A learning disability is a disorder that affects one or more basic psychological processes involved in understanding or using spoken or written language. It can manifest as difficulties with listening, thinking, speaking, reading, writing, spelling, or math. Common causes include genetics, problems during pregnancy/birth, brain injuries, and environmental factors like poor early education. Learning disabilities are diagnosed by comparing IQ and achievement test scores - a significant discrepancy indicates a learning disability. Specific types of learning disabilities include dyslexia, dysgraphia, dyscalculia, and others related to language, motor skills, sensory processing and more.
Learning disabilities are common among students and, as 21st century teachers, it is our responsibility to identify the students facing any such problem and provide remedial measures to them. Thus, it is very important for teachers to understand the meaning of Leaning Disability.
Here's a presentation on the meaning, types and symptoms of Learning Disability.
Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math.
Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences.
Disability is the consequence of an
impairment that may be physical,
cognitive, mental, sensory, emotional,
developmental, or some combination of
these.
Learning Disabilities are disorders of the
central nervous system which greatly impact
one or more areas of learning.
Learning disabilities are common among students and, as 21st century teachers, it is our responsibility to identify the students facing any such problem and provide remedial measures to them. Thus, it is very important for teachers to understand the meaning of Leaning Disability.
Here's a presentation on the meaning, types and symptoms of Learning Disability.
Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math.
Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences.
Disability is the consequence of an
impairment that may be physical,
cognitive, mental, sensory, emotional,
developmental, or some combination of
these.
Learning Disabilities are disorders of the
central nervous system which greatly impact
one or more areas of learning.
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
Specific learning disorder - reading disorder, mathematics disorder, and disorder of written expression and learning disorder NOS .
neurodevelopmental disorder produced by the interactions of genetic and environmental factors that influence the brain's ability to perceive or process verbal and nonverbal information efficiently.
It talks about Understanding the learning disabilities. It also discuss on Characteristics of Learning Disability, meaning, Dyslexia, Dysgraphia, Dyscalculia, Dyspraxia, Dysphasia, Aphasia, Central Auditory Processing Disorder, Visual Processing Disorder, IQ achievement discrepancy model, Approaches to identifying children with disabilities, ROLE OF TEACHERS IN MANAGING STUDENTS WITH LEARNING DISABILITIES
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
Specific learning disorder - reading disorder, mathematics disorder, and disorder of written expression and learning disorder NOS .
neurodevelopmental disorder produced by the interactions of genetic and environmental factors that influence the brain's ability to perceive or process verbal and nonverbal information efficiently.
It talks about Understanding the learning disabilities. It also discuss on Characteristics of Learning Disability, meaning, Dyslexia, Dysgraphia, Dyscalculia, Dyspraxia, Dysphasia, Aphasia, Central Auditory Processing Disorder, Visual Processing Disorder, IQ achievement discrepancy model, Approaches to identifying children with disabilities, ROLE OF TEACHERS IN MANAGING STUDENTS WITH LEARNING DISABILITIES
Dyslexia is a specific learning disability in reading. Kids with dyslexia have trouble reading accurately and fluently. They may also have trouble with reading comprehension, spelling, and writing.
As a psychology student, I am passionately immersed in the fascinating exploration of the human mind and behavior. Driven by an insatiable curiosity, my academic journey revolves around unraveling the intricacies of the human psyche. Motivated by a profound interest in understanding the complexities of mental processes, emotions, and behavior, I find myself navigating the diverse landscapes of psychology with enthusiasm and dedication.
My academic pursuits have equipped me with a solid foundation in the core principles of psychology, ranging from cognitive and social psychology to abnormal and developmental psychology. Through rigorous coursework, I have developed analytical skills that enable me to critically assess theories, research methodologies, and empirical findings. My eagerness to engage with diverse perspectives has fostered a holistic understanding of psychological phenomena.
Beyond the classroom, I actively seek opportunities to apply theoretical knowledge to real-world scenarios. Whether through internships, research projects, or volunteering experiences, I am committed to translating academic insights into practical solutions. These endeavors have not only enriched my understanding of psychology but have also cultivated my ability to empathize and communicate effectively.
In addition to my academic pursuits, I am an advocate for mental health awareness and destigmatization. I believe in the transformative power of psychology to positively impact individuals and communities, and I aspire to contribute to the field by promoting mental well-being and fostering a greater understanding of psychological principles.
As I progress in my academic journey, I remain open to new ideas, challenges, and opportunities for growth.
