Learning Disability Power Point

7/27/2019 Learning Disability Power Point

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LEARNINGDISABILITYKUNNAMPALLIL GEJO JOHNSPEECH LANGUAGE PATHOLOGIST

KUNNAMPALLIL GEJOJOHN,MASLP


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INTRODUCTION

Learning disability is the most recent classification to beincluded in the category of disability. since the term

was introduced ,its use has become widespread in

education. But many educators still remain unsure

about the category .currently the learning disability

field includes concept such as perceptual motor

problem , hyperactivity ,minimal brain damage &

psychoneurological disorders that have their roots inorigin of this field.



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History of learning disability

SAMUEL KIRK was the first to propose the term learningdisability in the year 1963.he introduced the term at a

meeting of parents advocating special educational

services, who were not considered disabled by mental

retardation or emotional disturbances.In earlier decades ,these childrens difficulty

had been variously categorized as exogenous mental

retardation ,minimal brain dysfunction , perceptual

impairment, hyperactivity & slow learning. Thedifficulties designated by these & other terms were

eventually amalgamated into the concept of learning

disabilities.KUNNAMPALLIL GEJO

JOHN,MASLP


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DEFINITIONS

KIRKS DEFINITION[1962]A Learning disability refers to a retardation,

disorder,or delayed development in one or more

process of speech ,language,reading,writing,arithmetic

or other school subject resulting from a psychological

handicap caused by a possible cerebral dysfunction

&/or emotional or behavioral disturbances.it is not the

result of mental retardation,sensory deprivation or

cultural & instructional factors.



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DEFINITIONS

A Disorder in one or more of the basic psychological processes

involved in understanding or in using the language, spoken or

written, that may manifest itself in an imperfect ability to listen,

think, speak, read, write, spell, or to do mathematical

calculations, including conditions such as perceptual disabilities

brain injury, minimal brain dysfunction, Dyslexia, andDevelopmental Aphasia the term does 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

(US Office of Education, as an Individuals

with Disabilities Education Act,IDEA )KUNNAMPALLIL GEJOJOHN,MASLP


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DEFINITIONS

BATEMANS DEFINITION[1965].

Children who have learning disorders are thosewho manifest an educationally significant discrepancy

between their estimated intellectual potential and actuallevel of performance related to basic disorders inlearning process ,which may or may not be accompanied

by demonstrable central nervous system dysfunction , &which are not secondary to generalized mentalretardation , educational or cultural deprivation ,severeemotional disturbance or sensory loss.



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Definition

NATIONAL JOINT COMMITTEE (reviseddefinition)[1988]learning disability is a general term that refers to a

heterogeneous group of disorders manifested by significantdifficulties in acquisition and use of listening, speaking, reading,

writing, reasoning, or mathematical abilities. These disorders areintrinsic to the individual, presumed to be due to central nervoussystem dysfunction, & may also occur across the life span.Problems in self regulatory behaviors, social perception, andsocial interaction may exist with learning disabilities but do not

by themselves constitute a learning disability, although learning

disabilities may occur concomitantly with other handicappingconditions such [e.g., sensory impairment, MR, seriousemotional disturbances] or with extrinsic influences [e.g.,cultural differences, insufficient/inappropriate instruction], theyare not the result of those condition or influences.



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Causes

Etiology of LD is unknown

Central Auditory Processing Disorder

Minimal Brain Dysfunction (MBD)

Developmental Apraxia of speech

Mixed dominance of cerebral hemisphere

Environmental factors KUNNAMPALLIL GEJOJOHN,MASLP


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Prevalence

Prevalence is 4.09% among the age range of 6-21years(According to the federal government of US,

1976)

Increasing prevalence

There is a rapid growth in number of Learning

disabled children:

Misdiagnosis

Lack of knowledge about LD (Hallahan)

Sex Ratio:

3/4:1, Male : Female.KUNNAMPALLIL GEJOJOHN,MASLP


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Characteristics

Hyperactivity: Inappropriate excessive motor activitysuch as tapping the foot, jumping out of seat, skipping

from task to task.

Attention deficits: Distracted by irrelevant stimuli or

perseveration, or behavior is repeated over and over

Motor Deficits: General co-ordination problem

resulting in awkward or clumsy movements



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Characteristics

Perceptual motor deficits: Difficulty in integrating

visual or auditory stimuli with a motor response

Language deficits: Delay in speech and difficulty inunderstanding and comprehending spoken language.

Impulsivity: lack of reflective behavior

Cognitive defects: deficits in memory and concept

formationKUNNAMPALLIL GEJO

JOHN,MASLP


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Orientation Deficits:Have poorly developed spatial and

temporal concepts

Specific learning deficits: Problem in acquiring,

reading, writing and arithmetic skills.

Learning disabled children have IQs in the low to mid

90s or slightly below the average 0f 100.

