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 ...

1. 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

2. 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

3. 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 with these primary characteristics:
Problems with written language and in mastering academic
areas, particularly reading
Can’t be caused by cultural differences, lack of educational
opportunities, poverty, or other disabilities
Inability to store, process, and produce information in the
central nervous system
Can’t be the result of other conditions but might coexist with
other conditions, such as ADHD and DCD
Learning Disability Defined
“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, that
might manifest itself in an imperfect ability to listen, think,
speak, read, write, spell, or do mathematical calculations. The
term includes such conditions as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and developmental
aphasia. The term does not include a learning problem that is
primarily the result of visual, hearing, or motor disabilities; of

4. mental retardation; or of environmental, cultural, or economic
disadvantage. (IDEA, 2004)
Unexpected Underachievement
Educationally significant discrepancy exists between measured
intellectual potential and actual academic achievement.
Discrepancy means a difference between ability and actual
achievement and is sometimes referred to as unexpected
underachievement.
Individual has normal intelligence (IQ).
(continued)
Unexpected Underachievement (continued)
Academic performance lags behind peers; does not perform at
grade level.
Difficulty learning in traditional ways.
Summary: Influences how individuals learn and not how well
they learn.
(Kavale & Forness, 2000; Smith, 2007)
Learning Disability:
The Hidden Disability
No easily identifiable physical signs exist.
Based on dysfunction to the CNS that is not visible.

5. (continued)
Learning Disability:
The Hidden Disability (continued)
Difficulty with the following is a possible indication of a
learning problem:
—Remembering newly learned information
—Expressing thoughts orally or in writing
—Understanding information presented
—Following directions and routines
—Moving from one activity to the next
Summary: Learning disabilities cannot be cured or go away and
can present lifelong challenges to children and their families.
Individuals With Learning Disability
and Coexisting Disabilities
Many children with LD display comorbidity, meaning the
disability coexists with other conditions:
Attention deficit/hyperactivity disorder (ADHD)
Developmental coordination disorder (DCD)
ADHD and DCD alone are not recognized as distinct disability
categories under IDEA; they do not qualify for special
education services.
What Is ADHD?
Children with ADHD are easily distracted by irrelevant stimuli
and frequently shift from one incomplete activity to the next.
Inattention occurs in academic, occupational, or social
situations and is more difficult to observe than hyperactivity

6. (APA, 2000).
The condition is divided into three subtypes:
Combined type
Predominantly inattentive type
Predominantly hyperactive–impulsive type
What Is DCD?
An individual’s performance in daily activities is substantially
below that expected of age and IQ.
The motor deficiency interferes with academic achievement
activities of daily living.
Motor deficiency can’t be caused by a general medical
condition such as CP, MD, or PDD.
If mental retardation is present, the motor difficulties must be
in excess of those associated alone with this disability (APA,
2000).
Summary: DCD is often operationalized as an individual being
two standard deviations below age norms on a standardized
motor test.
Suspected Causes
of LD, ADHD, and DCD
Complex, multidimensional, and the culmination of many
problems:
LD: The most common theory is that it is a neurological
condition, such as the existence of CNS dysfunction in
producing, processing, and storing information.
ADHD: Many believe it to be primarily an interaction of
neurological, genetic, and psychosocial factors (CHAAD, 2008).

7. Incidence of LD, ADHD, and DCD
Learning disability (LD)
Affects 40%-50%, or the largest special education category; 5%,
or 2.9 million students.
State-to-state and district-to-district statistics can vary, ranging
from 1.7% to 5.8%.
High percentage of children with LD, ranging from 25% to 50%,
also display ADHD (CHADD, 2008).
(continued)
Incidence of LD, ADHD, and DCD (continued)
Attention deficit/hyperactive disorder (ADHD)
Affects 3% to 7% of school-aged children, with estimates
reported as high as 20% (APA, 2000).
Developmental coordination disorder (DCD)
Affects as many as 6% of children aged 6 to 11 years (APA,
2000).
Teaching Physical Education
to Children With a Specific LD,
ADHD, or DCD
Characteristics Presenting Unique Challenges to LD, ADHD,
and DCD
Heterogeneous group.
Movement characteristics or behaviors vary from skilled movers

