...Meaning of Learning Disability The World Health Organization (WHO) has defined learning disabilities as a state of arrested or incomplete development of mind. Somebody with a general learning disability is said to have a significant impairment of intellectual, adaptive and social functioning. The way Learning Disability has been defined has been changing over different phases. The term has experienced a shift in dominance from Physicians to Psychologists and most recently to Educationist. The shift has been from an evaluation phase to instruction, education and training. Phase I Phase II Phase III Phase IV 1800-1930 1930-1960 1960-1980 1980-Present / / / Foundation Phase Transition Phase Integration Phase Contemporary Phase Phase Details Foundation Phase During the Foundation Phase, medical theories of brain function and dysfunction were formulated. Transition Phase Transition Phase emphasised more on the Clinical Study of the Child by Psychologists Integration Phase Integration Phase was characterized by the rapid growth of school programme for learning disabled children Contemporary Phase The current phase is an eclectic approach with a shift to the Educators. It is a coming together of the doctors , psychologists, parents and teacher with ultimate responsibility lying on the teachers The term Learning Disability actually was coined in 1963 here in Chicago...
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...226Learning Disability Report |DEFINITION |CAUSES |EXAMPLES |TEACHING |CHARACTERISTICS |PLACEMENT | | | | |STRATEGIES | |OPTIONS | |Intellectual |Down Syndrome, |Math activity use real |Child pronounce syllables|Characterized by impaired cognitive |IEP team determines | |Disability |Velocario facial |money and give the |until words are |functioning and deficits in two or |student’s placement in | | |Syndrome, Fetal |children opportunity to |completed/pictures and |more adaptive behavior. |specialized program. | |Limits to a person |Alcohol |purchase items in the |visual aids | | | |ability to learn daily t|Syndrome, Genetic |classroom. | | | | |an expected level and |Problems | | | | | |function in life. Lack | | | | | | |of social skills...
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...You will want to tailor the weekly activities to your personal schedule and time commitment. Section Read View Study Activities Getting Ready to Pass Be sure you can access: 1. Course of Study (COS) 2. Learning Resources: Vital Source Text: Henley, M. R., Ramsey, R. S., & Algozzine, R. F. (2009). Characteristics of and strategies for teaching students with mild disabilities (6th ed.) UWillTeach Courses 3. External Websites: ParentCenter Hub IRIS Resource Locator 1. Watch the Welcome Video 2. Review the course competencies: Historical and Philosophical Foundations of Special Education Professional and ethical Practice Characteristics of Individuals with exceptional Learning Needs Special Education Law and Ethical Issues Special Education Policies and Procedure Connect with Course Mentors Email links: Dr. Amy Hughes x4920 Dr. Lynn Renz Brogan x4110 Set up a binder or online writing space for your Special Education Resource Manual Section Read View Study Activities Section 1 Historical Overview: Societal and Historical Issues, Landmark Court Cases and Laws Free Appropriate Public Education (FAPE) TEXT: Characteristics of Teaching Students with Mild Disabilities (Vital Source) Read: Chapter 1 Foundations of SPED Court Cases: pg. 3-13, pg. 21 Table 1.2 Selected Judicial Decision since Passage of Public Law 94-142 TEXT: FAPE Defined UWillTeach Course 9, Module 2, Lesson...
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...intellectual disability? It is characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills (AAIDD, 2013). It affects 1-3% of the population, and there are many causes of intellectual disability, but doctors find a specific reason in only 25% of cases (May 2013). Some of the causes linked to intellectual disabilities are, infections that can be present at birth or occurring after birth. Chromosomal abnormalities such as Downs Syndrome, it could be environmental, and it can be due to trauma (May, 2013). Other factors related to intellectual disabilities are metabolic, such as hyperbilirubinemia, very high bilirubin levels in babies. Nutritional issues such as malnutrition, toxic (intrauterine expose to alcohol, cocaine, amphetamine, and other drugs), unexplained reasons is the largest category for unexplained occurrences of intellectual disability (May, 2013). Now we will look at Autism. Autism is a group of disabilities that can cause significant social, communication and behavioral challenges. (February,2015). Exact cause of autism is not known, but research has pointed to several possible factors, including genetics (hereditary), metabolic or neurological factors, certain types of infection, and problems occurring at birth. Both genetics and environment likely play a role in ASD (December 2015). Then we have multiple disabilities. People with multiple disabilities require ongoing...
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...A learning disability is a neurological condition that interferes with a person’s ability to store, process, or produce information. Learning disabilities can affect one’s ability to read, write, speak, spell, compute math, reason and also affect a person’s attention, memory, coordination, social skills and emotional maturity. Common learning disabilities include: * Dyslexia – a language-based disability in which a person has trouble with specific language skills, particularly reading. * 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, write within a defined space and express ideas. Learning disabilities often run in families. Learning disabilities should not be confused with other disabilities such as mental retardation, autism, deafness, blindness, and behavioral disorders. None of these conditions are learning disabilities. DIFFERENT TYPES OF LEARNING DISABILITY GENERAL LD INFO A learning disability is more than a difference or difficulty with learning—it’s a neurological disorder.More > DYSCALCULIA Dyscalculia refers to a wide range of lifelong learning disabilities involving math.More > DYSPRAXIA Dyspraxia, a disorder that affects motor skill development, often coexists with learning disabilities.More > ADHD & OTHER ISSUES Although not learning disabilities, Attention-Deficit/Hyperactivity...
