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S.KALA
II MSW
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y Children should be the first tobenefit from the successes ofmankind, and the last to suffer fromits failures
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y India is in the process of transforming itself into a
developed nation by 2020, yet we have 350 millionpeople who need literacy and many more who have toacquire employable skills to meet the needs of emerging modern India and the globe
A. P.J. Kalam
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y Learning disabilities, in education, any of variousdisorders involved in understanding or using spoken
or written language, including difficulties in listening,thinking, talking, reading, writing, spelling, orarithmetic. They may affect people of average orabove-average intelligence.
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Indicators of LD
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Over
reactsto
noise
Doesnt
enjoy
being readto
Has poor hand
to eye
coordination Is easily
distracted
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Is
disorganize
Uses words
inappropriat
ely
Has limited
vocabulary
Has difficulty
remembering
Has a poor attention
span
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Is hyperactive
Chooses younger playmates
or prefers solitary play
Sometimes has poor
emotional control
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y Spoken language: delays, disorders, and
deviations in listening and speaking.
y Written language: difficulties with reading,
writing and spelling
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mentally
challenged
girls below 10
years, 50000
100000
mentally
challenged
above 10
years, 30000mentallychallengedboys below
10 years
mentallychallengedgirls below 10years
mentallychallengedabove 10years
Mentally challenged Indian children=180000wiki.answers.com/Q/What_is_population_of_children_in_India.EDUTRACKS-JULY,2006
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80%
20%
Disabled children
in Urban
Disabled Children
in Rural
334
6461
Town &cities
Special
schooling
298
630
SchoolFunctioning
Not Functioning
Total Schools in Town =928
EDUTRACKS-JULY,2006
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MUMBAIMIRROR- TUESDAY,MARCH 13, 2007
y The stark reality is that despite government rulesthat require schools to ensure that children with
learning disabilities get help in schools, barely 20%of educational institutions are aware of theproblem, says Dr Samir Dalwai, pediatrician andchild psychologist who conducted the survey along
with child psychologistDrDeepti Kanade.
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y Why the shift to a RTI model?y Discrepancy model can be seen as a wait to fail model.
y Children with low IQs harder to qualify with a Learning
Disabilityy Younger children harder to assess to find significant
discrepancyy Floor issues on IQ/academic tests
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y Demoralization, low self-esteem, social skill deficitsy Drop-out rate for children or adolescents with LDs is nearly
40% (1.5x the average).y Adults with LDs may have employment or social
difficulties.y 10-25% of individuals with Conduct Disorder, ODD,
ADHD, Major Depressive Disorder, or Dysthmic Disorderalso have comorbid LD.
y May also have subtle developmental delays in language
(though not meeting criteria for CommunicationDisorder).y Higher rates of Developmental Coordination Disorder in
LD population as well.
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y May also be underlying deficits in cognitive processingy Makes assessing IQ quite difficult
y Visual perceptiony Linguistic processesy Attentiony Memory
y May be a history of genetic predisposition, perinatalinjury, and other medical conditions not specific toLDs
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y Estimates between 2% and 10% of the generalpopulation have LDs
y Approximately 5% of the students in public schools
are identified as having a Learning Disorder
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y Normal variations in academic functioningy Impoverished environment
y Lack of opportunityy Poor teaching (dyspedagogia) or no teaching
(apedagogia)y Cultural factors
y Impaired vision / hearingy Need to have troubles learning beyond what would be
expected with the sensory impairment
y Mental retardation / PDD / CDy Need to have academic achievement significantly below
what would be expected for the extant cognitive abilities
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A. Reading achievement as measured by individually-administered standardized tests of reading accuracy orcomprehension is substantially below that expectedgiven the persons chronological age, measuredintelligence, and age-appropriate education.
B. The disturbance in (A) significantly interferes withacademic achievement or activities of daily living thatrequire reading skills.
