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Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Chapter 5
Copyright © Allyn & Bacon 2008
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Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Early interventions focused on process interventions Perceptual-motor skills
Later focus switched to instructional interventions Direct instruction of academic
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Lists processing disorders that affect:
Listening, thinking, speaking, reading,
writing, spelling, and mathematics
Includes some disorders
Excludes other disorders
Focuses on school tasks
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Heterogeneous group of disorders Intrinsic to the individual and have a
neurological basis Characterized by unexpected
achievement Not the result of other disorders or
problems but may occur with other disabilities
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Largest disability category
Fastest growing disability category
since 1975
Prevalence highest for older students
Prevalence higher for boys than girls
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Chemical imbalance
Brain injuryPrenatalPerinatalPostnatal
Heredity
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Poor nutrition Adverse emotional climate at
home Toxins or severe allergies Poor teaching Lack of stimulation Poverty Poor instruction
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Average or above average intelligence
Weaknesses in one or more areas: Attention Perception Memory Thinking/processing
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Bell Curve
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Deficits in:Reading
Written language
Mathematics
Oral language
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Reading comprehension Cannot recall facts, sequences, or
main themes Word recognition errors
Omissions, insertions, substitutions, reversals
Oral reading Insecurity, loses place
Word analysis skills Phonological awareness difficulties,
dyslexia
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Aphasia is an impairment of
language, usually caused by left hemisphere
damage either to Broca’s area
(impaired speaking) or to Wernicke’s area
(impaired understanding).
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Computation skills Word problems Spatial relationships Writing or copying shapes Telling time Understanding fractions/decimals Measuring
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Spelling Omission or substitution of letters Auditory memory and discrimination
difficulties Handwriting
Absence of fine motor skills Lack of understanding of spatial
relationships Composition
Sentence structure Paragraph organization Complexity of stories
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Short-term memory Recalling in correct order, of either aurally or
visually presented information shortly after hearing or seeing the items
Working memory Retaining information while simultaneously
engaging in another cognitive activity Success in reading and math depend on this ability Crucial for word recognition and reading
comprehension
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Lack of awareness of strategies and resources needed to perform effectively
Inability to monitor, evaluate, and adjust performance to ensure successful task completion
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Students may attribute success to situations beyond their control such as luck rather than to their own efforts Chronic failure makes success seem
unattainable Learned helplessness (Seligman)
Passive learners Deficits in strategic learning behaviors
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Problems with: Social perception Social competence
Nonverbal learning disabilities
Motivation
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Types of Behavior Problems Out-of-seat behavior Talk-outs Physical or verbal aggression
Problems may be caused by: Communication difficulties Frustration with academics Attention difficulties or
hyperactivity
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Formal Assessments Norm-referenced intelligence and
achievement tests Criterion-referenced tests
Classroom Assessments Curriculum-based measurement Portfolio assessment Observations
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Does a significant gap exist between the student’s ability and academic achievement?
Is the learning problem the result of a disorder in an area of basic psychological processing involved in understanding language?
Can other possible causes of the learning problem be eliminated?
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Permitted, not required by IDEA 2004 Three-Tiered Model
All students participate in tier 1, and educators use proven instructional methods
Students who don’t succeed in tier 1 receive supplemental instruction
Students who don’t succeed in tier 2 receive more intensive interventions
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Is the student still exhibiting significant gaps in learning even though research-based, individually designed, systematically delivered, and increasingly intensive interventions have been provided?
If the team decides that a student is nonresponsive to intervention, the team may decide the student has a learning disability.
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Higher student self-confidence, higher expectations, improved academic progress (Ritter, Michel, & Irby, 1999)
Higher grades, comparable scores on achievement tests, better attendance (Rea, McLaughlin, & Walther-Thomas, 2002)
Better social outcomes when students attend regular education classes part-time rather than full-time (Vaughn & colleagues)
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
High dropout rate
Less postsecondary education
Part-time employment
Lower occupational status
Lower wages
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Include career awareness and exploration
Teach problem-solving, organization, self-advocacy, and communication skills
Work experiences are valuable Linkages between students and
community services Teach students self-advocacy skills
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Strategy instruction Techniques, principles, and rules
that guide students to complete tasks independently
mnemonics
Direct instruction
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Well-organized, sequenced lessons Short review of previously learned skills Clear statement of lesson goals Presentation of new material in small
steps Frequent opportunities for practice Questions to check for understanding
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Parents are often actively involved in their child’s education
Good school-home collaboration is vital
Parent participation may be affected by cultural variables
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Should there be an alternative approach to identifying students as LD?
Should students be identified as LD for the first time in high school or college?
Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities
Many issues related to the use of response as a method of
identifying students as learning disabled.
Should students be identified as LD for the first time in high
school or college?