1. Chapter 9 Specific Learning Abilities and Strategies

2. Specific Learning Abilities Specific learning abilities are: Attention Perception Memory Processes of receiving, associating, and expressing information

3. Eligibility for Learning Disabilities Includes: Gathering information about learning strategies used by students Consideration of whether appropriate learning experiences have occurred Determining difficulties are not the result of environmental, cultural, or economic disadvantage

4. Issues and Trends Historical approaches not supported by research: Preferred modality method Deficit remediation method Newer approaches focus on: Performance problems in basic skills Learning strategies

5. More Issues and Trends Phonological awareness training supports Decoding Spelling Movement away from the use of the discrepancy concept in the identification of students with learning disabilities Responsiveness to Instruction concept

6. Current Practices Learning abilities and strategies are a concern to both general and special educators Major concern with technical qualities of assessment tools Some states continue to use discrepancy model Discrepancy systems include Woodcock- Johnson and Wechsler Tests

7. Sources of Information School records Observations Individual tests Interviews Teachers Parents

8. Screening for Sensory Impairments Refractive disorders Myopia, hyperopia, astigmatism Muscle disorders Restricted peripheral vision Color vision impairments Snellan chart is most often used for vision screening

9. Hearing Impairments Conductive hearing losses responsive to medical treatment Sensorineural losses caused by damage to inner ear Screening instrument is audiometer

10. Screening for Learning Disabilities Learning Disability Evaluation Scale– Renormed (LDES–R) Learning Disabilities Diagnostic Inventory (LDDI) Both use screening questionnaire completed by teachers

11. Tests of Perception Evaluate Visual discrimination Figure-ground discrimination Spatial relationships Form perception Auditory discrimination Auditory blending

12. Tests of Perception Developmental Test of Visual Perception (2nd ed.) (DTVP–2) Motor-free Visual Perception Test (3rd ed.) (MVPT–3) Goldman-Fristoe-Woodcock Auditory Skills Test Battery Goldman-Fristoe-Woodcock Test of Auditory Discrimination Auditory Discrimination Test

13. Tests of Motor Skills Purdue Perceptual-Motor Survey Bruininks-Oseretsky Test of Motor Proficiency Test of Gross Motor Development (2nd ed.) (TGMD–2) Developmental Test of Visual-Motor Integration (4th ed.) VMI Test of Visual Motor Integration (TVMI)

14. Measures of Memory and Attention Assess short-term recall in the serial mode Test of Memory and Learning (TOMAL) is comprehensive Wechsler Memory Scale–Third Edition is designed for adolescents and adults Observation is the major technique for assessing attention

15. Tests for Specific Abilities Detroit Tests of Learning Aptitude (4th ed.) (DTLA–4) Scores for Linguistic, Attentional, and Motoric domains Hammill Multiability Intelligence Test (HAMIT) is shorter version of DTLA–4

16. Tests for Specific Abilities Wechsler Intelligence Scale for Children–IV subtests Woodcock-Johnson III Tests of Cognitive Abilities Kaufmann Assessment Battery for Children (K-ABC)

17. Assessment of Learning Strategies Use of ineffective or inefficient learning strategies Reliance on informal approaches Study Skills Counseling Evaluation (SSCE) identify weaknesses in high school and college students

18. Answering Assessment Questions Different procedures yield varied results Technical quality should be documented Assessment devices measure the same skills with different strategies Assessment team must document specific learning abilities and strategies