learning disability

1. By: Hina Khalid

2.  Neurodevelopmental dysfunctions
 Reflect disruption of neuroanatomic structure or
 Psychophysiologic function
 May be associated with academic
underachievement, behavioral difficulties and
problems with social adjustment

3.  Genetic (turner synd, Fragile X synd)
 Medical (prenatal, perinatal)
 Environmental (toxins, infections, brain
injury)
 Sociocultural influences (deprivation)

4.  Children with neurodevelopmental
dysfunction present with varied clinical
symptoms

5.  Their specific patterns of academic
performance and behavior represents final
common pathways, convergence of many
factors
 Interacting cognitive strengths and deficits
 Environmental or cultural factors
 Temperament
 Educational experience
 Intrinsic resilience

6. • Attention
• Memory
• Language
• Visual-spatial ordering
• Temporal-sequential ordering
• Neuromotor function
• Higher order cognition
• Social cognition
• Academics

7.  Attention refers to a series of control
mechanisms through which the brain
regulates behavior and learning
 Children with attentional dysfunction show
various patterns of impairment

8.  Arousal problems
 They have diminished alertness
 Exhibit fatigue in classroom (yawn, stretch, fidget,
daydream)
 Difficulty falling asleep and awakening on time
 Difficulty sustaining concentration
 Effort at work is erratic with extreme performance
inconsistency

9.  Processing of incoming stimuli
 Difficulty in discriminating b/w important and
unimportant
 Focus on wrong stimuli at home and school
 Impede ability to take notes, summarize
information, or know what to study for test
 Distractibility

10.  Output of work, behavior and social activity
 Perform without previewing the outcome
 Impulsivity leads to careless mistakes in academic
work and misbehavior
 Have difficulty in doing tasks at appropriate speed
 Get into trouble without realizing it
 Under-responsive to punishment and reward

11.  With school progression, demand for
efficient use of memory progressively
increases
 Students are expected to be selective,
systematic, and strategic in entering new
procedures and factual data in memory.
 Proficiency required in long and short term
memory

12.  Short term memory
 Trouble condensing new information to fit into
short term memory
 Some deficient in visual spatial data registration in
memory and others in registration of language

13.  Problems with active working memory
 Helps to keep in mind all steps of a task

14.  Long term memory
 Ineffective when filing data for later access
 Requires
▪ Pairing of bits of information (gp of letters)
▪ Storing procedures
▪ Classifying data into categories
▪ Linking new information to established rules, patterns
or systems of organization

15.  Spatial ordering constitutes
 Awareness of shape and position
 Perception of relative size
 Foreground and background relationships
 Form consistency

16.  Have initial problems with letter and word
recognition
 Spellings is a problem as they have trouble
recalling the precise visual configuration of
words
 In maths, they have difficulty lining up digits
in columns and mastering geometric patterns

17.  Late in discriminating right and left
 May show signs of gross motor clumsiness
due to poor programming caused by visual
spatial disordering
 Difficulty in drawing or craft abilities

18.  Delayed in learning to tell time
 Difficulty in following multistep commands
 Performing acts that necessitate a sequence
of steps in proper order
 Mastering the months of year
 Organizing narrative work
 May have trouble managing time

19.  Get frustrated by
 Adhering to schedules
 Learning the order of their classes
 Meeting deadlines

20.  Fine motor dexterity
 Affects a child's ability to excel in artistic and
crafts activities
 Problems in learning a musical instrument
 Learning to use a computer key board

21.  Eye-hand incoordination is prominent
 Trouble with rapid and precise integration of
visual inputs with specific motor plans for hand
movements
 Difficulty in remembering fine motor procedures,
like tying shoe laces or playing a musical
instrument

22.  Graphomotor function
 Refers to specific motor aspects of written output
 Some harbor weaknesses of visualization during
writing
 Trouble picturing the configurations of letters and
words as they write
 Poorly legible writing with inconsistent spacing
between words

23.  Others have weaknesses in graphomotor
memory
 Inability to recall no. and letter forms rapidly and
accurately
 Labor over individual letters
 Prefer printed manuscripts over writing

24.  Some have difficulty in graphomotor feed
back
 Trouble localizing their fingers while writing
 They need to keep their eyes very close to the
page
 Tend to apply excessive pressure to the pencil

25.  Some have graphomotor production deficits
 Have trouble producing the highly coordinated
motor sequences needed for writing
 Difficulty assigning writing roles to specific muscle
groups in their hands
 Dyspraxic dysgraphia
 May show excellent fine motor dexterity

26.  Gross motor incoordination
 Have problems in processing outer spatial
information to guide gross motor actions
 Inept at catching or throwing a ball b/c cannot
form accurate judgements about trajectories in
space

27.  Others demonstrate diminished body
position sense
 Do not efficiently receive or interpret
proprioceptive and kinesthetic feedback from
peripheral joints and muscles
 Impaired in activities that demand balance and
ongoing tracking of body movements

28.  Others are unable to satisfy the motor praxis
demands of certain gross motor activities
 They cannot recall or plan complex motor
procedures- dancing, swimming, gymnastics

29.  They incur embarrassment in physical
education classes
 Can lead to social rejection, withdrawal and
feelings of inadequacy

30.  This series of functions consists of various
sophisticated thinking skills
 Information of concepts
 Critical thinking
 Problem solving skills
 Understanding and formulation of rules
 Brainstorming and creativity
 Metacognition

31.  Problem solving skills
 Required for almost every subject
 Required for estimating answers, meet
challenges, selecting techniques, monitoring own
self and use alternative strategies

32.  Poor problem solvers are rigid or impulsive, fail to
undertake challenges
 Difficulties in methodical strategy development
and flexible problem solving

33.  Brain storming skills
 Cannot generate original ideas
 Prefer to be told exactly what to do
 Difficulty in devising a topic, use imagination,
develop an argument or think freely and
independently

34.  Critical thinking skills
 Inability to evaluate statements, products and
people using objective criteria
 Difficulty in overcoming personal biases and
appreciate other’s viewpoints

35.  Metacognitive ability
 It is the capacity to think about thinking
 Tend to perform intellectual tasks the hard way
 Cannot appropriate effective techniques to study.
Write a report, or meet other academic challenges

36.  This includes
 Ability to enter into new relationships
 Capacity to time and stage interactions effectively
 Sensitivity to social feedback cues
 Knowledge of how to resolve social conflicts
without aggression
 Adaptive use of language in social context
 Ability to establish reciprocal relationships with
others

37.  Ability to overcome egocentrism to nurture others
 Marketing themselves to peers
 Social maladaptation exerts a negative effect on
behavioral adjustment, mental health and
ultimately success in career