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    Learning Disability

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    KUNNAMPALLIL GEJO JOHN
    This document discusses learning disabilities, including definitions, characteristics, assessment, and intervention strategies. It notes that definitions of learning disabilities have changed over time and now focus on difficulties with psychological processing that cause problems with learning. Common characteristics include issues with academic skills like reading, writing, and math, as well as memory, attention, motor skills, perception, and social/emotional functioning. Assessment involves identifying discrepancies between ability and achievement through cognitive tests and educational evaluations. Intervention utilizes a team approach with accommodations, assistive technology, classroom modifications, and compensatory strategies to help students learn.

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    Learning Disability

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    KUNNAMPALLIL GEJO JOHN
    2K views33 pages
    This document discusses learning disabilities, including definitions, characteristics, assessment, and intervention strategies. It notes that definitions of learning disabilities have changed over time and now focus on difficulties with psychological processing that cause problems with learning. Common characteristics include issues with academic skills like reading, writing, and math, as well as memory, attention, motor skills, perception, and social/emotional functioning. Assessment involves identifying discrepancies between ability and achievement through cognitive tests and educational evaluations. Intervention utilizes a team approach with accommodations, assistive technology, classroom modifications, and compensatory strategies to help students learn.

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    This document discusses learning disabilities, including definitions, characteristics, assessment, and intervention strategies. It notes that definitions of learning disabilities have changed over time and now focus on difficulties with psychological processing that cause problems with learning. Common characteristics include issues with academic skills like reading, writing, and math, as well as memory, attention, motor skills, perception, and social/emotional functioning. Assessment involves identifying discrepancies between ability and achievement through cognitive tests and educational evaluations. Intervention utilizes a team approach with accommodations, assistive technology, classroom modifications, and compensatory strategies to help students learn.

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    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    2K views33 pages

    Learning Disability

    Uploaded by

    KUNNAMPALLIL GEJO JOHN
    This document discusses learning disabilities, including definitions, characteristics, assessment, and intervention strategies. It notes that definitions of learning disabilities have changed over time and now focus on difficulties with psychological processing that cause problems with learning. Common characteristics include issues with academic skills like reading, writing, and math, as well as memory, attention, motor skills, perception, and social/emotional functioning. Assessment involves identifying discrepancies between ability and achievement through cognitive tests and educational evaluations. Intervention utilizes a team approach with accommodations, assistive technology, classroom modifications, and compensatory strategies to help students learn.

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    of 33

    Learning Disability

    KUNNAMPALLIL GEJO JOHN

    BASLP,MASLP
    AUDIOLOGIST
    KUNNAMPALLIL GEJO JOHN

    Changes in Terminology
    Brain-injured child (1947)
    Alfred Strauss

    Minimal brain dysfunction (1966)


    Peter Clements

    Learning disabilities (1963)


    Samuel Kirk

    KUNNAMPALLIL GEJO JOHN

    Definition of Learning Disabilities


    The Federal Definition: IDEA-1997 ICLD 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

    NJCLD Definition

    KUNNAMPALLIL GEJO JOHN

    Common Elements in the Definitions


    Central nervous system dysfunction Uneven growth pattern/psychological processing deficits Discrepancy between potential and achievement Exclusion of other causes
    KUNNAMPALLIL GEJO JOHN

    Thus a person with LD is one who is not

    Mentally retarded

    Physically disturbed
    Emotionally disturbed Culturally disadvantaged

    KUNNAMPALLIL GEJO JOHN

    LD???
    Myths Outgrow Cure possible Lazy Overall poor performance Retarded Facts Life span disorder Remediation Effortful Specific disability Average IQ

    KUNNAMPALLIL GEJO JOHN

    Language Academic

    Social/ Emotional ADHD/ Behavioral problems

    CHILD WITH LD

    Processing

    Cognition

    Motor skill

    Perceptual

    Meta-cognition

    KUNNAMPALLIL GEJO JOHN

    Characteristics
    Academic learning difficulty- Academic problems exist in the area of reading, writing, spelling and mathematics. Meta-cognitive deficits- such as planning moves, evaluating effectiveness of ongoing activities, checking the outcome and remediating the errors. Memory problems- Most students complain of poor memory. Learning disabled students fail to use strategies that nondisabled students readily use.
    KUNNAMPALLIL GEJO JOHN

