Learning Disabilities Defined

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Breaking Down LDAC’s definition in an attempt to create a more inclusive learning disability assessment model

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Dr. Anjana Thadhani's presentation at Tata Learning Disability Forum (TDLF), 2013. The Forum for Learning Disabilities centred on the theme ‘Learning Disabilities – a more inclusive perspective’. The forum this year included in its purview three additional Learning Disabilities (LD), namely Specific Learning Disability (SpLD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). In line with the TATA Group’s corporate sustainability endeavors, TIS initiated the Tata Learning Disability Forum (TLDF) in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD.

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“By definition, individuals with a learning disability do not struggle because of low intelligence, poor teaching, lack of motivation or other such factors. Their underachievement is unexpected and unexplained, which is why the term is often misunderstood.” -Dr. Sheldon H. Horowitz, National Center for Learning Disabilities Over the last 25 years The Learning Disabilities Association of New York has been supporting teens and young adults with learning disabilities to transition in to the job world. This presentation outlines how individuals coping with dyslexia, dyscalculia, dysgraphia can better understand their condition and work with trained professionals to find the best strategies to find jobs and succeed in the workplace.

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ADHD is a neurodevelopmental disorder defined by impairing levels of inattention, disorganization, and/or hyperactivity-impulsivity. Inattention and disorganization entail inability to stay on task, seeming not to listen, and losing materials, at levels that are inconsistent with age or developmental level. Hyperactivity-impulsivity entails overactivity, fidgeting, inability to stay seated, intruding into other people’s activities, and inability to wait—symptoms that are excessive for age or developmental level. In childhood, ADHD frequently overlaps with disorders that are often considered to be “externalizing disorders,” such as oppositional defiant disorder and conduct disorder. ADHD often persists into adulthood, with resultant impairments of social, academic and occupational functioning. The neurodevelopmental motor disorders include developmental coordination disorder, stereotypic movement disorder, and tic disorders. Developmental coordination disorder is characterized by deficits in the acquisition and execution of coordinated motor skills and is manifested by clumsiness and slowness or inaccuracy of performance of motor skills that cause interference with activities of daily living. Stereotypic movement disorder is diagnosed when an individual has repetitive, seemingly driven, and apparently purposeless motor behaviors, such as hand flapping, body rocking, head banging, self-biting, or hitting. The movements interfere with social, academic, or other activities. If the behaviors cause self-injury, this should be specified as part of the diagnostic description. Tic disorders are characterized by the presence of motor or vocal tics, which are sudden, rapid, recurrent, nonrhythmic, stereotyped motor movements or vocalizations. The duration, presumed etiology, and clinical presentation define the specific tic disorder that is diagnosed: Tourette’s disorder, persistent (chronic) motor or vocal tic disorder, provisional tic disorder, other specified tic disorder, and unspecified tic disorder. Tourette’s disorder is diagnosed when the individual has multiple motor and vocal tics that have been present for at least 1 year and that have a waxing-waning symptom course. Specific learning disorder, as the name implies, is diagnosed when there are specific deficits in an individual’s ability to perceive or process information efficiently and accurately. This neurodevelopmental disorder first manifests during the years of formal schooling and is characterized by persistent and impairing difficulties with learning foundational academic skills in reading, writing, and/or math. The individual’s performance of the affected academic skills is well below average for age, or acceptable performance levels are achieved only with extraordinary effort. Specific learning disorder may occur in individuals identified as intellectually gifted and manifest only when the learning demands or assessment procedures (e.g., timed tests) pose barriers that cannot be ov ...

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Chapter 11: Specific Learning Disabilities Worksheet 1 Chapter 11 is about people with a specific learning disability (SLD) who has learning problems/difficulties (but shows no signs of mental retardation or emotional disturbance). He or she might have difficulty in a specific area like reading, speaking, calculating, etc.). It creates unique challenges for a student with SLD and P.E. teacher as well. 1. Based on the case study of Calvin, the child with a specific learning disability, and Mr. Santos, the physical education teacher, that is presented at the beginning of the chapter, a. identify each of the unique behaviors and specific challenges that Calvin faces in class. b. next, develop possible teaching strategies and accommodations to assist Mr. Santos in helping Calvin have a more positive learning experience in class. For example, how can Mr. Santos help Calvin better understand teacher instructions, successfully complete the sport unit rules test, and not be made fun of by other students in the class? 2. What is a specific learning disability (SLD)? Use the traditional definition as well as the IDEA definition to create your own definition (page 216-217). 3. Examine the physical, cognitive, and social-behavioral characteristics that affect movement for an individual with a specific learning disability, ADHD, or DCD, as shown in table 11.1. Provide a teaching strategy or method based on each of the characteristics to help offset the challenges that individuals with a specific learning disability, ADHD, or DCD face. 4. On page 221, Figure 11.1 explains unique behaviors and environmental factors, and on page 227, as an application example, you will see 6 strategies for handling students with short attention span. Think that you will be teaching striking skill (with short-handled implements like rackets and paddles) to 13 years old boy with short attention span. What strategies would you use to make it easier for you and your student (hint: use both Figure 11.1 and application example)? 5. Watch the following video, you will see a high functioning SLD person, https://www.youtube.com/watch?v=FczB82C3T6g. What are the family/social challenges and achievements that he is having? What characteristics you observed tells you he has a learning disability? Give some suggestions on how he would improve his shortcomings? Chapter 11 Specific Learning Disabilities 11 Specific Learning Disabilities C H A P T E R Chapter Outline Definitions Causes Incident rates Common characteristics General educational approaches Guidelines for teaching physical education and sport Assisting Calvin in PE Read the scenario of Calvin at the start of chapter 11. Identify behaviors and list key challenges that Calvin faces in Mr. Santos’ class. Based on these challenges, list and discuss teaching methods and programming strategies that Mr. Santos can use to help Calvin have a positive PE experience. What Is Learning Disability? A disorder wi ...

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