8. to developmental delays.
Exhibit a wide range of physical, cognitive, and social
behaviors that affect movement.
Common physical, cognitive, and social characteristics are
described on page 222.
Unique Behaviors and Programming
Consider the wide spectrum of behaviors for individuals with
LD, ADHD, and DCD with implications for teaching.
For example, ask yourself the following:
What are the student’s strengths, and how does this individual
learn best?
Why does the student have difficulty performing certain skills,
and what can I do to help?
How would you teach based on these behaviors?
Physical Characteristics
That Affect Movement
Marked developmental delay
Difficulty with motor planning
Skill sequencing difficulty
Spatial difficulties
Extraneous movements not performed in a smooth and efficient
manner
Inability to control movements
Inconsistency in skill performance
Cognitive Characteristics
That Affect Movement
Information-processing difficulties

9. Perceptual and sensory difficulties
Language and thinking delays
Uneven academic achievement
Difficulty completing and solving tasks
in allotted time
Failure to pay attention to details
Social Characteristics
That Affect Movement
Poor self-concept
Impulsive—acting before thinking
Hyperactive
Easily distracted
Short attention span
Easily frustrated
General Educational Approaches
Physical educators can support and collaborate effectively with
other professionals to meet student needs.
No universally supported approach but rather several that can
include these:
Multisensory
Behavior management
Multifaceted
Specific Recommendations
for Physical Education and Sport
Safety
Medication
Behavior management

10. Ecological task analysis
Perceptual–motor development
Inclusion
Learning through movement
Relaxation
Youth sport
Safety First and Foremost
Be aware of any potentially harmful activities; periodically
check all facilities and equipment.
Use developmentally appropriate equipment (age, body type,
and skill level).
Avoid unstructured physical activity designed to blow off
steam.
(continued)
Safety First and Foremost (continued)
Allow time to motor plan; perform skills under control and at a
slower rate.
Identify students taking medication.
Safeguard against physical and psychological harm.
Design the program to promote cooperation and positive
interaction among students.
Medication
Identification
Schedule
Type, dosage, and side effects
Rebound effect

11. Drug holidays
See also medication sidebar in the text (page 225).
Behavior Management
Emphasize student success and provide a positive experience by
organizing the environment with instructional strategies.
Class structure: Use consistent rules, routines, and clear
transitions.
Class organization: Eliminate irrelevant stimuli; keep students
active and on task.
Teaching prompts or cues: Keep directions simple; avoid
providing too much information.
Give positive feedback for student’s efforts and for staying on
task.
Ecological Task Analysis (ETA)
The movement skill, form, and performance
outcome are all the results of the dynamic
interactions or constraints among the
task,
conditions or environmental situation, and
performer.
Summary: Be a careful observer of movement and be able to
task analyze skills.
Inclusion
The majority of students with LD, ADHD, and DCD are taught
in a general physical education class with peers without
disabilities.

12. Peer-tutor programs
Reciprocal teaching
Learning Through Movement
or Interdisciplinary Teaching
Movement activities taught in physical education can be
integrated into other subject areas throughout the school
curriculum (Cone, Werner, Cone, & Woods, 1998).
Helps in learning abstract concepts.
Movement promotes active rather than passive involvement in
learning.
Movement is a natural medium for kinesthetic learners.
Movement can be used to stimulate expression and
communication.
Learning is reinforced in a fun and meaningful way.
Helps to foster collaboration among professionals.
Relaxation
Socially appropriate way to control emotions when upset or to
handle stressful situations.
Use when students lose focus, become too excited, or encounter
a stressful situation.
End class with relaxation in the form of a cool-down or closure
activity.
Methods used in physical education can include progressive
relaxation, yoga, tai chi, static stretching, imagery, or impulse-
control games.
Youth Sport
Students with learning disabilities can experience the same

13. benefits as their peers without disabilities.
Find a developmentally age-appropriate sport the student
enjoys.
An individual sport such as dance, karate, tennis, or swimming
might be a better selection than a team sport.
Proper coach selection is critical.
Parents can assist the coach by providing such information as
the child’s
unique behaviors and strategies for overcoming them,
unique medical considerations,
reinforcements that motivate, and
learning strategies that work best.
Important Questions to Ask
To enhance instruction, physical educators can ask the
following questions:
What are the student’s strengths and needs?
How does this student best learn?
How can I as the teacher change the environment and the task to
help this student learn?
What approaches and programs are already in place for this
student at school and at home?
What support systems will I need, and how will I work to get
them?
How can I collaborate with others to ensure this student’s
success?
Helpful Organizations
Children and Adults with Attention Deficit/Hyperactivity
Disorder (CHADD): www.chadd.org
Council for Learning Disabilities (CLD):
www.cldinternational.org

14. Division on Learning Disabilities (DLD) within the Council for
Exceptional Children (CEC): www.cec.sped.org; see also
www.teachingld.org