Making Public Libraries Accessible to People with Learning Disabilities (Dysl...Chittaranjan Nayak
Slide is presented and paper is published by me in the Proceedings of Two-Day National Seminar on 'Special Needs towards Inclusive Library Services in India held at the National Institute for Locomotor Disabilities (Dibyangjan), Kolkata, India, on 16th to 17th November 2019.
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Embark on a journey of educational discovery with insights into different types of dyslexia and effective dyscalculia intervention programs at the Strategic Learning Clinic. Our dedicated team employs strategic learning methodologies, ensuring tailored support for individuals facing diverse learning challenges. From dyslexia variations to targeted dyscalculia interventions programs, the clinic is your partner in navigating learning differences and unlocking academic success through personalized strategies.
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| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. 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 may
manifest itself in an imperfect ability to
listen, think, speak, read, write, spell, o
r to do mathematical
calculations, including conditions such
as perceptual disabilities, brain
injury, minimal brain
dysfunction, dyslexia, and
developmental and developmental
4. Disorders not included–
term does not include
learning problems that are
primarily the result of
visual, hearing of motor
disabilities, of mental
retardation, emotional
disturbance or
environmental, cultural or
economic disadvantage.
7. The following is a list of
conceptual deficits often
noted in students with a
learning disability:
Doesn't make connections
in similar learning concepts.
E.g., 5+3=8 becomes an
unknown when asked what
3+5 equals.
8. Has difficulty comparing
things or classifying and
sorting items according to a
specific criteria
Time concepts present
difficulty, before, after,
tomorrow, last week, etc.
9. Often doesn't get jokes or
ideas in humorous situations
Creativity and imagination is
usually limited
Often slow to respond
10. Difficult time predicting what
may happen next, or answering
comprehension type questions.
Comments are often off track
Difficulty thinking in a logical
or sequential manner.
13. Some types of learning
disabilities are more
specifically defined by
education-based labels
such as
reading, writing, language,
and math. These more
specified types of learning
disabilities are categorized
as follows:
16. Sign and symptoms of Dyslexia
Difficulty learning the
alphabet
Commonly very poor in
spelling, spell words
inconsistently, but in highly
phonetic word
People with dyslexia may also reverse the
order of two letters especially when the
final, incorrect, word looks similar to the
intended word.
18. Sign and symptoms of Dysgraphia
Cramping of fingers while writing short
entries
Odd wrist, arm, body, or paper orientations
such as creating an L shape with your arm
Excessive erasures
Inconsistent form and size of letters, or
unfinished letters
Misuse of lines and margins
Having a hard time translating ideas to
writing, sometimes using the wrong words
altogether
May feel pain while writing
21. Sign and symptoms of Dyscalculia
Frequent difficulties with arithmetic
Difficulty with everyday tasks like
reading analog clocks
Inability to comprehend financial
planning or budgeting, sometimes
even at a basic level; for example,
estimating the cost of the items in a
shopping basket or balancing a
checkbook
Difficulty with multiplication-tables,
and subtraction-tables, addition tables,
division tables, mental arithmetic, etc.
23. Sign and symptoms of Dyspraxia
Adults with dyspraxia may have
difficulty carrying out tasks such as
driving, cooking, and household chores
or grooming.
Children with dyspraxia may be late in
reaching developmental milestones, such
as rolling over, sitting, standing and
walking. They may frequently fall over,
and when older may avoid PE and
swimming lessons at school or any other
sporting activity.
25. The majority of symptoms will be
language related, including:
Difficulty remembering words
Difficulty naming objects and/or
people
Difficulty speaking in complete
and/or meaningful sentences
Difficulty speaking in any fashion
Difficulty reading or writing
Difficulty expressing thoughts and
feelings
Difficulty understanding spoken
language
27. Sign and symptoms of Aphasia
inability to comprehend
language
inability to pronounce, not
due to muscle paralysis or
weakness
inability to speak
spontaneously
inability to form words
inability to name objects
28. Central Auditory
Processing Disorder
A sensory
disability related
to processing
sounds .
29. Sign and symptoms of Central Auditory
Processing Disorder
have trouble paying attention to and remembering
information presented orally, and may cope better with
visually acquired information
have problems carrying out multi-step directions
given orally; need to hear only one direction at a time
have poor listening skills
need more time to process information
have low academic performance
have behavior problems
have language difficulties (e.g., they confuse syllable
sequences and have problems developing vocabulary
and understanding language)
have difficulty with reading, comprehension, spelling,
and vocabulary
30. Visual Processing
Disorder
A sensory
disability related
to processing
images.
31. Some symptoms of Visual
Processing Disorder
Mixing up letters (i.e. ‘d’ and ‘b’)
Mixing up words by changing letters
around (i.e. ‘saw’ and ‘was’)
After reads a story they cannot
always tell the detail what the story
was about.