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...Psychopathology Specific Learning Disorders Table of contents Index Pages Introduction 3 Diagnostic criteria 4 Aetiology 11 Differential diagnosis 14 Comorbodity 16 Prevalence 16 Prevention and Treatment 17 Prognosis 18 Multicultural factors 19 Social factors 19 Conclusion 20 References 21 Stupid Slow Stubborn A tiny fragment of words used, labels for children and people with specific learning disorders. If only they understood Introduction The most basic definition of a specific learning disorder/disability according to Gould (2005) cited in Rörich (2008) is when a learner has an average to above average intelligence, with normal vision and hearing, and receives the same teaching experiences as other learners his age. He, however, underachieves. He is unable to keep up with his peers and generally cannot cope with the demands of the school (pp16). Margari (2013) defines SLD’s as that which are characterizations of academic functioning that are below the level that would be expected given their age, Intelligent Quotient and grade level in school, and interfere significantly with academic performances or daily life activities that require reading, writing or calculation skills. The gist of it, is that specific learning disorders are neurodevelopmental/cognitive disorders that Hulme and Snowling (2009,pp22) define as “typically characterized...
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...Intellectual disabilities commonly known by “Mental Retardation”, is dubbed for a term used to describe a person's ability to learn at a less than expected level and function in one's daily life. There are several known types of cognitive functions ranging from mild to severe that are viewed as with some form of Intellectual disability or another. The hypotheses of individuals who display or experience mental retardation normally have some type of mental or physical impairment. Due to the barriers and stigmas associated with around the term mental retardation, association, institutions and various fields are adapting to the new terminology intellectual disabilities. According to my reading, in 1990, Congress passed a Law 101-476, recognizing the Individuals with Disabilities Education Acts (IDEA). (Thomas, 2013) Special education terminology has historically under gone construction several times in the United States. (Thomas, 2013) As I began to discuss various questions related to individuals with Intellectual disabilities, you will see how the terminology, law, and the identification of ID is very much an open wide debate. Interesting enough, what was perceived as my understanding of children with Intellectual disabilities was not to far off in terms of my opinion. I would venture to say that, maybe I was not as informed as previously thought off. Now, moreover, in knowing that there are different levels of disabilities, ignorant people, I including, almost categorize...
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...help him to overcome symptoms of abnormalities or the disorder. First of all I am going to give you information related to the term behavior. Every one of you are very much familiar with the term behavior you use this word many time in your class Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace. Learning disabilities should not be confused with learning problems which are primarily the result of visual, hearing, or motor handicaps; of mental retardation; of emotional disturbance; or of environmental, cultural or economic disadvantages. Generally speaking, people with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual’s potential and actual achievement. This is why learning disabilities are referred to as “hidden disabilities”: the person looks perfectly “normal” and seems to be a very bright and intelligent person, yet may be unable...
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...Coping with Learning Disabilities Stephen Odom College 100 American Military University Maureen Augustin Coping with Learning Disabilities Many people around the world suffer from some type of Learning Disability (LD). Learning disabilities affect the way people receive, process, analyze, and store information. Many types of learning disabilities have been identified over the years. They can affect many different facets of a person's life, such as concentration, focus, reading, math, or writing. Many people that are diagnosed with a learning disability have more than one. LD has always been difficult to define as a disorder, but is typically seen as “unexpected” underachievement (Swanson, Harris, and Graham 2003). There are many tools and techniques that have been developed to help these people cope with their disability. Many disabilities are diagnosed early in life when a child is noticed to have difficulty communicating effectively, speaking, reading, writing, solving a math problem, or any other task that should be performed at their appropriate age level. There are many different types of learning disabilities that have been identified. Some of the more common ones are dyslexia, dyscalculia, and dysgraphia. Although they are not classified as learning disabilities, attention deficit hyperactivity disorder and autism also present learning difficulties. Dyslexia is the most common, and most well known, learning disability. According to Montgomery (2007), “The term...
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...3rd graders in the 90-minute math block. The small group contained six Specific Learning Disability students. The opportunity to perform and teach this lesson proved to be challenging, but at the same time very rewarding. Specific Learning Disabilities “Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using 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, and developmental aphasia. This does not include the learning problems that are primarily associated with visual, hearing or motor disabilities, cognitive impairment, emotional disturbance, or that of environmental, cultural, or economic disadvantages” (SLD, n.d.). Teachers and parents may look for the following patterns in students of specific learning disabilities: •Short attention span, unable to concentrate on a task for very long. •Disorganized in the book and materials •Unable to follow along or often appears to be daydreaming. •Student has difficulty understanding the meaning of the assignment and when it needs to be completed by. •Difficulty in solving multiple math problems. •Difficulty learning the counting system. •Easily upset or frustrated with assignment After...
