This document discusses learning disabilities, including Samuel Kirk's definition, characteristics, causes, types, and assessment and instructional accommodation. Learning disabilities are disorders that affect one or more basic psychological processes involved in understanding or using spoken or written language. Common types include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Learning disabilities are often hereditary and can result from prenatal and birth factors. Assessment involves evaluating the discrepancy between a student's achievement and intellectual ability using tests. Instructional accommodations provide support strategies like cognitive training, self-monitoring, and scaffolded instruction. Famous individuals who achieved success despite learning disabilities are also mentioned.

2. What is Learning
Disabilities ?

3. • Samuel Kirk (as cited in Gargiulo & Bouck, 2016)
defined learning disability as “a retardation, disorder, or
delayed development in one or more of the processes of
speech, language, reading, writing, arithmetic, or other
school subject resulting from a psychological handicap
caused by a possible cerebral dysfunction and/or
emotional or behavioral disturbances (p. 541).
Samuel Kirk

4. CHARACTERISTICS OF LEARNING
DISABILITIES

5. ”NOT ALL STUDENTS WITH LDS WILL EXHIBIT THE FOLLOWING
CHARACTERISTICS BUT A TYPICAL PROFILE MAY INCLUDE
(GARGIULO & BOUCK, 2016, P. 560):
•DISORDERS OF ATTENTION
•HYPERACTIVITY
•INFORMATION-PROCESSING PROBLEMS
•LACK OF COGNITIVE STRATEGIES NEEDED FOR EFFICIENT LEARNING
•MEMORY DIFFICULTIES
•ORAL LANGUAGE DIFFICULTIES
•POOR GROSS AND FINE MOTOR SKILLS
•PSYCHOLOGICAL PROCESSING DEFICITS
•QUANTITATIVE DISABILITIES
•READING DISORDERS
•SOCIAL/EMOTIONAL CHALLENGES
•WRITTEN LANGUAGE PROBLEMS

6. NATURE AND CAUSES
HEREDITY
• LEARNING
DISABLITIES OFTEN
RUN IN THE FAMILY.
CHIILDREN WITH
LEARNING
DISABILITIES ARE
LIKELY TO HAVE
PARENTS OR THE
RELATIVES WITH
DIFFICULTIES.
PROBLEMS DURING
PREGNANCY AND
BIRTH
• LEARNING DISABILITIES
CAN RESULT FROM
ANOMALIES IN THE
DEVELOPING BRAIN
ILLNESS OR INJURY, FETAL
EXPOSURE TO ALCOHOL
OR DRUGS , LOW BIRTH
WEIGHT , OXYGEN
DEPRIVATION , OR BY
PREMATURE OR
PROLONNGED LABOR.
ACCIDENTS AFTER
BIRTH
• LEARNING
DISABILITIES CAN
ALSO BE CAUSED BY
HEAD INJURIES,
MALNUTRITION , OR BY
TOXIC POSURE
( SUCH AS HEAVY
METALS OR
PESTICIDES)

7. TYPES OF LEARNING
DISABILTIES

8. DYSLEXIA
• De Vera, Mambil and Semorlan (2016) defined dyslexia as “a
developmental reading disorder which is characterized by delay and
difficulty in reading even with good eye sight and normal or above-
average intelligence (p. 54)”.
• According to them, the person has a problem in the reading process
which may be identifying speech sounds, oral reading with
expression, and reading comprehension. They also added that this
problem can affect the ability to write, spell, and sometimes speak.

9. EXAMPLES:

10. DYSCALCULIA
• The American Psychiatric Association (as cited in De Vera, Mambil &
Semorlan, 2016) considers dyscalculia as a “specific learning disorder
characterized by impairments in learning basic arithmetic facts,
processing numerical magnitude and performing accurate calculations
(p. 55). ” The student with this disorder has poor capacity in
mathematics as compared to his/her age group.

