The document discusses learning disabilities and attention deficit hyperactivity disorder. It defines learning disabilities as disorders that affect processes like reading, writing, math, memory, and executive functions. Learning disabilities are neurological and can occur across intelligence levels. Attention deficit hyperactivity disorder is characterized by inattention, hyperactivity, and impulsivity. It affects around 3-7% of school-aged children and often co-occurs with learning disabilities. The document provides examples of simulations to illustrate challenges faced by those with learning disabilities or ADHD.
Larry Sauter, nationally appointed missionary to people with disabilities with Special Touch Ministry, shares in this FREE workshop an overview of the characteristics of children with learning disabilities and provides suggestions for effective ministry to these children. For more information, enroll in the Children's Ministries University Online course, CMU210 - Ministry to Children with Disabilities. More details are available at www.cmuo.com
Larry Sauter, nationally appointed missionary to people with disabilities with Special Touch Ministry, shares in this FREE workshop an overview of the characteristics of children with learning disabilities and provides suggestions for effective ministry to these children. For more information, enroll in the Children's Ministries University Online course, CMU210 - Ministry to Children with Disabilities. More details are available at www.cmuo.com
A learning disability is described as:-
A state of arrested or incomplete development of mind
Significant impairment of intellectual functioning
Significant impairment of adaptive/social functioning
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.
این پاورپوینت در کارگاه تخصصی توانبخشی شناختی در اختلالات یادگیری توسط دکتر هاشم فرهنگ دوست ارائه شده است.
برای مطالعه مطالب بیشتر در این زمینه به وب سایت فروردین مراجعه فرمایید.
www.farvardin-group.com
Intellectual impairment slideshare by atfah juttAtfahJutt
A detailed presentation on the topic intellectual impairment,which includes its definition, causes, levels, curriculum, strategies and inhibits assessment and its conclusion.
Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math.
این پاورپوینت توسط دکتر علیزاده در کارگاه توانبخشی شناختی در اختلالات یادگیری ارائه شده است.
برای مشاهده دیگر مطالب در این زمینه، لطفا به وب سایت فروردین مراجعه نمایید.
www.fatvardin-group.com
Presentation delineating the types of learning disorders, etiology, and possible treatments. Looks at current research and points to other areas to explore.
A learning disability is described as:-
A state of arrested or incomplete development of mind
Significant impairment of intellectual functioning
Significant impairment of adaptive/social functioning
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.
این پاورپوینت در کارگاه تخصصی توانبخشی شناختی در اختلالات یادگیری توسط دکتر هاشم فرهنگ دوست ارائه شده است.
برای مطالعه مطالب بیشتر در این زمینه به وب سایت فروردین مراجعه فرمایید.
www.farvardin-group.com
Intellectual impairment slideshare by atfah juttAtfahJutt
A detailed presentation on the topic intellectual impairment,which includes its definition, causes, levels, curriculum, strategies and inhibits assessment and its conclusion.
Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math.
این پاورپوینت توسط دکتر علیزاده در کارگاه توانبخشی شناختی در اختلالات یادگیری ارائه شده است.
برای مشاهده دیگر مطالب در این زمینه، لطفا به وب سایت فروردین مراجعه نمایید.
www.fatvardin-group.com
Presentation delineating the types of learning disorders, etiology, and possible treatments. Looks at current research and points to other areas to explore.
Crowdsourcing at its finest, this is part 3 of 3 for results and trends in the innovative community discussion held for the autism community via Twitter on December 23rd 2008 in support of the initiatives of the Obama-Biden Transition Team under the oversight of Tom Daschle. Part Three includes research, resources discussed in the event, and suggestions for governmental involvement or oversight.
ADHD is a neurodevelopmental disorder defined by impairing levels.docxaryan532920
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 ...
Chapter 11 Specific Learning Disabilities Worksheet 1Chapter .docxketurahhazelhurst
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 ...
