Chapter 23 Specific Learning Disabilities Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Defining Learning Disorders Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (PL 108-446) defines specific learning disability (SLD) as “disorder in one or more of the basic psychological processes involved in understanding or using language…” Problematic because fails to define core features or origins of SLD Discrepancy approach to diagnosis Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) proposes new term, learning disorder Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Response to Intervention Redefines SLD as an inadequate response to instruction Benefits of response to intervention (RTI) Early identification and intervention At-risk rather than deficit model Strong focus on student outcome Three steps: Instruction in general education classroom with monitoring If not progressing, additional services with monitoring If not progressing, intensive instruction/special education Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Prevalence In 2007–2008, 6.6 million students received special education services 2.5 million classified as having SLD; 5% of school-age population Doubled since 1977, which may be result of Early or improved diagnosis Overdiagnosis or inclusion of students with more subtle learning problems Represents only students served in public schools Reporting differences in school districts and states Increase in students identified on autism spectrum Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Specific Reading Disability Most commonly recognized form of learning disability; almost half of special education population Mechanisms of specific reading disability (SRD) Defect in phonological awareness Defect in phonetic representation in working memory Various hypotheses on the impairments involved Genetics Research suggests a genetic link Some genetic syndromes may have increased risk of learning disabilities (e.g., girls with Turner syndrome, boys with Klinefelter syndrome) Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Specific Reading Disability (continued) Neural substrates of reading Dysfunction of left-hemisphere brain systems Neuroimaging studies show increased activation of anterior and dorsal systems with intensive remediation Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Specific Mathematics Disability Often seen with other learning and cognitive disorders Manifests in different ways and evolves over time Defined by deficiencies in fact mastery and calculation fluency Neurobiology still evolving: Brain-based impairments suggested Familial occurrences Psychological mechanisms proposed Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Impairments Associated with Specific Learning Disabilities 25%–50% of individuals with learning disorders have additional impairments Memory impairments—inability to listen, remember, and repeat auditory stimuli Impairments in executive functions—inability to maintain appropriate problem-solving set of procedures for attaining future goal Attention-deficit/hyperactivity disorder (ADHD)—one-third of individuals with learning disorders have ADHD Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Impairments Associated with Specific Learning Disabilities (continued) Impairments in social cognition—difficulty understanding complex emotions, social isolation, few close friends, infrequent participation in social activity Emotional and behavior disorders—may be endogenous biological conditions or result of child’s experiences with school failure Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Health Problems Simulating Specific Learning Disabilities Some students misdiagnosed with SLD but have another problem Developmental disability (e.g., sensory impairment, epilepsy) Chronic illness (e.g., diabetes, human immunodeficiency virus infection, sickle cell disease, cancer) Psychosocial problem (e.g., hunger, poverty, abuse) Essential to identify and address underlying problem in order to solve the learning problem Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Assessment Procedures Identify strengths and challenges School team, including parent and student (when appropriate), reviews assessments, makes recommendations about services on individualized education program Testing: psychological, language, educational, complete medical, behavioral, and social history Progress testing: standardized proficiency testing, authentic assessment, norm-referenced and criterion-referenced tests, informal assessment, and portfolio assessment Periodic assessment of progress required, which aligns with RTI and the No Child Left Behind Act of 2001 (PL 107-110) Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Intervention Strategies Intervention goal: effective performance in school and beyond Intervention objectives: achieve academic competence, treat associated impairments, prevent adverse mental health outcomes Intervention essentials: Address core learning disorder Focus on associated cognitive, attention, language, perceptual, and sensory impairments Recognize developmental challenges, changing curriculum, effects of maturation Should not be withdrawn prematurely Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Instructional and Other Types of Interventions Reading—components of sound reading program: Phonemic awareness and phonics skills Fluency, accuracy, speed, and expression Reading comprehension strategies Teacher education and tools Computer technology Middle school and high school—new challenges for students with learning disabilities: Reading process connects with other skills for mastering other subjects Teachers need to understand demands and organization of content as well as how students must organize content so they can use it in different forms Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Instructional and Other Types of Interventions (continued) Writing—problems processing and reporting in written form (dysgraphia) Word processors and remedial and instructional techniques Teaching writing as outgrowth of reading process Connections between reading and writing and development of study skills and organization (self-regulated strategy development) Mathematics—problems with basic math operations (dyscalculia) Functional applications and manipulatives Diagramming of word problems Other approaches: emphasis on problem type, executive function, metacognition Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Instructional and Other Types of Interventions (continued) Social cognition—critical to maintaining self-esteem Counseling—for underlying mental health issues Medication—for associated impairments such as ADHD and behavior and emotional disorders Homework—teacher and parent work to set up workable system and schedule Periodic reevaluations—to evaluate academic progress, psychosocial issues, parent–child relationships; share resources Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Outcomes More students with learning disabilities going to college, often with special assistance Early career education important so individuals can support themselves independently as adults Long-term outcomes dependent on The amount of time spent on remediation/practice Severity of learning disorder Age at diagnosis and intervention IQ score Presence of comorbid condition Socioeconomic status of family Child’s motivation to learn Family support system Chapter 23 slides in Children with Disabilities, Seventh Edition, Online Companion Materials. Copyright © 2013 Paul H. Brookes Publishing Co., Inc. All rights reserved.