1 / 13

LEARNING DISABILITIES

LEARNING DISABILITIES. From Chapter 6, Hallahan & Kauffman. DEFINITION . Federal definition

kirestin-adkins
Download Presentation

LEARNING DISABILITIES

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. LEARNING DISABILITIES From Chapter 6, Hallahan & Kauffman

  2. DEFINITION • Federal definition • The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write spell, or do mathematical calculations.

  3. DEFINITION (cont.) • National Joint Committee on Learning Disabilities (NJCLD) • Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders are intrinsicto the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span.

  4. IDENTIFICATION PROCEDURES • Achievement-Ability Discrepancy • Comparison between IQ and achievement • Past and current model • Concern – IQ scores of students with learning disabilities are often underestimated because performance on IQ tests is somewhat dependent on reading ability. • “wait-to-fail” model (not expected to achieve much by early grade levels) • See curve and chart transparencies

  5. IDENTIFICATION (cont.) • Response-to-Intervention • Students provided with “generally effective” instruction • Progress is monitored • Poor response leads to intervention • Progress is monitored • Additional poor response leads to evaluation or qualification • Very little research on this model • 2004 reauthorization of IDEA allows states to choose between the two models • Little info on this model, but what do you think?

  6. PREVALENCE • Between 5 and 6 % of students 6 to 17 • By far the largest category of students receiving services • Boys outnumber girls by about 3:1 • Why do you think this is the case?

  7. CAUSES OF LD • Central nervous system (CNS) dysfunction – malfunctioning of the brain or CNS • How CNS dysfunction? • Genetic – inherited • Teratogens – agents that cause malformations, but possibly not high enough to result in MR • Medical factors – premature birth, pediatric AIDS • unknown

  8. ASSESSMENT • Standardized Achievement Assessment (WJIII) • Formative Assessment (criterion referenced testing or curriculum-based assessment) • Informal Assessment (IRI) • Authentic Assessment (portfolios) • Activity – assign rows or groups to evaluate each and share

  9. COMMON CHARACTERISTICS • Reading poses most difficulty • Often have problems with one or more of the following: handwriting, spelling, and composition • Difficulty with mechanical and social uses of language • Math difficulties are second only to reading • Problems with visual and auditory perception

  10. COMMON CHARACTERISTS (cont.) • Some have difficulty with motor skills • Attention problems – overlap of 10-25% ADHD & LD • Memory difficulties (short-term and working) • Problems with ability to solve problems, complete a task and develop and implement strategies • Social-emotional problems • Motivational problems • Lacks strategies for attacking academic problems • Difficulty working independently

  11. BEST PRACTICES • Cognitive training – procedures to change thoughts or thought patterns • Self-instruction – talk aloud • Self-monitoring – keep track of progress • Scaffold instruction – assistance gradually reduced • Reciprocal teaching – student assumes role of co-instructor

  12. Best Practices (cont.)DIRECT INSTRUCTION ! • Emphasis on drill and practice and immediate feedback • Task analysis – break down academic problems into parts to teach separately • Best-researched programs available • Lessons are • Sequenced • Fast-paced • Well-rehearsed by teacher • Example

  13. SERVICE DELIVERY • The regular classroom is the most popular placement • 45% in regular classroom • 38% in resource rooms • 16% in separate classrooms • More and more schools are moving toward cooperative teaching arrangements • Very little preschool programming due to lack of identification at a young age

More Related