalculia is a term referring to a wide range of lifelong learning

disabilities involving math and numbers..Some warning signs for dyscalculia include:

Good at speaking, reading, and writing, but slow to develop counting

difficulty reading numbers, or recalling numbers in sequence and order

Dyscalculia

=Trouble reading the clock and understanding time

=Difficulty remembering schedules

=trouble estimating how long something may take

=poor sense of direction

=trouble counting days before vacation

Tips for children with Dyscalculia

Introduce new skills beginning with concrete examples and later moving to more abstract

applications.

For language difficulties, explain ideas and problems clearly and encourage students to ask

questions as they work.

Use a step by step approach

Build on children's strength

Encourage children to avoid fear with numbers

Visual processing Disorder

A visual processing, or perceptual, disorder refers to a hindered ability to make sense of information taken in

through the eyes.

This is different from problems involving sight or sharpness of vision.

Difficulties with visual processing affect how visual information is interpreted, or processed by the brain.

Some visual processing disorders include:

Visual discriminationThe ability to differentiate objects based on

their individual characteristics

Visual ClosureThe ability to identify or recognize a symbol or object when the entire object is not visible

Object recognitionThe ability to consistently recognize letters,

numbers, symbols, words, or pictures 

Tips:

For reading: Enlarge print for books, paper, and worksheets.

Create a “window” using an index card which can be used to block out peripheral material

which can be distracting while reading.

For writing: Use paper that structured (dark, bold lines)

Paper that is divided into large sections can be used for writing math problems

Teaching StyleTry to avoid the student’s weakness

For example, if you write something on the board, verbalize what is being written

Non-verbal Learning Disabilities

A non-verbal learning disorder (NLD) is a neurological syndrome consisting of specific ASSETS AND deficits.  

Early speech and vocabulary developmentRemarkable rote memory skillsAttention to detailEarly reading skills developmentExcellent spelling skills  Also, these individuals have the verbal ability to express themselves eloquently. 

motoric (lack of coordination, severe balance problems, and difficulties with  graph motor skills).

visual-spatial-organizational (lack of image, poor visual recall, faulty spatial  perceptions, and problems

with spatial relations).

social (lack of ability to comprehend nonverbal communication, difficulties adjusting to transitions and

novel situations, and deficits in social judgment and social interaction).

sensory (sensitivity in any of the sensory modes: visual, auditory, tactile, taste or olfactory)

Other disability associating LD. 

Dyspraxia (Sensory Integration Disorder): difficulties with motor coordination; fine motor skills

Central Auditory Processing Disorder (CAP): difficulties interpreting auditory information; a

disorder where the information is taken in through the ears but is not accurately processed by the brain (the brain does not process what is actually heard/said)

Dysnomia: Difficulty in using words; problems between storage in the brain

and retrieval from the brain when words are required

Attention Deficit Hyperactivity Disorder: difficulties with

concentration and focus; impulsivity

General Strategies that are useful…

Slow down instruction

Use eye contact to make sure student is engaged

Write rules and instructions on the board with bold lettering

Have students reiterate instructions or rules of games

Modify equipment to fit the specific LD

Practice small games before playing on larger scale

Be visual

Provide many opportunities of differentiated instruction

Have students model the skill being learned

Humor will lighten anyone’s anxiety

Have a student act out position in a game before hand

Peer partners can be effective

Maintain consistent class routines

Know your student and build rapport!

Be Patient!