Learning Disabilities (LD) The NJCLD Definition of LD: nLD are heterogenous group of disorders nLD result in significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, and/or mathematical skills nthe problem is intrinsic to the individual nthe problem is presumed to be related to a central nervous system dysfunction nLD may occur along with other disabilities or conditions TASK: nThink of an LD pupil. Write down ways the child acts in a class, its typical problems and behaviour. Characteristics of LD: ndifficulty reading, writing, spelling, and/or using mathematical concepts in contrast with average to superior skills in other areas. npoor handwriting ntrouble listening to a lecture and taking notes neasily distracted by noise or visual stimulation - unable to pay attention ntrouble understanding and following directions nconfuses/reverses some letters ('b' and 'd', etc.) or words ('was' and 'saw', etc.) and numbers ('41' to '14) nomits or adds words when reading nrepeatedly forgets things, loses things nappears clumsy and poorly coordinated nconfuses left and right, gets lost noften late for class, cannot sense time nmisinterprets subtleties in language - tone of voice - sarcasm LD at school ndifficulties organizing information nlimited store of background knowledge to academic activities nineffective ways of learning Typology of LD: nreading disability (dyslexia) nwritten language deficit (dysgraphia) nmath underachivement (dyscalculia) ndyspraxia Prevalence of LD nin the USA 47% with SEN have LD n5 in 100 students have LD READING DIFFICULTIES (DYSLEXIA) nneurobiological origin ndifficulties with accurate and/or fluent word recognition npoor spelling and decoding abilities (orthographic representation and specific sound) ndifficulty with spatial orientation (b,d, etc.) ninability to accurately and fluently decode single words ndifficulty rapidly retrieving and stating names of letters, eventhough they know their names nCOMPREHENSION – goal of reading Key Principles for Early Reading Instruction nbegin teaching phonemic awareness directly in the kindergarden nteach each letter-phonemic relationship explicitly nteach frequent, high regular letter-sound relationships nshow exactly how to sound out words ndecodable text nuse interesting stories to develop language comprehension WRITTEN LANGUAGE DEFICIT (DYSGRAPHIA) Example: A loge tine ago they atene a cosnen they head to gatthere on fesee o A long time a go there were ancient cave men. They had to get their own food. Symptoms: nGenerally ilegible writing nRandom punctuation nSpelling errors nSyllable omissions nMixture of print and cursive nUnfinished letters, omitted words nCramped, unusual grip Writing a paper: nP – plan your paper nO – organize thoughts and ideas nW – write your draft nE – edit your work nR - revise your work, producing a final draft n MATH UNDERACHIEVEMENT (DYSCALCULIA) nmajor problems with numerical reasoning and calculation ninability to perform operations in math or arithmetic, understand or manipulate numbers nLD progress about 1 year for every 2 years in school Ss with dyscalculia at school: nextra time for numerical problems nmake sure that the S has understood nlearning style of the S (visual kinaestetic, auditory) nplenty of examples, repetition nencourage Ss to visualize the quantities involved Frequency: nup to 10% of population = 1 in 30 children in the UK nmen 4 times more often than women DYSPRAXIA nImpairment of the organisation of movement nimmaturity in the way brain processes information naccomplanied by problems in perception, language, taught npossible overlaps with: ADD,ADHD, Dyscalculia, Dyslexia, behavioral difficulties A S with dyspraxia has difficulties with: nplanning their movement nperception nco-ordination of body parts nlaterality nmanual + practical work, handwriting nconcentration, short-time memory nresponse to external stimulation Daily Life navoid tight neck holes ntrousers with elastical waist ndon´t fill cups too full, use straw ndamp towels under plates (stop moving), sit down to eat nkeys and purses on a chain tight to clothing nkeep to daily rutine Teacher: nNo comparison nPraise every effort to raise self-esteem nAllow extra time nCheck a child´s understanding nOne to one teaching LD in general: Causes of LD nin most cases unknown ncentral nervous system dysfunction (danger of a built-up excuse for teachers) nheredity nenvironmental factors (living conditions, instruction, communication) Educational Approaches neducation should include: –opportunity for Ss to express themselves –learn problem-solving skills –meaningful way of learning –effective, explicit instruction –learning strategie Classroom adjustments: nspecial seating nalternative / modified assignements nmodified testing procedures Equipment and assistant: nellectronic spellers, dictionaries ncalculators nword processor nnote takers nreaders nproofreaders Explicit Instruction ncarefully designed materials and activities nsufficient range of examples nstep-by-step strategies nbroad Qs, guidelines to focus attention at deep processing nfrequent, positive feedback npractice opportunities Content Enhancement nguided notes ngraphic organizers nletter strategies nmnemonic strategies –keywords –pegwords Education Placement Alternatives nregular classroom nconsultant teacher nresource room nseparate class nseparate school nresidential facility Student Skill/Behaviour nfollow directions in the class ncomes to class perpared with materials nuses class time wisely nmakes up assignments and tests ntreats Ts and Ss with courtesy ncompletes homeworks in time nworks cooperatively in student groups