Souce Material- Learning Difficulties

7/30/2019 Souce Material- Learning Difficulties

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An overview of

Disabilities, commoncharacteristics, and

helpful hintsFrom: Johns, B & Crowley, EP (2005).Students

with Disabilities and General Education: Adesktop Reference for School Personnel.

Horsham, PA: LRP Publications. Chapter 7.


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IDEA definition of specific learning

disability:

A disorder in one or more basicpsychological processes involved inunderstanding or in using language,

spoken or written, which disordermay manifest itself in imperfectability to listen, think, speak, read,

write, spell or do mathematicalcalculations.


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Learning disabilities include

Perceptual disabilities

Brain injury

Minimal brain dysfunctionDyslexia

Developmental aphasia


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Learning disabilities do not include:

Visual

Hearing

Motor disabilitiesMental retardation

Emotional disturbance

Environmental, cultural, or economicdisadvantage


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Learning disabilities are not

Synonymous with low achievers

Mild disabilities, and they are life-long

Fixable and short term


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Some characteristics of children

with learning disabilities

Student learns a skill in a different way orat a different pace

Student has difficulty processing

information in particular ways Student has difficulty storing information

either short term or long term

Student has difficulty in the perception of

information (letter or number reversal) Student has difficulty perceiving social

situations (sees them differently)


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What a teacher can do for students

with learning disabilities

Learn about the child and the learning disability Use multiple learning styles and multiple forms of

communicating instructions Avoid lengthy directions Use strategies to help students remember Break down tasks into smaller steps Provide additional time for schoolwork and tests Allow the student with reading problems to use textbooks

on tape or similar devices Allow the student with listening difficulties to borrow notes

or use a tape recorder Allow the student with writing difficulties to use a computer

with spell check, grammar checks, or speech recognition Teach organizational and study skills


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Speech or language disability

defined:

Communication disorder, likestuttering, impaired articulation,language impairment or voice

impairment


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Characteristics of speech or

language disability

Mispronouncing syllables or wholewords

Voice disorder, including abnormalpits, loudness or voice quality

Fluency disorder, pauses,hesitations, repetitions

Stutter

Reluctance to speak


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What the teacher can do for

speech and language disorders Work closely with speech therapist Minimize the pressure to perform verbally

and reduce students anxiety Use nonverbal listening skills such as eye

contact and facial expressions Let the student finish talking Dont finish the students sentences Do not allow other students to make fun

of the student Provide positive feedback for all

communication efforts


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Emotional disturbance defined

Inability to learn or maintain satisfactoryinterpersonal relationships that can not beexplained otherwise

Inappropriate behavior or feelings under normal

circumstances Mood of unhappiness or depression

Develops physical symptoms or fears associatedwith personal or school problems

Schizophrenia Does not apply to students who are maladjusted,

unless they have an emotional disturbance.

Wh t th t h d f


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students with Emotional

disturbances Provide positive recognition for appropriatebehavior

Set clear limits so student knows what isexpected

Provide posted rules/expectations and teach thestudent what they mean and provide reminders

Follow the students behavioral intervention plan(IEP)

Develop a non-verbal cueing system to assist thestudent

Provide assigned seating

Start each day newdont hold grudges


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Autism defined

Developmental disability that affectsverbal and nonverbal communicationand social interaction before age 3.


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Characteristics of students with

autism

Student may have a range in degree ofintellectual functioning and any adverseeffect on educational performance

Significant communication/language/interpersonal skill deficits

Self stimulate (rocking, hitting self)

Inappropriate emotions

Becomes upset with routine orenvironmental changes

Becomes frustrated when over-stimulated


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students with autism

Prepare the child for change inenvironment or routine

Avoid too much stimulation and ahigh noise level

Break down directions into verysmall steps

Provide multiple opportunities forappropriate repetitive movements


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Other Health impairments defined

Having limited strength, vitality oralertness due to chronic or acutehealth problems such as asthma,

attention deficit disorder or attentiondeficit hyperactivity disorder,diabetes, epilepsy, heart condition,

hemophilia, lead poisoning,leukemia, nephritis, rheumatic fever,and sickle cell anemia


