I.

Introduction
The specific learning disability is not something we're familiar with, unknowingly, we can call a
child or a person lazy, uninterested or worse, labeling someone a retard just because he/she
isn’t catching up with the other children, or simple instructions. A specific learning disability is a
disorder that interferes with a student’s ability to listen, think, speak, write, spell, or do
mathematical calculations. Students with a specific learning disability may struggle with reading,
writing, or math.
In this report, we will learn more about the specific learning disability and its other types and to
know more about that this kind of disability how a child characterized by it. We aim the readers
to have a fuller understanding of this kind of disability for the children and parents who is new to
this area and with hopes that with enough knowledge and consideration, can get acceptance
that this kind of cases needed of professional help.
For a child’s spirit is precious, it needs to mold into something they shine so bright, they’re not
wrong if the child isn’t like the other because for every child is special.
 II. Lesson Content

A. Definition
Specific Learning Disability is a neurodevelopmental disorder that begins during school-age,
although may not be recognized until adulthood. Learning disabilities refers to ongoing problems
in one of three areas, reading, writing and math, which are foundational to one’s ability to learn.
Other specific skills that may be impacted include the ability to put thoughts into written words,
spelling, reading comprehension, math calculation and math problem solving. Difficulties with
these skills may cause problems in learning subjects such as history, math, science and social
studies and may impact everyday activities.
Learning disorders, if not recognized and managed, can cause problems throughout a person’s
life beyond having lower academic achievement. These problems include increased risk of
greater psychological distress, poorer overall mental health, unemployment/under-employment
and dropping out of school.
A note on terminology: 
Specific learning disorder is a medical term used for diagnosis. It is often referred to as
“learning disorder.”
“Learning disability” is a term used by both the educational and legal systems. Though learning
disability is not exactly synonymous with specific learning disorder, someone with a diagnosis of
specific learning disorder can expect to meet criteria for a learning disability and have the legal
status of a federally recognized disability to qualify for accommodations and services in school.
The term “learning difference” is a term that has gained popularity, especially when speaking
with children about their difficulties, as it does not label them as “disordered.”

Types of Learning Disorders: Dyslexia, Dysgraphia, and Dyscalculia

Dyslexia is a term that refers to the difficulty with reading. People with dyslexia have difficulty
connecting letters they see on a page with the sounds they make. As a result, reading becomes
a slow, effortful and not a fluent process for them.
Problems in reading begin even before learning to read, for example when children have trouble
breaking down spoken words into syllables and recognizing words that rhyme. Kindergarten-age
children may not be able to recognize and write letters as well as their peers. People with
dyslexia may have difficulty with accuracy and spelling as well. It’s a common misconception
that all children with dyslexia write letters backwards or those who write letters backwards all
have dyslexia.
People with dyslexia, including adolescents and adults, often try to avoid activities involving
reading when they can (reading for pleasure, reading instructions). They often gravitate to other
mediums such as pictures, video, or audio.
Dysgraphia is a term used to describe difficulties with putting one’s thoughts on to paper.
Problems with writing can include difficulties with spelling, grammar, punctuation, and
handwriting.
Dyscalculia is a term used to describe difficulties learning number related concepts or using the
symbols and functions to perform math calculations. Problems with math can include difficulties
with number sense, memorizing math facts, math calculations, math reasoning and math
problem solving.
Learning disorder can vary in severity:
o Mild: Some difficulties with learning in one or two academic areas, but may be able to
compensate
o Moderate: Significant difficulties with learning, requiring some specialized teaching and
some accommodations or supportive services
o Severe: Severe difficulties with learning, affecting several academic areas and requiring
ongoing intensive specialized teaching

Related Disorder:
Dyspraxia
A disorder that is characterized by difficulty in muscle control, which causes problems with
movement and coordination, language and speech, and can affect learning. Although not a
learning disability, dyspraxia often exists along with dyslexia, dyscalculia or ADHD.