Chapter 11 Specific Learning Disabilities Worksheet 1Chapter .docxbartholomeocoombs
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.
This is a small group work during my 1st year for Understanding Human Behavior subject. Our topic was related to IQ and IQ test. We covered some important parts about IQ and IQ test.
READ AND FOLLOW THE GUIDED RESPONSES. ANSWER PEER 1 THE PEER 2 O.docxtemplestewart19
READ AND FOLLOW THE GUIDED RESPONSES. ANSWER PEER 1 THE PEER 2 ON A DIFFERENT PAGE.
Guided Response:
Imagine you are no longer a new teacher, but rather are now mentoring a new teacher. The teacher you are mentoring has come to you asking for advice because a parent of a child who was recently diagnosed with ASD has come to her asking for suggestions on how she can support her child at home.
Respond to your peer with support for this parent by including the following tips:
1. What recommendations can be provided to this parent with regards to helping the child academically as well as socially?
2. What resources are available to support this parent?
3. Lastly, how should the classroom teacher support this parent through communication?
PEER 1
IDEA disability category with the reauthorization of IDEA in 1990. IDEA 2004 defines autism as a developmental disability in which a child has problems communicating, verbally and nonverbally, to a degree that affects academic performance. It states that these communicative and social difficulties usually arise before the age of 3 years, and are often accompanied by repetitive movements or behaviors, resistance to change, and atypical responses to sensory experiences.
Communication Social Skills Repetitive or obsessive behaviors.
Misuses Pronouns Blurts out Collects things.
Speaks in short sentences Displays a lack of personal space Covers ears. Arches back.
Struggles to whisper Talks a lot about one topic. Participates in repetitive play
A grammatical structure which may appear immature (i.e., telegraphic speech, improper tense or use of pronouns) or grammatical structure which may appear pedantic (e.g., monologue, advanced vocabulary in an area of interest). Auditory input sensitivities are covering ears during loud noises Their working memory or the time it takes to process information, especially processing several pieces of information at one time, can be difficult for people with ASD. Some have high word recognition skills, but poor comprehension, others have high calculation skills, but poor applied math problem skills and a proportion are low in all areas. (Pratt, Hopf & Larriba-Quest, 2017)
PEER 2
ASD is a learning or pervasive developmental disorder with symptoms including difficulty with communication, social skills, and repetitive behavior. Individuals with ASD are categorized into levels—Level 1, Level 2, or Level 3—based on their challenges with communication, social skills, and repetitive behaviors.
Students with
autism spectrum disorder (ASD)
experience difficulty with communication, social skills, and repetitive behavior (Goldstein, Naglieri, Rzepa, & Williams, 2012). These students often struggle with changes to their routines or environment. They may have unusual sensory .
25. What shape will result when the plane intersects the three-dimensional object? Select shape A or B.
26. In this example, the figure has been made intentionally ambiguous. It could be interpreted as either a cube or a pyramid , and either of the figures you had to choose from might result when the plane intersects it. (And either result might be considered wrong, depending on how the teacher interpreted the figure.)
