Learning Disability Ppt
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Transcript of Learning Disability Ppt
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Learning Disability
KUNNAMPALLIL
GEJO JOHN
BASLP,MASLP
AUDIOLOGIST
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Changes in Terminology
Brain-injured child (1947)
Alfred Strauss
Minimal brain dysfunction (1966)
Peter Clements
Learning disabilities (1963) Samuel Kirk
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Definition of Learning Disabilities
The Federal
Definition:
IDEA-1997
ICLD
Definition
NJCLD
Definition
Psychological process disorder
Difficulty in learning
Severe discrepancy
Social skills disorders
Occurs with other conditions
CNS disorder
Heterogeneous disorders
Intrinsic to the individual
With other conditions
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Common Elements in the Definitions
Central nervous system dysfunction
Uneven growth pattern/psychological
processing deficits
Discrepancy between potential
and achievement
Exclusion of other causes
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Mentally retarded
Physically disturbed
Emotionally disturbed
Culturally disadvantaged
Thus a person with LD is one who is not
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LD???
Myths
Outgrow
Cure possible
Lazy
Overall poor
performance
Retarded
Facts
Life span disorder
Remediation
Effortful Specific disability
Average IQ
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CHILD WITH LD
Academic
LanguageSocial/Emotional
ADHD/ Behavioralproblems
Cognition
Meta-cognitionPerceptualMotor skill
Processing
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Characteristics
Academic learning difficulty- Academicproblems exist in the area of reading, writing,spelling and mathematics.
Meta-cognitive deficits- such as planningmoves, evaluating effectiveness of ongoingactivities, checking the outcome and remediatingthe errors.
Memory problems- Most students complain ofpoor memory. Learning disabled students fail touse strategies that nondisabled students readily
use.KUNNAMPALLIL GEJO JOHN
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Contd.
Motor Disorders- children with thisproblem are clumsy, unable to skip orhop. Some exhibit fine motor difficulties
such as in writing and cutting withscissors, buttoning, zipping or eventying a shoelace, etc
Perceptual disorder- Perceptualproblems include inability to recognize,discriminate and interpret sensation. Itcan be in the area of auditory channeland/or visual channel.
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Contd
Attention problems and hyperactivity- LD
children have short attention span,
distractibility and impulsivity. Many LDstudents get distracted by noise, movement
and visual stimuli in the environment easily
and more frequently when compared to
children of their age.
Social/emotional problems- Continuous
failures in academics, results in poor self-
concept and self-esteem.KUNNAMPALLIL GEJO JOHN
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Indicators
at pre-school level
Family history of literacy difficulties
Difficulty learning nursery rhymes
Difficulty with verbal sequencing (alphabet,
days of the week) Poor gross motor coordination (hopping)
Poor fine motor skills (copying shapes orletters)
Shows little interest in identifying letters orwords for fun
Poor short-term memory skills (rememberingnames, instructions)
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Primary age
READING DIFFIULTY ( Dyslexia)
- Confuses similar sounding words (e.g.
our, are)
- Poor single word reading
- Reverses some words or letters( e.g. was
and saw)
- Poor rhyming- Poor reading comprehension
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WRITING PROBLEMS
(Dysgraphia)
Handwriting :
Incorrect starting point & direction of letters Reversals of letters and words
Irregular spacing between letters and
words
Uneven size of letters and uneven slant
Pressure too heavy or too light
Failure to close the letterKUNNAMPALLIL GEJO JOHN
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Spelling:
- Avoid words they cannot spell
- Spell the same word several different
ways in a passage of writing
- Leave out a syllable (e.g. sudly for
suddenly)
- Forget how to spell words
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Written expression:
- Punctuation errors
- Incorrect syntax
- Omission of words
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MATHEMATICAL PROBLEMS
(Dyscalculia)
Difficulty in multiplication
Poor mental arithmetic
Reverses digits (e.g. 47 for 74, 6 for9,etc.)
