1. Composition of Students with Disabilities
Figure 1.4, p 27

2. Learning Disabilities: Typically Disruption or Maturational Delay
Language skills
Motor skills
Uneven performance on IQ assessment
Visual-Motor
Incomplete or mixed dominance
Social Immaturity
Genetics

3. Recent Brain Research Autopsies Postmortem studies MRI, fMRI
Family studies
Twin studies
Postmortem studies
Imaging Techniques
Genetic studies

4. Left or Right? Motor Development Sensory Integration Inattentive
Auditory Perception
Visual Perception
Impulsive
Inadequate interpersonal skills
Deficits in work-related skills
Hyperactive
Rapid naming skills
Writing Weaknesses
Short-term Memory

5. Specific Learning Difficulties
Reading
Writing
Mathematics
Spelling
Chapter 6. Theoretical Directions

6. Neurological Profile Cerebral Hemispheres
Left hemisphere Language
Right hemisphere Nonverbal stimuli
Corpus collosum Connection

7. Left-Right Brain Processing
Left Brain Right Brain
Analytical Synthesizes
Verbal Strengths Visual spatial imagery
Linear Simultaneous
Sequential Holistic
Sees” parts, pieces “Sees” whole, gestalt
Precise & accurate Makes sense of all the parts
Detail oriented Interpretation of non verbal cues
Step by step learner
Organization Ambiguity
Open ended questions

8. Precursors of Learning Disabilities Difficulties in any of the following:
Communication/oral language
Phonological awareness
Rapid naming skills
Knowledge of the alphabet
Visual-motor skills
Fine- and gross-motor skills
Attending abilities
Social Skills

9. Nonverbal Learning Disabilities
Characteristics
Poor social perception
High verbal intelligence
Early reading achievement
More evident in adolescents and adults
Different than academic, language and cognitive disabilities

10. Indicators of Social Disabilities
Poor social perception
Lack of judgment
Lack of sensitivity to others
Difficulty making friends
Problems with family relations
Social problems in school

11. Visual Perception Visual perception—Interpreting what is heard
Visual discrimination
Figure-ground perception
Visual closure
Spatial relations
Object-letter recognition
Reversals
Whole-part perception

13. Visual Perception
Do you see a young woman or an old woman in this picture?
Chapter 6. Theoretical Directions

17. Difficulties in Mathematics
Sense of Body Image
Visual-motor & Visual Perceptual Abilities
Spatial Relations
Memory Abilities
Chapter 6. Theoretical Directions

18. Information Processing Problems in Mathematics
Attention
Visual-spatial Processing
Auditory Processing
Memory & Retrieval
Motor Problems
Non Verbal LD

19. Detecting Writing Weaknesses
Perform better on oral tasks than
written tasks.
Complete written tasks in a slow or
labored manner.
Frequently need help during
the completion of a written assignment.
Often seek praise and reassurance
during written assignments.

20. Motor Development Gross motor skills Fine motor skills
Learning through play
Perceptual motor skills
Sensory Integration

21. Sensory Integration Tactile System Vestibular System
Proprioceptive System

22. Language Based Learning Disabilities may include difficulty with the following:
Expressing ideas clearly, as if the words needed are on the tip of the tongue but won't come out. What the student says can be vague and difficult to understand (e.g., using unspecific vocabulary, such as "thing" or "stuff" to replace words that cannot be remembered). Filler words like "um" may be used to take up time while the student tries to remember a word.
Learning new vocabulary that the student hears (e.g., taught in lectures/lessons) and/or sees (e.g., in books)

23. Understanding questions and following directions that are heard and/or read
Recalling numbers in sequence (e.g., telephone numbers and addresses)
Understanding and retaining the details of a story's plot or a classroom lecture
Reading and comprehending material
Learning words to songs and rhymes
Telling left from right, making it hard to read and write since both skills require this directionality

24. Letters and numbers
Learning the alphabet
Identifying the sounds that correspond to letters, making learning to read difficult
Mixing up the order of letters in words while writing
Mixing up the order of numbers that are a part of math calculations
Spelling
Memorizing the times tables
Telling time

25. Auditory Perception Auditory perception-Interpreting what is heard
Phonological awareness
Auditory discrimination
Auditory memory
Auditory sequencing
Auditory blending

26. Speech or Language Impairments
Speech disorders- deviates significantly from the speech of others.
Articulation, Voice, Fluency
Language disorders- comprehension, and/or use of spoken, written and other symbol systems is impaired or does not develop normally.
Receptive language
Expressive language
Form, content, function

27. Reading Students may: Have difficulty with one or more subject areas.
Have limited mastery of concepts.
Have limited fund of information.
Have limited expressive and receptive vocabulary.
Display limited knowledge of word
meanings.
Do not understand special multiple meanings of words.
Read significantly below level of text.

28. Weak listening speaking and sight vocabulary.
CAUSES:
Weak listening speaking and sight vocabulary.
Weak contextual analysis skills.
Inability to apply same word in different contexts.

29. fMRI Brain Image
Figure 10.2, page 330 – is it possible to add these colors back into what you get from the comp? If not the whole brain, then just the three spots identified?
Chapter 6. Theoretical Directions

30. An Information-Processing Model of Learning

31. Problems Faced by Adolescents with LD
Severe deficits in basic academic skills
Below-average performance in content area courses
Deficits in work-related skills
Passive academic involvement
Inadequate interpersonal skills

32. Symptoms of ADD/ADHD or Executive Function Disorder
Severity
Symptoms more frequent and severe than other children
Early onset
Symptoms must have appeared before age seven
Duration
Symptoms persist for at least 6 months

33. Subtypes of ADHD in DSM-IV
ADHD-IA
ADHD-HI
ADHD-C
Primarily inattentive
Primarily
hyperactive and impulsive
Combined
Chapter 6. Theoretical Directions

34. Reduce number of items per page or line Provide a designated reader
ACCOMODATIONS
Examples of possible accommodations for an IEP team to consider, broken into six categories:
Presentation:
Provide on audio tape
Provide in large print
Reduce number of items per page or line
Provide a designated reader
Present instructions orally
Response:
Allow for verbal responses
Allow for answers to be dictated to a scribe
Allow the use of a tape recorder to capture responses
Permit responses to be given via computer
Permit answers to be recorded directly into test booklet

35. Setting:
Provide preferential seating
Provide special lighting or acoustics
Provide a space with minimal distractions
Administer a test in small group setting
Administer a test in private room or alternative test site

36. Timing:
Allow frequent breaks
Extend allotted time for a test
Test Scheduling:
Administer a test in several timed sessions or over several days
Allow subtests to be taken in a different order
Administer a test at a specific time of day
Other:
Provide special test preparation
Provide on-task/focusing prompts
Provide any reasonable accommodation that a student needs that does not fit under the existing categories