B. Criteria for identification

A summary of the DSM-5 diagnostic criteria for specific learning disorder diagnosis:
Criteria A
Ongoing difficulties in the school-age years learning and using at least one academic skill (e.g.
reading accuracy/fluency; spelling accuracy; written expression competence and fluency;
mastering number facts). These difficulties have persisted and failed to improve as expected,
despite the provision of targeted intervention for at least six months. This intervention should be
recognized as evidence-based and ideally delivered by an experienced and qualified person.
Criteria B
The difficulties experienced by the individual will be assessed using standardized achievement
tests* and found to be at a level significantly lower than most individuals of the same age.
Sometimes individuals are identified with a learning disability even though they are performing
within the average range. This is only the case when it can be shown that the individual is
achieving at this level due to unusually high levels of effort and ongoing support.
Criteria C
The difficulties experienced by the individual usually become apparent in the early years of
schooling. The exception to this is where problems occur in upper-primary or secondary school
once the demands on student performance increase significantly. For example – when students
have to read extended pieces of complex text or write at a more sophisticated level under timed
conditions.
Criteria D
Specific learning disorders will not be diagnosed if there is a more plausible explanation for the
difficulties being experienced by the individual. For example – if the individual has: an
intellectual disability; a sensory impairment; a history of chronic absenteeism; inadequate
proficiency in the language of instruction; a psychosocial condition; or, not received appropriate
instruction and/or intervention.
The following describe the updated 2013 DSM-5 diagnostic subtypes of specific learning
disorder:
1. Specific learning disorder with impairment in reading includes possible deficits in:
 Word reading accuracy
 Reading rate or fluency
 Reading comprehension
DSM-5 diagnostic code 315.00.
Note: Dyslexia is an alternative term used to refer to a pattern of learning difficulties
characterized by problems with accurate or fluent word recognition, poor decoding, and poor
spelling abilities.
2. Specific learning disorder with impairment in written expression includes possible
deficits in:
 Spelling accuracy
 Grammar and punctuation accuracy
 Clarity or organization of written expression
DSM-5 diagnostic code 315.2.
3. Specific learning disorder with impairment in mathematics includes possible deficits
in:
 Number sense
 Memorization of arithmetic facts
 Accurate or fluent calculation
 Accurate math reasoning
 
DSM-5 diagnostic code 315.1.

DSM-5 classifies DCD as a discrete motor disorder under the broader heading of

neurodevelopmental disorders. The specific DSM-5 criteria for DCD are as follows:
 Acquisition and execution of coordinated motor skills are below what would be expected
at a given chronologic age and opportunity for skill learning and use; difficulties are
manifested as clumsiness (eg, dropping or bumping into objects) and as slowness and
inaccuracy of performance of motor skills (eg, catching an object, using scissors,
handwriting, riding a bike, or participating in sports)
  The motor skills deficit significantly or persistently interferes with activities of daily living
appropriate to the chronologic age (eg, self-care and self-maintenance) and impacts
academic/school productivity, prevocational and vocational activities, leisure, and play
 The onset of symptoms is in the early developmental period
 The motor skills deficits cannot be better explained by intellectual disability or visual
impairment and are not attributable to a neurologic condition affecting movement (eg,
cerebral palsy, muscular dystrophy, or a degenerative disorder)

C. Signs or Characteristics
Students with learning disabilities are very heterogeneous, meaning that no two students
possess the identical profile of strengths and weaknesses. The concept of learning disabilities
covers an extremely wide range of characteristics. One student may have a deficit in just one
area while another may exhibit deficits in numerous areas, yet both may be labeled as learning
disabled.
Over time, parents, educators, and other professionals have identified a wide variety of
characteristics associated with learning disabilities. These include:
 Academic problems
 Disorders of attention
 Poor motor abilities
 Psychological process deficits and information-processing problems
 Lack of cognitive strategies needed for efficient learning
 Oral language difficulties
 Reading difficulties
 Written language problems
 Mathematical disorders
 Social skill deficits
Not all students will exhibit these characteristics, and many pupils who demonstrate these same
behaviors are successful in the classroom. For students with a learning disability, it is the
quantity, intensity, and duration of these behaviors that lead to problems in school and
elsewhere. It should also be noted that boys are four times more likely to be labeled with a
learning disability than girls. The reason for this has not yet been determined by researchers.
Dyslexia is sometimes referred to as a Language-Based Learning Disability.
Signs and Symptoms of Dyslexia
 Reads slowly and painfully
 Experiences decoding errors, especially with the order of letters
  Shows wide disparity between listening comprehension and reading comprehension of
some text
 Has trouble with spelling
 May have difficulty with handwriting
 Exhibits difficulty recalling known words
 Has difficulty with written language
 May experience difficulty with math computations
 Decoding real words is better than nonsense words
 Substitutes one small sight word for another: a, I, he, the, there, was

Signs and Symptoms of Dysgraphia:

 May have illegible printing and cursive writing (despite appropriate time and attention
given the task)
 Shows inconsistencies: mixtures of print and cursive, upper and lower case, or irregular
sizes, shapes or slant of letters
 Has unfinished words or letters, omitted words
 Inconsistent spacing between words and letters
 Exhibits strange wrist, body or paper position
 Has difficulty pre-visualizing letter formation
 Copying or writing is slow or labored
 Shows poor spatial planning on paper
 Has cramped or unusual grip/may complain of sore hand
 Has great difficulty thinking and writing at the same time (taking notes, creative writing.)

