learning disabilities
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Learning Disabilities
ReadingDefinition
Written languageSpoken Language
Social Uses of LanguageMathematics
Behavioral ProblemsPerceptualMemory
Social CompetenceAssessment
Large number of learning characteristics makes it difficult to interpret research findings that can provide the basis for
recommending effective teaching strategies.
Learning disabilities may occur within the lifespan.
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No two individuals with learning disabilities are found to be alike. There is a great deal of intra-individual variations within the profiles
of groups of these children.
Uneven profiles are found.
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Reading poses the most difficulty among all the subjects in the curriculum. Reading problems are ushered in by deficiencies in
language skills especially the phonological skills.
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These skills develop the ability to understand the rules of how various sounds go with certain letters to make up words called
Grapheme-phoneme correspondence.
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The difficulty in breaking words into their component
sounds result to difficulties in reading and spelling.
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DyslexiaRefers to the disturbance in the ability to learn in
general and the ability to read in particular.
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Written Language poses severe problems:
HandwritingSpelling
Composition Illegible and Slow Writing
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Their written work show lack of planning,
organizing, drafting and editing.
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Developmental Aphasia
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Spoken language poses problems on the mechanical uses of language syntax or grammar, semantics or word meanings and phonology or the breaking down of words
into their component sounds and blending individual sounds to compose words.
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Developmental Aphasia
Is a condition characterized by loss of speech functions, often, but not always due to brain injury.
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Pragmantics or Social Uses of Language
•Problems in the ability to carry on a conversation. •Unable to engage in a give and take conversation•Find it difficult to understand ideas•Long silences•Inability to respond
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Mathematics
Problems are recognized as second
to deficiencies in reading, language
and spelling.
Dyscalculia
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The students with these inabilities tend to fail and be retained in a grade level.
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Behavior problems
•Inattention•Impulsivity•Hyperactivity
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Social acceptance is low but some can be popular.
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Perceptual, Perceptual-Motor, General Coordination Problems
1.Exhibit Visual and/or auditory perceptual disabilities.
Problem is in organizing and interpreting visual and auditory
stimuli.Menu
Perceptual, Perceptual-Motor, General Coordination Problems
2. Difficulty with physical activities that involve gross and fine motor skills.
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Perceptual, Perceptual-Motor, General Coordination Problems
3. Problems with attention and hyperactivity.
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Memory, Cognitive and Metacognitive Problems
•Problems in remembering assignments or appointments.•Disorganized thinking•Lack of awareness skills, strategies and resources to perform task effectively.
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Memory, Cognitive and Metacognitive Problems
Attention Deficit- Selective attention or inability to focus on relevant details of the lesson
Cannot scan all the sensory stimuli such as the instructional aids used by the teacher but instead distracted.
Coaching and effective selective attention strategies
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Memory, Cognitive and Metacognitive Problems
Poor Memory- poor ability to store and retrieve information
They lack the ability to organized information for recall. Happens either because of the absent ,
immature or inefficiently use of common strategies for storing and recalling information.
The teacher calls him/her back to attention. Provide study guides and summary of lessons.Menu
Problems in Social Competence
Learning disabled person may be popular, neglected or rejected.
May have low social acceptance but can enjoy popularity or may have significant deficits in social skills but enjoy acceptance.
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Assessment of Learning Disabilities
Tests:
•Norm-referenced tests•Process tests•Informal reading inventories•Criterion refrenced tests•Direct daily measurement of Learning
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Students with LD manifest deficits in the expected number of skills for mastery in a particular level.
Specific perceptual problems are in visual perception, auditory perception, and
visual-motor coordination.TESTS
• llinois Test of Psycholinguistic Abilities• Marianne Frostig Developmental Test of Visual
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Criterion Referenced TestsFor specific subjects:
ReadingLanguage
Mathematics
Determine the mastery level of the student that he/she should be
capable of achieving.Menu
Informal Reading InventoryConsists of a series of
progressively more difficult sentences and paragraphs
for oral reading.
Mistakes are recorded like problems in consonants, omissions, reversals, substitutions
and comprehension.
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Direct Daily MeasurementExample: In Mathematics, the teacher observes and records the correct rate or how many times the student gives wrong responses and the percentage
of correct answers.
So, the teacher can adjust his/her lesson.
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Direct Daily MeasurementChildren with learning disability
should be identified early so he/she will received his/her own
individualized educational plan.
A SPED teacher should assist a regular teacher in her way of teaching so, the regular teacher will not be engage in doing behaviors that would make the
student have inattention, impulsivity and hyperactivity.
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