Skipping words, letters or
paragraphs when reading.
Learner would get headaches during
and after reading.
32. Non-Verbal Learning
Disorder
A visual-spatial
disability related
to body control.
33. Sign and symptoms of Non-Verbal
Learning Disorder
delay in understanding or using spoken language;
difficulty understanding simple instructions;
lengthy pauses before naming objects and colors;
limited awareness or interest in books;
difficulty coloring or drawing;
short attention span (won't sit through one storybook).
difficulty understanding and following instructions;
trouble remembering what someone just told them;
lacking motor coordination when walking, playing sports,
holding a pencil or trying to tie a shoelace;
frequently losing or misplacing homework, schoolbooks or
other items;
unable to understand the concept of time (confused by the
difference between “yesterday,” “today,” and “tomorrow.”
34. Causes and Risk
Factors of LD
The causes for learning
disabilities are not well
understood, and sometimes
there is no apparent cause for
a learning disability. However,
some causes of learning
disability include:
35. Heredity
Learning disabilities
often run in the family.
Children with learning
disabilities are likely to
have parents or other
relatives with similar
difficulties.
36. Problems during
pregnancy and birth
Learning disabilities can
result from anomalies in the
developing brain, illness or
injury, fetal exposure to alcohol
or drugs, low birth
weight, oxygen deprivation, or
by premature or prolonged
labor.
37. Accidents after birth
Learning disabilities can
also be caused by head
injuries, malnutrition, or
by toxic exposure (such as
heavy metals or
pesticides).
38. Brain Damage or
Dysfunction
Some professionals
believe that all children
with learning disabilities
suffer from some type of
brain injury or dysfunction
of the central nervous
system.
39. Biochemical Imbalance
It was once theorized that
biochemical disturbances within
a child’s body caused learning
disabilities. For
example, Feingold (1975, 1976)
claimed that artificial colorings
and flavorings in many of the
foods children eat can cause
learning disability and
40. Environmental Factors
Although very difficult to document as primary causes of
learning disabilities, environmental factors—particularly
impoverished living conditions early in a child’s life and poor
instruction—probably contribute to the achievement deficits
experienced by many children in this special education
category. The tendency for learning disabilities to run in
families suggests a correlation between environmental
influences on children’s early development and subsequent
achievement in school. Evidence for this relationship can be
found in longitudinal research such as that conducted by Hart
and Risley (1995), who found that infants and toddlers who
received infrequent communication exchanges with their
parents were more likely to show deficits in vocabulary,
language use, and intellectual development before entering
school.
41. Diagnosis
IQ-Achievement Discrepancy
Learning disabilities are often identified by
psychiatrists, school psychologists, clinical
psychologists, and neuropsychologists through a
combination of intelligence testing, academic
achievement testing, classroom performance,
and social interaction and aptitude. Other areas
of assessment may include perception, cognition,
memory, attention, and language abilities. The
resulting information is used to determine
whether a child's academic performance is
commensurate with his or her cognitive ability.
42. The IQ-achievement discrepancy model assesses
whether there is a significant difference between a
student’s scores on a test of general intelligence
(e.g., an IQ test such as the WISC-IV) and scores
obtained on an achievement test (e.g., the
Woodcock Johnson Achievement Test). The IQ
achievement discrepancy model is the approach
traditionally used to identify children with learning
disabilities. If a student’s score on the IQ test is at
least two standard deviations (30 points) higher
than his or her scores on an achievement test, the
student is described as having a significant
discrepancy between IQ and achievement and,
therefore, as having a learning disability.
43. Response to Intervention (RTI)
Response to Intervention is an alternative method, other
than IQ tests, for identifying learning disabilities. Introduced
in the reauthorization of IDEA in 2004, Response to
Intervention is a 3-tiered process that provides academic
support to needy students before referring for special
education evaluation.
Students are first informally evaluated or referred by
teachers or parents for the need for additional, small
group, scientifically-based instruction. After a few weeks of
careful data-keeping, needs are reevaluated and more
intensive instruction provided. The 3rd tier allows for one-
to-one instruction and a referral to special education
services
44. Assessment
The purpose of assessment is to
determine what is needed for
intervention, which also requires
consideration of contextual variables
and whether there are comorbid
disorders that must also be identified
and treated, such as behavioural issues
or language delays.
45. Many normed assessments can be used in evaluating skills
in the primary academic domains: reading, including word
recognition, fluency, and comprehension;
mathematics, including computation and problem solving;
and written expression, including handwriting, spelling and
composition.
