1. Specific Learning Disabilities
Created By: Suad, Nawal, Bora, and Drew

2. Overview: Specific Learning Disability Causes SLD Determination
Dyslexia
Disgraphia
Dyscalulia

9. Looking through a different lens
Dyslexia
Looking through a different lens

10. Back Ground What is Dyslexia?
In 1878 the German neurologist Adolph Kussmaul first coined the term "word blindness" to describe his findings of patients who could not read and regularly used words in the wrong order. The term "dyslexia" was first introduced by the ophthalmologist Rudolf Berlin in 1887 to replace "word blindness"; however, the switch in terminology did not become common usage until some years later.
Dr. W. Pringle Morgan was one of the first to publish about the phenomenon of word blindness. In his article "A Case of Congenital Word Blindness," published in 1896 in The British Medical Journal, Morgan reported on a 14- year-old boy named Percy, with notable intelligence, who was continually making unnatural and strange mistakes when reading.

11. In 2002 The IDA adopted the following definition for dyslexia:
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

12. Very Common, more than 3 million cases per year
How common is Dyslexia?
Very Common, more than 3 million cases per year
It is the most common of all diagnosed learning disability
3-7% of the world’s population

13. How Do People “Get” diagnosed with Dyslexia?
The causes for dyslexia are neurobiological and genetic. Individuals inherit the genetic links for dyslexia. Chances are that one of the child’s parents, grandparents, aunts, or uncles has dyslexia.
Dyslexia is not a disease. With proper diagnosis, appropriate instruction, hard work, and support from family, teachers, friends, and others, individuals who have dyslexia can succeed in school and later as working adults.

14. Can Individuals Who Have Dyslexia Learn To Read?
Testing shows that people with dyslexia are no more or less intelligent than the population at large. Having dyslexia makes reading, and sometimes other skills, more difficult to acquire, but having dyslexia is not necessarily a barrier to success. In fact, many individuals with dyslexia have not only been successful, they have changed the world.
Yes! If children who have dyslexia receive effective phonological awareness and phonics training in Kindergarten and 1st grade, they will have significantly fewer problems in learning to read at grade level than do children who are not identified or helped until 3rd grade.

15. Strategies We Can Use
• Provide a quiet area for activities like reading, answering comprehension questions • Use books on tape • Use books with large print and big spaces between lines • Provide a copy of lecture notes • Don’t count spelling on history, science or other similar tests • Allow alternative forms for book reports • Allow the use of a laptop or other computer for in-class essays • Use multi-sensory teaching methods • Teach students to use logic rather than rote memory • Present material in small units

16. Do you see, what I see?
Cher Gen. George Patton Nolan Ryan Richard Branson

18. Dysgraphia
Where you at?

19. What is Dysgraphia
Dysgraphia is a learning disability that affects writing, which requires a complex set
of motor and information processing skills. Dysgraphia makes the act of writing
difficult. It can lead to problems with spelling, poor handwriting and putting thoughts
on paper. People with dysgraphia can have trouble organizing letters, numbers and
words on a line or page.

20. Dysgraphia
Dysgraphia" is a learning disability resulting from the difficulty in expressing
thoughts in writing and graphing. It generally refers to extremely poor handwriting.
Each State has its own criteria which determine if a student has a learning disability
as it is defined by special education guidelines. When a student's writing or
graphing difficulties are severe enough to meet these criteria, special education
services are indicated.
Problems arise because "dysgraphia" has no clearly defined criteria. A student with
any degree of handwriting difficulty may be labeled "dysgraphic" by some
educational specialists, but may or may not need special education services.
Most learning disabled students experience difficulty with handwriting and probably
could be considered "dysgraphic". However, the term is seldom used within public
schools because of the lack of any generally recognized or measurable criteria.

21. Underlying Causes
Students with dysgraphia often have sequencing problems.
Studies indicate that what usually appears to be a perceptual problem (reversing
letters/numbers, writing words backwards, writing letters out of order, and very
sloppy handwriting) usually seems to be directly related to sequential/rational
information processing.
These students often have difficulty with the sequence of letters and words as they
write. As a result, the student either needs to slow down in order to write accurately,
or experiences extreme difficulty with the "mechanics" of writing (spelling,
punctuation, etc.).
They also tend to intermix letters and numbers in formulas. Usually they have
difficulty even when they do their work more slowly. And by slowing down or getting
"stuck" with the details of writing they often lose the thoughts that they are trying to
write about.

22. Dysgraphia
Students with an attention deficit disorder (especially with hyperactivity) often
experience rather significant difficulty with writing and formulas in general and
handwriting in particular. This is because ADHD students also have difficulty
organizing and sequencing detailed information. In addition, ADHD students are
often processing information at a very rapid rate and simply don't have the
fine-motor coordination needed to "keep up" with their thoughts.
Some students can also experience writing difficulty because of a general auditory
or language processing weakness. Because of their difficulty learning and
understanding language in general, they obviously have difficulty with language
expression. Recall that written language is the most difficult form of language
expression.
Although most students with dysgraphia do not have visual or perceptual
processing problems, some students with a visual processing weakness will
experience difficulty with writing speed and clarity simply because they aren't able to
fully process the visual information as they are placing it on the page.

23. Strategies
Encourage students to outline their thoughts. It is important to get the main ideas down on paper without having to struggle with the details of spelling, punctuation, etc
Have students use a pencil grip
Have students draw a picture of a thought for each paragraph.
Encourage student to talk aloud as they write. This may provide valuable auditory feedback.
Allow more time for written tasks including note-taking, copying, and tests.
Outline the particular demands of the course assignments/continuous assessment; exams, computer literacy etc. so that likely problems can be foreseen.
Give and allow students to begin projects or assignments early.

24. Living with Dysgraphia

25. References

26. Dyscalculia

27. What is it?
Is difficulty in learning or comprehending arithmetic, such as a difficulty in understanding numbers, learning how to manipulate numbers, and learning facts in mathematics.

28. Signs and Symptoms:
Shows difficulty understanding concepts of place value, and quantity, number lines, positive and negative value, carrying and borrowing
Has difficulty understanding and doing word problems
Has difficulty sequencing information or events
Exhibits difficulty using steps involved in math operations
Difficulty understanding fractions
Difficulty in making change and handling money.

29. What we know:
It is generally seen as a specific developmental disorder.
some groups are at greater risk of dyscalculia than others.
People with Turner syndrome, epilepsy, and Fragile X syndrome are more likely to have Dyscalculia.
You are also at greater risk for dyscalculia if you have attention deficit hyperactivity disorder.
If your mother drank during her pregnancy, or if you were born prematurely.

30. It can be tough to diagnose.
What we know cont.
It can be tough to diagnose.
One of the challenges with Dyscalculia is that it doesn't get enough attention.
Often people with dyscalculia have multiple difficulties with other things as well.

31. Accommodations: Allow use of fingers and scratch paper
Use diagrams and draw math concepts
Provide peer assistance
Suggest the use of graph paper
Use colored pencils to differentiate problems
Work with manipulatives
Draw pictures of word problems
Use mnemonic devices to learn steps of a math concept
Use rhythm and music to teach math facts and to set steps to a beat
Schedule computer time for the student for drill and practice.

32. Activity
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33. Resources
disabilities/dyslexia/is-there-a-certain-font-that-works-best-for-kids-with-dyslexia
disabilities/dyslexia/understanding-dyslexia
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