C. If a sensory deficit is present, the reading difficulties arein excess of those usually associated with it.
Note: If a general medical (e.g., neurological) condition orsensory deficit is present, code the condition on Axis III
Generic term: dyslexia
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y Impacts oral reading, silent reading, readingcomprehension
y Can see distortions, substitutions, omissions inreading
y In some cases, directionality and/or sequencing isimpactedy Losing place while reading, unaware of how to shift to
the next liney
Overlap with executive dysfunction
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yVery rare to have Mathematics Disorder andDisorder of Written Expression without acomorbid Reading Disorder.
y 60-80% of individuals with Reading Disorder are
male; however, may be due to the fact that malesare more likely to be referred for evaluationy Gender differences in LD expression
yWhen stringent dx criteria are applied, equal sexratio
y Prevalence: RD + (MD, DWE) accounts for nearly80% of all LDs
.
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y May see signs of RD as early as kindergarten; however,not usually diagnosed until late K, early 1st grade asformal reading instruction has not yet occurred.
y With high IQ, may not see RD until later grades (whencurriculum shifts to reading for knowledge as opposedto reading for reading).
y With early identification and intervention, prognosisis good.
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A. Mathematical ability, as measured by individuallyadministered standardized tests, is substantially belowthat expected given the persons chronological age,measured intelligence, and age-appropriate education.
B. The disturbance in (A) significantly interferes with
academic achievement or activities of daily living thatrequire mathematical ability.C. If a sensory deficit is present, the difficulties in
mathematical ability are in excess of those usuallyassociated with it.
Note: If a general medical (e.g., neurological) condition orsensory deficit is present, code the condition on Axis III.
Generic term: dyscalculia
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y Impacts:y linguistic skills (e.g., naming or understanding
mathematical terms, operations, concepts)y perceptual skills (e.g., knowledge of mathematical
symbols, clustering objects into groups)y attention skills (e.g., copying numbers correctly,
sequencing arithmetic operations correctly)
yAbout 20% of all individuals with LDs have
Mathematics Disorders alone.yAbout 1% of school-age children have Mathematics
Disorder
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y Symptoms may appear as early as K or 1st grade;however difficult to diagnose that early.
y Peak diagnosis occurs in 2nd & 3rd grade, when
mathematics instruction increases in complexity.y Individuals with higher IQs may go undiagnosed
longer (5th grade).
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A. Writing skills, as measured by individually administeredstandardized tests (or functional assessments of writingskills) are substantially below that expected given thepersons chronological age, measured intelligence, andage-appropriate education.
B. The disturbance in (A) significantly interferes withacademic achievement or activities of daily living thatrequire the composition of written texts (e.g., writinggrammatically correct sentences and organizedparagraphs).
C. If a sensory deficit is present, the difficulties in writingskills are in excess of those usually associated with it.
Note: If a general medical (e.g., neurological) condition orsensory deficit is present, code the condition on Axis III.
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y Typically see:y Grammatical or punctuation errors
y Spelling errors
y Excessively poor handwriting
y Little known about DWE as compared to the other LDs
y Standardized testing in this area is less developed thanin reading / mathy
WJ3 writing tests single word (spelling), singlesentences (writing fluency, written expression)
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y Features can be seen as early as K, typically diagnosedin 2nd grade.
y Little known about long-term prognosis; however,
with the advent ofsmarter word processers, impactof poor handwriting, spelling, grammar has been
minimized more than years ago.
y If poor handwriting is the only symptom, consider
Developmental Coordination Disorder (315.4)
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y NOS: Not Otherwise Specified
y Used in disorders of learning that do not meet criteriafor any specific LD.
y Could include moderate problems in all three areas(reading, mathematics, written expression) thattogether interfere with academic achievement.
y Consider academic fluency concerns in the NOS area.
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y Early intervention is best.
y Treat comorbid emotional / attentional problems.
y School support is criticaly Section 504 of the Rehabilitation Act of 1973
y Provides for academic accommodations with little or nofinancial ties
y Individualized Educational Programy Mandated by the Individuals with Disabilities Education Act
(reauthorized in 2004) IDEA 2004
y Provides for academic modifications/accommodations that aretied to some degree of financial cost/support.
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