HIGH Incidence (more than 90% of students with disabilities receiving sped services are ID as having LD< ADHD, EBD, intellectual disability, communication disorders, or autism spectrum). • Learning disabilities, as opposed to other disabilities such as vision impairment or paralysis, are invisible – or considered a hidden handicap. For this reason they tend to be misunderstood and their impact underestimated. • Because learning disabilities cannot be seen, they often go undetected. Recognizing a learning disability is even more difficult because the severity and characteristics vary. • Learning disabilities vary from person to person. One person with LD may not have the same kind of learning problems as another person with LD. • Learning disabilities are real. A person can be of average or above-average intelligence, not have any major sensory problems (like blindness or hearing impairment), and yet struggle to keep up with peers in their ability to learn. • LD is a lifelong disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways--as in the ability to understand or use spoken and written language, mathematical calculations, coordination, self-control, or attention. These difficulties impact academic skills and can impede learning to read or write, or compute. • LD is a neurobiological disorder that affects the brain's ability to receive, process, store, express, and respond to information. • With LD a person's brain works or is structured differently. Differences interfere with a person's ability to think and remember. Learning disabilities can affect a person's ability to speak, listen, read, write, spell, reason, recall, organize information, and calculate. • LD affects many parts of a person's life: school or work, daily routines, family life, and friendships or in social contexts. Overlapping learning disabilities may be apparent in some while others may have a single, isolated mild learning problem that has little impact on other areas of life. • Learning disabilities affect each person differently with characteristics ranging from mild to severe. Sometimes people have more than one learning disability. • Although learning disabilities can occur in very young children, the disorders are not usually recognized until problems are recognized at school
Which are LD? Think to self (show) Any surprises? Share…
a. Learning disabilities constitute a relatively new area of exceptionality that has only recently been identified and defined. In the past students with LD might have been labeled as remedial readers, emotionally disturbed, or even having an intellectual disability/mentally retarded. b. Individuals with learning disabilities have above average, average, or near average intelligence but learning disabilities can occur at all intelligence levels. c. Learning-disabled is a generic label that represents a heterogeneous group of individuals with highly variable, complex characteristics and needs, ranging from mild to severe and manifest a highly variable and complex set of characteristics and needs. Even a group of students all with LD, the students will experience different characteristics or impacts of their disability.
Figure 7.2: The Prevalence of Learning Disabilities for Students 6–21 Years of Age.
Learning disabilities constitute a relatively new area of exceptionality that has only recently been identified and defined. In the past students with LD might have been labeled as remedial readers, emotionally disturbed, or even having an intellectual disability/mentally retarded. Perceptual disabilities: visual or auditory Aphasia: communication disorder in which the person has extreme difficulty finding and using words Inconsistency in definitions most likely due to strong interdisciplinary nature of the field of LD. Medicine, Psychology, speech-language, and education fields are all involved in researching LD
As with all areas of LD, research continues to examine the relationship between intelligence levels and LD, but it is generally assumed that people with LD have average or above average intelligence. Remember the “severe discrepancy” clause in the identificaiton criteria. It has long been used as the main way to identify a LD - the discrepancy between intelligence (IQ) and acheivement. Intraindividual differences between skill areas (one child could have marked strengths in one area but major weaknesses in another - even varying degrees of skill level within one academic area like reading comprehension and word recognition or in math like computation and problem solving).
The IDEA definition describes primarily what are not learning disabilities. The IDEA definition is also ambiguous in its description of how to measure the disability. They don’t specify a clear way to measure or diagnose a LD. However, a child cannot be diagnosed with a LD if their learning problems are primarily the result of visual/hearing/motor disabilities Intellectual disabilities/MR Emotional disturbance Environmental, cultural, economic disadvantage (cultural response to learning problems may be to keep the child out of school, economic disadvantage may lead to chronic absences from school). • Learning disabilities aren’t caused by lack of educational opportunities, such as frequent changes of schools, poor school attendance, or lack of instruction in basic skills. Does this mean that if a child has a motor/physical disability they cannot also have a LD, or that an impoverished child cannot also have a LD? No - but the team must be able to determine that the child’s learning problems are PRIMARILY the result of a LD and not the other factors. We’ll talk about one way to do that in a minute. What Learning Disabilities Are Not • Persons with learning disabilities are not “lazy” or “dumb.” In fact, they usually have average or above average intelligence. Sometimes they fall within the range of “gifted.” Their brains just process information differently. • Learning disabilities are not the same as mental retardation and do not signify low intelligence. • Learning disabilities are not the same as autism, hearing or visual impairment, physical disabilities, or emotional disorders. • Learning disabilities are not the same as the normal process of learning a second language.
