Learning Disability by Dr. P.N.Narayana Raja

8/3/2019 Learning Disability by Dr. P.N.Narayana Raja

http://slidepdf.com/reader/full/learning-disability-by-dr-pnnarayana-raja 1/61

LEARNING DISABILITY

Dr.P.N.Narayana Raja



Learning is:

1. “a persisting change in humanperformance or performance potential . .

(brought) about as a result of the learner’s

interaction with the environment”(Driscoll, 1994)

2. “the relatively permanent change in a

person’s knowledge or behavior due toexperience” (Mayer, 1982).



Learning as a Black Box

INPUTS OUTCOMES

INPUTS OUTCOMESLearning

So what’s happening inside the box?



Classical Conditioning Theory

• General model: Stimulus (S) elicits >Response

(R)

• Classical conditioning starts with a reflex (R):

an innate, involuntary behavior.

• This involuntary behavior is elicited or caused by

an antecedent environmental event.

• For example, if air is blown into your eye, you

• blink. You have no voluntary or conscious control

• over whether the blink occurs or not.




The specific model for classical conditioning is:

• A stimulus will naturally (without learning) elicit

• or bring about a reflexive response.

• Unconditioned Stimulus (US) elicits >

Unconditioned Response

(UR)




The specific model for classical conditioning is:

• Neutral Stimulus (NS) --- does not elicit the

response of interest

• This stimulus (sometimes called an orienting stimulus

as it elicits an orienting response) is a neutral stimulussince it does not elicit the Unconditioned (or reflexive)

Response.






The Neutral/Orienting Stimulus (NS) is repeatedlypaired with the Unconditioned/Natural Stimulus (US).




• The Neutral Stimulus (NS) is transformed into aConditioned Stimulus (CS).

• That is, when the CS is presented by itself, it elicitsor causes the CR (which is the same involuntary

response as the UR.)

• The name changes because it is elicited by a

different stimulus.

• This is written CS elicits > CR.








• In the area of classroom learning, classical

conditioning is seen primarily in the conditioning of

emotional behavior.

• Things that make us happy, sad, angry, etc. become

associated with neutral stimuli that gain our

attention.

http://images.google.co.in/imgres?imgurl=http://www.cel-ebration.com/Clown%2520with%2520Mixed%2520Emotions.jpg&imgrefurl=http://www.cel-ebration.com/Cowboy%2520Mike%2520Keever%2520the%2520Clown.htm&usg=__4our_jG9XBTc_uAB2jH3AZTk5qw=&h=557&w=450&sz=82&hl=en&start=15&tbnid=UdDeDcC2a6klwM:&tbnh=133&tbnw=107&prev=/images%3Fq%3Demotions%26gbv%3D2%26hl%3Den%26sa%3DG




• For example, the school, classroom, teacher, or

subject matter are initially neutral stimuli that gain

attention.

• Activities at school or in the classroom

automatically elicit emotional responses and these

activities are associated with the neutral or

orienting stimulus• After repeated presentations, the previously neutral

stimulus will elicit the emotional response




Example:

• Child is harassed at school

• Child feels bad when harassed

• Child associates being harassed

and school

• Child begins to feel bad when

she thinks of school




In order to extinguish the associated of feeling badand thinking of school, the connection between

school and being harassed must be broken.

USE SYSTEMATIC DESENSITIZATIONTECHNIQUE TO REMOVE SCHOOL PHOBIA

http://images.google.co.in/imgres?imgurl=http://www.websignia.net/blog/wp-content%255Cuploads/2009/08/ss_sof-550x550.jpg&imgrefurl=http://www.websignia.net/blog/%3Fp%3D164&usg=__6qDqW7Kb5CY8Ndd74bo845GUrsE=&h=550&w=550&sz=179&hl=en&start=34&tbnid=YpEdYuYQ_DRk1M:&tbnh=133&tbnw=133&prev=/images%3Fq%3Dschool%2Bfear%26gbv%3D2%26ndsp%3D18%26hl%3Den%26sa%3DN%26start%3D18



A LEARNING DISABILITY IS A

LIFELONG DISORDER WHICH AFFECTS THE MANNER IN INDIVIDUALS -

WITH NORMAL OR ABOVE AVERAGE

INTELLIGENCE – SELECT, RETAIN, AND EXPRESS

INFORMATION WHICH MAY BECOME

SCRAMBLED AS IT TRAVELS

BETWEEN THE SENSES AND BRAIN.