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...Special Education For Children With Disabilities Millions of children in our nation are identified as being "children with disabilities". Prior to the 1960s, millions of children with disabilities received inadequate or inappropriate special education services from the public schools and another 1 million children were excluded from school altogether. Disabilities such as autism, poverty, and racism are just a few of the “disabilities” that have blocked the pathways of over a million people thought out the US. My goal for this paper is to thoroughly examine the three main factors that I personally believe have the most traumatic and continuous effect on society that will ultimately repeat itself and create a pattern of issues that society will be forced to resolve in the future. It is my desire and personal goal to acknowledge each issue that many children face, label and prove it to be a awful disability, an find a realistic resolution to each issue addressed as a disability. According to the National Center for Children in Poverty, in the United States, 21 percent of children live in families with incomes below the federal poverty line. Although many of these families have working parents, low wages and unstable employment make it difficult to provide the necessary resources for proper childhood development. Not only does research indicate that poverty is a threat to a child's well-being, but it also affects his ability to learn. Regular attendance at school is important...
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...There are many issues that focus around the term learning disability, which has led to many discussions amongst researchers, legislation, doctors and educators. There has been much legislation to be passed regarding the term learning disability and the entire field of special education. Based on the text reading one issue that is discussed and debated often is defining learning disability. In 1969 the category of learning disability was first included in federal education legislation. That year, the General Subcommittee on Education (of the House Committee on Education and Labor) presented to the House of Representatives a bill entitled "Special Programs for Children with Specific Learning Disabilities," (). Throughout the years this issue has been a continuous debate the definition of learning disability has changed many times. Until IDEA provides more specific guidelines it is said there will be variability in how children are evaluated. Another issue that was prevalent early was the differences in the type of learning disabilities children were faced with. In the early 20’s kids were diagnosed as been mentally retarded, it was later found in the 1940’s that there was a difference in how the kids were learning. Upon realizing this research and evaluations were geared toward finding the different disabilities and how kids were learning. Many theories came about from this research about how the kids were learning disabled; these were language theories, Neurological...
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...effective with learning disabled students is direct instruction. Students with a learning disability may have problems with reading comprehension, oral expression, or visual perception. Direct instruction helps LD students with these aspects they struggle with. Students may not understand the question being asked in a word problem no matter how many times they read it because being able to read it does not mean they understand the material being read. If the learning disabled student is lead step by step, they won’t get lost and will be able to better comprehend the learning material. 2. Fairness in the video was defined in the video to be giving people what he or she needs and not to treat everyone the same. If LD students were taught the same way as student, who learns at a normal pace, they would not be able to keep up with the rate of the lesson. A strategy that was mentioned was the use of a one on one conference. With the use of one on one conference, the teacher can address problems observed in the class and work out compromises with the student. Teachers can also give students worksheets that are easier to understand and more straight to the point to the learning goals if he or she is struggling to keep up. 3. LD students will receive more assistance to help them get to the same learning goals as the rest of the class even if it is a slower process. Differentiated lesson plans will provide different rates of learning so that all students, including learning disabled students...
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...elements of classroom and small group instruction promote reading success in all children. Learning disabilities: Research and Practice, l6(4), 203–212. Fuchs, D., Mock, D., Morgan, P., & Young, C. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities: Research and Practice, 18(3), 157–171. Fuchs, L. S., Fuchs, D., & Speece, D. L. (2002). Treatment validity as a unifying construct for identifying learning disabilities. Learning Disability Quarterly, 25, 33–45. Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 467–519). Mahwah, NJ: Erlbaum. Ikeda, M. J., & Gustafson, J. K. (2002). Heartland AEA 11’s problem solving process: Impact on issues related to special education (Research Rep. No. 2002-01). Johnston, IA: Heartland Area Education Agency. Individuals with Disabilities Education Improvement Act (IDEA) of 2004, PL 108-446, 20 U.S.C. §§ 1400 et seq. Learning Disabilities Roundtable. (2002, July). Specific learning disabilities: Finding common ground. Washington, DC: American Institutes for Research. Retrieved from http://www.ncld.org/advocacy/Common Ground.doc Learning Disabilities Roundtable. (2005, February). Comments and recommendations on regulatory issues under...
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...assessments. Some educators are happy with the change while others are concerned the assessments are not an accurate assessment of what students actually know. For many students with learning disabilities, standardized assessments often don’t accurately indicate what the student truly knows and where they have deficits. One problem with assessing students with ID is the identification and classification of ID is that they differ greatly between states and is often inconsistent. According to Kortez, students with specific learning disabilities are served under the IDEA, however we use the word “classification” when referring to the category of and indentified student’s specific disability or disabilities (Kortez). The major problem that arises is the fact that identification is being highly inconsistent which is raising the concern students being mislabeled. It seems as though some educators are either over identifying or under indentifying students. However, this is not just a problem on the educator’s level; it is also showing up on the state level. It seems as though when the combined across the nation, identification is inconsistent. More than half of all students being served are doing so under the IDEA part B umbrella, students with specific disabilities, while the number of students recognized as” learning disabled ranges from 3% to 9%” across the United States (Kortez). According to Kortez, not all states implement the same policies, guidelines, or criteria, therefore some states...
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