Signs and Symptoms for Dyscalculia:

 Shows difficulty understanding concepts of place value, and quantity, number lines,
positive and negative value, carrying and borrowing
 Has difficulty understanding and doing word problems
 Has difficulty sequencing information or events
 Exhibits difficulty using steps involved in math operations
 Shows difficulty understanding fractions
 Is challenged making change and handling money
 Displays difficulty recognizing patterns when adding, subtracting, multiplying, or dividing
  Has difficulty putting language to math processes
 Has difficulty understanding concepts related to time such as days, weeks, months,
seasons, quarters, etc.
 Exhibits difficulty organizing problems on the page, keeping numbers lined up, following
through on long division problems

Signs and Symptoms for Dyspraxia:

 Exhibits poor balance; may appear clumsy; may frequently stumble
 Shows difficulty with motor planning
 Demonstrates inability to coordinate both sides of the body
 Has poor hand-eye coordination
 Exhibits weakness in the ability to organize self and belongings
 Shows possible sensitivity to touch
 May be distressed by loud noises or constant noises like the ticking of a clock or
someone tapping a pencil
 May break things or choose toys that do not require skilled manipulation
 Has difficulty with fine motor tasks such as coloring between the lines, putting puzzles
together; cutting accurately or pasting neatly
 Irritated by scratchy, rough, tight or heavy clothing

D. research finding about the cause

Learning disabilities are caused by something affecting the development of the brain. This may
occur before birth (prenatally), during birth, or in early childhood. Learning disabilities can be
caused by any one of a variety of factors, or by a combination. Sometimes the specific cause is
not known. Possible causes include the following:
 An inherited condition, meaning that certain genes passed from the parents affected the
brain development, for example Fragile X.
 Chromosome abnormalities such as Down’s syndrome or Turner syndrome.
 Complications during birth resulting in a lack of oxygen to the brain.
 A very premature birth.
 Mother’s illness during pregnancy.
 The mother drinking during pregnancy, for example Foetal Alcohol Syndrome.
 A debilitating illness or injury in early childhood affecting brain development, for example
a road traffic accident or child abuse.
 Contact with damaging material (like radiation).
  Neglect, and/or a lack of mental stimulation early in life.
 Some people with learning disabilities have additional physical disabilities and/or
sensory impairments.
Factors that might influence the development of learning disorders include:
Family history and genetics. A family history of learning disorders increases the risk of a child
developing a disorder.
Prenatal and neonatal risks. Poor growth in the uterus (severe intrauterine growth restriction),
exposure to alcohol or drugs before being born, premature birth, and very low birthweight have
been linked with learning disorders.
Psychological trauma. Psychological trauma or abuse in early childhood may affect brain
development and increase the risk of learning disorders.
Physical trauma. Head injuries or nervous system infections might play a role in the
development of learning disorders.
Environmental exposure. Exposure to high levels of toxins, such as lead, has been linked to
an increased risk of learning disorders.

E. Accommodations strategies in teaching

Tips for inclusive teaching strategies that engage students with SLDs:
 Provision of additional time to complete tasks
 Leniency on spelling and grammatical errors in exam situations
 Extensions to course work due dates
 Provision of audio recorded lectures
 Class handouts / lecture presentations provided online prior to the scheduled class
 Flexibility in assessments i.e. oral presentation, slide presentation, portfolio or project
 Opportunity to submit assessment drafts for feedback and guidance
 Provision of audio or word-processed assessment feedback
 Group work activities where students with an SLD are able to focus on their strengths
 Students who are not confident reading excused from reading out loud in class

Accommodations
Typically, a higher education institution requires that a student with a disability register with
the office that provides support services for students with disabilities, in order to receive
accommodations. It is the student's responsibility to request services in a timely manner.
These offices confirm the student's disability and eligibility for services and
accommodations. A course instructor typically receives a letter from this office detailing
 recommended accommodations for a student. The student with a disability is responsible for
meeting all course requirements using only approved accommodations.
The goal is to give the student with a disability equal access to the learning environment.
Individualized accommodations are not designed to give the student an advantage over
other students, to alter a fundamental aspect of the course, nor to weaken academic rigor.
A specific learning disability is unique to the individual and can be manifested in a variety of
ways. Therefore, accommodations for a specific student must be tailored to the individual.
The following are examples of classroom, assignment, and examination accommodations
that may be recommended for a student with a learning disability. When in doubt about how
to assist a student, work with the student privately or contact the campus office that provides
support services for students with disabilities.
Classroom and Assignment Accommodations
You may be asked to
 assist the student in finding effective peer note-takers from the class. Alternatively, you
could provide the student with a copy of your lecture notes or outline.
 allow the student to tape record lectures.
 allow the student additional time to complete in-class assignments, particularly writing
assignments.
 provide feedback and assist the student in planning the workflow of assignments. This is
especially important with large writing assignments. It may be helpful to break the larger
assignment into smaller components with opportunities for draft feedback.
 provide assistance with proofreading written work.
Examination Accommodations
You may be asked to allow the student with a learning disability
 extended exam time, typically time and one half to double time.
 to take exams in a room with reduced distractions.
 the assistance of a reader, scribe, or word processor for exams.
 the option of an oral exam.
 to use spelling and grammar assistive devices for essay exams.
 to use a calculator for exams.
 to use scratch paper during exams.