Learning problems due to biological factors Such children can be broadly grouped into 4 categories:

Group 1: Problem with general abilities. children have

low intellectual abilities compared to average children and are knownas slow learners.

Group 2: Problem with attention. children are restless

and some are hyperkinetic. They have Attention Deficit Hyperactive

Disorder (ADHD) or Attention Deficit Disorder (ADD).

Group 3: Problems with visual & auditoryperceptions. Some of these children may read or write 'b' as 'd'.

They also manifest soft neurological signs such as difficulty in motor

coordination or clumsy behaviour.

Group 4: Problems with spelling, writing andmatethemtics:These children are quite intelligent but have

specific problems in spelling or writing or mathematics.



NEEDS OF CHILDREN

Physical needs: food, clothing, shelter, protection

from pain and sickness, time to play.

Psychological needs: acceptance as an individual,

emotional satisfaction, reassurance, warmth, love and

affection. Educational needs: warm and understanding

atmosphere at school, encouragement for new

learning and achievement, education to meet life's

challenges.

Deprivation can seriously affect the student’s

physical, emotional, social and mental development.



Categories of Learning disabilities

Developmental speech and language disorders

Academic skills disorders "Other," a catch-all that includes certain

coordination disorders and learning handicaps

not covered by the other terms



L D Characteristics

There is no such thing

as a “typical” profile

of students with

learning disabilities But they often face

common challenges

related to learning,

behavior, andsocial/emotional skills



L D characteristics

Generally have average or above-average

intelligence

Most fundamental characteristic is poor academic

achievement in one or more of 6 academic areas:

1.Reading,

2.Writing

3. Mathematics

4.Memory

5.Metacognition

6. Behavioural



1. Reading

Most of the mostsignificant problems

Related to deficient

language skills

Especially important isphonological

awareness – recognizing soundsegments in spoken

words



1. Reading (continued)

Word recognition errors are common – omit,substitute, insert, and/or reverse words

Problems with comprehending what they read

because of problems with recalling or identifyingbasic facts, sequence, or themes

Lose their place, read in a choppy manner,

struggle with comprehension Frustration often occurs

http://www.animationfactory.com/en/search/close-up.mc?&oid=5246132&s=1&sc=1&st=199&category_id=E1HB&spage=1&hoid=2de76500a7848889c124ac3341e5a20e



1. Reading (even more stuff)

Dyslexia refers to a severereading problem

Much worse than just a

poor reader who needsremedial help

Severe problems with

reading, writing, spelling,speaking, or listening

Neurological basis??



2. Written Language-1

May be OK in reading

Hard time getting

started Overwhelmed

Struggle to organize

and use mechanics Struggle to develop

ideas fluently



2. Written Language -2

Difficulties with spelling and constructing

written products in a legible fashion,Submit work that is too brief

Dysgraphia refers to handwriting

problems – partial inability to rememberhow to make certain alphabet or

arithmetic symbols in handwriting

2 W i L 3



2.Written Language -3

Reasons for dysgraphia:

1. Poor fine motor coordination

2. Failure to attend to the task

3. Inability to perceive or remember visual

images accurately

4. Inadequate handwriting

instruction in the classroom



2.Written Language -4

Also may have problems with spelling

1. Addition of unneeded letters

2. Omission of needed letters

3. Reversals of vowels4. Reversals of syllables

5. Phonemic spelling of

nonphonemic words



3. Mathematics

“Hot” area during past10 years

2nd to reading problemsfor LD kids

Can be mild to severe

Dyscalculia: lack of ability to perform mathfunctions



1. Mathematics

difficulties:

Visual perception (numbers and shapes)

Memory (recalling math facts)

Motor functions (writing numbers)

