3. Facts: Definitions
IDEA Definition
Individuals with Disabilities Education Act (IDEA)
A disorder in one or more of the basic psychological processes involved
in understanding or in using language, spoken or written, that may
manifest itself in imperfect ability to listen, think, speak, read, write, spell,
or do mathematical calculation.
NJCLD Definition
National Joint Committee on Learning Disabilities (NJCLD)
Came up with their own definition because they perceived a lack in the
IDEA definition.
Learning disabilities is a general term that refers to a heterogeneous
group of disorders manifested by significant difficulties in the acquisition
and use of listening, speaking, reading, writing, reasoning, or
mathematical abilities.
4. Facts: Prevalence
Currently 2.4 million students are diagnosed with SLD and receive
special education services in our schools or 4-6% of all public school
students.
IDEA Part B Child Count, 2010, Students ages 6-21. Available at www.IDEAdata.org
41% of all students receiving special education are SLD
IDEA Part B Child Count, 2010, Students ages 6-21. Available at www.IDEAdata.org
The number of SLD students has been on a steady decline in the
past 10 years.
IDEA Part B Child Counts, 2001-2010, Students ages 6-21. Available at www.IDEAdata.org
Boys outnumber girls three to one in prevalence of SLD
http://www.education.com/reference/article/prevalence-learning-disabilities/
5. Facts: Language Disability
Two types: Written Expression and Oral Expression
Written Expression: requires a complex set of motor and information processing skills.
Makes the act of writing difficult.
Can lead to problems with spelling, poor handwriting and putting thoughts on paper.
Can cause trouble with organizing letters, numbers and words on a line or page.
trouble processing and making sense of what the ear hears
Note-taking during a lecture is a problem
Visual-spatial difficulties: trouble processing what the eye sees
Note-taking from the board is a problem
Causes fatigue because the physical process of writing is so arduous
Oral Expression: express thoughts, and ideas using appropriate language structures
Is NOT reading aloud or reading fluently.
must adversely affect academic performance.
If a deficit does not affect academic performance the speech-language pathologist
may better address the student’s needs.
http://www.ncld.org/types-learning-disabilities/dysgraphia http://edie502.wikispaces.com/Oral+Expression+Disability
6. Facts: Reading Disability
Two types: Reading Fluency and Reading Comprehension
Also known as Dyslexia
Most prevalent type of learning disability
Characterized by difficulties with accurate word recognition,
decoding and spelling.
May result in poor reading fluency and reading out loud.
Reads slowly and painfully
May cause problems with reading comprehension and slow down
vocabulary growth
http://www.ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia
http://ldaamerica.org/types-of-learning-disabilities/dyslexia/
7. Facts: Math disability
Two types: Math Calculation and Math Reasoning
Visual-spatial difficulties and language processing difficulties contribute to math disabilities.
Math Calculation: Difficulty in making arithmetical calculations
Also known as Dyscalculia
Trouble learning math facts (addition, subtraction, multiplication, division)
Trouble with mental math
Difficulty learning math concepts beyond the basic math facts
Poor long term memory for math functions
Difficulty measuring things
Math Reasoning: Difficulty developing math problem-solving skills
Difficulty finding different approaches to one problem
Not familiar with math vocabulary
Avoiding games that require strategy
Difficulty estimating costs like groceries bills
Poor ability to budget or balance a checkbook
Trouble with concepts of time, such as sticking to a schedule or approximating time
http://www.ncld.org/types-learning-disabilities/dyscalculia/what-is-dyscalculia
9. Causes of Specific
Learning Disabilities
Physiological:
Brain injury – may occur prenatally if
exposed to toxins, during birth if deprived
of oxygen, or postnatally from an accident
or illness.
Heredity – if one or both parents have a
learning disability, the chance of the child
having one is 30-50%.
Chemical imbalance – biochemical
disorder in the brain.
10. Causes (continued)
Curriculum and Environmental Contributors:
Poor nutrition
Adverse emotional climate
Toxins in the environment - lead-based paint,
cigarette smoke
Too little stimulation
Lack of educational materials
English as a second language
Children who live in poverty
11. Causes (continued)
Lack of medical care
Low parent education and less modeling
Few early learning experiences
In most cases, a single cause is not known, and it is very
unlikely that a primary cause is ever identified. However,
a combination of one or more of these causes are most
often considered. It is not uncommon for SLD to co-
occur with social, emotional, or behavior problems.
12. Prevention of Specific Learning
Disabilities
Primary Prevention
Healthy start for newborns
Appropriate prenatal care
Early intervention for developmental delays
Reducing chances of brain injury
Education for parents
Improving teachers’ skills in instruction
13. Prevention of Specific Learning
Disabilites (continued)
Secondary Prevention
Remedial instruction
Working with children (RTI) because learning
problems have been noticed
Tertiary Prevention
Keeping the effects of the problem from spreading
into other areas of functioning
Avoiding problems in other subjects
15. National Resources
The National Center for Learning Disabilities
Established in 1977
Provides resources to promote awareness of learning disabilities as well
as provides grants and other resources for research and implementation
of innovative practices in the field of learning disabilities. The
organization also acts as an advocacy group for students with SLDs and
their families.
http://www.ncld.org/
The Learning Disabilities Association of America
The LDA was established in 1963 by a group of concerned parents.