Learning Disabled students tend to have lower self

concept than normal students.

Characteristics


S h & L


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Speech & Language

Characteristics

Spoken Language:Both Expressive and Receptive Language skills are affectedin learning disabled population but some studies haveshown that they have greater difficulty using spokenlanguage to express themselves than they do understanding

the spoken language of others. (Hessler & Kitchen 1980;Noel, 1980)

Some of the specific areas that may cause difficulty are

1. Phonology

2. Syntax3. Morphology

4. Semantics

5. Pragmatics



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1.Phonology

Problems withphonological production of speech are referred toas articulation problems.

Auditory Discrimination

Phonemic Segmentation. E.g, Rhyming

Sound Blending. E.g, Mmmiiiiiisssst can be blended into mist

Statement Repetition



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2.Syntax

Problem seen:

Selecting Appropriate picture to a referred sentence

Difficulty in understanding a pronoun

Grammatically incorrect sentences



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3.Morphology

Problem seen:

Difficulty in using Morphological rules

Forming Plurals

Creating Adjective form of word



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4.Semantics

Problems Seen:

Impoverished vocabularies

Labeling pictures

Difficulty in completing orally presented sentence that

has a common word missing

Difficulties in understanding sentences in which

ambiguous word is used

Errors in defining common words



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5.Pragmatics

Problems seen :

In using more complicated and longer communication

pattern

Inability to provide descriptive information about an

object



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Reading Problems

Dyslexia:

The term dyslexia is used to refer to an impairment in the

ability to read.

It also suggests severe reading disability, perhaps

because of students with quite serious deficits are more

likely to be taken to clinics than the students with less

severe problems.



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Reading Problems

Reading is often broken into 2 major stages:

1.Decoding: Refers to the aspects of reading that happens

as the reader converts the printed letters and words on

the page into more familiar spoken or heard language

2. Comprehending: Involves grasping like significance

meaning of the words, once decoding hasaccomplished.



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Reading Problems

The deficits seen are:

1. Reversals

2. Phonology3. Syntax

4. Semantics

5. Gist Comprehension



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1.Reversals

Students sometimes read or write a letter,letters or word

BACKWARD.a student may look at a written word

WAS as SAW or may write dog as bog.similar mistakes

can be made with numerals,writing 3as E or 6 as 9.



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2.Phonology

Fluent decoding requires phonological

competence,without it reading problems abound. manydifficulties with reading comprehension can be

attributed to poor decoding skills.



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3.Syntax

[It is grammatical structure of a language]

Students who have decoding problem have difficulty

with certain aspects of syntax , particularly morphology.

Problems with understanding the syntax of written

sentences probably involved in students problem withreading comprehension.



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4.Semantics

[refers to meaning of a language] reading comprehension is greatly influenced by decoding

skills.many children with comprehension deficits have

inferior performance on task requiring simple reading of

words.

Slower in reading unfamiliar words.

Hampered in reasoning out by their inaccurate decoding

& impoverished vocabularies[kavale 1980]. Deficits in vocabulary & general word

knowledge.



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5.Gist Comprehension

Understanding the theme of narrative-

is that their background knowledge intrudes too much into

their interpretation of what they read.



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WRITING PROBLEMS

Writing problems consist of;

1. handwriting problems.

2. Spelling problems.

3. Composition problems.



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1.HAND-WRITING

It is the development of a stylish & uniformhand.it is a tool skill which has to become

routine as rapidly & efficiently as

possible[herricle 61]

Problems with handwriting are known as

DYSGRAPHIA which refers to partial

ability\inability to remember how to make certain

alphabet or arithmetic symbols in

handwriting.[jordon 1977]



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HANDWRITING PROBLEMS

IN LDs INCLUDE;1. Misformation of letters[o for a].2. Poor spacing both vertically & horizontally[o j

for g].

3. Extremely slow writing.

4. Reversals [b for d(vice versa),mirror writing.



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2.SPELLING

The formal name for the system of representing

spoken language in written form is

ORTHOGRAPHY.

In greek, ortho-correct , graphy-writing.This requires a person to produce in a written or

oral form the correct sequence of letters that form

a particular word .To do this ,a person must

convert phonemes into graphemes



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Spelling probs seen in LDs LDs have poor spellings & particularly show

difficulty with morphological structures.

Problems in spelling cause;

Hampered handwriting. Delay of motor activity involved in writing the word.

Composition difficulties.

Reading problems.



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3.COMPOSITION. Composition is orderly prose that is consistent with

grammatical conventions.

STUDENTS WITH LD;

Score lower in vocabulary & thematic maturity aswell as in word usage,style & overall writing skill.

Use less sentence structure & include fewer type

of words



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Write paragraphs that are less well

organized.

Include fewer ideas in writing products .

Write stories which have fewer important

components,such as introducing maincharacters, setting scenes,describing a

conflict to be resolved & so forth.



