1. LEARNING DISABILITIES
From Chapter 6,
Hallahan & Kauffman

2. DEFINITION Federal definition
The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write spell, or do mathematical calculations.

3. DEFINITION (cont.)
National Joint Committee on Learning Disabilities (NJCLD)
Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span.

4. IDENTIFICATION PROCEDURES
Achievement-Ability Discrepancy
Comparison between IQ and achievement
Past and current model
Concern – IQ scores of students with learning disabilities are often underestimated because performance on IQ tests is somewhat dependent on reading ability.
“wait-to-fail” model (not expected to achieve much by early grade levels)
See curve and chart transparencies

5. IDENTIFICATION (cont.)
Response-to-Intervention
Students provided with “generally effective” instruction
Progress is monitored
Poor response leads to intervention
Additional poor response leads to evaluation or qualification
Very little research on this model
2004 reauthorization of IDEA allows states to choose between the two models
Little info on this model, but what do you think?

6. PREVALENCE Between 5 and 6 % of students 6 to 17
By far the largest category of students receiving services
Boys outnumber girls by about 3:1
Why do you think this is the case?

7. CAUSES OF LD
Central nervous system (CNS) dysfunction – malfunctioning of the brain or CNS
How CNS dysfunction?
Genetic – inherited
Teratogens – agents that cause malformations, but possibly not high enough to result in MR
Medical factors – premature birth, pediatric AIDS
unknown

8. ASSESSMENT Standardized Achievement Assessment (WJIII)
Formative Assessment (criterion referenced testing or curriculum-based assessment)
Informal Assessment (IRI)
Authentic Assessment (portfolios)
Activity – assign rows or groups to evaluate each and share

9. COMMON CHARACTERISTICS
Reading poses most difficulty
Often have problems with one or more of the following: handwriting, spelling, and composition
Difficulty with mechanical and social uses of language
Math difficulties are second only to reading
Problems with visual and auditory perception

10. COMMON CHARACTERISTS (cont.)
Some have difficulty with motor skills
Attention problems – overlap of 10-25% ADHD & LD
Memory difficulties (short-term and working)
Problems with ability to solve problems, complete a task and develop and implement strategies
Social-emotional problems
Motivational problems
Lacks strategies for attacking academic problems
Difficulty working independently

11. BEST PRACTICES
Cognitive training – procedures to change thoughts or thought patterns
Self-instruction – talk aloud
Self-monitoring – keep track of progress
Scaffold instruction – assistance gradually reduced
Reciprocal teaching – student assumes role of co-instructor

12. Best Practices (cont.) DIRECT INSTRUCTION !
Emphasis on drill and practice and immediate feedback
Task analysis – break down academic problems into parts to teach separately
Best-researched programs available
Lessons are
Sequenced
Fast-paced
Well-rehearsed by teacher
Example

13. SERVICE DELIVERY The regular classroom is the most popular placement
45% in regular classroom
38% in resource rooms
16% in separate classrooms
More and more schools are moving toward cooperative teaching arrangements
Very little preschool programming due to lack of identification at a young age