Learning Disability; Report

Hannah Clarice Elesio
Hannah Clarice ElesioStill studying Special Education en School
By group 2
-An active process of acquiring and
retaining knowledge so it can be
applied in the future situations.
What is Learning?
What is Disability?
a physical or mental condition that
limits a person's movements, senses,
or activities
What is
Learning Disability?
-Professionals has not come up
yet with the specific definition of
LD. All that they agreed is that a
group does not acquire learning
for a variety of reasons.
-LD was identify as a group
neurological disorder/condition that
results from the problem of storing,
processing and producing
information..
- difficulty acquiring school skills or
academic skills
They have the imperfect ability
to:
-listen
-think/reason out
-speak
-write
-spell
-calculate
Characteristics of Learning disability
*Trouble learning time
*Difficulty learning facts
*Confusing basic words
*Poor coordination
*Problems with planning
*Impulsive behavior
*Difficulty acquiring knowledge
*Having hard time learning phonetics
Causal problem
•Neurological cause
•Genetic links
•Tobacco, Alcohol and drug use
•Problems during pregnancy or delivery
•Toxins in child's environment
•Stress in child's environment
Genetic links
It is not uncommon to find that several
members of the same members have
condition
Neurological Cause
A damage to the brain may affect
Childs growth
Tobacco , Alcohol and Drug use
Babies would be at risk for Learning
problems.
The use of drug may affect the receptor
cells
Problems during pregnancy
-Mothers immune system may attack
the fetus
-Umbilical cord my be twisted
Toxins in the environment
Lead and mercury particularly may
disrupt the brain cell growth
Stress in Childs environment
Corticosteroids release into
bloodstream during stress damage the
hippocampus
Learning Disabilities: Facts and Statistics
Approximately 5% of all students in the public
schools have a LD
2.8 million students are currently receiving special
education services for learning disabilities in the
United States
LD is the most common disability present today
80% of all disabilities
Five common learning disability
Dyslexia
Dysgraphia
Dyscalculia
Visual processing disorder
 Non- Verbal learning disability
Dyslexia
=A language-based learning disability
=Involves a cluster of symptoms resulting in
difficulty with specific language skills,
particularly reading.
=The core difficulty is with word recognition
and reading fluency, spelling, and writing.
-
Dyslexia
=Dyslexia is diagnosed in people of all levels of
intelligence.
=There are no known causes of dyslexia.
=Most people with dyslexia need help from a teacher,
tutor, or therapist specially trained in using a
multisensory, structured language approach.
The next slide will be showing
you a picture and try to read it…..
Learning Disability; Report
WHAT HOW DO YOU FEEL, CAN
YOU READ IT CLEARLY AND
UNDERSTAND IT?
What you feel while reading or
trying to read it is actually how a
child with DYSLEXIA feel and
experiences
Tips to help individuals with dyslexia:
A student with dyslexia can be given extra time to
complete tasks, help with taking notes, and work
assignments that are modified appropriately.
Teachers can give taped tests or allow dyslexic
students to use alternative means of assessment.
Students can benefit from listening to books on tape,
using text reading computer programs, and from
writing on computers.
Dysgraphia
=Dysgraphia is a learning disability that affects
writing abilities. It can manifest itself as
difficulties with spelling, poor handwriting, and
trouble putting thoughts on paper.
Common signs of Dysgraphia include:
= Tight, awkward pencil grip and body position
= Illegible handwriting
=Avoiding writing or drawing tasks
=Tiring quickly while writing
=Saying words out loud while writing
=Unfinished or omitted words in sentences
=Difficulty organizing thoughts on paper
=Difficulty with syntax structure and grammar
=Large gap between written ideas and understanding
demonstrated through speech.
Learning Disability; Report
Learning Disability; Report
Dysgraphia Empathy Activity
On your paper, re-write the following
statement using the pencil provided and your
non-dominant hand. You will be given one
minute to complete this task. Write neatly!! 
The quick brown fox jumps
over the lazy dog.
