kuliah LD-Ubaya

8/6/2019 kuliah LD-Ubaya

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Learning diabilities

Arinanda Pamungkas

[email protected]



Class Objectives

1. Belajar definisi dari Specific Learning Disabilities (IDEAdefinition)

2. Kriteria IDEA untuk specific learning disabilities3. Memahami kesulitan yang dialami orang dengan LD.



Learning

Disabilities

Causes

characteristics

definition

types

interventions

internal

eksternal



Learning disabilities

� IDEA's Definition of Spesific Learning Disability"

". . . a disorder in one or more of the basicpsychological processes involved in

understanding or in using language, spoken orwritten, that may manifest itself in an imperfectability to listen, think, speak, read, write, spell, ordo mathematical calculations, including

conditions such as perceptual disabilities, braininjury, minimal brain dysfunction, dyslexia, anddevelopmental aphasia."



� However, learning disabilities do not include,

"...learning problems that are primarily the

result of visual, hearing, or motor disabilities,

of mental retardation, of emotional

disturbance, or of environmental, cultural, or

economic disadvantage." 34 Code of Federal

Regulations §300.7 (c)(10 )



Key points LD

� Disorder in one or more of the basic

psychological processes of understanding and

using language.

� Students with LD do not achieve at their age

and ability levels in one or more sepesific

areas.(discrepancy)



Risk factors have identified to cause LD

-Heredity- Stress before or after birth- Treatment for cancer or leukemia- Low birth weight, prematurely- Birth trauma, distress- Infections in the central nervous system- Severe head injuries- Poor nutrition- Chronic medical illnesses (Diabetes & asthma)

There are many other factors that can affect the development of the brainlike, genes, substance abuse, pregnancy problems and toxins.



Characterristics of LD

Having trouble:

Processing information

Organizing information

Applying information



Difficulties in the following areas may by

symptomatic of a learning disability:

Attention

Processing Time

Reasoning

Memory

Oral Communication

Reading

Writing & Spelling Mathematics Motor Skills

Social Skills and Abilities



Apsects

influenced

Inteligences

Writing & drawing

General academic

Visual & auditorybehavior

arthimatic

physical



Spesific LD

Dyslexia

A language and reading disability

Dyscalculia

Problems with arithmetic and

math concepts Dysgraphia

A writing disorder resulting in

illegibility

Dyspraxia (Sensory Integration

Disorder)

Problems with motor coordination

Central Auditory ProcessingDisorderDifficulty processing andremembering language-relatedtasks

Non-Verbal Learning DisordersTrouble with nonverbal cues, e.g.,body language; poor coordination,clumsy

Visual Perceptual/Visual MotorDeficit

Reverses letters; cannot copyaccurately;

Language Disorders(Aphasia/Dysphasia)Trouble understanding spokenlanguage; poor readingcomprehension



Daftar Pustaka

� Hunt, N. & Marshall, K.(1994).Exceptional

Children. An Introduction to Special Education.

New York: Houghton Mufflin.

� Kaplan, Harold I., Sadock, Benjamin J, Grebb, Jack

A. (2002). Sinopsis psikiatri ilmu pengetahuan

psiatri klinis. Jakarta : Binarupa Aksara.

� Nevid, Jeffrey S., Rathus, Spencer A., Greene,Beverly. (2002). P sikologi abnormal jilid dua edisi

kelima. Jakarta : Erlangga.



Tipe-tipe gangguan belajar

� Ada beberapa tipe gangguan menurut Nevid (2002) :

Gangguan matematika

Anak dengan gangguan ini, memiliki masalah dalam memahamiistilah matematika dasar atau belajar operasi penjumlahan,pengurangan, perkalian, pembagian, serta simbol-simbol dalammatematika.

� Gangguan menulis

Anak dengan gangguan ini memiliki keterbatasan menulis, mengeja,tata bahasa, tanda baca, kurang dapat memahami kalimat danparagraf.

� Gangguan membacaAnak dengan gangguan ini memiliki perkembangan keterampilanyang buruk dalam mengenali kata-kata dan memahami bacaan.



Tipe-tipe gangguan belajar

Kaplan (2002) menggambarkan gangguan belajar sebagai berikut

� Gangguan membaca

Gangguan membaca ditandai oleh gangguan kemampuan untukmengenali kata, membaca yang lambat dan tidak tepat, danpemahaman yang buruk tanpa adanya kecerdasan yang rendah, dandefisit sensorik yang bermakna.

� Gangguan matematik

Gangguan matematika sebernarnya adalah suatu ketidakmampuandalam melakukan keterampilan aritmatika yang diharapkan untukkapasitas intelektual dan tingkat pendidikan anak.

� Gangguan ekspresi tulisanGangguan ini ditandai keterampilan menulis yang secara bermaknadi bawah tingkat yang diharapkan menurut usianya.

Documents

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