Transcript
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
yp
oth
etica
l
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
CR
EP
AN
CY
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)
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