Tips to help individuals with dysgraphia:
Use paper with raised lines for a sensory guide
to staying within the lines.
Try different pens and pencils to find one that's
most comfortable.
Practice writing letters and numbers in the air
with big arm movements to improve motor
memory of these important shapes. Also
practice letters and numbers with smaller hand
or finger motions.
Tips to help individuals with dysgraphia:
Encourage proper grip, posture and paper
positioning for writing. It's important to
reinforce this early as it's difficult for students
to unlearn bad habits later on.
Be patient and positive, encourage practice
and praise effort - becoming a good writer
takes time and practice.
Dyscalculia
Dyscalculia is a term referring to a wide range of
lifelong learning disabilities involving math and
numbers..
Some warning signs for dyscalculia include:
Good at speaking, reading, and writing, but slow
to develop counting
difficulty reading numbers, or recalling numbers
in sequence and order
Learning Disability; Report
Dyscalculia
=Trouble reading the clock and understanding time
=Difficulty remembering schedules
=trouble estimating how long something may take
=poor sense of direction
=trouble counting days before vacation
Tips for children with Dyscalculia
Introduce new skills beginning with concrete
examples and later moving to more abstract
applications.
For language difficulties, explain ideas and
problems clearly and encourage students to ask
questions as they work.
Use a step by step approach
Build on children's strength
Encourage children to avoid fear with numbers
Visual processing Disorder
A visual processing, or perceptual, disorder refers to a
hindered ability to make sense of information taken in
through the eyes.
This is different from problems involving sight or
sharpness of vision.
Difficulties with visual processing affect how visual
information is interpreted, or processed by the brain.
Some visual processing disorders include:
Visual discrimination
The ability to differentiate objects based on
their individual characteristics
Learning Disability; Report
Visual Closure
The ability to identify or recognize a symbol
or object when the entire object is not visible
Object recognition
The ability to consistently recognize letters,
numbers, symbols, words, or pictures
Tips:
For reading:
Enlarge print for books, paper, and worksheets.
Create a “window” using an index card which can be
used to block out peripheral material which can be
distracting while reading.
For writing:
Use paper that structured (dark, bold lines)
Paper that is divided into large sections can be used
for writing math problems
Teaching Style
Try to avoid the student’s weakness
For example, if you write something on the
board, verbalize what is being written
Non-verbal Learning Disabilities
A non-verbal learning disorder (NLD) is a
neurological syndrome consisting of specific
ASSETS AND deficits.
Early speech and vocabulary development
Remarkable rote memory skills
Attention to detail
Early reading skills development
Excellent spelling skills
Also, these individuals have the verbal ability to express
themselves eloquently.
motoric (lack of coordination, severe balance
problems, and difficulties with graph motor skills).
visual-spatial-organizational (lack of image, poor
visual recall, faulty spatial perceptions, and
problems with spatial relations).
social (lack of ability to comprehend nonverbal
communication, difficulties adjusting to transitions
and novel situations, and deficits in social judgment
and social interaction).
sensory (sensitivity in any of the sensory modes:
visual, auditory, tactile, taste or olfactory)
Other disability associating LD.
Dyspraxia (Sensory Integration Disorder):
difficulties with motor coordination; fine motor skills
Central Auditory Processing Disorder (CAP):
difficulties interpreting auditory information; a
disorder where the information is taken in through
the ears but is not accurately processed by the brain
(the brain does not process what is actually
heard/said)
Dysnomia: Difficulty in using words;
problems between storage in the brain
and retrieval from the brain when words
are required
Attention Deficit Hyperactivity
Disorder: difficulties with
concentration and focus; impulsivity
General Strategies that are useful…
Slow down instruction
Use eye contact to make sure student is engaged
Write rules and instructions on the board with bold
lettering
Have students reiterate instructions or rules of games
Modify equipment to fit the specific LD
Practice small games before playing on larger scale
Be visual
Provide many opportunities of differentiated
instruction
Have students model the skill being learned
Humor will lighten anyone’s anxiety
Have a student act out position in a game before hand
Peer partners can be effective
Maintain consistent class routines
Know your student and build rapport!
