LEARNING DISABILITIES From Chapter 6, Hallahan & Kauffman

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.

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.

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

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?

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?

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

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

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

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

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

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

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