1. Learners with Learning Disabilities Chapter 6

2. Topics Definition Identification Procedures Prevalence Causes Assessment Psychological and Behavioral Characteristics Educational Considerations Early Intervention Transition to Adulthood

3. Definition of Learning Disabilities The National Joint Committee for Learning Disabilities (NJCLD) Definition (compared to Federal Definition) –Objects to reference to problems with psychological processes –Considers central nervous system dysfunction –Adds that it is a lifelong condition –Includes self-regulation and social interaction –Excludes terms that are difficult to define –Includes coexisting conditions –Does not include spelling as a category

4. Identification Procedures Achievement-Ability Discrepancy –Statistically flawed formulas –Difficult and expensive to implement –IQ scores are unreliable and are not strong predictor of reading ability –Useless concept in early grades Response to Intervention or Treatment –“RTI” 3 or 4 tier model

5. Prevalence 5 to 6 percent of students aged 6 to 17 identified More than half of students identified as needing special education are labeled learning disabled (“high incidence”) Prevalence has doubled since the 1977 –Overidentification or social-cultural factors? Boys outnumber girls 3 to 1

6. Causes Recent evidence of Central Nervous System dysfunction –Neuroimaging techniques Genetic factors –Familiality studies –Heritability studies Teratogenic factors Medical factors

7. Assessment Standardized achievement assessment Formative assessment –Criterion-referenced testing –Curriculum-based assessment Informal assessment Authentic assessment –portfolios

8. Psychological and Behavioral Characteristics Interindividual variation & Intraindividual variation Academic achievement problems (reading, math, spoken and/or written language) Perceptual, perceptual-motor, and general coordination problems Disorders of attention and hyperactivity Memory, cognitive, and metacognitive problems Social-emotional problems –Nonverbal learning disabilities Motivational problems Inactive learner with strategy deficits

9. Educational Considerations Cognitive training: strategies for academic and motivational problems –Self-instruction –Self-monitoring –Scaffolded instruction –Reciprocal teaching Direct Instruction Need to combine DI and Cognitive Instruction

10. Service Delivery Models & Early Intervention Service Delivery Models Most students served in general education classrooms Belief that other options must be kept available Early Intervention Young children rarely identified –Typically don’t engage in academic tasks Some professionals favor early identification –Use preacademic skills as predictors

11. Transition to Adulthood Factors related to successful transition: –Perseverance; goal setting & support network –Awareness of strengths/weaknesses; educational intervention –High-quality vocational/job training & supportive work environment –Ability to take control of own life Secondary Programming –Functional skills; work study;basic skills & learning strategies –Work-study & inclusion w/tutorials, as needed –Inclusions and co-teaching; consultation Postsecondary Programming –Understanding of accommodations –Available student support services –Section 504 of Rehabilitation Act of 1973 –Self-advocacy