specific learning disabilities

Specific Learning Specific Learning DisabilitiesDisabilities

OverviewOverview

IDEA defines a specific learning disability IDEA defines a specific learning disability as:as:

The term means a disorder in one or more The term means a disorder in one or more of the basic psychological processes of the basic psychological processes involved in understanding or in using involved in understanding or in using language, spoken or written, that may language, spoken or written, that may manifest itself in an imperfect ability to manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to listen, think, speak, read, write, spell, or to do mathematical calculations, including do mathematical calculations, including conditions such as perceptual disabilities, conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.dyslexia, and developmental aphasia.

Learning DisabilityLearning Disability

Disorders not included.Disorders not included. The term The term does not include learning problems does not include learning problems that are primarily the result of visual, that are primarily the result of visual, hearing, or motor disabilities, of hearing, or motor disabilities, of mental retardation, of emotional mental retardation, of emotional disturbance, or of environmental, disturbance, or of environmental, cultural, or economic disadvantage. cultural, or economic disadvantage.

Learning DisabilityLearning Disability Under the Individuals with Disabilities Under the Individuals with Disabilities

Education Improvement Act 2004 the Education Improvement Act 2004 the definition of “a specific learning disability” definition of “a specific learning disability” is unchanged. However, Section 1414(b)is unchanged. However, Section 1414(b)(6) IDEA 2004 states that schools “ shall (6) IDEA 2004 states that schools “ shall not be required to take into consideration not be required to take into consideration whether a child has a severe discrepancy whether a child has a severe discrepancy between achievement and intellectual between achievement and intellectual ability in oral expression, listening ability in oral expression, listening comprehension, written expression, basic comprehension, written expression, basic reading skill, reading comprehension, reading skill, reading comprehension, mathematical calculation, or mathematical mathematical calculation, or mathematical reasoning.” reasoning.”

Learning DisabilitiesLearning Disabilities

Learning disabilities can be Learning disabilities can be characterized by a discrepancy characterized by a discrepancy between a student’s ability and his or between a student’s ability and his or her achievement in areas such as her achievement in areas such as reading, writing, mathematics, or reading, writing, mathematics, or speaking. This option is up to the speaking. This option is up to the individual school, or agency doing individual school, or agency doing the assessment.the assessment.

Learning DisabilityLearning Disability

Discrepancy FormulaDiscrepancy FormulaEGE = # year in school x IQ

100+ 1.0EGE = MA + CA + Grade Age / 3 – 5SD = CA IQ

300+ .17 – 2.5

CausesCauses

learning disabilities. Learning learning disabilities. Learning disabilities are presumed to be disabilities are presumed to be disorders of the central nervous disorders of the central nervous system and a variety of factors may system and a variety of factors may contribute to their occurrence. contribute to their occurrence. Learning disabilities may be due to:Learning disabilities may be due to:

CausesCauses

HeredityHeredity. Learning disabilities tend . Learning disabilities tend to run in families. It is not unusual to to run in families. It is not unusual to discover that people with learning discover that people with learning disabilities come from families in disabilities come from families in which other family members have which other family members have reported similar difficulties. reported similar difficulties.

CausesCauses

Problems during pregnancy and Problems during pregnancy and childbirth. childbirth. Learning disabilities may Learning disabilities may be caused by illness or injury during be caused by illness or injury during or before birth. Learning disabilities or before birth. Learning disabilities may also be caused by the use of may also be caused by the use of drugs and alcohol during pregnancy, drugs and alcohol during pregnancy, RH incompatibility with the mother (if RH incompatibility with the mother (if untreated), premature or prolonged untreated), premature or prolonged labor or lack of oxygen or low weight labor or lack of oxygen or low weight at birth.at birth.

CausesCauses

Incidents after birth. Incidents after birth. Head Head injuries, nutritional deprivation, injuries, nutritional deprivation, poisonous substances, (e.g., lead), poisonous substances, (e.g., lead), and child abuse can contribute to and child abuse can contribute to learning disabilities learning disabilities

CharacteristicsCharacteristics

Students who have learning disabilities may Students who have learning disabilities may exhibit a wide range of traits, including:exhibit a wide range of traits, including:

problems with reading comprehensionproblems with reading comprehension spoken languagespoken language writingwriting reasoning abilityreasoning ability HyperactivityHyperactivity InattentionInattention perceptual coordination problems may also perceptual coordination problems may also

be associated with learning disabilities.be associated with learning disabilities.


