1. Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities Chapter 5 Copyright © Allyn & Bacon 2008 This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

2. 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

3. Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Lists processing disorders that affect:  Listening, thinking, speaking, reading, writing, spelling, and mathematics  Includes some disorders  Excludes other disorders  Focuses on school tasks

4. 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

5. Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Largest disability category  Fastest growing disability category since 1975  Prevalence highest for older students  Prevalence higher for boys than girls

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

7. 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

8. 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

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

10. Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities Bell Curve

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

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

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

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

15. 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

16. 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).

17. 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

18. 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

19. 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

20. 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

21. 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

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

23. 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

24. 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

25. 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?

26. Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Permitted, not required by IDEA 2004  Three-Tiered Model  All students participate in tier 1, and educators use proven instructional methods  Students who don’t succeed in tier 1 receive supplemental instruction  Students who don’t succeed in tier 2 receive more intensive interventions

27. 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.

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

29. 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)

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

31. 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

32. 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

33. 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

34. Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities  Parents are often actively involved in their child’s education  Good school-home collaboration is vital  Parent participation may be affected by cultural variables

35. Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities Should there be an alternative approach to identifying students as LD? Should students be identified as LD for the first time in high school or college?

36. Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities Many issues related to the use of response as a method of identifying students as learning disabled. Should students be identified as LD for the first time in high school or college?