Go over each section In addition to these, here are other ways these academic areas can be affected by specific LD (next slide)
Students with learning disabilities tend to be below their age mates in achievement, but they also perform below what would be expected based on their measured potential (IQ). Consider that to read, you must simultaneously: Focus attention on the printed marks and control eye movements across the page Recognize the sounds associated with letters Understand words and grammar Build ideas and images Compare new ideas to what you already know Store ideas in memory
The way a person acquires, retains, and manipulates information Poor memory function - may understand and recall material on day but not the next. Attention problems Short attention spans - not being able to maintain focus on a task for more than a few seconds or minutes Selective attention - only attending to fringe information - not focusing on centrally important information or tasks.
Perceptual problems Visual Integration- instead of a letter the child sees unrelated lines Figure-ground discrimination - inability to distinguish an object from its background (words on a page) Visual discrimination -distinguishing one visual stimulus form the next, like letters b/d, v/w, or similar looking words such as bat/bet, car/can, dig/dog Auditory Auditory discrimination - between sounds Auditory blending - blending parts of a word into a whole when speaking Auditory memory - remembering verbally/orally presented material Auditory association - processing verbally/orally presented information Haptic (touch and body movement/position) Kinesthetic information is transmitted to the brain, like gripping a pencil when writing
. Neurological Factors – Learning disabilities can result from structural neurological damage or some type of neurological activation abnormality. In many cases, the damage must be largely inferred due to lack of direct evidence. Technologies are generating new research that shows some differences in neurological functioning. b. Maturational Delay – Maturational delay of the neurological system can cause the performance of students with learning disabilities to resemble that of much younger individuals due to their slow development of language skills and problems in the visual, motor, and several academic areas. c. Genetic Factors – Genetic abnormalities, which are inherited, are thought to cause or contribute to one or more of the problems related to learning disabilities. d. Environmental Factors – Numerous environmental factors, such as dietary inadequacies, food additives, radiation, stress, fluorescent lighting, unshielded television tubes, smoking, drinking, and drug consumption, are being investigated as possible links to learning disabilities.
How did you do on the quiz? Did you find the problems difficult? The addition and multiplication tables we supplied you with, if you haven't already figured it out, were not in the typical base-ten mathematical format. They were in what is called base-six, a perfectly valid but not very commonly used format. This exercise was intended to make you feel like you did when you first started studying math. Remember when you weren't sure what 2 x 6 equaled -- how slowly and methodically you had to work? What if you were a senior in high school and you still didn't know your basic math facts? How difficult would it be to correctly answer a complex word problem or to find the sum of three angles?
The confusion you may have felt trying to answer this problem is similar to what a child who has difficulties making visual and spatial inferences might encounter. Imagine if the entire lesson or, in the case of geometry, the entire course depended on your ability to understand figures of this kind. Problems like this are a mandatory part of the mathematics curriculum in many school districts and appear on high-stakes standardized tests. Even someone fluent in math might have found this problem tricky. What would it have been like if you could not begin to visualize a cube or a pyramid?
Assessment has multiple purposes, the ultimate goal of which is the provision of an appropriate intervention. a. Formal and Informal Assessment – An individual’s performance, skills, and abilities may be measured by formal or informal assessment, depending on the purpose and use of the evaluation. i. Formal assessment is conducted by administering standardized instruments, including intelligence and achievement tests. ii. Informal assessment is conducted through the use of teacher-made tests or techniques. iii. Students with learning disabilities are assessed using both norm and criterion referenced tests. iv. Assessment can be a combination of procedures, and should always be undertaken with careful attention to the purpose and future use of the evaluation. b. Screening i. Students who are suspected of having learning disabilities undergo screening prior to labeling or treatment to answer the following questions: 1) Is there reason to investigate more fully the abilities of this child? 2) Is there reason to suspect that this child has disabilities of any kind? 3) If the child appears to have disabilities, what are his or her characteristics and what interventions are appropriate? 4) What plans should be made for the future of this individual? ii. Assessment that focuses on intelligence, adaptive skills, and academic achievement is ongoing and the basis for a progression of decisions must be made throughout the time an individual receives services. c. Intelligence – Intelligence assessment is still an important matter for individuals with learning disabilities and is often carried out through the use of a standardized instrument. d. Adaptive Skills – People with learning disabilities are frequently described as exhibiting poor adaptive skills, despite the lack of inclusion of this characteristic in routine assessment. Some work has been undertaken to address adaptive and social skills assessment for individuals with learning disabilities. e. Academic Achievement – Assessment of academic achievement determines if there is an overall discrepancy between the student’s ability and his or her academic achievement. Such assessment also helps evaluate the student’s level of functioning in one or more specific academic areas. Authentic assessment strategies are gaining interest.