Language (relating arithmetic terms to

meaning; using math vocabulary) Abstract reasoning (solving word

problems; making comparisons



4. Memory

Short- and long-termmemory

STM: Problems in

comparing, organizing,processing, and storing

LTM: Problems creating

and using a permanentstore of info for later use



4. Memory

Both STM and LTM problems mean: 1. Deficient strategies to assist in

memorizing information

2. Insufficient metacognitive skills to assistin recall of information

3. Possess limited semantic memory

capabilities



What does dyslexia look like?....1









5. Metacognition

Awareness of how

one think, and the

monitoring of one’s thinking

Students with LD

have trouble here



5. Metacognition

students with learning disabilities

may involve:

1.Knowing a large number of strategies foracquiring, storing, and processinginformation

2.Understanding when, where, and why thesestrategies are important

3.Selecting and monitoring the use of these

strategies wisely and effectively



6. Behavioral, Social, and

Emotional Characteristics The processing problems

experienced by LD kids canalso create difficulty with

understanding social cuesand behaving in sociallyacceptable ways

Frustration with not being

able to learn like other kids

“You could do it if you wouldonly try!”



6. Behavioral, Social, and

Emotional Characteristics

1. Interpersonal skills: fewer friends, morerejections, seen as socially “troubled,”“impulsive,” etc.

2. Motivation and Self-Concept: Years of frustration and poor achievement will take a toll.Learned helplessness can result – “why try?”



What causes learning disabilities?

1. Neurological Causes This has been the presumed

cause for 100 years

Many terms for centralnervous system dysfunction(CNS)

Lots of interesting findings,

but still more questions thananswers

And does it help the teacher?



2. Heredity or genetic causes

Appears to be good evidence for familyhistory of disabilities of a severe nature,

such as dyslexia

Also speech and language disorders,spelling, math



3. Teratogenic andPollution Factors

Well-established linkshere

FAS (Fetal alcohol syndrome)

Crack Cocaine

Lead Mercury



What is Dyslexia?

Dyslexia is a specific learning difficulty in learning,in or more of reading, spelling and written

language. It may be accompanied by difficulty in

number work, short term memory, sequencing,

auditory and/or visual perception and motor skills;

it is particularly related to mastering and using

written language, alphabetic, numeric and musical

notation. In addition, oral language is often affectedto some degree.



SYMPTOMS OF DYSLEXIA -1

READING/ SPELLING:

missing/adding in words/letters transposing words/letters( changing the position of a word or a letter

e.g. Saying 'lots' for 'lost'

reads/spells words back to front

READING:

repeat phrases/words when reading even though it was read correctlythe first time

reverse words/letters

misreads the first word in a sentence struggle with a word even though it may have been read correctly

seconds before

lose place when reading

dislike/avoid reading and missing out lines of text



SYMPTOMS OF DYSLEXIA -2

SPELLINGS:

have difficulties in learning spellings unless

taught using specialist teaching methods

WRITINGS:

Write letters/numerals back to front and upside

down which causes many confusions between

letters numerals e.g – b d p q h y, 69 25 u

n m w.



INDICATORS TO SPOT THE DYSLEXIC CHILD-1

A difference between their oral and written ability A difference between the knowledge that they possess and their

ability to communicate it on paper.

Confusions as to which is left and right

Difficulties in understanding, following or duplicating asequence e.g tying show laces, learning tables/months of year/days of the week.

Work erratically - one minute he can do it and the next he can't.(adult may feel that he is lazy)

Has a reading age below of his peers Is under stress which can be shown in many different ways,

stomach aches, irritable bowl syndrome, aggression, tempertantrums etc all of which are less noticeable when not in aschool or the child may become totally passive in school

situation




Written work can have words missed out, sentences

that barely make sense and incorrect use of tenses:Their written work can follow any one of thefollowing three patterns:

1) they work very slowly and very neatly, produce lesswork than you would expect for their ability

2) slowly and very untidily with hardly any work toshow for an hour's effort

3) they work fast, very untidily and will often pour outtheir thoughts in a tangled mess

Poor short term memory, but often able to rememberwhat they did on holiday last year.

Untidy rooms/ desks or the place where they keeptheir belongings.




Unable to make a start

Poor ability to read the time accurately and/orpoor time sense

Difficulties in processing their thoughts.

Difficulties in copying accurately from a black board and/or from worksheet.

Difficulties in proof reading their work – they

cannot see their mistakes even if their work isread out to them

Likelihood of having any of the following i.e

allergies, hay fever, asthma.