The LDA promotes prevention of learning disabilities, provides resources
for learning disability research, promotes identification of those with
learning disabilities, supports educational intervention, and advocates
for people with learning disabilities and their families.
LDA Website
16. State Resources
Georgia Department of Education- The Divisions for Special Education
Services and Supports
This state service is provided through the State Department of Education. This
service provides resources and support to local school systems to provide
special education services and supports to students who need them. These
programs and services provide extra educational opportunities for students
to boost their educational achievement and multiply these student’s
opportunities upon their getting out of high school.
Website
Learning Disabilities Association of Georgia
Provides resources and advocates for students with learning disabilities and
their families in the state of Georgia.
Website
17. Local Resources
Southeast GLRS
GLRS is based in several locations across the state of Georgia. Its primary
focus is to provide professional learning for teachers who teach students
with learning disabilities and to parents with children who have learning
disabilities. The nearest location to me is Southeast GLRS in Claxton, Georgia.
Each location serves as a source of local support for schools and families
who are within its coverage area.
Website
Parent 2 Parent of Georgia
Parent 2 Parent of Georgia is a support organization which allows parents
with children who have all types of disabilities, including specific learning
disabilities, to get advice and support from other parents who are experts.
The organization is located in Statesboro.
Website
19. Accommodations in the Classroom
Academics and Organization
Present information visually and verbally
Use diagrams, graphics and pictures to
support instruction.
Provide independent practice
Write legibly and print when possible
Use large print
Speak clearly and turn so students can see
your face
Present learning tasks into small steps
20. Accommodations ( Cont.)
Academics and Organization
Regularly check understanding
Provide timely feedback
Have student underline key words or directions on
activity sheets
Teach memory strategies
Use graphic organizers to connect ideas
21. Accommodations ( Cont.)
Reading
Highlight unfamiliar words, review them, and explore the
meaning.
Teach the use of contextual clues for unfamiliar words
Build background for reading
Set a purpose for reading – to gain meaning from text
Have students use both visual and auditory senses when
reading text
Present reading in small units
Peer read
Use graphic organizers to connect ideas.
Read and share stories with students.
22. Accommodations ( Cont.)
Writing
Use oral exams in when possible.
Provide notes or outlines to reduce writing.
Provide a partially completed outline that
allows student to fill in details under major
headings.
Allow use of a laptop or other computer for
writing assignments.
23. Accommodations ( Cont.)
Math
Allow use of fingers and scratch paper.
Use diagrams and draw math concepts.
Present activities that involve all sensory modalities –
auditory, visual, tactile, and kinesthetic.
Arrange peer assistance and tutoring opportunities.
Have graph paper available so students can align numbers
in math problems.
Use colored pencils to differentiate problems.
Offer manipulatives throughout instruction.
Teach students to draw pictures of word problems
24. Accommodations ( Cont.)
Assistive Technology
Portable word processors
Proofreading programs
Speech-recognition programs
Speech synthesizers/screen readers
Talking calculators
Talking spell checkers and electronic
dictionaries
Audio books and publications
Electronic math work sheets
Freeform database software
Graphic organizers and outlining
Any equipment or device
that helps students
compensate for their
learning deficits
http://www.greatschools.org/special-
education/assistive-technology/702-
assistive-technology-for-kids-with-
learning-disabilities-an-overview.gs
25. Journal Article One
Journal: Exceptional Children. Fall, 2013, Vol. 80 Issue 1, p101, 20 p.;
Council for Exceptional Children Language: English, Database:
Academic OneFile
Article Title: Specific learning disability and response to intervention:
state-level guidance
This article focuses on the importance of Response to Intervention
(RTI) in assessing students to discover if the qualify for special
education services for Specific Learning Disabilities. The article was
written in 2013 and explores how different states have used RTI to
evaluate the performance of students being considered for
diagnosis of a Specific Learning Disability in schools. No uniform
process has been devised to accomplish this task using information
gained during administration of RTI. The procedures that are being
used in different areas to accomplish this are discussed as well as
possible changes in policy. The article also discusses research
completed on the subject.
Link
26. Journal Article Two
Journal: American Academy of Child and Adolescent Psychiatry.
2011 Dec, Issue 16.
Article Title: Facts for Families: Children with Learning Disabilities
This article focuses on parent friendly information about how to
identify if a child may need to be evaluated for a learning disability.
The article is written in lay terms so that the content is accessible to
all. The article includes characteristics of learning disabilities as well
as steps to take if a parent suspects that their child may be
struggling with a disability.
