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Composition of Students with
Disabilities
Learning Disabilities: Typically
Disruption
or Maturational Delay
• Language skills• Motor skills• Uneven performance on IQ assessment• Visual-Motor • Incomplete or mixed dominance• Social Immaturity• Genetics
2
Recent Brain Research
• Postmortem studies
• Imaging Techniques
• Genetic studies
Autopsies
MRI, fMRI
Family studiesTwin studies
Left or Right?• Motor Development
• Sensory Integration
• Inattentive
• Auditory Perception
• Visual Perception
• Impulsive
• Inadequate interpersonal skills
• Deficits in work-related skills
• Hyperactive
• Rapid naming skills
• Writing Weaknesses
• Short-term Memory
Specific Learning Difficulties
• Reading• Writing • Mathematics• Spelling
Chapter 6. Theoretical Directions 5
Neurological Profile Cerebral
Hemispheres
Left hemisphere Language
Right hemisphere Nonverbal stimuli
Corpus collosum Connection
Left-Right Brain Processing
Left Brain Right Brain Analytical Synthesizes
Verbal Strengths Visual spatial imagery
Linear SimultaneousSequential HolisticSees” parts, pieces “Sees” whole, gestalt
Precise & accurate Makes sense of all the parts
Detail oriented Interpretation of non verbal cues
Step by step learnerOrganization Ambiguity
Open ended questions
Precursors of Learning Disabilities
Difficulties in any of the following:
• Communication/oral language• Phonological awareness• Rapid naming skills• Knowledge of the alphabet• Visual-motor skills• Fine- and gross-motor skills• Attending abilities• Social Skills
Nonverbal Learning Disabilities
• Characteristicso Poor social perceptiono High verbal intelligenceo Early reading achievemento More evident in adolescents and adults
• Different than academic, language and cognitive disabilities
http://www.youtube.com/watch?v=_JWh3lrscqE
Indicators of Social Disabilities
• Poor social perception
• Lack of judgment
• Lack of sensitivity to others
• Difficulty making friends
• Problems with family relations
• Social problems in school
http://www.youtube.com/watch?v=ByItLL7Qxmw
Visual Perception
• Visual perception—Interpreting what is heard
• Visual discrimination
• Figure-ground perception
• Visual closure
• Spatial relations
• Object-letter recognition
• Reversals
• Whole-part perception
Visual Perception
• Do you see a young woman or an old woman in this picture?
Chapter 6. Theoretical Directions 13
Difficulties in Mathematics
• Sense of Body Image• Visual-motor & Visual Perceptual Abilities• Spatial Relations• Memory Abilities
Chapter 6. Theoretical Directions 17
Information Processing Problems in
Mathematics
• Attention• Visual-spatial Processing• Auditory Processing• Memory & Retrieval• Motor Problems• Non Verbal LD
Detecting Writing Weaknesses
• Perform better on oral tasks than written tasks.
• Complete written tasks in a slow or labored manner.
• Frequently need help during the completion of a written assignment.
• Often seek praise and reassurance during written assignments.
Motor Development
• Gross motor skills• Fine motor skills• Learning through play• Perceptual motor skills• Sensory Integration
Sensory Integration
• Tactile System
• Vestibular System
• Proprioceptive System
Language Based Learning Disabilities may include difficulty with the following:
• Expressing ideas clearly, as if the words needed are on the tip of the tongue but won't come out. What the student says can be vague and difficult to understand (e.g., using unspecific vocabulary, such as "thing" or "stuff" to replace words that cannot be remembered). Filler words like "um" may be used to take up time while the student tries to remember a word.
• Learning new vocabulary that the student hears (e.g., taught in lectures/lessons) and/or sees (e.g., in books)
• Understanding questions and following directions that are heard and/or read
• Recalling numbers in sequence (e.g., telephone numbers and addresses)
• Understanding and retaining the details of a story's plot or a classroom lecture
• Reading and comprehending material
• Learning words to songs and rhymes
• Telling left from right, making it hard to read and write since both skills require this directionality
• Letters and numbers
• Learning the alphabet
• Identifying the sounds that correspond to letters, making learning to read difficult
• Mixing up the order of letters in words while writing
• Mixing up the order of numbers that are a part of math calculations
• Spelling
• Memorizing the times tables
• Telling time
Auditory Perception
• Auditory perception-Interpreting what is heard
• Phonological awareness
• Auditory discrimination
• Auditory memory
• Auditory sequencing
• Auditory blending
Speech or Language Impairments
• Speech disorders- deviates significantly from the speech of others.
• Articulation, Voice, Fluency
• Language disorders- comprehension, and/or use of spoken, written and other symbol systems is impaired or does not develop normally.
• Receptive language• Expressive language• Form, content, function
Reading
Students may:
• Have difficulty with one or more subject areas.
• Have limited mastery of concepts.
• Have limited fund of information.
• Have limited expressive and receptive vocabulary.
• Display limited knowledge of word meanings.
• Do not understand special multiple meanings of words.
• Read significantly below level of text.
CAUSES:• Weak listening speaking and sight
vocabulary.• Weak contextual analysis skills.• Inability to apply same word in
different contexts.
fMRI Brain Image
Chapter 6. Theoretical Directions 29
An Information-Processing Model of Learning
Problems Faced
by Adolescents with LD
• Severe deficits in basic academic skills
• Below-average performance in content area courses
• Deficits in work-related skills
• Passive academic involvement
• Inadequate interpersonal skills
Symptoms of ADD/ADHDor Executive Function
Disorder
• Severityo Symptoms more frequent and severe than other children
• Early onseto Symptoms must have appeared before
age seven
• Durationo Symptoms persist for at least 6 months
Subtypes of ADHD in DSM-IV
• ADHD-IA
• ADHD-HI
• ADHD-C
• Primarily inattentive
• Primarily• hyperactive and
impulsive• Combined
Chapter 6. Theoretical Directions 33
ACCOMODATIONSExamples of possible accommodations for an IEP team to consider, broken into six categories:
Presentation:• Provide on audio tape• Provide in large print• Reduce number of items per page or line• Provide a designated reader• Present instructions orallyResponse:• Allow for verbal responses• Allow for answers to be dictated to a scribe• Allow the use of a tape recorder to capture responses• Permit responses to be given via computer• Permit answers to be recorded directly into test booklet
Setting:• Provide preferential seating• Provide special lighting or acoustics• Provide a space with minimal distractions• Administer a test in small group setting• Administer a test in private room or alternative
test site
Timing:• Allow frequent breaks• Extend allotted time for a testTest Scheduling:• Administer a test in several timed sessions or
over several days• Allow subtests to be taken in a different order• Administer a test at a specific time of dayOther:• Provide special test preparation• Provide on-task/focusing prompts• Provide any reasonable accommodation that a
student needs that does not fit under the existing categories