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Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Early interventions focused on process interventions  Perceptual-motor skills  Later focus switched to instructional interventions  Direct instruction of academic

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. (continued on the next slide)

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Similarities to IDEA Definition  Both define learning disabilities as involving deficits in a number of academic and cognitive areas.  Differences from IDEA Definition  NJCLD definition eliminated psychological processing deficit requirement.  Redefined exclusion aspect of IDEA definition stating that a learning disability cannot be the result of other disabilities or extrinsic factors, but that they can coexist. Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  3.9% of students 6-21 received services for learning disabilities in  Largest area of IDEA disability - 45% of all served under IDEA have a learning disability.  Three to four times more boys receive services for learning disabilities than girls.  African Americans are underrepresented in this category (and over-represented in the intellectual disabilities category).  Prevalence by state varies. Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Heterogeneous group of disorders  Intrinsic to the individual and have a neurological basis  Characterized by unexpected achievement  Not the result of other disorders or problems but may occur with other disabilities

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities Chemical imbalance Brain injury Prenatal Perinatal Postnatal Heredity

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities Poor nutrition Adverse emotional climate at home Toxins or severe allergies Poor teaching Lack of stimulation Poverty Poor instruction

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Average or above average intelligence  Weaknesses in one or more areas:  Attention  Perception  Memory  Thinking/processing

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Deficits in: Reading Written language Mathematics Oral language

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Reading comprehension  Cannot recall facts, sequences, or main themes  Word recognition errors  Omissions, insertions, substitutions, reversals  Oral reading  Insecurity, loses place  Word analysis skills  Phonological awareness difficulties, dyslexia

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Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities Aphasia is an impairment of language, usually caused by left hemisphere damage either to Broca’s area (impaired speaking) or to Wernicke’s area (impaired understanding).

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Computation skills  Word problems  Spatial relationships  Writing or copying shapes  Telling time  Understanding fractions/decimals  Measuring

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Spelling  Omission or substitution of letters  Auditory memory and discrimination difficulties  Handwriting  Absence of fine motor skills  Lack of understanding of spatial relationships  Composition  Sentence structure  Paragraph organization  Complexity of stories

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Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Short-term memory  Recalling in correct order, of either aurally or visually presented information shortly after hearing or seeing the items  Working memory  Retaining information while simultaneously engaging in another cognitive activity  Success in reading and math depend on this ability  Crucial for word recognition and reading comprehension

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Lack of awareness of strategies and resources needed to perform effectively  Inability to monitor, evaluate, and adjust performance to ensure successful task completion

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Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Students may attribute success to situations beyond their control such as luck rather than to their own efforts  Chronic failure makes success seem unattainable  Learned helplessness (Seligman)  Passive learners  Deficits in strategic learning behaviors

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Problems with:  Social perception  Social competence  Nonverbal learning disabilities  Motivation

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Types of Behavior Problems  Out-of-seat behavior  Talk-outs  Physical or verbal aggression  Problems may be caused by:  Communication difficulties  Frustration with academics  Attention difficulties or hyperactivity

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Formal Assessments  Norm-referenced intelligence and achievement tests  Criterion-referenced tests  Classroom Assessments  Curriculum-based measurement  Portfolio assessment  Observations

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities Response to Intervention  Three-tier model to identify students who might have a learning disability Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Does a significant gap exist between the student’s ability and academic achievement?  Is the learning problem the result of a disorder in an area of basic psychological processing involved in understanding language?  Can other possible causes of the learning problem be eliminated?

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Is the student still exhibiting significant gaps in learning even though research-based, individually designed, systematically delivered, and increasingly intensive interventions have been provided?  If the team decides that a student is nonresponsive to intervention, the team may decide the student has a learning disability.

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Higher student self-confidence, higher expectations, improved academic progress (Ritter, Michel, & Irby, 1999)  Higher grades, comparable scores on achievement tests, better attendance (Rea, McLaughlin, & Walther-Thomas, 2002)  Better social outcomes when students attend regular education classes part-time rather than full-time (Vaughn & colleagues)

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities High dropout rate Less postsecondary education Part-time employment Lower occupational status Lower wages

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Include career awareness and exploration  Teach problem-solving, organization, self- advocacy, and communication skills  Work experiences are valuable  Linkages between students and community services  Teach students self-advocacy skills

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Strategy instruction  Techniques, principles, and rules that guide students to complete tasks independently  mnemonics  Direct instruction

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Well-organized, sequenced lessons  Short review of previously learned skills  Clear statement of lesson goals  Presentation of new material in small steps  Frequent opportunities for practice  Questions to check for understanding

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Cognitive Strategies  Deliberate, planned activities used to acquire information or knowledge  Example: mnemonics, acronyms, acrostics, keyword methods  Metacognitive Strategies  Self-regulatory strategies to plan, monitor and check outcomes  Mnemonics  Devices, like rhymes or songs, to help remember information  Attribution Retraining  Teaching students to attribute success to using effective strategies Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Using visuals  Implementing cooperative learning  Setting up peer tutors  Allowing use of the native language to organize thoughts  Providing sufficient time to use language  Focusing on vocabulary to teach concepts  Providing multi-sensory teaching  Using supplementary materials Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Physical arrangements  One-to-one instruction  Instructional grouping  Small group, whole class, peer tutoring Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Word processing  Speech recognition  Digital voice recorders  Computer programs Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Consider Using  Accommodations  Adaptations  Collaborate Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Accommodations  Changes based on student’s needs in how information is presented by the teacher or how understanding is demonstrated  Levels the playing field for the student  Adaptations  Changes the methods, materials, or concepts being taught based on the student’s needs Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.