Chapter SixChapter Six

Individuals with Individuals with

Learning DisabilitiesLearning Disabilities

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Defining Learning DisabilitiesDefining Learning DisabilitiesCriteria for Diagnosis includes:Criteria for Diagnosis includes: Child does not achieve at expected age and Child does not achieve at expected age and

ability levelsability levels A severe discrepancy is present between a child’s A severe discrepancy is present between a child’s

achievement and potential in one or more of the achievement and potential in one or more of the following areas:following areas:

Oral expressionOral expressionListening comprehensionListening comprehensionWritten expressionWritten expressionBasic reading skillsBasic reading skillsReading comprehensionReading comprehensionMathematics calculationMathematics calculationMathematic reasoningMathematic reasoning

Student does not respond to Response to Student does not respond to Response to Intervention (RTI) strategiesIntervention (RTI) strategies

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Common Components of Common Components of Definitions of Learning DisabilitiesDefinitions of Learning Disabilities

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Brief History of the FieldBrief History of the Field

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Prevalence of Learning DisabilitiesPrevalence of Learning Disabilities

Estimates range from 1 to 30% of the Estimates range from 1 to 30% of the school populationschool population

The federal government (2007) The federal government (2007) suggested that approximately 2.78 suggested that approximately 2.78 million students ages 6 to 21 were million students ages 6 to 21 were identified as having learning identified as having learning disabilitiesdisabilities

The number of students identified The number of students identified with learning disabilities has with learning disabilities has increased over the yearsincreased over the years

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Suspected Etiologies of Learning Suspected Etiologies of Learning DisabilitiesDisabilities

Acquired trauma to the central Acquired trauma to the central nervous systemnervous system

Genetic/hereditary influencesGenetic/hereditary influences Biochemical abnormalitiesBiochemical abnormalities Environmental possibilitiesEnvironmental possibilities

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Characteristics of Individuals Characteristics of Individuals with Learning Disabilitieswith Learning Disabilities

HyperactivityHyperactivity Perceptual-motor impairmentsPerceptual-motor impairments Emotional labilityEmotional lability Coordination problemsCoordination problems Attention disorders (ADHD)Attention disorders (ADHD) ImpulsivityImpulsivity Memory disordersMemory disorders Academic difficultiesAcademic difficulties Social skills deficitsSocial skills deficits Information processing difficultiesInformation processing difficulties Lack of cognitive strategies for success Lack of cognitive strategies for success

(metacognition)(metacognition) Language (reading, writing, speaking) and math Language (reading, writing, speaking) and math

deficitsdeficits

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Language DifficultiesLanguage Difficulties

ComprehensionComprehension DecodingDecoding Word recognition Word recognition Phonological awarenessPhonological awareness DyslexiaDyslexia SpellingSpelling WritingWriting Organizing thoughts into words (written or Organizing thoughts into words (written or

spoken)spoken)

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Mathematics DifficultiesMathematics Difficulties

Computational skillsComputational skills Word problemsWord problems Spatial relationshipsSpatial relationships Writing numbersWriting numbers Copying shapesCopying shapes Understanding mathematical Understanding mathematical

conceptsconcepts

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Assessment of Students Assessment of Students with Learning Disabilitieswith Learning Disabilities

IDEA requires a multidisciplinary IDEA requires a multidisciplinary evaluation:evaluation:– Tests are administered by trained Tests are administered by trained

professionalsprofessionals– Tests are reliable and validTests are reliable and valid– Tests are not discriminatoryTests are not discriminatory– Tests are administered in the student’s Tests are administered in the student’s

native languagenative language– A single measure cannot be used to A single measure cannot be used to

determine eligibilitydetermine eligibility

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Response to Intervention (RTI)Response to Intervention (RTI)

States have the option to use a States have the option to use a discrepancy model to determine discrepancy model to determine eligibility or they may implement RTI eligibility or they may implement RTI strategies.strategies.

RTI is generally a process that increases RTI is generally a process that increases the levels of instructional interventions the levels of instructional interventions provided in the regular classroom. provided in the regular classroom. Students who do not meet with success Students who do not meet with success with intensive interventions may have a with intensive interventions may have a learning disability.learning disability.