The most commonly used comprehensive achievement
tests include the Woodcock-Johnson III (WJ III), Wechsler
Individual Achievement Test II (WIAT II), the Wide Range
Achievement Test III (WRAT III), and the Stanford
Achievement Test–10th edition. These tests include
measures of many academic domains that are reliable in
identifying areas of difficulty.
46. In the reading domain, there are also specialized tests that
can be used to obtain details about specific reading deficits.
Assessments that measure multiple domains of reading
include Gray's Diagnostic Reading Tests–2nd edition (GDRT
II) and the Stanford Diagnostic Reading Assessment.
Assessments that measure reading subskills include the Gray
Oral Reading Test IV – Fourth Edition (GORT IV), Gray Silent
Reading Test, Comprehensive Test of Phonological
Processing (CTOPP), Tests of Oral Reading and
Comprehension Skills (TORCS), Test of Reading
Comprehension 3 (TORC-3), Test of Word Reading Efficiency
(TOWRE), and the Test of Reading Fluency. A more
comprehensive list of reading assessments may be obtained
from the Southwest Educational Development Laboratory.
47. Treatment and Intervention
Interventions Include:
Mastery model:
•Learners work at their own level of
mastery.
•Practice
•Gain fundamental skills before moving
onto the next level
48. Direct Instruction:
•Highly structured, intensive instruction
•Scripted lesson plans
•Rapid-paced interaction between teacher and students
•Correcting mistakes immediately
•Frequent progress assessments
Classroom adjustments:
•Special seating assignments
•Quiet environment
49. Special equipment:
•Word processors with spell checkers and dictionaries
•Talking calculators
•Books on tape
•Computer-based activities
Classroom assistants:
•Note-takers
•Readers
•Proofreaders
•Scribes
50. Special Education:
•Prescribed hours in a resource room
•Enrollment in a special school for learning
disabled students
•Individual Education Plan (IEP)
•Educational therapy
53. Leonardo da Vinci
Little is known about Da Vinci’s early
life, but he’s considered to have had
learning disabilities including dyslexia and
ADD. His journals were mostly written in
mirror-image cursive and are known to
have many spelling errors. He received an
informal education in Latin, geometry and
mathematics but did not show any
particular signs of aptitude. Da Vinchi
overcame his learning disabilities by
focusing his thoughts into creating art and
developing ideas. He even conceptualized a
helicopter which was not feasible during
his lifetime.
54. Pablo Picasso
Pablo Picasso, born in 1881 in Spain,
was a painter, draughtsman, and
sculptor. He is one of the best-known
figures in 20th century art. It has been
said that Picasso had difficulties
reading the orientation of the letters
and therefore was labeled as dyslexic.
It’s also believed that he was showing
symptoms of ADHD. School was very
difficult for him, he lacked discipline
and disliked formal instruction.
55. Alexander Graham Bell
Invented the telephone,
but struggled with
traditional schooling. It’s
believed that he had some
form of learning disability,
possibly dyslexia.
56. Whoopi Goldberg
Whoopi Goldberg born Caryn Elaine Johnson is an
outstanding American comedian, actress, singer-
songwriter, political activist, and talk show host.
Whoopi was really struggling in school, she had a lot of
problems reading and because of that was called "slow",
“dumb” and "retarded". She even dropped out of school
at the age of 17.
Woopie knew that was neither slow nor dumb, but was
facing a problem that wasn’t well defined. Finally as an
adult discovered that she was dyslexic and with the help
of a teacher learned the proper strategies to overcome
her disability. Despite her dyslexia, Whoopi Goldberg
became an incredibly successful entertainer. She has
been awarded an Oscar, an Emmy, a Tony, and a Grammy.
57. Tom Cruise
- a very successful actor.
Thomas Cruise Mapother IV, better known as Tom Cruise
was born July 3, 1962 in Syracuse, New York. He’s the son of
Mary Lee Pfeiffer, a special education teacher, and Thomas
Cruise Mapother III, an electrical engineer.
Like his mother, Tom Cruise suffered from dyslexia and as he
explains was really struggling in school:
“When I was about 7 years old, I had been labeled dyslexic.
I'd try to concentrate on what I was reading, then I'd get to
the end of the page and have very little memory of anything
I'd read. I would go blank, feel anxious, nervous, bored,
frustrated, dumb. I would get angry. My legs would actually
hurt when I was studying. My head ached. All through
school and well into my career, I felt like I had a secret.
When I'd go to a new school, I wouldn't want the other kids
to know about my learning disability, but then I'd be sent off
to remedial reading.”