Other traits that may be present Other traits that may be present include a variety of symptoms, include a variety of symptoms, such as:such as:

uneven and unpredictable test uneven and unpredictable test performance performance

perceptual impairmentperceptual impairment motor disordersmotor disorders


behaviors such as impulsivenessbehaviors such as impulsiveness low tolerance for frustrationlow tolerance for frustration problems in handling day-to-day problems in handling day-to-day

social interactions and situationssocial interactions and situations inconsistent school performance inconsistent school performance


difficulty remembering today difficulty remembering today what was learned yesterday, but what was learned yesterday, but may know it tomorrow may know it tomorrow

short attention span (restless, short attention span (restless, easily distracted) easily distracted)


letter and number reversals letter and number reversals (sees "b" for "d" or "p", "6" for (sees "b" for "d" or "p", "6" for "9", "pots" for "stop" or "post") "9", "pots" for "stop" or "post")

poor reading (below age and poor reading (below age and grade level) grade level)

frequent confusion about frequent confusion about directions and time (right-left, directions and time (right-left, up-down, yesterday-tomorrow) up-down, yesterday-tomorrow)


personal disorganization personal disorganization (difficulty in following simple (difficulty in following simple directions/schedules; has trouble directions/schedules; has trouble organizing, planning, and organizing, planning, and making best use of time; making best use of time; frequent loss or misplacement of frequent loss or misplacement of homework, schoolbooks, or other homework, schoolbooks, or other items) items)


impulsive and/or inappropriate impulsive and/or inappropriate behavior (poor judgment in behavior (poor judgment in social situations, talks and acts social situations, talks and acts before thinking) before thinking)

failure on written tests but high failure on written tests but high scores on oral exams (or vice scores on oral exams (or vice versa) versa)


speech problems (immature language speech problems (immature language development, trouble expressing development, trouble expressing ideas, poor word recall) ideas, poor word recall)

difficulty understanding and following difficulty understanding and following instructions unless they are broken instructions unless they are broken down to one or two tasks at a time down to one or two tasks at a time

seems immature and has difficulty seems immature and has difficulty making friends making friends


trouble remembering what trouble remembering what someone just told him or her someone just told him or her

poor coordination (in gross poor coordination (in gross motor activities such as walking motor activities such as walking or sports and/or in fine motor or sports and/or in fine motor activities such as tying a activities such as tying a shoelace, holding a pencil, or shoelace, holding a pencil, or handwriting - inconsistent, slow, handwriting - inconsistent, slow, messy, or illegible) messy, or illegible)


difficulty interpreting body difficulty interpreting body language, facial expression, or language, facial expression, or tone of voice tone of voice

difficulty with development of difficulty with development of sound/symbol correspondence sound/symbol correspondence


Learning disabilities may occur in Learning disabilities may occur in the following academic areas:the following academic areas:

Spoken language: Delays, Spoken language: Delays, disorders, or discrepancies in disorders, or discrepancies in listening and speaking;listening and speaking;

Written language: Difficulties Written language: Difficulties with reading, writing, and with reading, writing, and spelling; spelling;


Arithmetic: Difficulty in Arithmetic: Difficulty in performing arithmetic functions performing arithmetic functions or in comprehending basic or in comprehending basic concepts;concepts;

Reasoning: Difficulty in Reasoning: Difficulty in organizing and integrating organizing and integrating thoughts; andthoughts; and

Organization skills: Difficulty in Organization skills: Difficulty in organizing all facets of learning.organizing all facets of learning.


Some of these problems can be Some of these problems can be found in all children at certain found in all children at certain stages of development. When a stages of development. When a child has a cluster of symptoms child has a cluster of symptoms that do not disappear as she/he that do not disappear as she/he gets older, you might suspect gets older, you might suspect learning disabilities.learning disabilities.

