LEARNING

DISABLED

A FIELD IN TRANSITION

NEUROLOGICAL PROCESSING PROBLEMS.Learning disabilities are neurologically-based processing

problems. These processing problems can interfere

with learning basic skills such as reading, writing and/or math.

They can also interfere with higher level skills such as

organization, time planning, abstract reasoning, long or short

term memory and attention.

WHEN THESE PROBLEMS INTERFERE

AT LOW LEVEL – AFFECT reading, writing , math.

AT HIGH LEVEL – AFFECT organization, time planning,

abstract reasoning, long or short term memory and

attention.

AFFECTS an individual’s life BEYOND ACADEMICS

and can impact relationships with family, friends and in

WHAT IS IT ??

CLASSIFICATIONH

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Cla

ssific

ation

of

LD

. Auditory Processing Disorder (APD)

Word Recognition/Reading Fluency , Reading

Comprehension (Dyslexia)

Math Computations (Dyscalculia)

Handwriting, Spelling, Text Generation(Dysgraphia )

DYSPRAXIA –a motor coordination disability ;also

called sensory integration disorder

DYSPHASIA – verbal difficulty

APHASIA – difficulty understanding spoken language

Writing Sample Showing Several

Problems

COMPOSITION OF STUDENTS

WITH DISABILITIES

WHEN WAS THE TERM

COINED?The term learning disabilities was only founded in 1963 by

Samuel Kirk. At that time, children with LD were referred to

by such terms as:

“perceptually handicapped,”

“brain-injured,” and

“neurologically impaired”

Were in most cases, not receiving any

specialized services in the public schools.

TIME LINE

PHASES IN THE DEVELOPMENT OF THE LD

FIELD

CHARACTERISTICS - LEARNING

DISABILITIES

Characteristics

Emotional Liability

Hyperactivity

Perceptual-motor

impairments

Coordination deficits

Attention disorders

Memory & thinking disorders

Specific learning disabilities

Speech & hearing disorders

Cognitive-Related Characteristics

Attention, memory, strategy use,

meta cognition

Social and Emotional

Characteristics

Social skills deficits, learned

helplessness, low self-esteem,

anxiety

CAUSES - LEARNING DISABILITIES

GENETIC OR HEREDITY FACTORS

ORGANIC OR PHYSIOLOGICAL FACTORS

ENVIRONMENTAL FACTORS

AGES THAT CHILDREN

WITH LD ARE IDENTIFIED

IDENTIFICATION

NON TESTING DEVICES (specialized educationists, counselors,

observations, etc)

TESTING DEVICES

STANDARDIZED DIAGNOSTIC TESTS

ABILITY AND ACHIEVEMENT TESTS

DAILY ASSESSMENT SYSTEM

IDENTIFICATION METHODACHIEVEMENT TEST

S

EV

ER

E

DIS

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SEVERE DISCREPANCY BETWEEN INTELLIGENCE TEST AND

ACHIEVEMENT TEST TO IDENTIFY INDIVIDUALS WITH

LEARNING DISABILITIESIndividualized ability (IQ) and

Academic (achievement) tests – a

direct comparison of obtained

standard scores (generally based

upon a student's age rather than

grade placement).

The obtained IQ and Achievement

scores are then compared in

order to determine if a severe

discrepancy exists.

R

espo

nse

to

Inte

rven

tion

IDENTIFICATIONASSESSMENT SYSTEM

A multi-tier approach for early identification

and support of students with learning and

behavior needs. High-quality instruction and

universal screening of all children in the

general education classroom.

Struggling learners are provided with

interventions at increasing levels of intensity

to accelerate their rate of learning.

Progress is closely monitored to assess

both the learning rate and level of

performance of individual students.

Educational decisions about the intensity

and duration of interventions are based on

individual student response to instruction.

TEACHING IN DISABLED

WHAT DO I TEACH STUDENTS WITH

LEARNING DISABILITIES?

Knowledge Declarative knowledge – facts Procedural knowledge – how to learn Conditional knowledge – when and why

Reading Phonological awareness, fluency, vocabulary, comprehension

Written language Drafting, revising, editing

Mathematics Problem solving, computation, self-regulation, strategy use

Study Skills Listening, note taking, time management, comprehension, test taking,

memory strategies, textbook usage

AN INFORMATION-PROCESSING

MODEL OF LEARNING

TEACHING

STRATEGIES BEHAVIORAL APPROACH

ADAPTIVE LEARNING , ACCOMODATIVE LEARNING , COLLABORATIVE LEARNING

PSYCHOANALYTIC APPROACH

INDIVIDUALISED INSTRUCTION APPROACH

PEER TUTORING

SELF INSTRUCTION APPROACH

STRATEGIES INSTRUCTION , TASK ANALYSIS

MULTI SENSORY APPROACH

VAKT (VISUAL,AUDITORY,KINESTHETIC,TACTILE)

TECHNOLOGICAL APPROACH ( WORD PROCESSING,SPEECH RECOGNITION, VOICE RECRDERS,

ACCOMMODATIONS VS.

ADAPTATIONS

Accommodation Learning

Changes based on student’s

needs in how information

is presented by the

teacher or how

understanding is

demonstrated

Adaptive

Learning

Changes the

methods,

materials, or

concepts being

taught based on

the student’s

needs

WHAT IS STRATEGIES INSTRUCTION?

Cognitive Strategies Deliberate, planned activities used to acquire

information or knowledge

Example: mnemonics, acronyms, acrostics

Meta cognitive Strategies Self-regulatory strategies to plan, monitor and check

outcomes

Attribution training Teaching students to attribute success to using effective

strategies

SUMMARY

THOUGH THERE IS NO KNOWN CAUSE OF LEARNING DISABILITIES,

THERE ARE MANY TECHNIQUES AND STRATEGIES THAT TEACHERS CAN

USE TO HELP STUDENTS IDENTIFIED WITH LEARNING DISABILITIES

ACQUIRE KNOWLEDGE AND SKILLS AND TO EXPERIENCE SUCCESS.

Famous personalities with

Learning Disability

LEONARDO DA

VINCI PABLO PICASSO

ALEXANDER

GRAHAM BELL

WHOOPIE

GOLDBERG TOM CRUISE

PRIYANKA BHARDWAJB.Ed SEMESTER1

(2015-17)