11. EXAMPLES :

12. DYSGRAPHIA
• Dysgraphia, it is an impairment in handwriting. De Vera, Mambil
and Semorlan (2016) noticed that people with this condition have
messy handwriting, struggle with spelling and find it difficult to
write down their ideas.
Example :

13. DYSPRAXIA
• Dyspraxia, also known as developmental co-ordination disorder
(DCD), is a common disorder that affects movement and co-
ordination. Dyspraxia does not affect your intelligence. It can affect
your co-ordination skills – such as tasks requiring balance, playing
sports or learning to drive a car.
Example:

14. ASSESSMENT PROCESS
AND
TOOLS FOR LEARNERS

15. THERE ARE TWO APPROACHES OF
IDENTIFYING LDS.
- is through achievement–ability discrepancy (Hallahan, Kauffman &
Pullen, 2014).
- If the student’s achievement is severely below his intellectual ability, that
indicates that s/he may have learning disability. Results of standardized
intelligence and achievement tests are compared to identify the discrepancy.
• Wechsler Intelligence Scale for Children (5th ed.)
- is an intelligence test that measures a child's intellectual ability and 5
cognitive domains that impact performance. Guidance on using this test in
your telepractice.
The traditional approach

16. • Stanford-Binet Intelligence Scales (5th ed.)
- is an individually-administered, norm-referenced instrument that
measures intellectual and cognitive ability, yielding not only a Full Scale
IQ but also a Brief IQ, Verbal IQ, Nonverbal IQ, as well as five factors:
Fluid Reasoning, Quantitative Reasoning, Visual-Spatial Reasoning,
Working Memory, and Knowledge.
• Kaufman Assessment Battery for Children (2nd ed.)
- can measure IQ
- is a culturally fair ability test for all children. It is an effective and
individually administered measure of cognitive ability. Guidance on using
this test in your telepractice.

17. • Stanford Achievement Test (10th ed.)
- is an assessment to guide teaching and learning toward high
academic standards.
• Wechsler Individual Achievement Test (3rd ed.)
- can measure academic achievement (Gargiulo & Bouck, 2016).
- is an individually-administered, norm-referenced test for
comprehensively assessing the achievement of children, adolescents,
college students, and adults ages 4 through 50 years, 11 months.

18. - is an alternative approach which involves three tiers of progressively
more intensive instruction with monitoring of progress in each tier
according to Hallahan, Kauffman and Pullen (2014).
- In Tier 1, instruction by the general education teacher takes place in the
general education classroom. Those students who don’t have favorable
response proceed to Tier 2 when they will receive small-group
instruction several times a week. Students who do not still respond
favorably are referred to special education for evaluation in Tier 3.
Response to Intervention (RTI)

19. INSTRUCTIONAL
ACCOMMODATION
FOR LEARNERS

20. What is an instructional
accommodation?
Instructional accommodations are changes to the delivery of
classroom instruction or the accompanying materials. Instructional
accommodations change how students learn but do not change what
they learn.

21. Hallahan, Kauffman and Pullen (2014) provided the following
teaching strategies that can meet the needs of students with LD:
One approach to address problems associated with strategy deficits of a
learner is cognitive training which involves three components: changing
thought processes , providing strategies for learning, and teaching self-
initiative.
• Self-instruction
• Self-monitoring
• Scaffolded instruction
• Reciprocal teaching under cognitive training.

22. Self - instruction
- brings the different stages of problem-solving tasks to the awareness of the students
as they are performing the tasks and behavior under verbal control. Self-Instruction is the
process in which a person talks themselves through the steps of a task to complete an
action.For example, a student is creating an action plan to achieve their goal of
completing class assignments on time. To support the student’s goal attainment, the
teacher and student identify self-instruction as a useful strategy. While implementing their
plan, the student’s self-instruction sounds like this:

23. There are different self-instruction strategies:
• Problem-solving: self- instruct to identify a problem, state a solution, evaluate action
taken, reinforce correct action taken.
• What-where: self-instruct to follow directions.
• Did-next-now: self-instruct to complete a sequence of actions.
Self-monitoring
- allow students to keep track of their own behavior through self-evaluation and self-
recording.An example of self-monitoring at work could include using a checklist to stay
focused on the tasks you need to complete and observing how often you get off task with
non-work related activities.

