• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Advocacy session 4 august
 

Advocacy session 4 august

on

  • 140 views

 

Statistics

Views

Total Views
140
Views on SlideShare
137
Embed Views
3

Actions

Likes
0
Downloads
0
Comments
0

1 Embed 3

http://www.project-advance.com.php53-23.ord1-1.websitetestlink.com 3

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Advocacy session 4 august Advocacy session 4 august Presentation Transcript

    • Advocacy Session 3 Review
    • Review STEPS TO LEARNING• Senses• Processing• Memory• Expression
    • Processing * breakdown starting here often defines an LD• Visual Processing• Auditory Processing• Tactile (skin)• Kinesthetic Processing (body movement)Speed of processing crucial factor in interpreting information
    • Concrete Example of Processing• Rick Lavoie Processing
    • Memory– Working ***– Short Term– Long Term
    • Expression• Speaking• Reading• Writing
    • Breakdown in Pathways• General way of explaining what a learning disability is - breakdown or slowdown of pathways that process, interpret, express information
    • Learning Disabilities: A new definitionLearning Disabilities Association of Ontario (LDAO) 2001
    • “Learning Disabilities” refers to a variety of disorders that affect the acquisition, retention, understanding organization or use ofverbal and/or non-verbal information
    • These disorders result from impairments inone or more psychological processesrelated to learning,in combination with otherwise average abilities essential for thinking and reasoning.
    • “Psychological Processes” - An evolving list that has focused on functions such as:• phonological processing• memory and attention• processing speed
    • Learning disabilities are specific not globalimpairments and as such are distinct fromintellectual disabilities.
    • Learning disabilities range in severity andinvariable interfere with the acquisition anduse of one or more of the followingimportant skills: • Oral language (e.g., listening, speaking, understanding) • Reading (e.g., decoding, comprehension) • Written language (e.g., spelling, written expression)• Mathematics (e.g., computation, problem solving)
    • Learning disabilities may also causedifficulties with organizational skills, socialperception and social interaction.
    • The impairments are generally life-long.However, their effects may be expresseddifferently over time, depending on thematch between the demands of theenvironment and the individual’scharacteristics.
    • Common Elements Regardless of Definition • Neurological dysfunction • Uneven growth pattern and psychological processing deficits • Difficulty in academic and learning tasks • Discrepancy between achievement and potential • Exclusion of other causes
    • Now we have a sense of what a LD is• How do we assess one?
    • The Family as a System• All members of the “system” affect, and are affected by, other members of the system• “non-linear cause and effect” for what happens within the system• parental reactions• Reactions of siblings
    • Preview Social Emotional Aspects of Learning Disabilities• Proportion of Adults with LD who also have Social-Emotional Concerns• What May Cause Social-Emotional Concerns in Individuals with LD – Primary Social Disability – Shame – Family System Variables• Implications
    • What Proportion of Adults with LD Require Counselling Support?Estimates vary, but based on research and clinical experience, we estimate that 20--25% need significant degree of social- emotional intervention.Additional 20--25% could benefit from mild degree of intervention/ support
    • Why Social-Emotional Difficulties• Primary “Social Disability”• Secondary effect of the LD: Feelings of shame affecting self-image and self-esteem• “Learned Helplessness” - Family and School Environment
    • Primary Social Disability• Difficulties at the input, integration, or output level(s) of information processing• Attention and social perception• Language processing• Impulsivity and lack of reflectivity
    • Why/How do Feelings of Shame Develop?• Not living up to an idealized standard• Perceived failure despite effort• Stigma of LD label• Invisibility of LD• Family System Variables
    • How Can Shame Manifest in Adults with LDs?• Lack of trust• Anger• Isolation• Bravado• Reluctance to Take Risks• Reluctance to Seek Help
    • Implications for Support• If social difficulties are due to Primary Social Disability, – Teach social skills, provide opportunities for positive peer interaction• If social difficulties are due to Feelings of Shame related to the LD, – Individual counselling – Re-evaluate the teaching/learning environment
    • Implications for Support, cont’d• If social difficulties are due to issues in Family Relationships, – Consider family counselling to deal with unresolved problem• Often, the social-emotional concerns are due to a combination of factors and may require a combination of treatment strategies
    • Good News• Growth is an on-going processes• Counseling has been demonstrated to be effective• Close peer friendships are helpful• As an adult have choices - we can make supportive reliances