Strategies for Dyslexia:

 Provide a quiet area for activities like reading, answering comprehension questions
 Use books on tape
 Use books with large print and big spaces between lines
  Provide a copy of lecture notes
 Don’t count spelling on history, science or other similar tests
 Allow alternative forms for book reports
 Allow the use of a laptop or other computer for in-class essays
 Use multi-sensory teaching methods
 Teach students to use logic rather than rote memory
 Present material in small units

Strategies for Dysgraphia:

 Suggest use of word processor
 Avoid chastising student for sloppy, careless work
 Use oral exams
 Allow use of tape recorder for lectures
 Allow the use of a note taker
 Provide notes or outlines to reduce the amount of writing required
 Reduce copying aspects of work (pre-printed math problems)
 Allow use of wide rule paper and graph paper
 Suggest use of pencil grips and /or specially designed writing aids
 Provide alternatives to written assignments (video-taped reports, audio-taped reports)

Strategies for Dyscalculia:

 Allow use of fingers and scratch paper
 Use diagrams and draw math concepts
 Provide peer assistance
 Suggest use of graph paper
 Suggest use of colored pencils to differentiate problems
 Work with manipulatives
 Draw pictures of word problems
 Use mnemonic devices to learn steps of a math concept
 Use rhythm and music to teach math facts and to set steps to a beat
 Schedule computer time for the student for drill and practice
Strategies for Dyspraxia:
 Pre-set students for touch with verbal prompts, “I’m going to touch your right hand.”
 Avoid touching from behind or getting too close and make sure peers are aware of this
 Provide a quiet place, without auditory or visual distractions, for testing, silent reading or
work that requires great concentration
 Warn the student when bells will ring or if a fire drill is scheduled
 Whisper when working one to one with the child
 Allow parents to provide earplugs or sterile waxes for noisy events such as assemblies
 Make sure the parent knows about what is observed about the student in the classroom
 Refer student for occupational therapy or sensory integration training
 Be cognizant of light and light sources that may be irritating to child
 Use manipulatives, but make sure they are in students’ field of vision and don’t force
student to touch them

F. Materials or Assistive Technology for accommodations

Assistive technology (AT) is any item, piece of equipment, software program, or product system
that is used to increase, maintain, or improve the functional capabilities of persons with
disabilities.
Assistive Technology most commonly used:
 Speech/Voice recognition
 Text to Speech
 Mind Mapping
 Touch Typing
 Smart Phones/Tablets
 Apps
 Handheld Devices
 
Assistive Technology can help people to overcome difficulties with:
 Reading, writing & spelling
 Mathematics & number
 Note taking & memory
 Learning & study skills
 Organization & time management

Examples of Assistive Technology by Domain

Low- to Mid- Mid- to High-

  Apps for Mobile Devices
tech tech

Receptive Notepad – Audio Audiobooks – Provides a

Notepads are recorders simple way to listen to many of
an excellent – Audio the best classic books and
way to record recorders that modern titles .
information. store
Students with hundreds of
learning hours of audio
disabilities can be
(LDs) may purchased as
appreciate cheaply as
having the $30-$40.
information
colour-coded Talking
based on the dictionary –
purpose, topic, Students with
or function of LDs can use
the information. talking
dictionaries to
verify
definitions and
spelling.
Talking
dictionaries
are small
enough to be
carried in a
pencil case
and are not as
expensive as
computers or
tablets.
Visuwords –
This free
online
dictionary
allows
students to
look up words
to find their
 meanings and
associations
with other
words and
concepts.

