Learning disabilities - what are Learning disabilities - what are theythey??

1. Learning Disabilities1. Learning Disabilities refers to a variety of refers to a variety of disorders that affect the acquisition, retention, disorders that affect the acquisition, retention, understanding, organization or use of verbal understanding, organization or use of verbal

and/or non-verbal information. and/or non-verbal information.

2. Learning disabilities are present in at least 2. Learning disabilities are present in at least 10 percent of the population. 10 percent of the population.

What is a learning disability?What is a learning disability?

Interestingly, there is no clear and widely Interestingly, there is no clear and widely accepted definition of "learning disabilities." accepted definition of "learning disabilities." Because of the multidisciplinary nature of the Because of the multidisciplinary nature of the field, there is ongoing debate on the issue of field, there is ongoing debate on the issue of definition.definition.

These disparate definitions do agree These disparate definitions do agree on certain factors: on certain factors:

The learning disabled have difficulties with The learning disabled have difficulties with academic achievement and progress. academic achievement and progress.

The learning disabled show an uneven pattern of The learning disabled show an uneven pattern of development (language development, physical development (language development, physical development, academic development and/or development, academic development and/or perceptual development). perceptual development).

Learning problems are not due to environmental Learning problems are not due to environmental disadvantage. disadvantage.

Learning problems are not due to mental Learning problems are not due to mental retardation or emotional disturbance. retardation or emotional disturbance.

Kategori Masalah Pembelajaran?Kategori Masalah Pembelajaran?

Dignosa perubatan di bawah kategori ini merangkumi:Dignosa perubatan di bawah kategori ini merangkumi:

1. Lewat Perkembangan (Global Development Delay) (bagi kanak- 1. Lewat Perkembangan (Global Development Delay) (bagi kanak- kanak berumur < 3 tahun)kanak berumur < 3 tahun)

2. Down' Syndrome dan Autisma2. Down' Syndrome dan Autisma

3. Attention Deficit Hyperactive Disorder (ADHD)3. Attention Deficit Hyperactive Disorder (ADHD)

4. Terencat Akal (Mental Retardation) (bagi kanak-kanak berumur > 3 4. Terencat Akal (Mental Retardation) (bagi kanak-kanak berumur > 3 tahun)tahun)

5. Masalah pembelajaran spesifik seperti dyslexia, dyspraxia, 5. Masalah pembelajaran spesifik seperti dyslexia, dyspraxia, Hyperlexia,apraxia dllHyperlexia,apraxia dll

How prevalent are learning How prevalent are learning disabilities?disabilities?

Experts estimate that 6 to 10 percent of the Experts estimate that 6 to 10 percent of the school-aged population in the United States is school-aged population in the United States is learning disabled. learning disabled.

Nearly 40 percent of the children enrolled in the Nearly 40 percent of the children enrolled in the nation's special education classes suffer from a nation's special education classes suffer from a learning disability. learning disability. The Foundation for Children The Foundation for Children With Learning DisabilitiesWith Learning Disabilities estimates that there are estimates that there are 6 million adults with learning disabilities as well. 6 million adults with learning disabilities as well.

What causes learning disabilities?What causes learning disabilities?

Little is currently known about the causesLittle is currently known about the causes

of learning disabilities. However, someof learning disabilities. However, some

general observations can be made: general observations can be made:

Some causesSome causes Some children develop and mature at a slower rate than others in the same age Some children develop and mature at a slower rate than others in the same age

group. As a result, they may not be able to do the expected school work. This group. As a result, they may not be able to do the expected school work. This kind of learning disability is called "maturational lag." kind of learning disability is called "maturational lag."

Some children with normal vision and hearing may misinterpret everyday sights Some children with normal vision and hearing may misinterpret everyday sights and sounds because of some unexplained disorder of the nervous system. and sounds because of some unexplained disorder of the nervous system.

Injuries before birth or in early childhood probably account for some later learning Injuries before birth or in early childhood probably account for some later learning problems. problems.

Children born prematurely and children who had medical problems soon after Children born prematurely and children who had medical problems soon after birth sometimes have learning disabilities. birth sometimes have learning disabilities.

Learning disabilities tend to run in families, so some learning disabilities may be Learning disabilities tend to run in families, so some learning disabilities may be inherited. inherited.

Learning disabilities are more common in boys than girls, possibly because boys Learning disabilities are more common in boys than girls, possibly because boys tend to mature more slowly. tend to mature more slowly.

Some learning disabilities appear to be linked to the irregular spelling, Some learning disabilities appear to be linked to the irregular spelling, pronunciation, and structure of the English language. The incidence of learning pronunciation, and structure of the English language. The incidence of learning disabilities is lower in Spanish or Italian speaking countries. disabilities is lower in Spanish or Italian speaking countries.

Learning disabilities typically affect Learning disabilities typically affect five general areas: five general areas:

Spoken language: delays, disorders, and Spoken language: delays, disorders, and deviations in listening and speaking. deviations in listening and speaking.

