Learning Disabilities Courtney Brothers

One of the hardest things to do as an educational provider is to provide the best education for each student based on their personalized needs. This means including those who are exceptional along with students who learn at the level appropriate for their grade. Lets look into ways of characterizing special education children and how you as a teacher or administrator can make educated decisions for these students.

Learning Disabilities Definition A disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in a imperfect ability to listen, think, speak, read, write, spell. Or to do mathematical calculations Disorders include such conditions: – perceptual disabilities – brain injury – minimal brain dysfunction – Dyslexia – and developmental aphasia Disorders do not include: – Visual, hearing, or motor disabilities – Mental retardation – Emotional disturbance – Environmental, cultural, or economic disadvantage

Learning Disabilities are associated with problems in listening, reasoning, memory, attention, selecting, and focusing on relevant stimuli Characteristics include: Reading Problems Deficits in Writing Language Underachievement in Math

Characteristics 90% of all children identified as learning disabled are referred for special education services because of reading problems 74% are still receiving special education for reading in the 9 th grade 90% of all children identified as learning disabled are referred for special education services because of reading problems 74% are still receiving special education for reading in the 9 th grade Characterizing: Doesn't know the sounds associated with all of the letters Skips words in a sentence and doesn't stop to self-correct Can't remember words; sounds out the same word every time it occurs on the page Frequently guesses at unknown words rather than sounding them out Characterizing: Doesn't know the sounds associated with all of the letters Skips words in a sentence and doesn't stop to self-correct Can't remember words; sounds out the same word every time it occurs on the page Frequently guesses at unknown words rather than sounding them out

How Can I Help in the Classroom? Introducing key ideas Clarifying the purpose of the chapters with advance organizers Reviewing difficult and abstract scientific terms in the chapter Teachers can point out specific textbook elements: Summaries Introductory Objectives Questions Outlines Introducing key ideas Clarifying the purpose of the chapters with advance organizers Reviewing difficult and abstract scientific terms in the chapter Teachers can point out specific textbook elements: Summaries Introductory Objectives Questions Outlines

Written Language Deficits Many of these students use a “retrieve-and-write” approach, meaning they only write down whatever they retrieve They seldom use strategies such as: – Organizing ideas – Drafting – Self-assessing – Rewriting Many of these students use a “retrieve-and-write” approach, meaning they only write down whatever they retrieve They seldom use strategies such as: – Organizing ideas – Drafting – Self-assessing – Rewriting How can I help? – Teachers can help most students to improve their writing and spelling skills by explicit instruction on the skills and strategies – Practice, Practice,Practice How can I help? – Teachers can help most students to improve their writing and spelling skills by explicit instruction on the skills and strategies – Practice, Practice,Practice

Example: Figure 5.5 (Exceptional Children, Chapter 5) – A loge tine ago they atene a cosnen they head to greatthere on fesee o One day tere were sane evesedbeats all gaseraned tesene in cladesn they hard a fest for 2 meanes What he actually is trying to say: – A long time ago there were ancient cave men. They had to get their own food. One day there were some wildebeests. They all gathered them and killed them. They had a feast for two months.

Math Skills 50% of all students with learning disabilities have IEP goals in Math Dyscalculia is a broad term for severe difficulties in math. – Students simply cannot understand the simplest math functions. How can I help? – Systematic Instruction that provides guided, meaningful practice with feedback. – Drill and Practice 50% of all students with learning disabilities have IEP goals in Math Dyscalculia is a broad term for severe difficulties in math. – Students simply cannot understand the simplest math functions. How can I help? – Systematic Instruction that provides guided, meaningful practice with feedback. – Drill and Practice

Students with LD are prone to: Poor Social Skills – Encourage students in engage in casual conversations, even if it means you dragging it out of them. Eventually they will become more comfortable with you. Always show interest! Attention Deficits – Seat student in quiet area next to a peer who might be a good role model – Provide peer assistance in note taking – Cue the student to stay on task Hyperactivity – Evaluate the student. Watch and see what they eating, do they show signs of being tired. Communication with the parent can make a world of different. Poor Social Skills – Encourage students in engage in casual conversations, even if it means you dragging it out of them. Eventually they will become more comfortable with you. Always show interest! Attention Deficits – Seat student in quiet area next to a peer who might be a good role model – Provide peer assistance in note taking – Cue the student to stay on task Hyperactivity – Evaluate the student. Watch and see what they eating, do they show signs of being tired. Communication with the parent can make a world of different.

Students with LD are prone to: Behavior Problems – As with anyone else, communicate clearly with the student on why they are receiving punishment. Make sure they understand and relize consequences for actions. – Keep a behavioral Log to send home Low self-esteem – Encouarage the student to engage themselves in activites. Make sure they feel they can do just as much as the other students. Behavior Problems – As with anyone else, communicate clearly with the student on why they are receiving punishment. Make sure they understand and relize consequences for actions. – Keep a behavioral Log to send home Low self-esteem – Encouarage the student to engage themselves in activites. Make sure they feel they can do just as much as the other students.

References: Exceptional Children 9 th Edition William L. Heward ADHD/739-early-signs-of-reading-difficulty.gs asics/p/Dyscalculia.htm icle4.htm down-a-hyper-child/