Learning Disabilities in The Classroom What Does It Mean Foryouasa Teacher?

Learning Disabilities in
the Classroom
What does it mean

for you as a
teacher?
CASE STUDY
Sameer is a student of 3rd class, studying in a regular
school. His performance in academics is poor in
comparison to the the level of his class. He often fails
to understand the instructions given by his teachers.
Specifically following multiple instructions is difficult
for him. He can copy from blackboard but the speed of
writing is slow. He can read small words, but
prompting is required to read sentences. He takes
interest in music and sports but following rules is a
difficult task for him
A Few Questions….
How many teachers in this room have such type
of students
in their classrooms?
Raise your hand!
Do you feel they have some difficulty with

?studies or these children have learning disability
What “Disability”
is:
• A disadvantage or deficiency,
especially a physical or mental
impairment that interferes with or
prevents normal achievement in a
particular area, or something that
hinders or incapacitates.
• According to the definition of World

Impairment
Handicap Disability
• Impairment: Any loss or abnormality of
psychological, physiological or anatomical
structure of a function
• Disability: Resulting from impairment, an

restriction or lack of ability to perform an
activity in the manner or within the range
considered normal for a human being
• Handicap: A disadvantage for a given

individual, resulting from an impairment or a
disability, that prevents the fulfillment of a
role, considered normal, depending upon
FORMS OF DISABILITY OR
IMPAIRMENT
Social Disabilities. 1
Physical disabilities. 2
Cognitive Disabilities. 3
.Learning Disability. 4
Hearing Impairment. 5
Visual Impairment. 6
Let’s Define a
Learning Disability
A learning disability interferes with someone’s
ability to store, process or produce information
In Other Words
It may influence an individual’s ability

to speak, listen, read, write spell,
reason, organize information or do
.mathematical calculations
Math Nonverbal
Written
Reading Disorder Learning
Expression
Disability (Dyscalculia) Disability
Disorder
(Dyslexia)
(Dysgraphia)
Reading Writing Spelling Handwriting Math Visual-

Spatial
Difficulties Difficulties Difficulties Difficulties Difficulties
& Social
Difficulties
DYSLEXIA
Difficulty in remembering printed words or
symbols
Illegible handwriting
Poor spelling skills and frequent spelling errors 
Reversal of letters
Difficulty copying from the board
Unable to count backwards
Confusion with directions
Poor concentration
Skips lines while reading
DYSGRAPHIA
Tight awkward pencil grip & body position 
Illegible handwriting
Tiring quickly while writing
High levels of resistance and frustrations while 

writing
Saying words aloud while writing
Unfinished or omitted words in sentences 

DYSCALCULIA
Difficulty understanding concepts or place value, 
quantity, number lines, positive and negative value
Difficulty understanding and completing word

problems
Difficulty with addition, subtraction,

multiplicaiton and division
Exhibits difficulty using steps involved in math 
operations
EMOTIONAL &
BEHAVIOURAL CONCERNS
Hyperactivity
Inattention
Impulsiveness
Aggression
Withdrawal
Difficulty getting along with peer group
Temper tantrums
School refusal
Each Student is Unique!
Looking just at the learning
!disability is too limiting
Students with learning

disabilities manifest
strengths and weaknesses
in !different mental
processes
Teachers need to look at

students’ islands of
!competence
ASSOCIATED CONDITIONS WITH
SPECIFIC LEARNING DISABILITY
AUTISM
DOWN SYNDROM
ADHD
CERABRAL PALSY
AUTISM
A serious developmental disorder that impairs the
.ability to communicate and interact
DOWN SYNDROME
A genetic disorder
caused when abnormal
cell division results in
extra genetic material
.from chromosome 21
Down's syndrome
causes a distinct facial
appearance,
intellectual disability
and developmental
.delays
ADHD
A chronic condition
including attention
difficulty, hyperactivity and
.impulsiveness
CEREBRAL PALSY
neurological disorder 
caused by a non-
progressive brain injury
or malformation that
occurs while the child’s
brain is under
development. Cerebral
Palsy primarily affects
body movement and
.muscle coordination
DIAGNOSIS OF SPECIFIC
LEARNING DISABILITY [SLD]
REPORT CARD
BEHAVIOUR ISSUES
STANDARDIZED TESTS WHICH INCLUDE IQ 