VII. THE ELEMENTARY SCHOOL YEARS – Interventions for individuals diagnosed as having learning disabilities are aimed at specific problems, rather than general treatment and greater attention is being paid to social skills and using peers and instructional supports. Professionals are attempting to address a broad spectrum of issues. Early intervention is a crucial factor in the child’s overall academic success. a. Academic Instruction and Support – A wide variety of strategies has been used over the years, including strategies to develop cognition, attention, spoken language, and skills in reading, writing, and mathematics. Flexible and multiple services or supports can make inclusion possible. Early intervention with a focus on excellent instruction can avoid academic failure for many children. i. Mathematics – Children with learning disabilities may have problems with basic counting and understanding of place value. Counting may be most effectively taught using manipulatives. ii. Reading – Students with learning disabilities have great trouble reading. b. Behavioral Interventions – Strategies include structured presentation of stimuli, reinforcement for correct responses, and self monitoring of behavior and performance. i. Behavioral interventions generally use the most basic principles of learning and are aimed at teaching social skills or changing problem behaviors. ii. Strategies include the use of behavioral contracts and token reinforcement systems. VIII. THE ADOLESCENT YEARS – Interventions used for adolescents with learning disabilities differ from those used during early childhood. a. Academic Instruction and Support – Students with learning disabilities drop out of school at a higher rate and have a higher rate of unemployment than their peers without disabilities. i. The goal of secondary education is to prepare youth for post-school life. ii. Adolescents with learning disabilities are attending college in greater numbers than ever, but drop out at higher rates than their peers without disabilities. iii. Problems in motivation, self reliance, learning strategies, social competence, and skill generalization emerge in the literature on adolescents with learning disabilities. iv. Time constraints represent a significant challenge in teaching individuals with learning disabilities. v. The learning strategies approach promotes self instruction and teaches students how to learn and solve problems. vi. Intervention during adolescence may include skill building but will more likely involve assistance in compensatory skills that permit circumventing deficit areas. b. Transition from School to Adult Life – Many of the difficulties experienced by adolescents do not disappear as they age, and specialized services are often needed into adulthood. i. Transition services – Transition services remain sparse for adolescents with learning disabilities. More is known about how emotional, interpersonal, and social competence issues affect adults with learning disabilities. ii. College bound – Growing numbers of individuals with learning disabilities are planning on going to college. It is clear that with support and focused transition planning they can be competitive college students. IX. MULTIDISCIPLINARY COLLABORATION: EDUCATION AND OTHER SERVICES – Multidisciplinary collaboration is particularly crucial for those with learning disabilities because of the wide range of characteristics that may emerge in these individuals. Providing effective inclusive education and the full range of other services requires a wide variety of professionals. a. Collaboration on Inclusive Education i. A variety of specific instructional strategies are employed to enhance students’ success in inclusive settings. Successful inclusive settings require a commitment to collaboration among general and special educators and other team members. ii. To be effective, instructional supports must be directly related to each student’s needs in the context of a general education classroom. iii. Several factors affect the success of inclusive education for students with learning disabilities, including teacher attitudes. General education teachers often have less-positive attitudes and perceptions of inclusive education, possibly due to feeling unprepared to teach students with disabilities. b. Collaboration on Health and Other Services i. Childhood – Early on, a physician may become involved with a child with learning disabilities due to the nature of the problem, such as a serious developmental delay or hyperactivity, more often a medical professional sees the young child first because he or she has not entered school. ii. Adolescence – There is increasing attention to issues of stress and serious emotional difficulty, including depression, during the adolescent years, as well as ADHD and the medications used to treat it.
