The document discusses the history and key aspects of learning disabilities. It notes that in the 1960s Samuel Kirk proposed the term "learning disabilities" to describe children with normal intelligence who had learning problems. The Achievement-Ability Discrepancy model required students to show a severe discrepancy between achievement and intellectual ability to be identified as learning disabled. Response to Intervention evaluates students' response to increasingly intensive instruction. The document also discusses genetic, medical, and environmental factors; common challenges students with learning disabilities face; and educational approaches used to help these students.

2.  In the early 1960s, Samuel Kirk proposed
the term learning disabilities.
 Children with normal intelligence that
had learning problems were referred to
as minimal brain injured, or slow
learner, dyslexic.
 Association for Children with Learning
Disabilities was found and recognized by
the government. (term known today as
Learning Disabilities Association in
America ).

4. Achievement- Ability Discrepancy
•In order to be identified as learning
disabled, the student had to show a “severe
discrepancy between achievement and
intellectual ability“
•Individual States decided how they
determined whether a student had a severe
discrepancy.
Response to Intervention or Respond to Treatment
• Involves three tires of progressively and
more intensive instruction.

5. According to U.S government, j just under 5%
of children between the ages of 6 and 17
years have been identified as learning
disabled, by the public schools.
During 1970s- 1990’ there was an increase
and decrease prevalence.

6. More boys than
girls are in the
learning disabilities
category.
Boys have greater
biological
vulnerability.
Researches believe
that this might be
due to referral bias.

7. Genetic
Factors
Due to
toxins
Medical
Factors

8. •Children with Learning Disabilities may
have reading, writing, speaking, and
math problems.
•Most students with Learning Disabilities
struggle the most with reading.
Academic Achievement

9. Some students have behavioral problems.
Students with learning disabilities have at
least 2 memory problems (STM and WM).
Some children with Learning Disabilities have
social and emotional problems.
Many people with Learning Disabilities have
motivation Problems.

10. • lacking the ability to take on big academic
problems
• Don’t believe in there own abilities .
• Have a hard time working independently.

11. • Cognitive training approach: designed to
address problems.
• industrial approach: designed to address
academics.
• Direct instructions approach: designed to focus
on the industrial process and task analysis
• Peer tutoring approach: broken down into
Class-wide peer tutoring (CWPT) and Peer-
assited learning strategy(PALS)

12. • Self Instruction- help students aware of the
stages of problem solving task
• Self Mentoring- Students keep track of there
own behaviors
• Scaffoled Instruction- teachers assist student
until they can work independently
• Reciprocal teaching- requires dialogue
between student and teacher.

13. • Phonological awareness: small unites of
sound
• Phonemic awareness: knowing word
are made up of sounds

14. • teachers uses CMB to monitor
academic progress and keeping
track of students responsiveness
• focus on students correct words per
minute

15. • There are very little learning disability in
preschool programs
• Before going off to a postsecondary
program students need a Summary of
performance (SOP)
• drop out rates for students with a
learning disability is 25 %

16. •12th Edition Exceptional Learners (An Introduction to Special
Education) Daniel P. Hallahan, James M. Kauffman, Paige C.
Pullen.