Cue cards –
Prezi – A free
Cue cards
3D graphic ShowMe Interactive
provide helpful
organizer Whiteboard –In order to
hints for the
which can be reduce anxiety, students may
oral
used to create opt to record presentations on
presentation of
presentations. their iPad beforehand. Video
Speaking information,
Prezis can be recordings can be uploaded on
and the process
collaborative YouTube or a more private
of composing
as students domain.
cue cards can
can comment
help organize  
and build upon
the information
other Prezis.
before-hand. 

Reading Highlighter Kurzweil Speak Selection –Located in

strips – 3000 – Text- the accessibility features of
Translucent to-speech Apple devices, Speak
rectangles of software, such Selection can be used to read
colour can help as Kurzweil aloud electronic text.
eliminate extra 3000, can
visual clutter by read aloud Free Books – This app
blocking out the digital or contains more than 23,000 free
rest of the printed text. booksNotes, highlight option,
text.Sticky bookmark and dictionary tools
notes – Storyline are provided.
Students with Online – A
free online GoodReader – This PDF
LDs may find it reader allows you to add sticky
useful to streaming
video program notes, highlight and take notes.
summarize the
main ideas of featuring
the text with books read
sticky notes aloud. Each
which can be book includes
stuck directly accompanying
on the page. activities and
lesson ideas.
Project
Gutenberg –
Over 45,000
free e-books.
 Wikipedia –
The Simple
English
function on
Wikipedia
allows content
to be
“translated”
into plain
English which
is easier to
read.

Pencil grips –
For students
who struggle
with
handwriting,
pencil grips can
provide a Pages – The Pages app
surface that is Word allows you to compose, edit
easier to processing – work and share. It also
manipulate. Functions includes word prediction,
such as spell speech-to-text, and spell check
Computerized check, functions.
pens – These dictionary
pens can iWordQ – iWordQ provides
options,
automatically reading assistance, word
synonym
Writing transmit choice and proof reading
support, and
handwriting into functions.
word-
digital text. prediction Dragon Dictation – This easy-
Some features are to-use voice recognition
computerized helpful for application allows you to speak
pens have students with and instantly see your text or
audio-recording learning e-mail messages. You must be
functions that disabilities. connected to the Internet for
allow the writer this application to work.
to listen to
specific
sections of the
audio file by
tapping on the
written notes.

Reasonin Graphic Inspiration – SimpleMind+ – This app

g organizers – This software allows you to brainstorm and
Organizing helps students organize your ideas.
ideas visually organize ideas Completed concept maps can
 visually
without the
challenge of
handwriting or
spelling
requirements.
The content
can be
allows students instantly
with LDs to see translated into
the connections outlines for
between essays or
ideas.Audio compositions.
recorders
– Many Spark-Space 
students with – This
LD experience software
difficulty supports the
be automatically converted to
translating oral writing of
an outline.
language into students who
written text. are visual
Recording learners
ideas early in through the
the thinking use of
process can functions such
provide a as idea
record for later mapping
recall and essay writer
clarification. tool.
Audacity –
Audacity is a
free software
program which
allows you to
record and
edit sounds.

Math 4-function Graphing ShowMe and ScreenChomp 

calculator – calculator - – These apps provide an
Depending on Graphing interactive whiteboard interface
the type of work computers can to solve problems. The actions
being done, a solve complex on the screen and audio can
4-function equations, and be recorded and shared as a
calculator can the dynamic video file.
be a great help display screen
without allows the
providing student to
disproportionat verify the
e advantage to results before
students with solving on
LDs.  paper.
Math
Dictionary for
Kids – An
animated,
interactive
online math
dictionary that
explains over
600 common
mathematical
terms in
simple
language.
 
Braiing
Camp –
Animated
lessons and
interactive
activities to
assess
student
understanding
.
IXL Math -
IXL's math
practice skills
are aligned
with pre-K
through Grade
8 provincial
curricula, and
students'
performance
is assessed
on each
objective.
Sumdog –
Sumdog's
learning
engine adapts
its math
questions to
 each student's
ability.
Covering
number
operations
through to
simple
algebra, it is
designed for
students age 6
to 14.

III. Conclusion
Learning disabilities is a field that is constantly changing. With the advent of techniques
that allow scholars to study the brain in action, we may understand not only the normal process
of reading but also what happens when the system is not working. The hope is that we will be
able to prevent learning disabilities or, at the least, to develop innovative and successful
interventions. It is also hoped that we will become more adept at identifying children at earlier
ages to prevent some of the emotional and social difficulties that can be associated with a
learning disability. Neuroscience is now promising new avenues in our study of learning
disabilities as is genetics. Families who have a history of learning disability need further study to
provide appropriate support for them as well as to assist with early interventions. Schools are
becoming more adept at working with children with differing types of learning disability and it is
hoped that our ability to assess minority children appropriately will also improve.
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