Common TypesCommon Types

I-Dyslexia - I-Dyslexia - a language-based a language-based disability in which a person has disability in which a person has trouble understanding words, trouble understanding words, sentences, or paragraphs.sentences, or paragraphs.

Symptoms of DyslexiaSymptoms of Dyslexia

Symptoms in preschoolersSymptoms in preschoolersSome of the symptoms of dyslexia or SLD Some of the symptoms of dyslexia or SLD in a preschooler could include: in a preschooler could include:

Delayed speech. Delayed speech. Problems with pronunciation. Problems with pronunciation. Problems with rhyming words and learning Problems with rhyming words and learning

rhymes. rhymes. Difficulty with learning shapes, colors and Difficulty with learning shapes, colors and

how to write their own name. how to write their own name. Difficulty with retelling a story in the right Difficulty with retelling a story in the right

order of events.order of events.


Symptoms in primary school childrenSymptoms in primary school childrenSome of the symptoms in a primary school Some of the symptoms in a primary school age child could include: age child could include:

Problems with reading a single word. Problems with reading a single word. Regularly confuses certain letters when Regularly confuses certain letters when

writing, such as 'd' and 'b' or 'm' and 'w'. writing, such as 'd' and 'b' or 'm' and 'w'. Regularly writes words backwards, such as Regularly writes words backwards, such as

writing 'pit' when the word 'tip' was writing 'pit' when the word 'tip' was intended. intended.


Problems with grammar, such as Problems with grammar, such as learning prefixes or suffixes. learning prefixes or suffixes.

Tries to avoid reading aloud in class. Tries to avoid reading aloud in class. Doesn't like reading books. Doesn't like reading books. Reads below their expected level.Reads below their expected level.


Symptoms in high school childrenSymptoms in high school childrenSome of the symptoms in a high school Some of the symptoms in a high school student could include: student could include:

Poor reading. Poor reading. Bad spelling, including different Bad spelling, including different

misspellings of the same word in one misspellings of the same word in one writing assignment. writing assignment.

Difficulties with writing summaries. Difficulties with writing summaries. Problems with learning a foreign language.Problems with learning a foreign language.

TypesTypes

II-Dyscalculia - II-Dyscalculia - a mathematical a mathematical disability in which a person has a disability in which a person has a difficult time solving arithmetic difficult time solving arithmetic problems and grasping math problems and grasping math concepts.concepts.

Dyscalculia-SymptomsDyscalculia-Symptoms

Normal or accelerated language Normal or accelerated language acquisition: verbal, reading, writing. acquisition: verbal, reading, writing. Poetic ability. Good visual memory Poetic ability. Good visual memory for the printed word. Good in the for the printed word. Good in the areas of science (until a level areas of science (until a level requiring higher math skills is requiring higher math skills is reached), geometry (figures with reached), geometry (figures with logic not formulas), and creative arts. logic not formulas), and creative arts.


Difficulty with the abstract concepts Difficulty with the abstract concepts of time and direction. Inability to of time and direction. Inability to recall schedules, and sequences of recall schedules, and sequences of past or future events. Unable to keep past or future events. Unable to keep track of time. May be chronically track of time. May be chronically late. late.


Mistaken recollection of names. Poor Mistaken recollection of names. Poor name/face retrieval. Substitute name/face retrieval. Substitute names beginning with same letter. names beginning with same letter.


Inconsistent results in addition, Inconsistent results in addition, subtraction, multiplication and division. subtraction, multiplication and division. Poor mental math ability. Poor with money Poor mental math ability. Poor with money and credit. Cannot do financial planning or and credit. Cannot do financial planning or budgeting. Checkbooks not balanced. budgeting. Checkbooks not balanced. Short term, not long term financial Short term, not long term financial thinking. Fails to see big financial picture. thinking. Fails to see big financial picture. May have fear of money and cash May have fear of money and cash transactions. May be unable to mentally transactions. May be unable to mentally figure change due back, the amounts to figure change due back, the amounts to pay for tips, taxes, etc pay for tips, taxes, etc


When writing, reading and recalling When writing, reading and recalling numbers, these common mistakes numbers, these common mistakes are made: number additions, are made: number additions, substitutions, transpositions, substitutions, transpositions, omissions, and reversals. omissions, and reversals.


