2. A learning disability may
include difficulties with the ff:
1. Confusion with text
2. working memory
3. sensory processing
4. communication
5. motor skills
3. Definition of Persons with
Learning Disabilities
1. Discrepancy clause
significant difference between aspect of
specific functioning and general ability
2.
disparity is not primarily due to
intellectual, physical, emotional or
environmental problem
3. Etiology clause
causation involving genetic, biochemical
or neurological
4. “Specific learning disability means a disorder
in one or more of the basic psychological
processes involved in understanding or in
using language, spoken or written, which may
manifest itself in an imperfect ability to listen,
think, speak, read, write, spell or to do
mathematical calculations. The term includes
such conditions as perceptual handicaps, brain
injury, minimal brain dysfunction, dyslexia
and developmental aphasia”
Public Law 94-142 (The Education of
All Handicapped Children Act, 1991)
5. CLASSIFICATIONS
A. Developmental Learning
Disabilities
deviation in the development of a number of
psychological and linguistic functions
1. attention deficit
delayed development to employ and sustain
selective attention.
2. memory deficit
inability to remember or recall what has been
heard or seen.
3. perceptual motor disturbance
difficulty in recognizing by seeing, hearing,
touching or moving
6. 4. visual perception disability
difficulty recognizing, organizing, integrating
and/or remembering visual images.
5. fine motor disability
difficulty in controlling groups of small
muscles in their hands.
6. thinking disability
difficulty in cognitive operations of concept
formations, problem solving and association
of idles.
7. B. Academic Learning Disabilities
Reading Disability or Dyslexia
Written Expression Disability
Spelling Disability
Handwriting Disability or Dysgraphia
Mathematical Disability or Dyscalculia
8. ACADEMIC DISCREPANCY COGNITIVE PROBLEMS
Basic reading skill Short attention
Reading comprehension Perceptual
Math calculation Motor
Written expression Memory
Oral expression Problem solving
Listening comprehension Metacognition
SOCIAL EMOTIONAL PROBLEMS
Hyperactivity Self-concept
Learned helplessness Distractible
Social imperceptions Motivation
9. Characteristics
Children who have learning disabilities frequently show
some combination of a variety of characteristics and/or
weaknesses. Significant symptoms might include:
READING – VISION
____ holds book too close
____ word caller
____ points to words
____ word reversals
____ word substitutions
____ skips complete words
____ sees double
____ re-reads lines
____ does not read fluently
____ vocalizes during silent reading
____ poor comprehension in oral reading
10. READING – VISION continued
____ skips lines as he reads
____ lacks word attack skills
____ eye regressions
____ omits ending consonants in oral reading
____ moves head when reading
____ loses place when reading
____ poor tracking and eye scan
____ frowns when reading
____ excessive eye blinking
____ closes or covers one eye
____ squinting
____ burning or itching of eyes
____ tends to rub eyes
____ visual closure problems
____ inability to focus properly
____ sights with one eye
11. WRITING
____ handedness not clearly established
____ lacks automatic response to alphabet
____ lacks spacing between words
____ letter reversals
____ has poor posture
____ improper position of paper
____ variation of letter heights
____ inability to write on the lines
____ grips pencil tightly or awkwardly
____ moves paper or body when writing
____ pressure points in writing
____ finger writing
____ poor closure of letters
____ poor organization of thoughts
____ poor grasp of writing mechanics
12. AUDITORY/VERBAL
____ listless
____ frequent colds, allergy, asthma
____ depends on others visually
____ faulty pronunciation
____ breathes through mouth
____ complains of ear problems
____ dizziness in head
____ unnatural pitch of voice
____ blank expression of face when
spoken to
____ watches teacher closely
____ uses loud voice
____ looks at others for help
____ excessive volume needed for listening
to TV, radio, or record player
____ unable to follow more than one
direction at a time
13. MATHEMATICS
____ reverses the numbers
____ inability to transfer in computation
____ difficulty with story problems
____ poor digit memory
____ forward
____ backward
____ difficulty learning to tell time
____ poor number concept understanding
____ inability to respond automatically to
basic math facts at appropriate level