ADHD is not a separate disability under IDEA but the substantial growth in need for services to students with this condition has resulted in eligibility under the IDEA category of Other Health Impairments.
Self-Regulation, Impulsivity, and Hyperactivity i. One of the common threads for people with ADHD is the inability to think through one’s actions to see what the consequences will be. This difficulty in self-regulation and self-management is receiving considerable attention as a theoretical explanation for ADHD. ii. Hyperactivity is a primary characteristic that must be present for at least six months and must be of such severity as to cause maladaptive problems. iii. Being over-active seems to affect about half of the children diagnosed with ADHD. This can diminish as the child matures but can also manifest itself into adulthood. b. Social Relations i. Children with ADHD often have difficulties with peer relationships due to aggression, or even anti-social behavior. This leads to low social status among peers that can persist throughout school and can lead to increased criminal activity. ii. Some research suggests that low social status and poor self-regulation make children with ADHD more susceptible to substance abuse. iii. The lack of friends and good social role models can lead to frustration, which can cause unacceptable behaviors to escalate. c. Academic Characteristics - Children with ADHD frequently experience significant challenges in an academic setting. Such problems increase as the child progresses in the educational system and can lead to poor self esteem and avoidance behaviors. Adolescents with ADHD often do not graduate from high school due to low levels of academic achievement unless provided an environment that adapts instruction to his or her needs and abilities.
Although ADHD has been documented for the last 100 years, it is frequently treated as a separate disability condition which became the focus of attention during the 1990s. Recently ADHD has been characterized as a set of symptoms that can accompany other conditions. IDEA does not recognize it as a separate condition. Increasingly, the literature on ADHD reflects attention to impulse control and thinking about the consequences of one’s actions via executive functioning. Symptoms are often intense enough to interfere with performance and life activities in a number of ways. Professionals are now recognizing that for some people ADHD is a life-long condition and more attention is now directed to the adult population than before.
a. Learning disabilities – Professionals estimate as much as 70%overlap between ADHD and learning disabilities. b. Tourette’s Syndrome is a condition that manifests itself by motor or verbal tics that cause a person to make involuntary movements and vocalizations. Tourette’s does not appear with great frequency in those with ADHD, although half of the individuals diagnosed with Tourette’s display some ADHD symptoms. c. Behavioral, conduct, and emotional disorders – The literature suggests that as many as half of those with ADHD manifest aggressive behavior. Also of interest are the overlaps between ADHD and depression, obsessive-compulsive disorders, anxiety, and some levels of neurotic behaviors.
page 184 for Dx criteria At least 6 of the inattention and/or hyperactivity symptoms must be present.
a. Three to seven percent of all school-aged children may have ADHD. b. In the school-aged population the number of ADHD males out number females. Males and females exhibit different symptoms and may need different interventions. Young males exhibit more disruptive and aggressive behaviors that may bring them to the attention of the teacher. This has raised questions concerning gender bias in identification and diagnosis, though research is mixed and showing an increase in young females. c. Some types of ADHD seem to have different prevalence levels and there appears to be some variation between subgroups by age, gender, and comorbidity. d. There has been substantial growth in services to ADHD students during the last decade due to a number of factors.
