Learning Disabilities
LD DefinitionProcesses involved in understanding language
listening, speaking, reading, writing, spelling, mathing
(Includes )
perceptual disabilities
brain injury
minimal brain dysfunction
Dyslexia
developmental aphasia
NOT only Reading!
LD Definition
Dyslexia - a language based disability, in which a person has
trouble understanding words, sentences, or paragraphs
Dyscalculia - a mathematical disability in which a person has a
difficult time solving arithmetic problems and grasping math
concepts.
Dysgraphia - a writing disability in which a person finds it hard
to form letters or write within a defined space.
Auditory and Visual Processing Disabilities - sensory disability
in which a person has difficulty understanding language
despite normal hearing and vision.
Presented by Brent Daigle, Ph.D.
LD Definition
exclusionary language (NOT attributed to): mental retardation
emotional disturbance
cultural difference
environmental
economic disadvantage
“learning disabilities reflect unexpected learning problems in a seemingly capable child” (Zigmond)
Title 1 vs IDEiA
Presented by Brent Daigle, Ph.D.
LD Identification
No Universally accepted assessment
Discrepancy between (IQ) & achievement
No precise definition
No demarcation of average reading ability
Most identified around 3rd grade
Unidentified is MUCH worse
Presented by Brent Daigle, Ph.D.
LD IdentificationReading deficit & ADD : Reading struggles more
exacerbated, severe, and resistant to intervention
Presented by Brent Daigle, Ph.D.
LD Identification
Co-morbid
Time w/o service=difficult for improved outcomes
Presented by Brent Daigle, Ph.D.
Prevalence Rate
5% of all public school students
Mostly Reading
LD = ½ of all SPED services
over the past 20 years – why?
(2.9 million students)
Presented by Brent Daigle, Ph.D.
Prevalence Rate
Presented by Brent Daigle, Ph.D.
Prevalence Rate
Presented by Brent Daigle, Ph.D.
Phases of Assessment
Presented by Brent Daigle, Ph.D.
Students Characteristics
ReadingConfusion of similar words, difficulty using phonics, problems reading multi-syllable words. Slow reading rate and/or difficulty adjusting speed to the nature of the reading task. Difficulty with comprehension and retention of material that is read, but not with material presented orally.
WritingDifficulty with sentence structure, poor grammar, omitted words. Frequent spelling errors, inconsistent spelling, letter reversals. Difficulty copying from board or overhead. Poorly formed letters, difficulty with spacing, capitals, and punctuation.
MathDifficulty memorizing basic facts. Confusion or reversal of numbers, number sequence, or operational symbols. Difficulty reading or comprehending word problems. Problems with reasoning and abstract concepts.
Presented by Brent Daigle, Ph.D.
Students Characteristics
Oral LanguageDifficulty memorizing basic facts. Difficulty expressing ideas orally which the student seems to understand. Problems describing events or stories in proper sequence. Residual problems with grammar, difficulty with inflectional or derivational endings.
Study SkillsPoor organization and time management. Difficulty following directions. Poor organization of notes and other written materials. Need more time to complete assignments.
Social SkillsDifficulty "reading" facial expressions, body language. Problems interpreting subtle messages such as sarcasm. Confusion in spatial orientation, getting lost easily, difficulty following directions. Disorientation in time, difficulty telling time. (Wren)
Presented by Brent Daigle, Ph.D.
Reading Intervention2-3 yrs reading failure unresponsive to intervention
phonological awareness instruction in kindergarten
leads to positive effects during the first grade.
Frequent and intense
How to carry out inclusion ?
Presented by Brent Daigle, Ph.D.
Reading Intervention
Intervention depends on severity
It must be done:
74% students identified @ age 9 in lowest quartile
throughout middle/high
Longer student faces failure = greater chance for
more severe (co-morbid) problems
Explicit and targeted interventions:
Phonological awareness
Sound-symbol relationships
Meaning and reading comprehension
EXPERT teachers in kindergarten & 1st grade
Teacher Frustration
Teachers unprepared to teach x (math, reading…) to this
population.
Can’t be an expert and an area that you have not been taught!
We (colleges of Education) have
inadequately addressed this issue
Leads frustration and poor confidence.
Great teachers leave the profession or leave Special Education.
This cycle of events calls for honest and aggressive reform in
higher education.
Presented by Brent Daigle, Ph.D.
Things we’re doing Wrong
Ambiguous Definitions.Social and Political Factors
Inadequate Preparation of Teachers
Number of Professional Specialties Involved
Presented by Brent Daigle, Ph.D.
Things we can Do Better
Better Research
Broader Definitions
Identification of LD in Girls
Increased Awareness
Understanding of the Impact
Presented by Brent Daigle, Ph.D.
Reading Strategies
Decoding(there is no 1 way – these are ideas)
What is decoding?
•Teach regular phonetic patterns of English
• These familiar rules / apply to new context
• Begin simple words then more complex
• Irregular patterns introduced then mastered
Presented by Brent Daigle, Ph.D.
Reading Strategies
Comprehension Skills(there is no 1 way – these are ideas)
•Build from fundamental to advanced
• Factual texts first. Then evaluate / analyze
Presented by Brent Daigle, Ph.D.
Reading Strategies
Approaches(there is no 1 way – these are ideas)
•Need multiple approaches to instruction
• Research based
• Strategy should target the individual need and
learning style
o phonics?
o Linguistic
o Multisensory
o Language Experience Approach
o Reading Comprehension Support
Conclusions
Individualized
research-based strategies
Targeted Approaches
Definition
Teacher training
Presented by Brent Daigle, Ph.D.
Presented by Brent Daigle, Ph.D.
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