Written language: difficulties with reading, writing Written language: difficulties with reading, writing and spelling. and spelling.

Arithmetic: difficulty in performing arithmetic Arithmetic: difficulty in performing arithmetic operations or in understanding basic concepts. operations or in understanding basic concepts.

Reasoning: difficulty in organizing and Reasoning: difficulty in organizing and integrating thoughts. integrating thoughts.

Memory: difficulty in remembering information Memory: difficulty in remembering information and instructions. and instructions.

Among the symptoms commonly related to learning Among the symptoms commonly related to learning

disabilities are:disabilities are:

poor performance on group tests poor performance on group tests difficulty discriminating size, shape, color difficulty discriminating size, shape, color difficulty with temporal (time) concepts difficulty with temporal (time) concepts reversals in writing and reading reversals in writing and reading general awkwardness general awkwardness poor visual-motor coordination poor visual-motor coordination hyperactivity hyperactivity

Among the symptoms commonly related to Among the symptoms commonly related to learning disabilities are:learning disabilities are:

difficulty copying accurately from a model difficulty copying accurately from a model slowness in completing work slowness in completing work poor organizational skills poor organizational skills easily confused by instructions easily confused by instructions difficulty with abstract reasoning and/or difficulty with abstract reasoning and/or

problem solving problem solving disorganized thinking disorganized thinking often obsesses on one topic or idea often obsesses on one topic or idea poor short-term or long-term memory poor short-term or long-term memory

Among the symptoms commonly related to Among the symptoms commonly related to learning disabilities are:learning disabilities are:

impulsive behavior; lack of reflective thought prior impulsive behavior; lack of reflective thought prior to action to action

low tolerance for frustration low tolerance for frustration excessive movement during sleep excessive movement during sleep poor peer relationships poor peer relationships overly excitable during group play overly excitable during group play poor social judgment poor social judgment inappropriate, unselective, and often excessive inappropriate, unselective, and often excessive

display of affection display of affection lags in developmental milestones (e.g. motor, lags in developmental milestones (e.g. motor,

language) language)

When considering these symptoms, it is When considering these symptoms, it is

important to remain mindful of the following:important to remain mindful of the following: No one will have all these symptoms. No one will have all these symptoms. Among LD populations, some symptoms are Among LD populations, some symptoms are

more common than others. more common than others. All people have at least two or three of these All people have at least two or three of these

problems to some degree. problems to some degree. The number of symptoms seen in a particular The number of symptoms seen in a particular

child does not give an indication as whether the child does not give an indication as whether the disability is mild or severe. It is important to disability is mild or severe. It is important to consider if the behaviors are chronic and appear consider if the behaviors are chronic and appear in clusters. in clusters.

Pointers for parents of children with learning Pointers for parents of children with learning disabilities.disabilities.

Take the time to listen to your children as much as you can (really try to get Take the time to listen to your children as much as you can (really try to get their "Message"). their "Message").

Love them by touching them, hugging them, tickling them, wrestling with Love them by touching them, hugging them, tickling them, wrestling with them (they need lots of physical contact). them (they need lots of physical contact).

Look for and encourage their strengths, interests, and abilities. Help them Look for and encourage their strengths, interests, and abilities. Help them to use these as compensations for any limitations or disabilities. to use these as compensations for any limitations or disabilities.

Reward them with praise, good words, smiles, and pat on the back as often Reward them with praise, good words, smiles, and pat on the back as often as you can. as you can.

Accept them for what they are and for their human potential for growth and Accept them for what they are and for their human potential for growth and development. Be realistic in your expectations and demands. development. Be realistic in your expectations and demands.

Involve them in establishing rules and regulations, schedules, and family Involve them in establishing rules and regulations, schedules, and family activities. activities.

Tell them when they misbehave and explain how you feel about their Tell them when they misbehave and explain how you feel about their behavior; then have them propose other more acceptable ways of behavior; then have them propose other more acceptable ways of behaving. behaving.

Help them to correct their errors and mistakes by showing or Help them to correct their errors and mistakes by showing or demonstrating what they should do. Don't nag! demonstrating what they should do. Don't nag!

Give them reasonable chores and a regular family Give them reasonable chores and a regular family work responsibility whenever possible. work responsibility whenever possible.

Give them an allowance as early as possible and Give them an allowance as early as possible and then help them plan to spend within it. then help them plan to spend within it.

Provide toys, games, motor activities and Provide toys, games, motor activities and opportunities that will stimulate them in their opportunities that will stimulate them in their development. development.

Read enjoyable stories to them and with them. Read enjoyable stories to them and with them. Encourage them to ask questions, discuss stories, Encourage them to ask questions, discuss stories, tell the story, and to reread stories. tell the story, and to reread stories.