Be Patient!
1 de 46

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Learning Disability; Report

  • 2. -An active process of acquiring and retaining knowledge so it can be applied in the future situations. What is Learning?
  • 3. What is Disability? a physical or mental condition that limits a person's movements, senses, or activities
  • 5. -Professionals has not come up yet with the specific definition of LD. All that they agreed is that a group does not acquire learning for a variety of reasons.
  • 6. -LD was identify as a group neurological disorder/condition that results from the problem of storing, processing and producing information.. - difficulty acquiring school skills or academic skills
  • 7. They have the imperfect ability to: -listen -think/reason out -speak -write -spell -calculate
  • 8. Characteristics of Learning disability *Trouble learning time *Difficulty learning facts *Confusing basic words *Poor coordination *Problems with planning *Impulsive behavior *Difficulty acquiring knowledge *Having hard time learning phonetics
  • 9. Causal problem •Neurological cause •Genetic links •Tobacco, Alcohol and drug use •Problems during pregnancy or delivery •Toxins in child's environment •Stress in child's environment
  • 10. Genetic links It is not uncommon to find that several members of the same members have condition Neurological Cause A damage to the brain may affect Childs growth
  • 11. Tobacco , Alcohol and Drug use Babies would be at risk for Learning problems. The use of drug may affect the receptor cells Problems during pregnancy -Mothers immune system may attack the fetus -Umbilical cord my be twisted
  • 12. Toxins in the environment Lead and mercury particularly may disrupt the brain cell growth Stress in Childs environment Corticosteroids release into bloodstream during stress damage the hippocampus
  • 13. Learning Disabilities: Facts and Statistics Approximately 5% of all students in the public schools have a LD 2.8 million students are currently receiving special education services for learning disabilities in the United States LD is the most common disability present today 80% of all disabilities
  • 14. Five common learning disability Dyslexia Dysgraphia Dyscalculia Visual processing disorder  Non- Verbal learning disability
  • 15. Dyslexia =A language-based learning disability =Involves a cluster of symptoms resulting in difficulty with specific language skills, particularly reading. =The core difficulty is with word recognition and reading fluency, spelling, and writing. -
  • 16. Dyslexia =Dyslexia is diagnosed in people of all levels of intelligence. =There are no known causes of dyslexia. =Most people with dyslexia need help from a teacher, tutor, or therapist specially trained in using a multisensory, structured language approach.
  • 17. The next slide will be showing you a picture and try to read it…..
  • 19. WHAT HOW DO YOU FEEL, CAN YOU READ IT CLEARLY AND UNDERSTAND IT? What you feel while reading or trying to read it is actually how a child with DYSLEXIA feel and experiences
  • 20. Tips to help individuals with dyslexia: A student with dyslexia can be given extra time to complete tasks, help with taking notes, and work assignments that are modified appropriately. Teachers can give taped tests or allow dyslexic students to use alternative means of assessment. Students can benefit from listening to books on tape, using text reading computer programs, and from writing on computers.
  • 21. Dysgraphia =Dysgraphia is a learning disability that affects writing abilities. It can manifest itself as difficulties with spelling, poor handwriting, and trouble putting thoughts on paper.
  • 22. Common signs of Dysgraphia include: = Tight, awkward pencil grip and body position = Illegible handwriting =Avoiding writing or drawing tasks =Tiring quickly while writing =Saying words out loud while writing =Unfinished or omitted words in sentences =Difficulty organizing thoughts on paper =Difficulty with syntax structure and grammar =Large gap between written ideas and understanding demonstrated through speech.
  • 25. Dysgraphia Empathy Activity On your paper, re-write the following statement using the pencil provided and your non-dominant hand. You will be given one minute to complete this task. Write neatly!!  The quick brown fox jumps over the lazy dog.
