Specific Learning Disability

SPECIFIC LEARNING DISABILITY

Specific Learning Disability is 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, or to do mathematical calculations Students with specific learning disabilities have average to above average intelligence but may have difficulties acquiring and demonstrating knowledge and understanding. This results in a lack of achievement for age and ability level, and a severe discrepancy between achievement and intellectual abilities.

Causes and Risk factors Heredity. Problems during pregnancy and birth Accidents after birth Behavioral Factors Social environment factors Cognitive Factors

Characteristics • • • • • •

may have trouble learning the alphabet, rhyming words, or connecting letters to their sounds may make many mistakes when reading aloud and repeat and pause often; may not understand what he or she reads may have trouble with spelling may have very messy handwriting or hold a pencil awkwardly may struggle to express ideas in writing

• may lean language late and have a limited vocabulary • may have trouble remembering the sounds that letters make or hearing slight differences between words – may have trouble understanding jokes, comic strips, and sarcasm – may have trouble following directions – may mispronounce words or use a wrong word that sounds similar – may have trouble organizing what the or she wants to say or not be able to think of the word he or she needs for writing or conversation

•may not follow the social rules of conversation, such as taking turns, and may stand too close to the listener •may confuse math symbols and misread numbers •may not be able to retell a story in order •may not know where to begin a task or how to go on from there.

Specific types of learning disabilities include: •

Dysgraphia

An individual has a difficult time with the physical task of forming letters and words using a pen and paper and has difficulty producing legible handwriting. •

Dyscalculia

A person has difficulty understanding and using concepts and symbols.

math

• Dyslexia

An individual may mix up letters within words and sentences while reading. He may have difficulty spelling words correctly while writing. Letter reversals are common. Some individuals with dyslexia have a difficult time with navigating and route finding tasks as they are easily confused by directions and spatial information such as left and right.

• Dyspraxia

A person may mix up words and sentences while talking. There is often a discrepancy between language comprehension and language production.

• Non-verbal Learning Disorder Poor motor coordination, visualspatial organization and/or a lack of social skills may characterize nonverbal learning disorders.

• Auditory Processing Disorder A person with an auditory processing disorder intermittently experiences an inability to process verbal information.

Assessments •

An

I.Q. test such as the WISC IV. If it is known

that a child has a significant language disability, then a non-verbal I.Q. test may be given such as the C-Toni. • Processing testing that would reveal the reason behind the reading difficulties. Processing areas as defined by special education law: auditory, visual, attention, sensori-motor skills, cognitive abilities such as conceptualization, association, and expression • Testing in academic areas suspected as being impacted by the disability

• Expanded testing might include a more indepth look at memory, attention, executive functioning.

• Dyslexia or Reading Difficulties Basic reading skills (decoding and word attack) and reading comprehension are tested to determine eligibility under the category of Specific Learning Disability. There are different ways to test reading comprehension. Commonly used tests are: the Woodcock Johnson III (WJIII), Kaufman, WIAT, Gray Oral Reading. • Other areas that can be tested that are considered highly predictive of reading problems: • Measures of Rapid Naming (how quickly a child names colors, numbers or other items) Tests: CTOPP, Woodcock Johnson Cognitive Abilities (WJIII) • Phonemic Awareness (how a child hears very small speech sounds). Tests: CTOPP, WJIII, LAC, TOPA

• Many professionals believe other areas important to also evaluate are: • reading fluency • speech and language • attention • memory • Written Expression Difficulties • Several areas should be evaluated including grammar, punctuation, organization and complexity of ideas. Handwriting skills should be evaluated for some students. Tests that are frequently used include: • Subtests of the Woodcock johnson III, Kaufman, Wechsler Individual Achievement Test (WIAT), Peabody Individual Achievement Test (PIAT) • Test of Written Language (TOWL) • Mykelbust. • Review of “real life” writing samples is important

Math Difficulties •

• •

Evaluating this area includes the student’s understanding of basic math facts and operations and understanding of math concepts, math reasoning and problem solving. Possible tests that may be used: Subtests of the Woodcock johnson III, Kaufman, Wechsler Individual Achievement Test (WIAT), Peabody Individual Achievement Test (PIAT) KeyMath 3

Oral Expression and Listening Comprehension •

• • • • • •

These skills are critical to success in the classroom. Deficits in these areas are included in the Specific Learning Disability category and can result in eligibility for services. Possible tests that may be used: Clinical Evaluation of Language Fundamentals (CELF) Subtests of the Woodcock johnson III Test of Language Competence Oral and Written Language Scales (OWLS) Test of Auditory Comprehension Test of Language Competence

Impact on affected individuals Ashamed of the types of difficulties they struggle with, such as poor literacy skills, attention or memory difficulties Fear of failure, criticism, ridicule or rejection Fear of discrimination Fear that others may think that they are stupid or incapable or Mentally disabled. Ashamed that they are unable to read or that they have poor handwriting Left out of everyday discussions due to lack of understanding Depressed Alone “Learned helplessness”

Interventions • Mastery model:

– Learners work at their own level of mastery. – Practice – Gain fundamental skills before moving onto the next level • Note: this approach is most likely to be used with adult learners or outside the mainstream school system. • Direct Instruction

– Highly structured, intensive instruction – Emphasizes carefully planned lessons for small learning increments – Scripted lesson plans

• Rapid-paced interaction between teacher and students – Correcting mistakes immediately – Achievement-based grouping • Frequent progress assessments • Classroom adjustments: – Special seating assignments – Alternative or modified assignments – Modified testing procedures – quiet environment • Special equipment: – Electronic spellers and dictionaries – Word processors – Talking calculators – Books on tape – computer – dictation programs

• Classroom assistants: – – – –

Note-takers Readers Proofreaders scribes

• Special Education: – Prescribed hours in a special class – Placement in a special class – Enrollment in a special school for learning disabled students – individual education plan (IEP)

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