LEARNING DISABILITIES By Stacie Herrington

A neurological condition that interferes with a person’s ability to store, process, or produce information.

Learning Disability is NOT  Autism  Mental Illness  Attention Deficit Hyperactivity disorder (ADHD )  Intellectual Disability  Mental Retardation  Deafness  Blindness  A disease  Curable  Behavioral Disease

 Affects one’s ability to read, write, speak, spell, compute math, and reason  Affects a person’s attention, memory, coordination, social skills and emotional maturity.  Often runs in families  Not curable  A lifelong issue

Three Common Learning Disabilities  Dyslexia  Dyscalculia  Dysgraphia Signs Define

Language-based disability in which a person has trouble with specific language skills, particularly reading Dyslexia Return to previous page

COMMON SIGNS OF DYSLEXIA  Repeatedly reads and rereads material  Extreme difficulty managing homework assignments and deadlines  Says he was unaware of assignments and deadlines because the teacher "never told" him what was required  Unexpected difficulty with learning a foreign language  Struggles with higher math, such as algebra  Significant discrepancy between school performance and scores on standardized tests Return to “Common Learning Disabilities” Reading with Dyslexia

Return to Previous Page

Mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts Dyscalculia Return to previous page

COMMOM SIGNS OF DYSCALCULIA Fractions Organizing math problems Making change Counting money Carrying and Borrowing Place value Negative and positive numbers Remembering math operations Math with Dyscalculia Return to Common Learning Disabilities

Return to previous page

Writing disability in which a person finds it hard to form letters, write within a defined space and express ideas DYSGRAP HIA Return to previous page

COMMON SIGNS OF DYSGRAPHIA Gripping a pencil Writing neatly, evenly, and legibly. Leaving consistent spacing between letters and words Writing on a line or within margins Being consistent in spelling. Preparing outlines and organizing written work Expressing written ideas in an organized way Writing with Dysgraphia Return to Common Learning Disabilities

Return to Previous Page

CAUSE S Genetic Influences THREE THEORIES  Hereditary Brain Development  Low birth weight  Lack of oxygen  Head injuries Environmental Impacts  Lead poisoning  Poor nutrition  Do kids model their parents?

Trouble understanding body language and facial expressions Reverses letter sequences (soiled/solid, left/felt) Slow to learn prefixes, suffixes, root words, and other spelling strategies Avoids reading aloud Trouble with word problems Difficulty with handwriting Awkward, fist-like, or tight pencil grip Avoids writing assignments Slow or poor recall of facts Difficulty making friends COMMON SIGNS

48% are more than three grade levels below in reading 10% are enrolled in a four-year college within two years of leaving school 67% graduate from high school with a regular diploma 20% drop out of high school STATISTICS 44% are more than three grade levels below in math

SOCIAL DIFFICULTIES Often rejected by peers Social rejection can result in: loss of self-esteem negative views of oneself feelings of loneliness As many as 75% of kids with LD have social difficulties such as making and keeping friends Social rejection may lead to psychological difficulties Less accepted by peers

 Build self-concept Promoting Social Skills  Recognize areas of strength  Teach social skills Awareness of non-verbal cues Social conversation Being funny vs. acting funny Confidentiality and getting personal Giving and accepting positive feedback Identifying feelings Anticipating problems and problem solving  Focus on cooperative learning  Minimize competition  Look for (or create) teachable moments to model and reinforce positive skills.

PSYCHOLOGICAL DIFFICULTIES  Anxiety  Depression  Low self-esteem  Behavioral problems  Substance abuse  Juvenile delinquency

Being impulsive, finishing tasks as quickly as possible "just to get it over with." WARNING SIGNS Quitting, when tasks become difficult or frustrating Avoiding a task or activity for fear of failing Clowning, to hide lack of confidence or to relieve pressure Controlling, to counteract a sense of helplessness Being aggressive and bullying, to fend off feelings of vulnerability Denying, in order to manage the pain they would feel if insecurities were acknowledged

WHAT DOES ALBERT EINSTEIN ISAAC NEWTON ALEXANDER GRAHAM BELL THOMAS EDISON ROBIN WILLIAMSSYLVESTOR STALLONE CHERTOM CRUISE BEETHOVENMOZART MAGIC JOHNSON LEONARDO DA VINCIWALT DISNEY WILL SMITH ALL HAVE IN COMMON? THEY HAD (OR HAVE) DYSLEXIA DYSLEXIA DOES NOT HAVE TO STOP ANYONE FROM ACHIEVING HIS OR HER GOAL`

LEARNING DISABILITIES AND A RESPONSE TO INTERVENTION IN MIDDLE SCHOOL

RESPONSE TO INTERVENTION A framework that can lead to better teaching and learning through integration of instruction, intervention, and assessment.

Promotes and supports Diverse teaching strategies Safe environments Use of assessment Multifaceted support systems

Three-Tiered Model Tier 1 General instructional program 1. Effective instruction for majority of students 2.Screening

Tier 2 Level of intervention 1. Academic and engagement interventions aligned with students need Three-Tiered Model 2.Progress Monitoring

Tier 3 Represents special education 1. Specially Designed Instruction 2. Monitoring Progress Toward IEP Goals Three-Tiered Model

TEACHER TIPS  Extend time on exams  Detailed syllabus with all assignment and due-dates  Frequent opportunities for feedback  Encourage students to contact you for clarification of assignments  Clear, concise rules, expectations, and routines  Be sensitive  Compose exams that are accessible  Group similar types of questions together  Suggest graph paper

Provide a "homework place" Offer to help with homework Establish working relationship with teacher Remain close at hand doing during homework Offer praise for improvements (even small ones) in school performance Make homework a regularly scheduled program PARENTAL TIPS Know the ways your child learns best

NEED MORE INFORMATION?

NEED ASSISTANCE?  disabilities-association-of-arkansas disabilities-association-of-arkansas  Local:  State:   Library/Learning-Disability-Resources.aspx Library/Learning-Disability-Resources.aspx  National:  

REFERENCES disabilities html psychological-problems.gs?page=all side-learning-disabilities?start=1 server.ualr.edu/ehost/pdfviewer/pdfviewer?sid=316c4c33-bda1-4b97-b15a- e596288ef44b%40sessionmgr113&vid=4&hid=123

THE END

COMMON SIGNS OF DYSLEXIA  Repeatedly reads and rereads material  Extreme difficulty managing homework assignments and deadlines  Says he was unaware of assignments and deadlines because the teacher "never told" him what was required  Unexpected difficulty with learning a foreign language  Struggles with higher math, such as algebra  Significant discrepancy between school performance and scores on standardized tests Return to “Common Learning Disabilities” Reading with Dyslexia

Return to Previous Page

Mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts Dyscalculia Return to previous page

COMMOM SIGNS OF DYSCALCULIA Fractions Organizing math problems Making change Counting money Carrying and Borrowing Place value Negative and positive numbers Remembering math operations Math with Dyscalculia Return to Common Learning Disabilities

Return to previous page

Writing disability in which a person finds it hard to form letters, write within a defined space and express ideas DYSGRAP HIA Return to previous page

COMMON SIGNS OF DYSGRAPHIA Gripping a pencil Writing neatly, evenly, and legibly. Leaving consistent spacing between letters and words Writing on a line or within margins Being consistent in spelling. Preparing outlines and organizing written work Expressing written ideas in an organized way Writing with Dysgraphia Return to Common Learning Disabilities

Return to Previous Page