Language and Learning Disabilities

1. Language and Learning Disabilities

2. IDEA definition • Disorder in one or more basic psychological processes involved in understanding or using language • Imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations • Discrepancy between age & ability levels • NOT result of other impairment(s).

3. Operationalization • Definitions • Defined differently by each state education department • Some: Performing below expected grade or age level • More: Discrepancy between general intelligence and specific achievement level • Size of discrepancy is compared with expected discrepancy given intelligence

4. Exclusionary Criteria • NOT due to: • Visual impairment • Hearing impairment • Motor problems • Mental retardation • Emotional disturbance • Environmental, cultural, or economic disadvantage

5. Language or Communication Disorders • Three types: • Phonological Disorder • Expressive Disorder • Mixed Receptive-Expressive Disorder • Interfere with academic/occupational achievement or social communication. • If another deficit (e.g., MR), in excess of normal presentation.

6. Phonological Disorder • Failure to use age-appropriate and dialect-appropriate speech sounds • Phonemes—basic sounds of a language • Errors, distortions, substitutions, and omissions in producing speech.

7. Expressive Disorder • Difficulties in production of speech • Vocabulary • Sentence structure (syntax) • Formation of words (morphology) • Understand speech and concepts, but have difficulty responding.

8. Receptive-Expressive Disorder • Difficulties in comprehending the communication of others • Most severe language impairment

9. Learning Disabilities • Developmental problems in: • Reading (dyslexia)Reading Disorder • Writing (dysgraphia)Disorder of Written Expression • Arithmetic (dyscalculia)Mathematics Disorder

10. Learning Disabilities (cont’d) • Significant discrepancy between measures of achievement & the child’s age, intelligence, or education. • Must interfere significantly with academic achievement or daily living. • NOT a sensory deficit. • (Consistent with IDEA)

11. Prevalence • 5% of school-aged children • 50% of children in special education • Sex Ratio: M > F • Why?

12. Developmental Course • Varies • Mild cases • Severe cases

13. Associated Problems • Nearly 40% drop out of school • Behavior problems • Social skills deficits

14. Etiology of LD • Neurological damage • Genetic influence • Brain abnormalities • Prenatal alcohol use • Neurological delays and soft signs • Immune system dysfunction

15. Etiology of LD: Secondary Role • Psychosocial and environmental factors • Vocabulary exposure • Reading to the child • Family interactions • Parental attitudes toward learning • Social class • Cultural values • Motivation and temperament

16. Assessment of Reading Disorder • Significant discrepancy between measure of ability (intelligence) and reading? • Processing deficit? • Auditory processing • Rapid automatic naming • Cognitive speed • Retrieval from L-T memory • Working memory • Attention • Check exclusionary criteria.

17. Subtypes of Reading Disorder • Language pattern • Visual-spatial pattern • Mixed pattern • Group without identified psychological or neuropsychological deficit

18. Comorbidity with Reading Disorder • ADHD • ODD/Conduct Disorder • Substance Use/Abuse

19. Problems Related to Reading Disorder • Early speech problems • Phonological processing difficulties • History of ear infections • Early perceptual-motor difficulties • Family history of reading/learning problems

20. Treatment of LD • Psychoeducational models • Behavioral methods • Direct instruction • Cognitive approaches

21. School Placement • Least Restrictive Environment (LRE) • 1/3 spend 80% in regular ed classroom • 1/3 spend 40-80% in regular ed classroom • Resource room • Self-contained classroom