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ARITHMETIC &

MATHEMATICS PROBS. DYSCALCULIA is the most widely used termfor disabilities in arithmetic & mathe

matics.dyscalculia means inability to calculate.

LDs have problem in arithmetic

calculation that is;

Problem in naming the number of things.

Problem in reading mathematical symbols.



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Problem in the concept of borrowing orcarrying over system in subtraction.

Problems in understanding mathematical

concepts & relationships

Problems in performing arithmetic

operations.


COGNITIVE PROBLEMS


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COGNITIVE PROBLEMS.

Cognition is the ability to think,is primarily

unobservable.COGNITIVE PROBS FACED BY LDS;

1. Field independence vs field dependence.

children with Ld are fielddependent.

2. Reflectivity vs impulsivity

children with LD are more

impulsive



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MEMORY. Short term memory

ability to remember information over arelatively short period of time.

Long term memory

the ability for retention for several hours,days or

so longer Working memory

it is ability to keep a small amount of information inmind while carrying out further operation.

LDs have prob in short term memory- in retention of auditory &visual info.



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METACOGNITIVE PROBS

Metamemory probs. Meta listening probs.

Meta comprehension probs in reading.

Motivational probs. Negative attribution about self.

Learned helplessness.

Inactive learners.



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ATTENTION PROBS.

PROBLEMS SEEN IN;

Selective attention

-ability to focus on relevant features of a task,

without being distracted by its irrelevant

aspects. Decision making

ability to choose the first relevant

alternative for decision making.

Maintaining attention

sticking to one task, once they begin

with it ,till it ends.KUNNAMPALLIL GEJOJOHN,MASLP

EMOTIONAL & BEHAVIOURAL


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EMOTIONAL & BEHAVIOURAL

PROBS.

PROBS SEEN ARE;

Inability to learn that cannot be explained by

intellectual,sensory or health factors. Inability to build or maintain inter-person

relationships with peers & teachers

In appropriate type of behavior or feelings

under normal condition

e.g., tempertantrums,hyperactivity



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A general pervasive mood of unhappiness

or depression.

Tendency to develop physical symptoms ,pains or fears associated with personal orschool problems.

The problems fall under 2 category;

1. Externalizing behavior; uncontrollable,conduct disorder consisting of anger,agression, disruption.

2. Internalizing behavior; overcontrolledwithdrawal consisting of anxiety & feelingsof inadequacy & depression.



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Thank

YouKUNNAMPALLIL GEJO

JOHN,MASLP


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TREATMENT FORLEARNING DISABILITY

KUNNAMPALLIL GEJO

JOHN,MASLP

Introduction:


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Introduction:Treatment of LD is an elaborative process which

has to be dealt keeping in mind the various aspects

of impairment.

It comprises various professionals and also deals

with different areas of deficits.

THE DIFFERENT PROFESSIONALS ARE:

Classroom teacher

School psychologist

Resource teacher

SLP

Social worker

KUNNAMPALLIL GEJO

JOHN,MASLP


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The different areas of deficits are:

Spoken language

Reading

Writing

Spelling

Composition

Arithmetical and mathematical skills

Cognitive , meta cognitive and attention deficits

and social and emotional problems

KUNNAMPALLIL GEJO

JOHN,MASLP


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Importance of early

intervention

Children with language impairment identified beforeschool age may receive intervention before they enter

the school, and intervention may continue during school

years. In contrast children identified as LD may not

have been identified until school years, when theintervention may begin. In these cases it is possible that

a large focus of intervention for these children will be

on academic manifestation of the learning disabilities

rather than on their language difficulties.

So intervention should begin as early as possible so

as to lessen the types of LDsKUNNAMPALLIL GEJO

JOHN,MASLP


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As children move from grade to grade, the

structure of their formal education changes; the

amount of play time decreases, and number of

subjects and teachers increases.

So, children with learning disabilities will require

special attention as they make major gradetransitions, such as from elementary to junior high

school.

The class room teachers will need assistance fromtheprofessionals in observing and identifyingchildren who reveal new learning problems.

KUNNAMPALLIL GEJO

JOHN,MASLP


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Intervention :For problems in spoken language:

Consists of two approaches:

Behavioral approach

Nativist approach

Behavioral approach [ Skinner, 1957]Language skills are taught by environment

Modeling and reinforcement influences the performance

Differential reinforcement is used so as to stabilize certain

target response.KUNNAMPALLIL GEJO

JOHN,MASLP


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E.g. :

If the student does not know the plural form of man, i.e; if the

student says mans instead of men, the teacher can model and say:

Listen to me and say it men, provide the student to repeat itcorrectly and reinforce the usage and further provide opportunity

to generalize .

