This document discusses learning disabilities and dyslexia. It defines learning disabilities according to IDEA as disorders involving difficulties processing language or low academic achievement not due to other factors. Characteristics include uneven skills, issues in reading, writing, math, memory, attention, and social problems. Dyslexia is defined as difficulty reading despite intelligence and opportunity. The document discusses identifying learning disabilities using discrepancy and response to intervention models and through formal evaluations. It outlines principles of effective instruction for students with learning disabilities such as using big ideas, mediated scaffolding, judicious review, and teaching conspicuous strategies.

1. Chapter 6Chapter 6
Learning DisabilitiesLearning Disabilities
Adapted from NICHCY's Building the Legacy Training Curriculum on IDEA 2004

2. • How are learning disabilities and dyslexia defined?
• What are the characteristics of students with
learning disabilities?
• How are students with learning disabilities
identified?
• What principles guide effective instruction for
students with learning disabilities?
Chapter 6 QuestionsChapter 6 Questions

3. IDEA Definition ofIDEA Definition of
Learning DisabilitiesLearning Disabilities
• Processing disorder - in spoken or written
language (phonological, auditory, visual, spatial, etc.).
• Low academic achievement - below expectations,
poor response to interventions
• Synonymous with other terms - such as
perceptual disabilities, minimal brain dysfunction,
dyslexia
• Exclusion clause - not the result of other
disabilities, disadvantage, or limited English
proficiency

4. • Heterogeneity – average or above
intelligence, uneven development of academic
skills
• Academic Difficulties – reading (80%), written
expression, math (25%)
• Cognitive Skill Deficits - memory, attention,
metacognition
• Social Problems – difficulty with social cues,
conversation
• Motivation Issues - frustration, avoidance,
behavior problems, disengagement
Primary CharacteristicsPrimary Characteristics

5. Texas Education Code Definition:
A disorder of constitutional origin manifested by a
difficulty in learning to read, write, or spell, despite
conventional instruction, adequate intelligence, and
sociocultural opportunity.
DyslexiaDyslexia
Myths about Dyslexia

6. • In Texas, students with dyslexia may qualify for
accommodations under Section 504 or services
under IDEA.
• Texas schools must provide intensive
individualized intervention and accommodations
to students with dyslexia, even if they don’t meet
the criteria for Section 504 or IDEA.
DyslexiaDyslexia
For more information, see Texas Dyslexia Handbook.

7. According to IDEA (2004) a district…
•May not require use of severe discrepancy between
intellectual ability and achievement
•Must permit use of a process based on the child's response
to scientific, research-based intervention (RTI)
Identifying Learning DisabilitiesIdentifying Learning Disabilities

8. Indentifying Learning DisabilitiesIndentifying Learning Disabilities
Discrepancy Model (traditional method)
• Intelligence (IQ) test
• Achievement Tests
• Greater than 1 Standard Deviation (>15) between IQ
and achievement indicates a severe discrepancy
Example (standard score mean = 100):
• IQ = 102
• Reading = 76
• Math = 88
Qualifies in reading (102-76=26),
not math (102=88=14)

9. Response to
Intervention
When child’s progress is not
sufficient to meet age or
grade level standards, after
multiple levels or tiers of
instruction have been
administered, inadequate
instruction is eliminated as a
possible cause of disability.
Identifying Learning DisabilitiesIdentifying Learning Disabilities

10. Identifying Learning DisabilitiesIdentifying Learning Disabilities
Formal evaluation may include:
• Achievement test in 1 or more of 8 areas:
 Oral expression
 Listening comprehension
 Written expression
 Basic reading skill
 Reading fluency skills
 Reading comprehension
 Math calculation
 Math problem solving
For more info, see: http://www.ncld.org/parents-child-disabilities/ld-testing/types-learning-disabilities-tests

11. Explicit Instruction

12. Explicit Instruction

13. • Key concepts or principles that facilitate the most
efficient and broadest acquisition of knowledge
• “Anchors” to which smaller ideas can be connected
Big IdeasBig Ideas
Big Ideas in Reading

14. • Temporary instructional support
• Withdraw gradually as proficiency
increases
• Sequence from easy to difficult
• Separate potentially confusing
information
• Manageable amount of
information at a time (chunks)
Mediated ScaffoldingMediated Scaffolding

15. Systematic review of skills and content
•Distributed over time
•Varied to promote generalization
•Sufficient to enable learner to master skills
•Cumulative with information integrated into more
complex tasks
Judicious ReviewJudicious Review

16. • Explicitly teach widely applicable strategies for
learning, problem solving, etc.
• Model steps in strategy, using think-aloud process
• Provide prompts and practice examples
Conspicuous StrategiesConspicuous Strategies