Further their ability to concentrate by reducing Further their ability to concentrate by reducing distracting aspects of their environment as much as distracting aspects of their environment as much as possible (provide them with a place to work, study possible (provide them with a place to work, study and play). and play).

Don't get hung up on traditional school grades! It is Don't get hung up on traditional school grades! It is important that they progress at their own rates and important that they progress at their own rates and be rewarded for doing so. be rewarded for doing so.

Take them to libraries and encourage them to select and Take them to libraries and encourage them to select and check out books of interest. Have them share their books check out books of interest. Have them share their books with you. Provide stimulating books and reading material with you. Provide stimulating books and reading material around the house. around the house.

Help them to develop self-esteem and to compete with self Help them to develop self-esteem and to compete with self rather than with others. rather than with others.

Insist that they cooperate socially by playing, helping, and Insist that they cooperate socially by playing, helping, and serving others in the family and the community. serving others in the family and the community.

Serve as a model to them by reading and discussing Serve as a model to them by reading and discussing material of personal interest. Share with them some of the material of personal interest. Share with them some of the things you are reading and doing. things you are reading and doing.

Don't hesitate to consult with teachers or other specialists Don't hesitate to consult with teachers or other specialists whenever you feel it to be necessary in order to better whenever you feel it to be necessary in order to better understand what might be done to help your child learn. understand what might be done to help your child learn.

Turner Syndrome Turner Syndrome (missing x chromosome-occur only in (missing x chromosome-occur only in

women) women) show an impairment in remembering faces and in show an impairment in remembering faces and in

classifying 'fear' in face imagesclassifying 'fear' in face images Phenylketonuria Phenylketonuria ( normal growth but at the end enzymes are ( normal growth but at the end enzymes are

not produce)not produce)

Fragile X Syndrome (LD-IQ below 50) Fragile X Syndrome (LD-IQ below 50) Constriction of the X ChromosomeConstriction of the X Chromosome

Down syndromeDown syndrome

More than 100 genetic disorders are associated withlower developmental functioning and mental retardation.

Children with Down syndrome Before & After Children with Down syndrome Before & After Plastic surgeryPlastic surgery

Chromosomal abnormalities

Types of DSTypes of DS

StandardStandard MosaicMosaic TranslocationTranslocation

Standard DS

Nondisjuction Before and After Conception

Nondisjunction After ConceptionNondisjunction After Conception

Translocation Down syndrome Translocation Down syndrome

refers to the rearranged chromosome refers to the rearranged chromosome material. There are three # 21 material. There are three # 21 chromosomes, just like there are in trisomy chromosomes, just like there are in trisomy 21, but one of the 21 chromosomes is 21, but one of the 21 chromosomes is attached to another chromosome, instead of attached to another chromosome, instead of being separate.being separate.

the extra 21 chromosome may be attached the extra 21 chromosome may be attached to the #14 chromosome, or to #s13, 15, or to the #14 chromosome, or to #s13, 15, or 22 22

What are the maternal age risks for Down syndrome?What are the maternal age risks for Down syndrome?

Maternal AgeMaternal Age Risk at birthRisk at birth

15 to 24 years15 to 24 years 1 out of 13001 out of 1300

25 to 29 years25 to 29 years 1 out of 11001 out of 1100

35 years35 years 1 out of 3501 out of 350

40 years40 years 1 out of 1001 out of 100

45 (and older)45 (and older) 1 out of 251 out of 25

Russel Silver SyndromRussel Silver Syndrom

Hard WorkHard Work

H+A+R+D+W+O+R+K

8+1+18+4+23+15+18+11 = 98%

KnowledgeKnowledge

K+N+O+W+L+E+D+G+E

11+14+15+23+12+5+4+7+5 = 96%

LoveLove

L+O+V+E

12+15+22+5 = 54%

LuckLuck

L+U+C+K

12+21+3+11 = 47% ( don't most of us think this is the most important ??? )

Then what makes 100% ?

Is it MoneyMoney ? ... NO ! ! !

M+O+N+E+Y

13+15+14+5+25 = 72%

LeadershipLeadership ? ... NO ! ! !

L+E+A+D+E+R+S+H+I+P

12+5+1+4+5+18+19+9+16 = 89%

Every problem has a solution, Every problem has a solution, only if we perhaps change our only if we perhaps change our

attitude.attitude.

To go to the top,To go to the top,

to that to that 100%100%, ,

what we really need to go what we really need to go further... a bit more... further... a bit more...

ATTITUDEATTITUDE

A+T+T+I+T+U+D+E A+T+T+I+T+U+D+E 1+20+20+9+20+21+4+5 = 1+20+20+9+20+21+4+5 =

100%100%

It is It is OUR ATTITUDEOUR ATTITUDE towards Life towards Life and Work that makes OUR Lifeand Work that makes OUR Life

100%100% ! ! !! ! !

Change Your Attitude …Change Your Attitude …

And You Change Your Life ! ! !And You Change Your Life ! ! !

THANK YOUTHANK YOU