  • 26. Tips to help individuals with dysgraphia: Use paper with raised lines for a sensory guide to staying within the lines. Try different pens and pencils to find one that's most comfortable. Practice writing letters and numbers in the air with big arm movements to improve motor memory of these important shapes. Also practice letters and numbers with smaller hand or finger motions.
  • 27. Tips to help individuals with dysgraphia: Encourage proper grip, posture and paper positioning for writing. It's important to reinforce this early as it's difficult for students to unlearn bad habits later on. Be patient and positive, encourage practice and praise effort - becoming a good writer takes time and practice.
  • 28. Dyscalculia Dyscalculia is a term referring to a wide range of lifelong learning disabilities involving math and numbers.. Some warning signs for dyscalculia include: Good at speaking, reading, and writing, but slow to develop counting difficulty reading numbers, or recalling numbers in sequence and order
  • 30. Dyscalculia =Trouble reading the clock and understanding time =Difficulty remembering schedules =trouble estimating how long something may take =poor sense of direction =trouble counting days before vacation
  • 31. Tips for children with Dyscalculia Introduce new skills beginning with concrete examples and later moving to more abstract applications. For language difficulties, explain ideas and problems clearly and encourage students to ask questions as they work.
  • 32. Use a step by step approach Build on children's strength Encourage children to avoid fear with numbers
  • 33. Visual processing Disorder A visual processing, or perceptual, disorder refers to a hindered ability to make sense of information taken in through the eyes. This is different from problems involving sight or sharpness of vision. Difficulties with visual processing affect how visual information is interpreted, or processed by the brain.
  • 34. Some visual processing disorders include: Visual discrimination The ability to differentiate objects based on their individual characteristics
  • 36. Visual Closure The ability to identify or recognize a symbol or object when the entire object is not visible
  • 37. Object recognition The ability to consistently recognize letters, numbers, symbols, words, or pictures
  • 38. Tips: For reading: Enlarge print for books, paper, and worksheets. Create a “window” using an index card which can be used to block out peripheral material which can be distracting while reading. For writing: Use paper that structured (dark, bold lines) Paper that is divided into large sections can be used for writing math problems
  • 39. Teaching Style Try to avoid the student’s weakness For example, if you write something on the board, verbalize what is being written
  • 40. Non-verbal Learning Disabilities A non-verbal learning disorder (NLD) is a neurological syndrome consisting of specific ASSETS AND deficits. Early speech and vocabulary development Remarkable rote memory skills Attention to detail Early reading skills development Excellent spelling skills Also, these individuals have the verbal ability to express themselves eloquently.
  • 41. motoric (lack of coordination, severe balance problems, and difficulties with graph motor skills). visual-spatial-organizational (lack of image, poor visual recall, faulty spatial perceptions, and problems with spatial relations). social (lack of ability to comprehend nonverbal communication, difficulties adjusting to transitions and novel situations, and deficits in social judgment and social interaction). sensory (sensitivity in any of the sensory modes: visual, auditory, tactile, taste or olfactory)
  • 42. Other disability associating LD. Dyspraxia (Sensory Integration Disorder): difficulties with motor coordination; fine motor skills Central Auditory Processing Disorder (CAP): difficulties interpreting auditory information; a disorder where the information is taken in through the ears but is not accurately processed by the brain (the brain does not process what is actually heard/said)
  • 43. Dysnomia: Difficulty in using words; problems between storage in the brain and retrieval from the brain when words are required Attention Deficit Hyperactivity Disorder: difficulties with concentration and focus; impulsivity
  • 44. General Strategies that are useful…
  • 45. Slow down instruction Use eye contact to make sure student is engaged Write rules and instructions on the board with bold lettering Have students reiterate instructions or rules of games Modify equipment to fit the specific LD Practice small games before playing on larger scale Be visual
  • 46. Provide many opportunities of differentiated instruction Have students model the skill being learned Humor will lighten anyone’s anxiety Have a student act out position in a game before hand Peer partners can be effective Maintain consistent class routines Know your student and build rapport! Be Patient!