24. Scaffolded instruction
- on the other hand, assists students when they are first learning the tasks. This assistance
is gradually reduced so that students can do the tasks on their own. In education,
scaffolding is an instructional method teachers use to show students how to solve
problems, offering support as they need it.

25. The types of scaffolding you use in your classroom will look different based on your
goals, lesson and students. Generally, scaffolding supports fall into three categories:
• Sensory — Use physical and visual elements, manipulatives and visual aids together.
Sensory scaffolding also includes modeling in front of the class, since images and
gestures help paint a whole picture of the lesson.
• Graphic — Mind maps, graphic organizers and anchor charts are classroom staples,
but they can also help students draw relationships between abstract concepts. Guide
students through how to read them for maximum effectiveness.
• Interactive — Collaborative learning is an important part of the classroom, whether it’s
between teachers and students or among students. Strategies like “think-pair-share”
and jigsaw groups (where small groups are responsible for learning and teaching part of
the lesson) are tried-and-true methods for effective collaboration.

26. Reciprocal teaching
- involves an interactive dialogue between the teacher and students. The teacher
gradually allows the students to be a co-instructor for some time.
• Direct instruction (DI)
- focuses on the details of the instructional process. In task analysis which is a
component of DI, academic problems are broken down into parts are separately
taught to students.
Two examples
• class-wide peer tutoring (CWPT)
- In CWPT, classroom teachers supervise peer tutors of students with LD (Maheady et
al. as cited in Hallahan, Kauffman and Pullen, 2014, p. 186).
• peer-assisted learning strategies (PALS)
- In PALS, higher performing student is paired with a lower performing student and
the pair participate in highly structured tutoring sessions. They take turns being tutor
and tutee.

27. FIVE FAMOUS PERSON WHO HAVE
LEARNING DISABILITY
(DYSLEXIA, DYSGRAPHIA,
DYSCALCULIA)

28. • ALBERT EINSTEIN was a
mathematical genius.
• He didn’t learn to talk until he was three
and it is suggested by some that he
struggled with dyscalculia, dysgraphia,
dyslexia, and word finding.
Achievements and contribution to the field
he is considered expert of.
• He won the Nobel Prize for his quantum
theory and is most renowned for his
theory of relativity.
• As a humanitarian, he also worked
toward justice and peace

29. • DANNY GLOVER is a box office
success.
• He was unable to read or write when he
graduated from high school because of
dyslexia, which went unrecognized well
into his adult life.
Achievements and contribution to the field he
is considered expert of.
• Lethal Weapon and The Color Purple are
a couple of major hits in which he starred.
• He also has received an honorary
doctorate from San Francisco State
University.

30. • GREG LOUGANIS is considered
by many “the greatest diver of all
time.”
• He struggled with reading in school
and was unaware he had dyslexia
until college.
Achievements and contribution to the
field he is considered expert of.
• He has achieved several Olympic
gold medals, 47 national
championship titles, and numerous
other recognitions, including that of
five-time world champion.

31. • HANS CHRISTIAN ANDERSON
struggled with math because of
dyscalculia, yet had a talent for
writing fairy tales that was
extraordinaire.
Achievements and contribution to the
field he is considered expert of.
• He is known around the world for his
many fairy tales including The Ugly
Duckling, The Red Shoes, and The
Emperor’s New Clothes.

32. • TOM CRUISE’S outstanding
success as an actor has made him
one of the biggest names in
Hollywood.
• Today, he is unable to read because
of severe dyslexia but successfully
memorizes his lines with the
assistance of a coach.
Achievements and contribution to the
field he is considered expert of.
• Some of his numerous box office
hits include Rain Man and Mission:
Impossible.