AND TEST FOR LEARNING DISABILITY
learning styles
All learners have preferred ways of receiving new
. and sometimes difficult information
Awareness of these modalities for language

teachers are important so that they can
accommodate to the individual differences and
. learning styles
Sensory Modalities
When we teach using the students'
different sensory modalities the class
as a whole receives information in one or
several channels
This Multisensory approach can also

reinforce a learner's use of their less
developed senses
Grinder, 1989
Here are some suggestions that
are easy to incorporate into
classroom routine; naturally,
different strategies will be of
more or less value to different
students, particularly with a
culturally and linguistically
diverse class
• Have the student close his eyes and try to visualize the
information
• Give explanations in small, distinct steps
• Shorten the listening time required
• Ask questions requiring short answers
Provide a prompt, such as beginning the sentence for the
student or giving a picture cue
 Give the rules for class discussion (e.g., hand raising)
 Give points for oral contributions and preparing the
student individually
 Teach the student to ask questions in class
 Specifically teach body and language expression
• Allow extra time for reading
Reduce or omit assignments requiring copying
Encourage shared note-taking
• Dictate the work and then asking the student to repeat it

(saying it in sequence may eliminate errors of omitted
syllables)
• Use mnemonics such as SLANT (sit up, lean forward, ask

questions, nod your head, track the teacher) to help them
remember the needed behaviors. Seat student in area
free from distractions such as open doors, air
conditioners, etc.
• Assign a peer tutor. Surround student with appropriate

Break assignments down into shorter segments.
Give students advance notice (a physical cue, special word)
that you will be saying or showing key information.
Create and teach routines and procedures.
Teach goal-setting skills.

• Teach decision-making/prioritizing skills.
• Teach time-management skills.
Face the child and speak slowly and distinctly.
Have the student look at you when you speak.
Teach students to use self-questioning techniques.

• Play memory games.
• Provide the student with a written out schedule of
classroom routines and timelines
Have students "talk aloud" as they complete problems.
Help students learn to read fluently by requiring them to

read new stories and reread old stories everyday.
BEHAVIOUR MODIFICATION AND
CLASSROOM MANAGEMENT
When we address misbehavior, it's important to 
. delete four things from our commentary
" Why Questions. "1

" The word "YOU. 2
" The words "NO" and "DON'T. 3
Lecturing/Nagging/Berating. 4
:INSTEAD OF

How can you all be so mean? That is a cruel thing "
!" to do, making fun of someone who stutters
: TRY
It upsets me to see anyone in our group being "
made the brunt of hurtful jokes. I expect our
class to treat all of its members with respect. We
." are a team
I" MESSAGE ACTIVITY"
You weren't listening. You're gonna end up on"
." welfare
becomes "I want my students to listen closely so that
they can learn important things that will help them
." succeed in life
Your Turn
Imagine the situation in which these comments are
. said and provide an "I message" replacement
You're outta your chair again." "What's wrong with "

you?"
"Oh no...What did you do that for?" "Whoa! You're
." doing it all wrong." "You little brat
You better start paying attention.""

"You're living down to your reputation."
?""Why do you always do this to yourself
Counsel student so your
expectations are clearly
understood
Set up expectations for
behavior. Give positive
feedback when behavior is
satisfactory
……..”I like it when you“
Give feedback when behavior

is not satisfactory
……..”I want you to“
” Life is not so much a matter of holding good cards but of playing a poor hand well “
Robert Louis Stevenson

?How to Play a Poor Hand Well
If provided with the right

support, a teacher of a student
with learning disabilities can help
the student succeed in school by
both fostering the student’s
strengths and recognizing his
weaknesses
SUPPORT TO SLD STUDENTS FROM
CBSE BOARD
:CBSE gives some facilities for these students 
Exemption from third language. 1
Extra time is given. 2
Spelling mistakes are ignored. 3
Appointment of scribe. 4
THANK YOU…!!!
AND WHAT ABOUT

QUESTIONS…???

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Learning Disabilities in

What does it mean

Raise your hand!

Do you feel they have some difficulty with

• According to the definition of World

• Disability: Resulting from impairment, an

• Handicap: A disadvantage for a given

It may influence an individual’s ability

Reading Writing Spelling Handwriting Math Visual-

High levels of resistance and frustrations while 

Unfinished or omitted words in sentences 

Difficulty understanding and completing word

Difficulty with addition, subtraction,

Students with learning

Teachers need to look at

STANDARDIZED TESTS WHICH INCLUDE IQ 

Awareness of these modalities for language

This Multisensory approach can also

Encourage shared note-taking

• Dictate the work and then asking the student to repeat it

• Use mnemonics such as SLANT (sit up, lean forward, ask

• Assign a peer tutor. Surround student with appropriate

Create and teach routines and procedures.

Teach goal-setting skills.

Teach students to use self-questioning techniques.

Have students "talk aloud" as they complete problems.

Help students learn to read fluently by requiring them to

" Why Questions. "1

You're outta your chair again." "What's wrong with "

You better start paying attention.""

Give feedback when behavior

Robert Louis Stevenson

If provided with the right

Exemption from third language. 1

Extra time is given. 2

Spelling mistakes are ignored. 3

AND WHAT ABOUT

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