Ivana Jůzová, Ph.D. Assistant professor Dept. of Special and Inclusive Education GENERAL INFORMATION GENERAL INFORMATION ▪The aim of the course: ▪ Familiarized students with the basic therminology of Specific learning disabilities from the international perspective. ▪ Student will be introduced to main types of SLD ▪ Students with be introduced to contemporary provision provided for students with SLD and concepts of remediation care. Depends mostly on the you Active participation on the course meeting (24. 2. 10:00– 13:50;10. 3. 10:00–13:50; Pá 5. 5. 14:00–17:50) – 1 absence Final paper Essay on the effects of selected type of SLD on the overall child´s development You can draw from your own practice and use any particular example Homework vault – 20th of May (20.5. 2023) Lenght 2-3 pages Written tasks: Repetition of main course topics Final paper THE WORLD HEALTH ORGANIZATION - ICF MENTAL, BEHAVIOURAL OR NEURODEVELOPMENTAL DISORDERS • 6A03.0 Developmental learning disorder with impairment in reading • 6A03.1 Developmental learning disorder with impairment in written expression • 6A03.2 Developmental learning disorder with impairment in mathematics • 6A03.3 Developmental learning disorder with other specified impairment of learning • 6A03.Z Developmental learning disorder, unspecified 6A03 Developmental learning disorder 6A04 Developmental motor coordination disorder • Developmental learning disorder is characterised by significant and persistent difficulties in learning academic skills, which may include reading, writing, or arithmetic. • The individual’s performance in the affected academic skill(s) is markedly below what would be expected for chronological age and general level of intellectual functioning, and results in significant impairment in the individual’s academic or occupational functioning. • Developmental learning disorder first manifests when academic skills are taught during the early school years. • Developmental learning disorder is not due to a disorder of intellectual development, sensory impairment (vision or hearing), neurological or motor disorder, lack of availability of education, lack of proficiency in the language of academic instruction, or psychosocial adversity. • 6A03.0 Impairment in reading • Learning difficulties are manifested in impairments in reading skills such as word reading accuracy, reading fluency, reading comprehension. • 6A03.1 Impairment in written expression • Learning difficulties are manifested in impairments in writing skills such as spelling accuracy, grammar and punctuation accuracy, organization and cohesion of ideas in writing. • 6A03.2 Impairment in mathematics • Learning difficulties are manifested in impairments in mathematical skills such as number sense, memorization of number facts, accurate calculation, fluent calculation, accurate mathematic reasoning. • 6A03.3 Other specified impairment of learning • Learning difficulties are manifested in impairments in learning and performance of specific academic skills that are not adequately characterized by one of the other available specifiers. • 6A03.Z Developmental Learning Disorder, Unspecified ▪ Individuals with Disability Act – IDEA (2004) ▪ Specific Learning Disability ▪ ''(A) IN GENERAL ▪ The term 'specific learning disability' means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations." ▪ ''(B) DISORDERS INCLUDED ▪ Such term includes such conditions as perceptual disabilities,brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia." ▪ ''(C) DISORDERS NOT INCLUDED ▪ Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage." USA • Dyslexia • Dysgraphia • Dyscalculia • Non-verbal Learning Disabilities • Oral/Written Language Disorder and Specific Reading Comprehension Deficity Related Disorders: • ADHD • Dypraxia • Executive Functioning ▪ „Although learning disabilities may occur concomitantly with other disabilities (for example,sensory impairment,intellectual disabilities, emotional disturbance),or with extrinsic influences (such as cultural or linguistic differences,insufficient or inappropriate instruction),they are not the result of those conditions or influences.