    Contd.
    Motor Disorders- children with this problem are clumsy, unable to skip or hop. Some exhibit fine motor difficulties such as in writing and cutting with scissors, buttoning, zipping or even tying a shoelace, etc Perceptual disorder- Perceptual problems include inability to recognize, discriminate and interpret sensation. It can be in the area of auditory channel and/or visual channel.
    KUNNAMPALLIL GEJO JOHN

    Contd
    Attention problems and hyperactivity- LD children have short attention span, distractibility and impulsivity. Many LD students 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 selfconcept and self-esteem.
    KUNNAMPALLIL GEJO JOHN

    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 or letters) Shows little interest in identifying letters or words for fun Poor short-term memory skills (remembering names, instructions)
    KUNNAMPALLIL GEJO JOHN

    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

    KUNNAMPALLIL GEJO JOHN

    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 letter
    KUNNAMPALLIL GEJO JOHN

    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
    KUNNAMPALLIL GEJO JOHN

    Written expression: - Punctuation errors - Incorrect syntax - Omission of words

    KUNNAMPALLIL GEJO JOHN

    MATHEMATICAL PROBLEMS (Dyscalculia)

    Difficulty in multiplication Poor mental arithmetic Reverses digits (e.g. 47 for 74, 6 for 9,etc.) Difficulty learning what operation a symbol signifies Difficulty in solving statement problems.
    KUNNAMPALLIL GEJO JOHN

    Assessment:

    KUNNAMPALLIL GEJO JOHN

    ASSESSMENT PROCESS
    Identify (School Personnel & Parents) Referral (Pediatrician) Interview (Medico social worker) Cognitive assessment (Psychologist) Educational assessment (Psycho-ed) Speech, Language, Audiological assessment (SLPA) Counseling (Counselor) IEP (Resource Teacher)
    KUNNAMPALLIL GEJO JOHN

    ASSESSMENT FOR IDENTIFICATION


    Discrepancy criterion Tools Combination of formal and informal assessment procedures- reflect the current status of the childs performance Intelligence: WISC-R BKT RCPM/RPM
    KUNNAMPALLIL GEJO JOHN

    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.
    KUNNAMPALLIL GEJO JOHN

    Intervention:
    Team approach Compensatory and remedial strategies

    KUNNAMPALLIL GEJO JOHN

    ASSISTIVE TECHNOLOGY
    Pencil grips, incline boards, etc. Spell checker Word predictor Earobics Fast Forword

    KUNNAMPALLIL GEJO JOHN

    MODIFICATIONS IN THE CLASSROOM


    Individual attention Appropriate teacher : student ratio Non distracting classroom Modified study materials according to the needs of the child and attention span Use of tape-recorder Preferential seating Hands on activities Special accommodations for test taking

    KUNNAMPALLIL GEJO JOHN

    Concession for students with Learning Disabilities studying in school upto 12th standard For students with Learning Disabilities of standard 1st to standard 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 KUNNAMPALLIL GEJO JOHN converted.

    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 give examination 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

    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, can choose the centre close to their residence

    KUNNAMPALLIL GEJO JOHN

    National Institute of Open Schooling (NIOS)


    Started as project on Open Schooling under CBSE in 1978.

    Objectives:
    - Providing quality education through Open and Distance Learning (ODL) mode - Providing dynamic flexible system of open schooling

    KUNNAMPALLIL GEJO JOHN

    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.
    KUNNAMPALLIL GEJO JOHN

    How can you help?


    Give them a lot of encouragement, praise and support to make them feel confident about 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!
    KUNNAMPALLIL GEJO JOHN

    Ongoing work in the Institute


    Learning disability clinic: Team of Psychologist and Speechlanguage Pathologist work together to provide intervention in a holistic approach and also parental guidance is provided. The children are identified as early as four years. Camps for LD are also conducted where children are trained on writing skills, reading skills, and mathematics, peer interaction, handicrafts etc.

    KUNNAMPALLIL GEJO JOHN

    Contd..
    Projects: The post-graduate students of our institute are working on various projects, such as teacher perception of children with LD, and early intervention of children with learning disability (using a checklist).

    KUNNAMPALLIL GEJO JOHN

    References
    Bernice Wong (1996). The ABCs of Learning Disabilities. R. Barbara, W. Judith, L David (2003). Dyslexia- a practical guide for teachers and parents.

    KUNNAMPALLIL GEJO JOHN

    KUNNAMPALLIL GEJO JOHN

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