I will use this article in my classroom by sharing it with parents.
http://files.eric.ed.gov/fulltext/ED533387.pdf
27. Journal Article Three
Journal: B. Butterworth, Y. Kovas. Understanding Neurocognitive
Developmental Disorders Can Improve Education for All. Science, 2013; 340
(6130): 300 DOI: 10.1126/science.1231022
Title: Understanding Neurocognitive Developmental Disorders Can Improve
Education for All
According to this article, up to 10 percent of the population are affected by
specific learning disabilities (SLDs), such as dyslexia, dyscalculia, and autism,
translating to 2 or 3 pupils in every classroom. The disability arises from atypical
brain development complicated by genetic and environmental causes.
While these conditions in isolation already provide a challenge for educators, an
added element is that specific learning disabilities also co-occur. For example, in
children with attention-deficit/hyperactivity disorder, 33 to 45 percent also suffer
from dyslexia and 11 percent from dyscalculia.
28. Journal Article Three (cont.)
The article points out that we are beginning to find effective ways to
help learners with one or more SLDs. Those with their unique
combination of SLDs will need specialized support tailored to their
needs.
Professor Butterworth states:“What the team hope is that by
developing an understanding of how individual differences in brain
development interact with formal education, and also adapting
learning pathways to individual needs, those with specific learning
disabilities will produce more tailored education for such learners.”
"Each child has a unique cognitive and genetic profile, and the
educational system should be able to monitor and adapt to the
learner's current repertoire of skills and knowledge.”
29. Journal Article Four
Journal Issue: Children with Disabilities Volume 22 Number 1 Spring
2012
Prevention of Disability in Children: Elevating the Role of
Environment
Authors: Stephen A. Rauch Bruce P. Lanphear
This article addresses environmental factors that affect children with
specific learning disabilities. Medical research focuses on eliminating risk
factors to mitigate symptoms for individual children with disabilities.
However, the studies inevitably fail to prevent disabilities. According to
the authors, environmental factors put entire populations at risk.
30. Journal Article Four (continued)
Toxins in air, water, and soil, stressors of poverty, unhealthy marketing for tobacco
products and junk food are all cited as areas that are affecting our population in
adverse ways. Studies have been conducted on plastics that are commonly used
that may be affecting child development. The authors in this article are asking for
a shift in societal thinking and a long-term investment in how we see these things
as the real key to preventing specific learning disabilities in the future. In the long-
run these interventions by our society will prove more beneficial than any medical
study.
31. Journal Article Five
Journal: Whitby, P. S., Marx, T., McIntire, J., & Wienke, W. (2013). Teaching
Exceptional Children, 45(5), 32-39.
Article Title: Advocating for Students with Disabilities at the School Level.
The article discusses the special education teacher as an advocate for students
with special needs. There are five professional standards that guide the special
education teacher in her role and they are defined by the Council for Exceptional
Children (CEC).The five guidelines require the teacher to work to improve
services students receive, work with other professionals for the benefit of the
student, to remain objective and document any issues in the special education
services, make sure students are properly placed, and to follow the laws. The
article discusses the issues special education teachers may face with the school
administration. At times special educators are expected to do things that are not in
the best interest of the special education student due to costs.
32. Journal Article Five (cont.)
Teachers have been faced with hardships and mistreatment in their role as advocates
for special education students by administrators. Universities are not preparing
teachers for the opposition they are facing. Special education teachers may also
encounter hostility from the general education teachers regarding accommodations.
The article shares some training that universities should incorporate to get special
education teachers ready for the adversities they may experience. Special education
teachers should also be very knowledgeable about the law and how it is implemented
at the school and district level. The article suggests strategies that teachers can utilize
to effectively advocate for special education students. Teachers have to build a
positive relationship with the building staff and place the needs of the student first at
all times. Special education teachers have to ensure the individual student is addressed
rather than special education as a whole. Effective strategies and methods teachers
can use to conduct a productive meeting with the parents and general education
teachers are discussed. The article goes on to state that the special education teacher
has to remember to use diplomacy. It will quell most negative situations and yield
positive results.
33. Quiz Question
The National Center for Learning
Disabilities was established in in
1963 by concerned parents.
True or False
41. Quiz Question #1
Specific Learning Disabilities have been known to co-occur with:
a. social skill problems
b. behavioral disorders
c. emotional problems
d. all of the above
43. Quiz Question
Both the National Center for
Learning Disabilities and Learning
Disabilities Association of America
provide advocacy services for
students and families.
True or False
53. Quiz Question
Which of the following is NOT
accepted as a type of learning
disability:
a. Reading Fluency or Comprehension
b. Written or Oral Expression
c. Math Calculation or Reasoning
d. Attention Deficit Disorder or Hyperactivity Disorder
54. Answer
d. Attention Deficit Disorder or Hyperactivity Disorder
While attention deficits do impede
learning, they are not accepted as a
learning disability as defined by IDEA
and NJCLD.
55. Quiz Question # 3
Chemical imbalance can be a cause of
Specific Learning Disabilites in children?
