Learning Differences?Disabilities?Disorders?

AED 150: Fall 2015

Learning Objectives

1. Describe attributes of five major types of learning differences/ disabilities/ disorders.

2. Observe and describe patterns of brain activation viewed on scans.

3. Identify three campus support services available for individuals with learning differences.

4. Discuss socio-cultural implications associated with these differences/disabilities/disorders.

What they have in common:

• Complex causes – often traced to a combination of genetic and environmental factors

• Variability between people with same diagnosis (e.g., no two people with autism “look” the same)

• Relate to neuronal connections (wiring – often in utero or early childhood) and/or neuronal activity (hypo or hyper-activation)

• Connection issues helped by learning, therapies

• Neuronal activity issues can be helped by medication, other interventions (it depends)

Anxiety Disorder/DepressionAnxiety Depression

• Overwhelming feelings of sadness and negative thoughts that persist caused by hyperactivity of limbic system and areas of prefrontal cortex

• About 18% of adults (1 in 6)

• Treatment: Medication, talk therapy, exercise, avoidance of depressants

• Overwhelming feelings of fear and uncertainty that persist caused largely by hyperactivity of limbic system

• About 18% of adults (1 in 6)• Treatment: Medication, talk therapy, meditation,

exercise, avoidance of caffeine and other stimulants

Lorberbaum et al., 2004 Anand et al, 2005

Learning Disability

• “Normal intelligence but a problem in one or more areas of learning….because of differences in brain structure and/or function”

• 5-10% of 6-17 year olds (or 1 in 10-20)

• 80% of students with LDs have dyslexia

• Treatment: Tutoring and practice-therapies (e.g., speech)

Average child Dyslexic child after 80 hours of remedial instruction

Dyslexic child

Source: Simos et al. (2002)

From: Toward Systems Neuroscience of ADHD: A Meta-Analysis of 55 fMRI Studies

FIGURE 3. Proportions of ADHD-Related Hypo- or Hyperactivation in Meta-Analyses Focused on Adults or Children and for the Omnibus Meta-Analysis

Copyright © American Psychiatric Association. All rights reserved.

Date of download:10/01/2015

Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD)

• Affects brain areas involved in thinking, paying attention, and planning, as well as communications between the two halves of the brain

• “Symptoms include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (over-activity).”

• Affects about 4% of adults (1 in 25)

Intellectual Disability

• “Intellectual disabilities are characterized by below average scores on tests of intellectual functioning as well as functional limitations in areas such as communication, self-care, and social situations.”

• Incidence varies based on diagnosis

Support for Students with Learning Differences at UA

• Project FOCUS (Focusing Opportunities with Community and University Supports) (http://projectfocus.arizona.edu/)

• Designed to support 18-22 year olds with intellectual disabilities

• 2 year program offers Certificate in Service Learning

• Includes career exploration, internships, and community service opportunities

• Peer mentoring

• Applications due Friday Oct. 9th for 2016-2017 school year

Autism Spectrum Disorder

About 1 in 60

Treatment: Learning therapies

Support for Students with Learning Differences at UA

Disability Resources Centerhttp://drc.arizona.edu/

• Support services:• Educate faculty about how they can

design classes that work for all • Help coordinate support between

students and instructors• Test taking services• Tutoring• Learning Workshops• Peer Mentoring• Resources for individuals with physical

disabilities (including Adaptive Athletics)

Strategic Alternative Learning Techniques (SALT) Center

http://www.salt.arizona.edu/about

• Support services:• Individual mentoring

• Tutoring

• Writing & Math Lab

• Learning Workshops

• Career Exploration

• Counseling

Discussion Questions

1. Why are these considered disorders?

2. What is the purpose of diagnosis?

3. What helps and hinders the learning of individuals with learning differences/disorders/disabilities? How do these compare with individuals with “average” (or “neurotypical”) brains?

4. If there are genetic causes (or partial causes) for many of these, should we be working for cures?

5. Are these neurological deficits/disorders or neurodiversities/differences?

Sources/Resources

• U.S. Department of Education, National Center for Education Statistics. (2015). Digest of Education Statistics, 2013 (NCES 2015-011),Chapter 2. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=64

• http://www.med.umich.edu/yourchild/topics/ld.htm

• http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

• http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/index.shtml

• https://www.nsu.edu/Assets/websites/counseling-center/resources/Anxiety-Disorders-Fact-Sheet.pdf

• http://www.nimh.nih.gov/health/statistics/prevalence/major-depression-among-adults.shtml

• http://www.cdc.gov/ncbddd/autism/index.html

• http://www.cdc.gov/ncbddd/developmentaldisabilities/index.html

• http://cirrie.buffalo.edu/encyclopedia/en/article/15/consumer/