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Response to Intervention (RTI) Response to Intervention (RTI) ModelModel

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Assessment StrategiesAssessment Strategies

Norm-referenced assessmentNorm-referenced assessment Criterion-referenced assessmentCriterion-referenced assessment Curriculum-based assessmentCurriculum-based assessment Portfolio assessmentPortfolio assessment

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Educational ConsiderationsEducational Considerations

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Approaches to Teaching Academic Approaches to Teaching Academic SkillsSkills

Cognitive trainingCognitive training– Help students learn new ways to complete Help students learn new ways to complete

tasks and think about their learningtasks and think about their learning

Direct instructionDirect instruction– Teacher-directed lessons that provide step-by-Teacher-directed lessons that provide step-by-

step explicit instructionstep explicit instruction

Learning strategiesLearning strategies– Teach students how to find and learn new Teach students how to find and learn new

informationinformation

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Suggestions for Teachers who have Suggestions for Teachers who have Students with Learning DisabilitiesStudents with Learning Disabilities

Capitalize on student’s strengthsCapitalize on student’s strengths Provide clear expectations and Provide clear expectations and

structurestructure Use simple sentences and vocabularyUse simple sentences and vocabulary Provide opportunities for successProvide opportunities for success Allow flexibility in classroom proceduresAllow flexibility in classroom procedures Use self-correcting materialsUse self-correcting materials Provide positive reinforcementProvide positive reinforcement

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Common Characteristics of Common Characteristics of Preschoolers who are At-Risk for Later Preschoolers who are At-Risk for Later

Classification Classification of a Learning Disability of a Learning Disability

Poor depth Poor depth perceptionperception

Toe walkingToe walking DistractibilityDistractibility Short attention spanShort attention span ImpulsivenessImpulsiveness HyperactivityHyperactivity Poor motor controlPoor motor control Delayed speechDelayed speech

Use of jumbled Use of jumbled wordswords

Limited vocabularyLimited vocabulary Difficulty focusingDifficulty focusing Memory problemsMemory problems ImmaturityImmaturity Difficulty following Difficulty following

simple directionssimple directions Problems Problems

understanding understanding

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Transition into AdulthoodTransition into Adulthood

Transition planning requirements:Transition planning requirements:– Vocational trainingVocational training– Preparation for post secondary Preparation for post secondary

educationeducation– Employment possibilitiesEmployment possibilities– Independent livingIndependent living– Social skillsSocial skills– Self-determination skillsSelf-determination skills

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Adults with Learning DisabilitiesAdults with Learning Disabilities

Supports and modifications needed Supports and modifications needed for college successfor college success

Time management issuesTime management issues Organizational skillsOrganizational skills Self-disciplineSelf-discipline

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Family IssuesFamily Issues

Lerner and Kline (2006) offer the following Lerner and Kline (2006) offer the following recommendations for parents of children recommendations for parents of children with learning disabilities:with learning disabilities:– Become an informed consumerBecome an informed consumer– Be an assertive advocateBe an assertive advocate– Be firm yet empathetic in managing a child’s Be firm yet empathetic in managing a child’s

behaviorbehavior– Devote time and attention to their family Devote time and attention to their family

membersmembers– Make a life for yourselfMake a life for yourself

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Students with Learning Disabilities by Students with Learning Disabilities by Race/Ethnic CategoryRace/Ethnic Category

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Technology and Individuals with Technology and Individuals with Learning DisabilitiesLearning Disabilities

The use of technology has been a great The use of technology has been a great benefit to people with disabilities benefit to people with disabilities including those with learning including those with learning disabilities. Students with learning disabilities. Students with learning disabilities are increasingly making use disabilities are increasingly making use of technology to assist them in of technology to assist them in achieving academic success including achieving academic success including word processing, the internet, word processing, the internet, videodiscs, CD-ROMS, and hypermedia.videodiscs, CD-ROMS, and hypermedia.

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Trends, Issues, and ControversiesTrends, Issues, and Controversies

Full Inclusion MovementFull Inclusion Movement Educational Reform MovementEducational Reform Movement