Difficulty learning what operation a
symbol signifies Difficulty in solving statement problems.
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Assessment:
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ASSESSMENT PROCESS
Identify (School Personnel & Parents)
Referral (Pediatrician)
Interview (Medico social worker) Cognitive assessment (Psychologist)
Educational assessment (Psycho-ed)
Speech, Language, Audiologicalassessment (SLPA)
Counseling (Counselor)
IEP (Resource Teacher)KUNNAMPALLIL GEJO JOHN
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ASSESSMENT FOR IDENTIFICATION
Discrepancy criterion
Tools
Combination of formal and informal assessment
procedures- reflect the current status of the childsperformance
Intelligence: WISC-R
BKT
RCPM/RPM
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Contd
Neuropsychological:
NIMHANS Index of Specific Learning
Disabilities
Achievement:
GLAD (Grade level assessment device)
WRAT (Wide range achievement test)
ERS (test of early reading skills)
Appropriate Language and Audiological tests.
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Intervention:
Team approach
Compensatory and remedial strategies
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ASSISTIVE TECHNOLOGY
Pencil grips, incline boards, etc.
Spell checker
Word predictor Earobics
Fast Forword
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MODIFICATIONS IN THE CLASSROOM
Individual attention
Appropriate teacher : student ratio
Non distracting classroom
Modified study materials according to theneeds of the child and attention span
Use of tape-recorder
Preferential seating Hands on activities
Special accommodations for test taking
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Concession for students with Learning Disabilities
studying in school upto 12th standard
For students with Learning Disabilities of standard 1st tostandard 9th and standard 11th, along with the written
test, the students shall also have an oral test for unit and
semester examinations.
All students with Learning Disabilities of standard 1st to
12th shall be allowed to have 30 minutes (1/2 hour)
more than allotted time for all written tests.
These students are exempted from drawing figures,
maps and graphs in written examination and the marks
for these questions and sub questions (geometry,
science and geography) should appropriately be
converted.KUNNAMPALLIL GEJO JOHN
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Contd..
Only failed learning disabled students, should obtain
maximum 20 marks for passing in one or more
subjects.
Instead of three languages, dyslexic and dysgraphic
students can opt for two languages and one subject
from the subjects included under work experience.
(Karnataka Government order No. 5(1) 178 95-96,
2000) (GO 141 PHP 92)
Students with dyscalculia are allowed to giveexamination of 7th standard mathematics (75 marks)
and work experience (75 marks) total 150 marks
instead of algebra and geometry. They are allowed to
use calculators during examination.KUNNAMPALLIL GEJO JOHN
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Contd..
Students with Learning Disability are
exempted from spelling mistakes and
mathematical calculation mistakes (writing
numbers in wrong order).
Students with Learning Disabilities, for
standard 10th and 12th examinations, canchoose the centre close to their residence
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National Institute of Open Schooling
(NIOS)
Started as project on Open Schooling underCBSE in 1978.
Objectives:- Providing quality education through Open
and Distance Learning (ODL) mode
- Providing dynamic flexible system of openschooling
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Objectives:
Acts as an apex resource centre in open
schooling
Education and Training for Skill upgradation
and lifelong learning Need based Vocational Education for
marking students entrepreneurs and not
simply job seekers.
Brindavan Education Trust, Jayanagar and
few other places in Blore offer NIOS to
children/adolescents with LD.
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How can you help?
Give them a lot of encouragement, praiseand support to make them feel confidentabout themselves.
Avoid harsh comments. Do not compare the performance of this
child with other children.
Make sure that the child is not ridiculed. Above all believe that All Children can
learn!
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References
Bernice Wong (1996). The ABCs of
Learning Disabilities.
R. Barbara, W. Judith, L David (2003).Dyslexia- a practical guide for teachers
and parents.
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KUNNAMPALLIL GEJO JOHN