This document defines learning disabilities and their characteristics. It states that learning disabilities are neurological disorders that make it difficult for students to learn in conventional ways, despite average or above average intelligence. It identifies several types of specific learning disabilities, including dyslexia, dysgraphia, dyscalculia, dyspraxia, and dysphasia. It notes that ADHD commonly co-occurs with learning disabilities. The document concludes by explaining that learning disabilities are assessed both informally through observations and formally through standardized tests.

1. By-HABIBUR REHMAN

2. CONTENT
• INTRODUCTION OF LD
*CONCEPT
*MEANING
*DIFINATION
• CHARATERSTICS OF LD
• TYPES OF LD
• CO-MORBIDITY WITH ADHD
• ASSESSMENT OF LD

3. CONCEPT AND MEANING
• learning disability is a neurological disorder. In simple
terms, a learning disability results from a difference in
the way a person's brain is "wired." Children with
learning disabilities are as smart or smarter than their
peers. But they may have difficulty reading, writing,
spelling, reasoning, recalling and/or organizing
information if left to figure things out by themselves or
if taught in conventional ways
• Learning disabilities are problems that affect the
brain's ability to receive, process, analyze, or store
information. These problems can make it difficult for a
student to learn as quickly as someone who isn't
affected by learning disabilities.

4. Cont.
• Learning disabilities should not be confused with other
disabilities such as autism, intellectual disability,
deafness, blindness, and behavioral disorders. None of
these conditions are learning disabilities. In addition,
they should not be confused with lack of educational
opportunities like frequent changes of schools or
attendance problems. Also, children who are learning
English do not necessarily have a learning disability.
• A learning disability can't be cured or fixed; it is a
lifelong issue. With the right support and intervention,
however, children with learning disabilities can succeed
in school and go on to successful, often distinguished
careers later in life.

5. DEFINITION OF LD
• “specific learning disability” means “a disorder in 1 or
more of the basic psychological processes involved in
understanding or in using language, spoken or written,
which disorder may manifest itself in the imperfect
ability to listen, think, speak, read, write, spell, or do
mathematical calculations.” Such term “includes such
conditions as perceptual disabilities, brain injury, minimal
brain dysfunction, dyslexia, and developmental aphasia.”
Such term does not include “a learning problem that is
primarily the result of visual, hearing, or motor
disabilities, of intellectual disabilities, of emotional
disturbance, or of environmental, cultural, or economic
disadvantage.”
BY-IDEA

6. Cont.
“Specific learning disabilities "refer to a heterogenous
group of conditions wherein there is a deficit
processing language, spoken or written, that may
manifest itself as a difficulty to comprehend, speak,
read, written or to do mathematical calculation. The
term include such conditions as perceptual disabilities,
dyslexia, dysgraphia, dyscalculia, dyspraxia and
development aphasia.
-Rights with Persons with Disabilities Act, 2016

7. CHARATERISTICS OF LD
DISORDERS OF ATTENTION:- does not focus when a
lesson is presented; short attention span, easily
distracted; poor concentration; may display
hyperactivity
POOR MOTO ABILITIES:- difficulties with fine and gross
motor coordination
PSYCHOLOGICAL PROCESSING DISORDER:- problem in
processing auditory or visual information (difficulty
interpreting visual or auditory stimuli)

8. Cont.
LACK OF PHONOLOGICAL AWARNESS:- poor at
recognizing sounds of language (cannot identify
phoneme sounds in spoken language)
POOR COGNITIVE STRATIGIES FOR LEARNING:- does
not know how to go about the task of learning and
studying; lack orgnaizational skills; passive learning
style

9. Cont.
ORAL LANGUAGE DIFFICULTIES:- underlying language
disorder (problem in language development, listening,
speaking, & vocabulary)
READING DIFFICULTIES:- problems in learning to
decode words, basic word recognition skills and
reading comprehension
WRITING DIFFICULTIES:- poor in task requiring written
expression, spelling and handwriting

10. Cont.
MATHEMATICS:- difficulty with quantitative thinking,
arithmetic, time, space, and calculation facts
SOCIAL SKILLS:- does not know how to act and talk in
social situation; difficulty with establishing satisfying
social relationship and friendship

11. TYPES OF LD
• DYSLEXIA
Underneath the learning disability umbrella, many
disabilities are categorized as one of three types:
dyslexia, dysgraphia, and dyscalculia. Dyslexia is a
language processing disorder that impacts reading,
writing, and comprehension. Dyslexics may exhibit
difficulty decoding words or with phonemic
awareness, identifying individual sounds within
words. Dyslexia often goes diagnosed for many years
and often results in trouble with reading, grammar,
reading comprehension, and other language skills.

12. Cont.
• DYSGRAPHIA
Those with dysgraphia have trouble converting their
thoughts into writing or drawing. Poor handwriting is
a hallmark of dysgraphia but is far from the only
symptom. Sufferers struggle to translate their
thoughts into writing, whether in spelling, grammar,
vocabulary, critical thinking, or memory. Individuals
with dysgraphia may exhibit difficulty with letter
spacing, poor motor planning and spatial awareness,
and trouble thinking and writing simultaneously.

13. Cont.
• DYSCALCULIA
Dyscalculia encompasses learning disabilities related
to mathematical calculations. Individuals with
dyscalculia struggle with math concepts, numbers,
and reasoning.1 Sometimes referred to as having
“math dyslexia,” individuals might have difficulty
reading clocks to tell time, counting money,
identifying patterns, remembering math facts, and
solving mental math

14. Cont.
• DYSPRAXIA
Individuals with visual perceptual/visual motor
deficit exhibit poor hand-eye coordination, often
lose their places when reading, and have
difficulty with pencils, crayons, glue, scissors, and
other fine motor activities. They may also
confuse similar looking letters, have trouble
navigating their surroundings, or demonstrate
unusual eye activity when reading or completing
assignments

15. Cont.
• DYSPHASIA
A subset of auditory processing disorder,
language processing disorder arises when an
individual has specific challenges in processing
spoken language, impacting both receptive and
expressive language. According to the Learning
Disabilities Association of America, in language
processing disorder, “there is difficulty attaching
meaning to sound groups that form words,
sentences, and stories.

16. Cont.
• NONVERBAL LEARNING DISABILITY
While it may sound like nonverbal learning
disabilities (NVLD) relate to an individual’s
inability to speak, it actually refers to
difficulties in decoding nonverbal behaviors or
social cues. NVLD sufferers struggle with
understanding body language, facial
expressions and tone of voice, or the
nonverbal aspects of communication.

17. CO-MORBIDITY WITH ADHD
Many children with SLD develop secondary
inattention and behavioral difficulties: Attention
Deficit Hyperactive Disorder(ADHD), Which is
characterized by developmentally-inappropriate
inattention, hyperactivity and /or impulsivity, is
often co-morbid with LD.
Studies show that as many as 45 percent of kids
with ADHD also have a learning disability. Only
about 5 percent of kids without ADHD have one.

18. ASSESSMENT OF LD
• INFORMAL ASSESSMENT
Checklist
Observation schedule
Rating scales
Teacher made test
anecdotal record
portfolio

19. Cont.
• FORMAL ASSESSMENT
DTLD (Diagnostic Test of Learning Disability)
DTRD (Diagnostic Test of Reading Disorders )
DALI (Dyslexia Assessment for Languages of
India)
NIMHANS INDEX
(WRAT)-4 Wide Range Achievement Test
(K-TEA)-3 Kaufman Test of Educational
Achievement
GLAD (Grade Level Assessment Device) etc.

20. THANK YOU