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Introduction to Learning Disabilities. Prepared by: Cicilia Evi GradDiplSc , M. Psi. Brief History. Foundation phase: 1800s 1920-1930 Samuel Orton called it: dyslexia 1930s Helen Davidson found a persistent letter ‘reversals’ b, d, p, q, g - PowerPoint PPT Presentation
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Introduction to Learning Disabilities
Prepared by:Cicilia Evi GradDiplSc, M. Psi
Brief History
• Foundation phase: 1800s• 1920-1930 Samuel Orton called it: dyslexia• 1930s Helen Davidson found a persistent letter
‘reversals’ b, d, p, q, g• The term Learning Disabilities was introduced by
Prof. Sam Kirk at a meeting of parents and professionals in Chicago on April 6, 1963
• Marianne Frostig: if visual perception enhanced improve reading abilities could NOT be validate
Definition
• Hard to reach agreement …• Learning disabilities describes a condition of
unexpected underachievement – in which academic performance significantly below what would be predicted from the individual’s talents and potential shown in other areas (Smith & Tyler, 2009)
• The official name: specific learning disabilities
LD?
• Different with difficulties that we have in daily situation which is infrequent
• For LD, the difficulties are common situations• Therrien & Kubina (2006) particular
difficulties including:– achieving reading fluency (able to read quickly and
correctly)– developing reading proficiency (reading efficiently
with understanding)
Points of Similarity
1. Neurological dysfunction to some extent, other factors at school/home may exacerbate this condition
2. Difficulty in academic tasks reading, writing, math or spelling, or listening, speaking or thinking
Points of Similarity (2)
3. Discrepancy between achievement and potentials normal intelligence, but having academic problems 2 years behind expected grade level
4. Exclusion of other causes mental retardation, emotional disturbances, hearing/visual impairments, or social/cultural disadvantage
IQ/Achievement Discrepancy
• Students have to wait sometimes for years. Usually diagnosed at 3rd grade
• Reliance on IQ score • Size of special education category it is still
large, due to education service • Uniqueness and individual patterns of learning
heterogeneous group of learners no single treatment, explanation or accommodation is uniformly effective
Unexpected Underachievement
• Problems not due to their intelligence capacity• Can’t achieve academically like their classmates
without disabilities • Face challenges in almost every academic area• Key features of LD: cognitive problems, poor
motivation, along with insufficient instructional response to instruction
• LD reflects deficits in the ability to process information or remember it (Torgensen, 2002)
Reading/Learning Disabilities
• Student’s reading ability are significantly below those of classmates without disabilities
• Significantly below what is expected on the basis of the student’s other abilities
• Also have written communication problems• Called dyslexia • Started with difficulties to decode words and gain
information from printed pages• Complexity of tasks ↑ - harder to keep the pace
They are dyslexic …
Math/Learning Disabilities
• 5-8 percent of all students (Kunsch, Jitendra & Sood, 2003)
• Many students who have reading disabilities, also have math disabilities both have their roots in an inability to master core, foundation skills during preschool (Chard, dkk, 2008)
• Solving multistep problems (borrowing and long division) and solving word problems
Resistant to Treatment
• Called as ‘nonresponders’ (Fuchs & Deschler, 2007)
• Do not profit from typical instruction used in the general education classes
• Require intensive, individualized instruction
Characteristics
• Holding negative attributions• Being nonstrategic• Being unable to generalize or transfer learning• Processing information inefficiently or
incorrectly• Possessing poor social skills
Negative Attributions
• Motivation inner drive to be succeed• Attributions self-explanations about the reasons
for one’s success or failures • Years of being unsuccessful convince them that
there is nothing they can do learned helplessness • Stop asking Qs, seek help, read materials believe
in external power: luck, others• Need to have understanding of effort and
accomplishment
Nonstrategic
• Being organized efficient and effective learning
• Thinking skills : – Chunking by groups – Associating using relationships among and
between facts, ideas, different knowledge bases– Sequencing sequencing units or information
along a dimension
Inability to Generalize
• Difficulty to transfer their learning to novel situations or extend their learning of one skill to similar skills
• Borrowing vs Zero in the tens coloumn
Faulty Information Processing
• Human brain = computer (Janet Lerner)• Input processing output• LD have difficulty in either one of the process
or simply, they do it differently than typical learners
• Identify the differences on how students can understand the task to improve academic performances
Poor Social Skills
• 75% of LD influence self-concept, ability to make friends, interactions, schoolwork
• Why?– Relationships: among LD language impairments
social competence (ability to perceive and interpret social situations, generate appropriate social response and interact with others)
– Downward spiral: academic failure positive peer relationships
Causes and Prevention
• Still hard to document • One assumptions: neurological, may be brain
damage caused by lack of oxygen before, during, after birth
• Many LD reports they have relatives with similar problems genetic link
• Prevention?
Overcoming Challenges
• Effective instruction (example of DB cases)• Target the right skills, set goals and
expectation high, use validated instructional procedures, and support their LD students to meet their goals
• Educators have to be creative!
Homework
• Find an article from magazine, internet or any kind of sources that you can find about the family of children with LD.
• Make sure that you read the article• Identify the problems, difficulties, strategy and
intervention that they have• Share with the class next week