Inability to grasp and remember math Inability to grasp and remember math concepts, rules, formulas, sequence (order concepts, rules, formulas, sequence (order of operations), and basic addition, of operations), and basic addition, subtraction, multiplication and division subtraction, multiplication and division facts. Poor long term memory (retention & facts. Poor long term memory (retention & retrieval) of concept mastery- may be able retrieval) of concept mastery- may be able to perform math operations one day, but to perform math operations one day, but draw a blank the next! May be able to do draw a blank the next! May be able to do book work but fails all tests and quizzes. book work but fails all tests and quizzes.


May be unable to comprehend or May be unable to comprehend or "picture" mechanical processes. Lack "picture" mechanical processes. Lack "big picture/ whole picture" thinking. "big picture/ whole picture" thinking. Poor ability to "visualize or picture" Poor ability to "visualize or picture" the location of the numbers on the the location of the numbers on the face of a clock, the geographical face of a clock, the geographical locations of states, countries, oceans, locations of states, countries, oceans, streets, etc. streets, etc.


Poor memory for the "layout" of Poor memory for the "layout" of things. Gets lost or disoriented things. Gets lost or disoriented easily. May have a poor sense of easily. May have a poor sense of direction, loose things often, and direction, loose things often, and seem absent minded. (Remember seem absent minded. (Remember the absent minded professor?) the absent minded professor?)


May have difficulty grasping May have difficulty grasping concepts of formal music education. concepts of formal music education. Difficulty sight-reading music, Difficulty sight-reading music, learning fingering to play an learning fingering to play an instrument, etc. instrument, etc.


May have poor athletic coordination, May have poor athletic coordination, difficulty keeping up with rapidly difficulty keeping up with rapidly changing physical directions like in changing physical directions like in aerobic, dance, and exercise classes. aerobic, dance, and exercise classes. Difficulty remembering dance step Difficulty remembering dance step sequences, rules for playing sports. sequences, rules for playing sports.


Difficulty keeping score during Difficulty keeping score during games or difficulty remembering how games or difficulty remembering how to keep score in games, like bowling, to keep score in games, like bowling, etc. Often looses track of whose turn etc. Often looses track of whose turn it is during games, like cards and it is during games, like cards and board games. Limited strategic board games. Limited strategic planning ability for games, like planning ability for games, like chess. chess.

TypesTypes

III-III-Dysgraphia - Dysgraphia - a writing disability in a writing disability in which a person finds it hard to form which a person finds it hard to form letters or write within a defined letters or write within a defined space.space.


Generally illegible writing (despite Generally illegible writing (despite appropriate time and attention given appropriate time and attention given the task) the task)

Inconsistencies: mixtures of print and Inconsistencies: mixtures of print and cursive, upper and lowercase, or cursive, upper and lowercase, or irregular sizes, shapes, or slant of irregular sizes, shapes, or slant of letters letters

Unfinished words or letters, omitted Unfinished words or letters, omitted words words


Inconsistent position on page with Inconsistent position on page with respect to lines and margins. respect to lines and margins.

Inconsistent spaces between words Inconsistent spaces between words and letters and letters

Cramped or unusual grip, especially:Cramped or unusual grip, especially:Holding the writing instrument very Holding the writing instrument very

close to the paper, or close to the paper, or Holding thumb over two fingers and Holding thumb over two fingers and

writing from the wristwriting from the wrist


Strange wrist, body, or paper position Strange wrist, body, or paper position Talking to self while writing, or Talking to self while writing, or

carefully watching the hand that is carefully watching the hand that is writing writing


Slow or labored copying or writing - Slow or labored copying or writing - even if it is neat and legible even if it is neat and legible

Content which does not reflect the Content which does not reflect the student's other language skills student's other language skills

TypesTypes

IV-Dysorthographia: Individuals with IV-Dysorthographia: Individuals with this disorder have difficulties utilizing this disorder have difficulties utilizing clues from several sources that aid in clues from several sources that aid in deciding on the correct spelling of a deciding on the correct spelling of a word. It is a specific learning word. It is a specific learning disability that involves an inability or disability that involves an inability or delay in learning to properly spell delay in learning to properly spell words from letters words from letters

Dysorthographia-SymptomsDysorthographia-Symptoms

Dysorthographia involves persistent Dysorthographia involves persistent problems with symbol recognition problems with symbol recognition and ordering that are essential for and ordering that are essential for proper spelling. proper spelling.


