Learning Disabilities (LD) The NJCLD Definition of LD: LD are heterogeneous group of disorders LD result in significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, and/or mathematical skills the problem is intrinsic to the individual the problem is presumed to be related to a central nervous system dysfunction LD may occur along with other disabilities or conditions Characteristics of LD: difficulty reading, writing, spelling, and/or using mathematical concepts in contrast with average to superior skills in other areas. poor handwriting trouble listening to a lecture and taking notes easily distracted by noise or visual stimulation - unable to pay attention trouble understanding and following directions confuses/reverses some letters ('b' and 'd', etc.) or words ('was' and 'saw', etc.) and numbers ('41' to '14) omits or adds words when reading repeatedly forgets things, loses things appears clumsy and poorly coordinated confuses left and right, gets lost often late for class, cannot sense time misinterprets subtleties in language - tone of voice - sarcasm LD at school difficulties organizing information limited store of background knowledge to academic activities ineffective ways of learning Typology of LD: reading disability (dyslexia) written language deficit (dysgraphia) math underachievement (dyscalculia) dyspraxia Prevalence of LD in the USA 47% with SEN have LD 5 in 100 students have LD READING DIFFICULTIES (DYSLEXIA) neurobiological origin difficulties with accurate and/or fluent word recognition poor spelling and decoding abilities (orthographic representation and specific sound) difficulty with spatial orientation (b,d, etc.) inability to accurately and fluently decode single words difficulty rapidly retrieving and stating names of letters, eventhough they know their names COMPREHENSION – goal of reading Key Principles for Early Reading Instruction begin teaching phonemic awareness directly in the kindergarten teach each letter-phonemic relationship explicitly teach frequent, high regular letter-sound relationships show exactly how to sound out words decodable text use interesting stories to develop language comprehension WRITTEN LANGUAGE DEFICIT (DYSGRAPHIA) Example: A loge tine ago they atene a cosnen they head to gatthere on fesee o A long time a go there were ancient cave men. They had to get their own food. Symptoms: Generally illegible writing Random punctuation Spelling errors Syllable omissions Mixture of print and cursive Unfinished letters, omitted words Cramped, unusual grip Writing a paper: P – plan your paper O – organize thoughts and ideas W – write your draft E – edit your work R - revise your work, producing a final draft MATH UNDERACHIEVEMENT (DYSCALCULIA) major problems with numerical reasoning and calculation inability to perform operations in math or arithmetic, understand or manipulate numbers LD progress about 1 year for every 2 years in school Ss with dyscalculia at school: extra time for numerical problems make sure that the S has understood learning style of the S (visual kinaesthetic, auditory) plenty of examples, repetition encourage Ss to visualize the quantities involved Frequency: up to 10% of population ® 1 in 30 children in the UK men 4 times more often than women DYSPRAXIA Impairment of the organisation of movement immaturity in the way brain processes information accompanied by problems in perception, language, taught possible overlaps with: ADD, ADHD, Dyscalculia, Dyslexia, behavioural difficulties A S with dyspraxia has difficulties with: planning their movement perception co-ordination of body parts laterality manual + practical work, handwriting concentration, short-time memory response to external stimulation Daily Life avoid tight neck holes trousers with elastically waist don´t fill cups too full, use straw damp towels under plates (stop moving), sit down to eat keys and purses on a chain tight to clothing keep to daily routine Teacher: No comparison Praise every effort to raise self-esteem Allow extra time Check a child´s understanding One to one teaching LD in general: Causes of LD in most cases unknown central nervous system dysfunction (danger of a built-up excuse for teachers) heredity environmental factors (living conditions, instruction, communication) Educational Approaches education should include: opportunity for Ss to express themselves learn problem-solving skills meaningful way of learning effective, explicit instruction learning strategies Classroom adjustments: special seating alternative / modified assignments modified testing procedures Equipment and assistant: electronic spellers, dictionaries calculators word processor note takers readers proof-readers Explicit Instruction carefully designed materials and activities sufficient range of examples step-by-step strategies broad Qs, guidelines to focus attention at deep processing frequent, positive feedback practice opportunities Content Enhancement guided notes graphic organizers letter strategies mnemonic strategies keywords peg words Education Placement Alternatives regular classroom consultant teacher resource room separate class separate school residential facility Student Skill/Behaviour follow directions in the class comes to class prepared with materials uses class time wisely makes up assignments and tests treats Ts and Ss with courtesy completes homeworks in time works cooperatively in student groups