15. SPELLING
____ omission of beginning or ending letters
____ can spell better orally than written
____ auditory perception problems
____ letter reversals
____ wrong number of letters in words
unable to distinguish difference
____ long vowel sounds
____ short vowel sounds
____ spells phonetically
____ confusion between consonant
____ sounds of
____ d-b ____ d-t
____ m-n ____ p-b
____ f-v ____ s-z
16. Indicators and Descriptors
Very Some
I. Academic Often Often - Rarely Never
times
A. Language
1. Unable to state something in an
organized, cogent way
2. Uses immature words and
ungrammatical phrasing
3. Defines words by their concrete
attributes or functions
4. Unable to summarize or tell a story
in sequence
5. Recounts only isolated and highly
detailed facts about an experience
6. Forget names of things that he
knows and has to describe them
Sub-Score ________
17. Indicators and Descriptors
Very Some
Often Often - Rarely Never
times
B. Reading
1. Decodes words with difficulty
2. Shows poor word recognition
3. Reads without recognition and
ignores punctuation
4. Omits, substitutes or adds words to a
sentence
5. Reads word by word
6. Unable to draw conclusions
7. Has very limited slight words
Sub-Score ________
18. Indicators and Descriptors
Very Some-
Often Often times Rarely Never
C. Spelling
1. Has trouble in retrieving or
recognizing the letter sequences
2.Writes b for d and vice versa
3. Transposes the order of letters
Sub-Score ________
19. Indicators and Descriptors
Very Some
Often Often - Rarely Never
times
D. Mathematics
1. Counts by his fingers
2. Unable to commit multiplication
facts to memory
3. Reverses two place numbers (13
becomes 31)
4. Does not understand place value
5. Has difficulty with peer relationship
6. Is disorganized (can’t locate
materials)
7. Is easily distracted (watches every
one else, short attention span)
20. Indicators and Descriptors
Very Some-
Often Often times Rarely Never
8. Display inconsistencies in behavior
9. Seems to misunderstand oral/or
written directions
10. Doesn’t complete lengthy
assignments
11. Can’t find correct number in text
12. Gets lost easily
13. May be able to remember written
directions but not oral directions and
vice-versa
14. Difficulty in adjusting to changes
15. Difficulty in changing from one task
to another
21. Indicators and Descriptors
Very Some
Often Often - Rarely Never
times
16. Endlessly repeating something that is
no longer meaningful
17. Easily forgets lessons just learned
18. Gives up easily or explodes when
frustrated
19. Fails to think about the consequences
of behavior
20. Unable to respond to the feelings and
behavior of others
21. Demands attention through overt
behavior tactics
Sub-Score ________
22. Indicators and Descriptors
Very Some-
Often Often times Rarely Never
E. Motoric
1. Display poor motor coordination (may
appear clumsy and awkward)
2.Difficulty in line motor coordination
(using scissors, pencils, crayons,
buttons, etc.)
3. Confuses right and left
4. Lacks rhythm in movement, loses
sequence and balance
5. Fails to position one’s body and
distance from others while
communicating
Sub-Score ________
23. Interpretations
A learner who manifests the
indicators very often or often under each
category area has a learning disability in
that category/area.
24. Models of Assessment
1. Use of Standardized Test
2. Informal Measures
3. Multifactored Assessment
4
25. Global Strategies
1. Behavioral approach
positive reinforcement
immediate and specific feedback
task analysis
rehearsal and practice
structural development
26. Global Strategies
2. Remediation based on cognitive skills
modelling
peer coaching
study skills/habits
intensify attention
mnemonic devices
chunking information
rehearsal
practice
27. Delivering Educational Services to
Children with Learning Disabilities
Peer
Cooperative
Tutoring
Learning
Resource Regular Class Consultant
Room with
Mainstreaming Teacher
Teacher
IEP/
Special Pull-out
Class
One-to-One Instruction
Special Day
Other
Residential Schools
PROGRAMS
28. Who Is Disabled?
If you fail to see
The Person
But only the disability
Then who is blind?
If you cannot hear
Your brother’s
Cry for justice
Who is deaf?
29. If you do not Communicate
With your sister
But separate her from you
Who is disabled?
If your heart or mind
Does not reach out to
Your neighbor
Who has the mental handicap?
30. If you do not stand up for the
Rights of all persons
Who is the cripple?
31. Thank you!
Juliet F. Lastimosa
Education Program Supervisor
SPED/Preschool/Private Schools