People who are poor spellers People who are poor spellers typically have trouble analyzing the typically have trouble analyzing the sounds, syllables, and meaningful sounds, syllables, and meaningful parts of words in both spoken parts of words in both spoken language and written language. language and written language.


. In addition, they often have trouble . In addition, they often have trouble learning other types of symbolic learning other types of symbolic codes such as math facts and math codes such as math facts and math operation signs operation signs

TypesTypes

Auditory and Visual Processing Auditory and Visual Processing Disabilities -Disabilities - sensory disabilities in sensory disabilities in which a person has difficulty which a person has difficulty understanding language despite understanding language despite normal hearing and vision. HANDOUTnormal hearing and vision. HANDOUT

PrevalencePrevalence

As many as 1 out of every 5 people As many as 1 out of every 5 people in the United States has a learning in the United States has a learning disability. Almost 3 million children disability. Almost 3 million children (ages 6 through 21) have some form (ages 6 through 21) have some form of a learning disability and receive of a learning disability and receive special education in school. special education in school.

PrevalencePrevalence

In fact, over half of all children who In fact, over half of all children who receive special education have a receive special education have a learning disability learning disability

Gender DifferencesGender Differences

LD is twice as common in males as in LD is twice as common in males as in females, Males are significantly more females, Males are significantly more likely than females to fall within each likely than females to fall within each major disability group. major disability group.

Co-morbidityCo-morbidity

Co-morbidity means that certain Co-morbidity means that certain diseases and disorders tend to diseases and disorders tend to occur togetheroccur together

In 25% of the cases of Learning In 25% of the cases of Learning disabilities, a co-morbid disabilities, a co-morbid condition is Attention condition is Attention Deficit/Hyperactive Disorder-Deficit/Hyperactive Disorder-AD/HDAD/HD

Educational ImplicationsEducational Implications

Supports or changes in the classroom Supports or changes in the classroom (sometimes called (sometimes called accommodationsaccommodations) ) help most students with LD. help most students with LD.

Educational ImplicationsEducational Implications

Specifically, technology can help Specifically, technology can help individuals with disabilities become individuals with disabilities become more efficient and effective learners more efficient and effective learners

Other FactsOther Facts

Learning disabilities should Learning disabilities should not not be be confused with other disabilities such confused with other disabilities such as mental retardation, autism, as mental retardation, autism, deafness, blindness, and behavioral deafness, blindness, and behavioral disorders. disorders.


New statistics indicate that New statistics indicate that about 47.5% of the disability about 47.5% of the disability population are individuals with population are individuals with learning disabilitieslearning disabilities


Approximately 85%Approximately 85% of all of all individuals with learning disabilities individuals with learning disabilities have difficulties in the area of have difficulties in the area of reading. reading.


44% of parents44% of parents who noticed their who noticed their child exhibiting signs of problems child exhibiting signs of problems with learning waited a year or more with learning waited a year or more before acknowledging their child before acknowledging their child might have a serious problem. might have a serious problem.


35% of children35% of children with learning with learning disabilities drop out of high school. disabilities drop out of high school. This is twice the rate of students This is twice the rate of students without learning disabilities. Of those without learning disabilities. Of those who do graduate, less than two who do graduate, less than two percent attend a four-year college, percent attend a four-year college, despite the fact that many are above despite the fact that many are above average in intelligence. average in intelligence.

specific learning disabilities

Documents

learning problems

learning disabilityunder

learning disabilitydisorders

perceptual disabilities

motor disabilities

causeslearning disabilities

specific learning disability

basic reading skill