Dyslexia is NOT



Dyslexia is NOT.

a result of low intelligence

based on class or ethnic origin merely concerned with" difficulties with

reading"

a result of poor eyesight or hearing

a result of an emotional problem

an impediment to an academic career

a middle class excuse for poor academicattainment

a mental handicap



Dyslexia is among other things:

a discrepancy between evident intelligence and actualperformance

a problem with processing language quickly

a difficulty with auditory processing

a difficulty with visual processing a directional problem - confusion of left and right

a weakness of short term memory

a difficulty with fine motor co-ordination a difficulty with sequencing

an organizational difficulty

Dyslexia means having to work ten times as hard.

i f h l i d l i



main ways of helping dyslexic

students to learn and study:

encourage them to use aids and

equipment,

modify the way you teach andconditions for tests and exams and

offer specialist learning support

which will enable student to achieve

their full academic potential



AIDS FOR LEARNING

Micro-cassette Tape recorder:

File dividers and organizers:

Taped books:Video / film/ educational discs:

Electronic Typewriter or Amicrocomputer:

TEACHERS' HELP IN THE



TEACHERS' HELP IN THE

CLASSROOM

1. by the way the teachers' present

their teaching material

2. by talking about the learningprocess

3. by giving help with specificskills

P ti t i l



Presenting material1)The selection of these materials depends on the backgroundof the student and the skills of the teachers.

2)with images - pictures, diagrams, colour, good quality welllaid out handouts,practical demonstrations

3)with sounds - explanations, repetition, discussions, tapes,dialogue, role play.

4)with movement & doing - practical activities, threedimensional illustrations,excursions and outings, makingthings, tactile experience andexploration, 'right brain learningstrategies such as imagery,metaphor, drawing.

5)encourage 'hands on' activities6)develop visualization skills

7)encourage imagination

i t d i 'h li ti ' f



introducing 'holistic' ways of

presenting subject matter

1. introduce the 'whole picture' and then the

parts within it

2. make explicit links from particularexamples to the general overall idea

3. give concrete examples (using audio-

visual aids or demonstration wherepossible) to build up to abstract ideas



The Learning Process-1

Discuss the learning process with your students.

explain why you are doing a particular activity

explain skills you are hoping to develop

-discuss with students how they intend to go aboutlearning something

explore which strategies have worked for them

encourage students to share strategies which have beensuccessful

develop students' analytic skills to decide why certainstrategies work and others are less successful

help them to realize the necessity and value of practice toconsolidate learning in order to acquire a new skill



The Learning Process-2

discuss how memory works relate new learning to successful learning in the past

use 'mind mapping'

use mnemonics

Encourage students to take charge of their ownlearning.

offer a variety of methods and approaches for themto select or discover which works best for them

set up situations where they can explain ordemonstrate things to each other, work in pairs orgroups, select activities or projects, set goals

stress self-checking and give plenty of opportunity

for self Assessment

S ifi Skill 1



Specific Skills-1

Technical vocabulary

Teachers shall discuss and explain the jargon of their subjectarea

encourage students to compile their own glossaries

help them focus on learning spellings of important technical

vocabularyNote taking

Teachers shall make their own notes available to the students

write main points and terminology on board

when using OHPs - type information, summarize points, don'tput too much information onto sheet

make handouts clear and easily accessible



Specific Skills-2

Reading provide reading list with selected articles and clearly

structured and presented material

offer audio-visual sources on subject matter (e.g. Open

University programmes, TV documentaries ordiscussions, video courses which often give structure tomaterial which student can use to help written texts).

Writing

- Offer models of written work: essays reports,projects - explain the structure - give outline plan andguide

POINTS TO REMEMBER IN



POINTS TO REMEMBER IN

TEACHING DYSLEXIC Some students can only generalize from lots of specific

concrete examples and practice

When a student makes an error in a sequence you may need toretrace all the steps with them rather than just point out where

they went wrong Some students may be easily distracted by noise, activity or

visual 'clutter'

Dyslexic students may need more time to absorb information -try to break-up learning sessions, discussions etc. to allow this

processing to happen

The final stage of learning is being able to 'teach' someone else-make opportunities for students to do this (through talking,writing, demonstrations)



THANKS

Documents

Learning Disability by Dr. P.N.Narayana Raja