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other health impairments: Difficulty staying on task or paying

attention to important aspect for a longperiod of time

Impulsive Need to move around frequently Easily distracted Problems breathing Easily infected Energetic Difficulty paying attention when not

feeling well

Wh t th t h d f


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students with other health

impairments Provide many opportunities for movement

Keep lecture and written activities short

Use visuals during teaching centered activities

Provide fidgets (ball, paperclip) Provide positive reinforcement

Provide organizers away from desk for itemsstudent is not currently using

Use timers Use highlighters to color code instructions and

key parts of assignments


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What the teacher can do regarding

other health impairments

Learn about the health disability

Follow physicians instructionsregarding level of activity

Work with school dietician regardingdietary restrictions

Watch for changes in behavior orunusual lethargy


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Mental retardation defined

Sub-average general intellectualfunctioning with deficits in adaptivebehavior


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mental retardation

Student learns at a slower rate

Student will have difficulty graspingabstract concepts

Student may not rememberdirections he or she is given


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students with mental retardation

Provide new information at a slowerrate

Provide concrete directions

Repeat directions as much aspossible

Provide reinforcement for rotematerial learned


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Traumatic brain injury

An acquired injury caused byphysical force resulting in total orpartial functional disability or

psychosocial impairment


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traumatic brain injury

Reduced stamina

Seizures/headaches

Hearing/vision problemsEasily confused

Mood swings and problems with

social skills



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students with traumatic brain

injuries Talk with administrator/parent to find the

extent of the injury

Avoid an unstructured daily routine

Keep directions simple and concrete

Plan ahead for specific activities

Be clear on rules and review them

frequently Document any unusual circumstances of

changes in behavior


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Hearing impairment defined

Impairment of hearing severeenough to adversely affect a childseducational performance, whether

permanent or fluctuating


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Characteristics of a student who is

hearing impaired

Uses gestures

Hearing aides

Sign languageMay write on paper or refuse to write

on paper if feels inadequate

Isolation due to communicationbarriers

Unintentional noises


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What the teacher can do for a

student who is hearing impaired

Minimize background noise

Face the student when giving instruction

Use an overhead or power point so you

can face the class while instructing Teachers mouth should be fully visible

when speaking

Stand in areas without bright backlighting Maximize visual and tactile access

Use advance organizers


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Deafness defined

Hearing impairment so severe thatstudent can not process linguisticinformation through hearing, with or

without amplification


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Characteristics of deafness

Student may talk very loudly

Student may feel isolated due tocommunication barriers

Student may use gestures

Student may use an interpreter


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What the teacher can do for a

student who is deaf

Address the child, not the interpreter

Increase wait time during lecture

Meet regularly with the interpreter toassess the communication services

Learn a few signs for vocabularyfrequently used in the classroom


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Visual impairment defined

Includes blindness, but can includepartial or complete blindness

Some visual impairments may becorrected with glasses


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students with visual impairments Provide extra time to complete a task Provide verbal descriptions Help implement an IEP team decision to provide services

necessary Provide assistance in the students orientation to the

classroom and around the building Talk about where things are Dont lead the student; teacher hand at students elbow

may be enough Remind sighted students/adults to identify themselves by

name

Describe objects when referring to them Dont leave student standing or waiting along in an open

space Do not move things in classroom without notifying student


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Deaf-blindness defined

Hearing and visual impairments

Cause communication and otherdevelopmental/educational needs


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deaf-blindness

Demonstrates serious impairments andgrowing diversity of impairments

Significant medical complications

Self-stimulating behaviors (rocking) Easily aroused (frustration, self-abusive,

aggressive, withdrawn)

Lack of responsiveness Own interests and signaling methods

Vulnerable to stress


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students who are deaf-blind

Teach systematically what non-impaired students learn

Increase the length of time to masterdaily classroom objectives

Establish sensitivity and awareness

Mutual attention

Respond to students signals

Keep classroom emotions positive


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Orthopedic impairment defined

Clubfoot, absence of an appendage

Polio-myelitis, bone tuberculosis

Cerebral palsy, amputations,fractures or burns


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orthopedic impairments

Unable to coordinate bodymovement

Muscles may weaken and degenerate

Nerve control and lack of feeling

Painful movement



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What the teacher can do forstudents with orthopedic

impairments Avoid barriers in the classroom Plan accommodations ahead of time

Provide extra time for movement and

transitions Treat student with respect

Provide assistance as needed

Monitor safety and health Meet with building administrator regarding

specific medical emergency plan


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Multiple disabilities defined

Combination of disabilities

Teacher should try to find out asmuch as possible about the multipledisabilities


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General words of advice

Stay informed of changes

Changes in medication

Behavioral changes

Academic changes

Talk with parents and let them knowof any academic or behavioral

changes in their student in responseto any changes in medication

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