. Causation i. Considerable debate surrounds the causes of ADHD and both biological and environmental factors have been implicated. ii. Neurological causes have been suspected for years. These could be caused by brain injuries or chemical imbalances. Neuro-imaging suggests that people with ADHD exhibit brain abnormalities in the frontal lobes, basal ganglia and the cerebellum . iii. The chemical functioning of the brain may be a causal agent. Serotonin and Dopamine iv. Environmental factors such as lead exposure, poor maternal or fetal health, poor prenatal care, and fetal exposure to tobacco or alcohol have also been implicated. v. Heredity has long been associated with ADHD suggesting that there may be a genetic factor involved. Twin studies also support this notion. Many times parents will discover their own diagnosis while going through the dx process with their child.
Link to website: Visual activity. Attention video Answers to activity (C, D, A) Can you imagine the frustration a child might feel in the face of reading tasks when they experience that level of distractibility? What if they child also had a learning disability in reading?
Presentation: Provide on audio tape Provide in large print Reduce number of items per page or line Provide a designated reader Present instructions orally Response: Allow for verbal responses Allow for answers to be dictated to a scribe Allow the use of a tape recorder to capture responses Permit responses to be given via computer Permit answers to be recorded directly into test booklet Timing: Allow frequent breaks Extend allotted time for a test Setting: Provide preferential seating Provide special lighting or acoustics Provide a space with minimal distractions Administer a test in small group setting Administer a test in private room or alternative test site Test Scheduling Administer a test in several timed sessions or over several days Allow subtests to be taken in a different order Administer a test at a specific time of day Other Provide special test preparation Provide on-task/focusing prompts Provide any reasonable accommodation that a student needs that does not fit under the existing categories
5 minutes to talk 5 to share
HCPSS numbers: 4.6 percent of all SPED are ED, 37% of our ED kids are African American Only 21% of HCPSS school system kids are African American. Overrepresentation.
Statistically Derived externalizing symptoms (disruption, aggression, hyperactivity) internalizing symptoms (depression, withdrawal, phobias) Clinically Derived DSM-IV (treatment) – school psychologists don’t actually diagnose with psychiatric dx nine major groups of childhood disorders
Social and Adaptive Behavior - problems adapting to home, school, and community environments.difficulty in relating to all people in their lives. Often defiant, disruptive, aggressive Do not complete tasks Behave in ways that invite rejection from others Language deficits can contribute to social issues as well
Attention-deficit and disruptive behaviors - harmful to others Feeding and eating disorders - anorexia, bulemia, rumination, pica Tic disorders - involuntary movements and vocalizations Elimination disorders and childhood anxiety disorders - bed wetting and soiling not related to medical condition, unrealistic worries, refusal to go to school, excessive worry about getting hurt Reactive attachment disorder - results of inadequate care or frequent change of major caregivers. Inability to form appropriate attachments Childhood schizophrenia - hallucinations, delusions, strange and irrational behavior
Family and home environment - poverty, substance abuse by caregivers, neglect, malnutrition, extreme family discord Socioeconomic status - higher rates of E/BD as well as poor school performance and lower intellectual development Child abuse - naturally, it plays a major role in the development of problematic behaviors in children and adolescents. Behaviors vary depending on the type of abuse a child suffers.
Screening, prereferral interventions,and referral Response to Intervention Preceded by several parent-teacher meetings to rule out specific causes of behavior or emotional problems (divorce, poverty, molestation, etc) Assessment factors Functional behavior assessment - document the impact the EBD has on academic achievement. May lead to a BIP that assists the child in learning new, appropriate behaviors in a variety of settings/situations Assessment techniques - strength based assessment focuses on child’s strengths and uses them to develop IEP - rating scales for teachers and parents (looking for the statistically derived symptoms)
Wraparound services is collaborative planning process to bring teams of professionals to the child, the family, and the school (vocational, mental health, educational, social, recreational services) Multidisciplinary collaboration (wraparound) PBS - various strategies to reduce problematic behaviors and build positive ones Inclusive education - many students with EBD are taught in separate classrooms or even special schools. Higher chance of removal from home school or gen ed class room than students with LD, intellectual dis, or hearing impairments. Inclusion must be determined by the needs of the students and the safety or the other students.