“ ▪ National Joint Committee on Learning Disabilities Definition of Learning Disabilities, 2016 ▪ Learning Disabilities (Kirk 1963) ▪ Specific learning disability = the result of cognitive and other impairment. Learning disability can be caused by autism and global developmental delay. He causes can be developed in pre-peri-postnatal period. ▪ Specific learning difficulty - neurological (rather than psychological) disorder, usually run in families and occur independently of intelligence.They can have significant impact on education and learning and on the acquisition of literacy skills. ▪ SpLD is an umbrella term used to cover a range of frequently co-occurring difficulties: • Dyslexie • Dyspraxia of Developmental Coordination Disorder (DCD) • Dyscalculia • Dysgraphia • Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder (ADD or AD(H)D) ▪ It's estimated up to 1 in every 10 people in the UK has some degree of dyslexia. Mild specific learning difficulty Moderate learning difficulty Severe learning difficulty Profound and multiple learning difficulty ▪ „Specific learning disabilities means inability to learn how to read,write or calculate while using standard teaching methods,in an adequate socio-cultural opportunity and an average intellect.“ Jucovičová & Žáčková,2014 Definujte zápatí - název prezentace / pracoviště 2626 SLD Intellectual Disabilites Combined d. Speech Disorders Behavioral d. Others (sensory, physical) Autism Students with the health disability in the czech elementary schools (6-15 y.o.) • Dyslexia • Dysgraphia • Dyscalculia • „Dysortographia“ • Dyspraxia • Dyspinxia • Dysmusia ▪Internationally ▪ 10 % in overall population ▪Czech Republic ▪ Unclear prevalence ▪ In betwen 2 – 20 % in school population ▪ 2 – 4 children in 100 (2 – 4 %) – Matějček,1995 National Centre for Learning Disabilities,US. ▪ Etiological factors: ▪ Central nervous system dysfunction ▪ Minimal brain injury ▪ Heredity (Dyslexia) ▪ Combination of heredity and central nervous system dysfunction ▪ Phonetic difficulties + phonological memory ▪ Social causes ▪ Neurotic etiology ▪ Unidentified cause Problems in self-regulatory behaviors Problems in social perception (self-esteem) Difficulties in social interaction Difficulties in motor skills development Lack of sense for humor Difficulties in spatial orientation ONSET, RECOGNITION AND DIAGNOSTIC PROCESS IN SLD Differs accross countries • Exclusion of causes such as ID, ADHD, Sensory disability, etc. • Psychological assessment – Test of IQ (Wechsler Preschool and Primary Scale of Intelligence (WIPPSI),Wechsler Intelligence Scale for Children (WISC); Wechsler Adult Intelligence Scale (WAIS) • Achievement tests - Woodcock-Johnson Tests of Achievement (WJ), the Wechsler Individual Achievement Test (WIAT), the Wide Range Achievement Test (WRAT) • Psychologist – Trained Professional – Special Educator (CR) Differential diagnostics • Persistant difficulties in learning keystone academic skills (criteria A) • Performance below chronological age (criteria B) • Apparent in the early school years (criteria C) Diagnostical milestones ▪ Difficulties learning and using academic skills, as indicated by the presence of at least one of the following symptoms that have persisted for at least 6 months, despite the provision of interventions that target those difficulties ▪ Inaccurate or slow and effortful word reading (e.g., reads single words aloud incorrectly or slowly and hesitantly, frequently guesses words, has difficulty sounding out words). ▪ Difficulty understanding the meaning of what is read (e.g., may read text accurately but not understand the sequence, relationships, inferences, or deeper meanings of what is read). ▪ Difficulties with spelling (e.g., may add, omit, or substitute vowels or consonants). ▪ Difficulties with written expression (e.g., makes multiple grammatical or punctuation errors within sentences; employs poor paragraph organization; written expression of ideas lacks clarity). ▪ Difficulties mastering number sense, number facts, or calculation (e.g., has poor understanding of numbers, their magnitude, and relationships; counts on fingers to add single-digit numbers instead of recalling the math fact as peers do; gets lost in the midst of arithmetic computation and may switch procedures). ▪ Difficulties with mathematical reasoning (e.g., has severe difficulty applying mathematical concepts, facts, or procedures to solve quantitative problems).