Specific language deficits are identified and activities are

designed to get the students use those skills

KUNNAMPALLIL GEJO

JOHN,MASLP


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Nativist approach :Stresses on the environment and its influences on thebehavior o the speaker.

Emphasizes on the importance of the innate abilities and

interpretation of the listenerDe-emphasizes the importance of direct teaching.

Main means used to encourage the acquisition of language

isExpansion.

KUNNAMPALLIL GEJO

JOHN,MASLP


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SPECIFIC TECHNIQUES:Psycholinguistic Intervention:Focuses on the pupils strengths and weaknesses. Specific

language abilities are processed and isolated and each skills are

trained using educational technique.

Cognitive psycholinguistic Intervention:

Are very similar to the process of expansion. Here the teacher

presents the stories and ask questions in order to get the students

to answer in sentences. Based on the answer got teacher employsone of the several technique and teach the child to use more

grammatically acceptable sentence.

KUNNAMPALLIL GEJO

JOHN,MASLP

For problems in reading:


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For problems in reading:

This addresses thraee major topics:

Contemporary issues in reading problems

Teaching beginning reading

Correcting reading problems

Contemporary issues in reading problems :Different approaches are:

Teaching phonological awareness

Learning styles

KUNNAMPALLIL GEJO

JOHN,MASLP


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Teaching beginning reading:Different approaches are:

Whole word approach

Linguistic approach, [decoding necessary ,not only meaning

sufficient]

E.g. Nat the fat cat sat on a mat.

Language experience approach[LEA]

Learning to read is a natural part of the languagedevelopment.

Code emphasis approachKUNNAMPALLIL GEJO

JOHN,MASLP


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Correcting reading problemsDifferent approaches are:

Fernaldapproach [FERNALD 1943]A visual Auditory Kinesthetic Tactile approach

Orton-Gillingham approach [GILLINGHAM, STILMAN 65]

Orton [neurologist] said the information is stored in both the

hemispheres and they mirror each other, so when the dominance is

not achieved confusion occurs, and reversals are present.They are

taught to study the relations between letter and the sounds.

KUNNAMPALLIL GEJO

JOHN,MASLP


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Reading recovery program [CLAY 1985]

Hegge-KirkKirk approachDesigned to help the students remember phoneme- grapheme

relationship by providing extensive practice and by simplifying

relationship between letters and their sounds.

KUNNAMPALLIL GEJO

JOHN,MASLP

For problems in writing:


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For problems in writing:

Task Stimuli Intervention

Writing letters Blank lined paper Write the alphabet

Copying letters Alphabet letters

randomly presented

Copy these letters

Copying letters in

sequence, near point

Words and sentence

with space to copy

below each other

Copy these words in

space below

Far point copy Ten words in sentence

written on board and

three yards away from

the student

Copy these words onto

your paper

KUNNAMPALLIL GEJO

JOHN,MASLP

For problems in spelling:


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For problems in spelling:It involves a memorization approach

presenting words in sentences or paragraphs

Ignoring the errors. presenting extensive lists of words to be learned each week.

having individuals devise their own methods of studying.

Using the phoneme grapheme correspondences.

Presenting the word lists.Practice writing words in the air.

Practicing lists of only three words per day

Practice writing words on paper, teaching letter titles, or

typing words on a computer

Rewarding achievement

Using spelling gamesKUNNAMPALLIL GEJO

JOHN,MASLP

For problems in composition


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For problems in composition

The primary steps include:

Have students plan what they will write

Translate their plans into written product

Edit I.e; having to read the data and identify the errors

The specific techniques are:Sentence combining

Reinforcement

Story grammar

Cognitive behavioral techniqueKUNNAMPALLIL GEJO

JOHN,MASLP


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FOR PROBLEMS IN ARITHEMATIC ANDMATHEMATICAL SKLLS.:The different techniques recommended for teaching arithmetic

and mathematics includes:

Modeling

Reinforcing the responses

Strategy training

Self instruction training.

KUNNAMPALLIL GEJO

JOHN,MASLP


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FOR PROBLEMS IN COGNITIVE ANDMETACOGNITIVE AND ATTENTION PROBLEMS:Cognitive problems :

Auditory information:

Auditory short term memory task.

Visual information:

Visual short term memory task

Memory strategies:Rehearsals Organizations

KUNNAMPALLIL GEJO

JOHN,MASLP


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Meta cognitive problems: Mnemonic key word methods

Meta comprehension training.

Self monitoring of academics.

Attention problems:Treatment intervention for attention problems can be categorized

into four general readings

Stimulus reduction and structureBehavior modifications

Cognitive trainingKUNNAMPALLIL GEJO

JOHN,MASLP


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FOR PROBLEMS IN SOCIAL AND EMOTIONALSKILLS:Teaching appropriate behavior Positive reinforcement.

Parental counseling.

KUNNAMPALLIL GEJO

JOHN,MASLP


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Learning Disability Power Point