Learning Disabilities
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The document discusses various issues related to learning disabilities including problems with reading, writing, spoken language, mathematics, behavior, perception, memory, social competence, and methods of assessment. Key problems mentioned are difficulties with handwriting, spelling, composition, syntax, semantics, phonology, conversations, inattention, impulsivity, hyperactivity, visual and auditory perception, motor skills, attention, organization, memory, and social skills. The document recommends using norm-referenced tests, process tests, informal reading inventories, criterion-referenced tests, and direct daily measurement for assessment.
Learning Disabilities
- 1. Definition Reading Written language Spoken Language Social Uses of Language Mathematics Behavioral Problems Perceptual Memory Social Competence Assessment
- 2. Menu
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- 5. Reading Menu
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- 11. Written Language poses severe problems: Handwriting Spelling Composition Illegible and Slow Writing Menu
- 12. Their written work show lack of planning, organizing, draft ing and editing. Menu
- 13. Developmental Aphasia Menu
- 14. Spoken language poses problems on the mechanical uses of language syntax or grammar, semantics or word meanings and phonology or the breaking down of words into their component sounds and blending individual sounds to compose words. Menu
- 16. Pragmantics or Social Uses of Language •Problems in the ability to carry on a conversation. •Unable to engage in a give and take conversation •Find it difficult to understand ideas •Long silences •Inability to respond Menu
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- 19. •Inattention •Impulsivity •Hyperactivity Menu
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- 21. Perceptual, Perceptual-Motor, General Coordination Problems 1.Exhibit Visual and/or auditory perceptual disabilities. Problem is in organizing and interpreting visual and auditory stimuli. Menu
- 22. Perceptual, Perceptual-Motor, General Coordination Problems 2. Difficulty with physical activities that involve gross and fine motor skills. Menu
- 23. Perceptual, Perceptual-Motor, General Coordination Problems 3. Problems with attention and hyperactivity. Menu
- 24. Memory, Cognitive and Metacognitive Problems •Problems in remembering assignments or appointments. •Disorganized thinking •Lack of awareness skills, strategies and resources to perform task effectively. Menu
- 25. Memory, Cognitive and Metacognitive Problems Attention Deficit- Selective attention or inability to focus on relevant details of the lesson Cannot scan all the sensory stimuli such as the instructional aids used by the teacher but instead distracted. Coaching and effective selective attention strategies Menu
- 26. Memory, Cognitive and Metacognitive Problems Poor Memory- poor ability to store and retrieve information They lack the ability to organized information for recall. Happens either because of the absent , immature or inefficiently use of common strategies for storing and recalling information. The teacher calls him/her back to attention. Provide Menu guides and summary of lessons. study
- 27. Problems in Social Competence Learning disabled person may be popular, neglected or rejected. May have low social acceptance but can enjoy popularity or may have significant deficits in social skills but enjoy acceptance. Menu
- 28. Assessment of Learning Disabilities •Norm-referenced tests •Process tests •Informal reading inventories •Criterion refrenced tests •Direct daily measurement of Learning Menu
- 29. Students with LD manifest deficits in the expected number of skills for mastery in a particular level. Specific perceptual problems are in visual perception, auditory perception, and visual-motor TESTS coordination. •llinois Test of Psycholinguistic Abilities •Marianne Frostig Developmental Test of Visual Menu Perception
- 30. Criterion Referenced Tests For specific subjects: Reading Language Mathematics Determine the mastery level of the student that he/she should be capable of Menu achieving.
- 31. Informal Reading Inventory Consists of a series of progressively more difficult sentences and paragraphs for oral reading. Mistakes are recorded like problems in consonants, omissions, reversals, substitutions and comprehension. Menu
- 32. Direct Daily Measurement Example: In Mathematics, the teacher observes and records the correct rate or how many times the student gives wrong responses and the percentage of correct answers. So, the teacher can adjust his/her lesson. Menu
- 33. Direct Daily Measurement Children with learning disability should be identified early so he/she will received his/her own individualized educational plan. A SPED teacher should assist a regular teacher in her way of teaching so, the regular teacher will not be engage in doing behaviors that would make the student have inattention, impulsivity and hyperactivity. Menu
Editor's Notes
- #2: Assessment
- #3: Learning disabilities may occur within the lifespan.
- #4: A child who is
- #5: Menu
- #9: Refers to the disturbance in the ability to learn in general and the ability to read in particular.
- #12: Written Language poses severe problems:HandwritingSpellingComposition Illegible and Slow Writing
- #13: Their written work show lack of planning, organizing, drafting and editing.
- #14: Developmental Aphasia
- #16: Is a condition characterized by loss of speech functions, often, but not always due to brain injury.
- #17: Problems in the ability to carry on a conversation. Unable to engage in a give and take conversationFind it difficult to understand ideasLong silencesInability to respond
- #18: Dyscalculia
- #20: InattentionImpulsivityHyperactivity
- #22: Exhibit Visual and/or auditory perceptual disabilities. Problem is in organizing and interpreting visual and auditory stimuli.
- #23: Exhibit Visual and/or auditory perceptual disabilities. Problem is in organizing and interpreting visual and auditory stimuli.
- #24: Exhibit Visual and/or auditory perceptual disabilities. Problem is in organizing and interpreting visual and auditory stimuli.
- #25: Problems in remembering assignments or appointments.Disorganized thinkingLack of awareness skills, strategies and resources to perform task effectively.
- #26: Coaching and effective selective attention strategies
- #27: Coaching and effective selective attention strategies
- #28: Disabled person may be popular, neglected or rejected.May have low social acceptance but can enjoy popularity or may have significant deficits in social skills but enjoy acceptance.
- #29: Tests:Norm-referenced testsProcess testsInformal reading inventoriesCriterion refrenced testsDirect daily measurement of Learning
- #30: Illinois Test of Psycholinguistic AbilitiesMarianne Frostig Developmental Test of Visual Perception
- #31: Illinois Test of Psycholinguistic AbilitiesMarianne Frostig Developmental Test of Visual Perception
- #32: Illinois Test of Psycholinguistic AbilitiesMarianne Frostig Developmental Test of Visual Perception
- #33: So, the teacher can adjust his/her lesson.
- #34: So, the teacher can adjust his/her lesson.