Specific Language Disability

8/20/2019 Specific Language Disability

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KUNNAMPALLIL GEJO JOHN


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“To See The World

In Grain Of Sand

nd Heaven

In Wild Flower

Hold Infinity

In The Palm Of Your

Hand nd Eternity

In n Hour”

-- William Blake



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A classroom sees a convergence of a

variety of domestic, environmental,

social, cultural and economic

influences that children bring with

them everyday.

In the midst of all this is

LEARNING DISORDER



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The concept of

“LEARNING DISORDER”

has one meaning for the

general public

but a different meaning for

professionals.



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THE ABILITY MAZE

To be ABLE is to have the

means/skill/opportunity To do some thingsTo be UNABLE is not to have themeans/skill/ opportunity

To do some thingsIf ABILITY is the quality one has

To do some thingsINABILITY is the state of being unable

To DISABLE means to put out of action

And DISABILITY ??.....KUNNAMPALLIL GEJO JOHN


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Does “something” mean “everything” ?

Is every “inability” a “disability”?

If one is “unable” to do something is

he/she “handicapped”??

Educators and professionals need to

constantly work on clarifying

misconceptions. It is like cleaning the

path while making it.



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We must remember…

The term “LD” does not includelearning problems that are primarily

the result of visual, hearing or motor

disabilities, of mental retardation, of

emotional disturbance or of

environmental, cultural or economic



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“LD’s” are characterized by intra-

individual differences, usually in the

form of discrepancy between a

student’s ability and his/her

achievement in are as such as

reading, writing, mathematics or

speaking. Some students with

LD also have difficulties with social

relations.KUNNAMPALLIL GEJO JOHN


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ypical learning disorders include

•Dyslexia

•Dyscalculia

•Dyspraxia and

•Dysgraphia

often complicated by associated

disorders such as attention deficit

/hyperactivity disorder.



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Having trouble:

Processing information

Organizing information

What is a Learning

Disorder?



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WHAT IT ISN’T

DYSLEXIA IS …

NOT A VISUAL PROBLEM

NOT A LACK OF INTELLIGENCE

NOT

DUE TO LACK OF EFFORT

NOT

UNCOMMON – 10 – 20 %

OF POPULATION

NOT A DEVELOPMENTAL LAG.



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“ he disorders

you c n see

m y be e sier

to de l with

th n the ones

you can’t”



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DYSLEXIA

Signs and Symptoms of Dyslexia

• Dyslexia can be difficult to recognize, but someearly clues may indicate a problem.

• If students have a problem with new words,

• and add them slowly

• and have difficulty rhyming, they may be atincreased risk of dyslexia.

• signs and symptoms of dyslexia may become moreapparent as students go through school, including:

• The inability to recognize words and letters ona printed page

• A reading ability level much below theexpected level for the age of your student



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WHAT TO LOOK FOR?

PRE-PRIMARY LEVEL (age 3 – 5)

Does the student have difficulty

•Connecting spoken sounds with letters?

•Counting and learning numbers?

•Being understood when he/she speaks to a

stranger?•Using crayons/ working with fingers?

•Reacting to touch (too much or too

little) ?

•Pronouncing words?•Walking forward or up and down stairs?

•Remembering names of colors?

•Dressing himself/herself without

assistance? KUNNAMPALLIL GEJO JOHN


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•PRIMARY LEVEL AGE 6- 10)

– Does the student have difficulty

• Reading accurately and comprehending what iread?

• Learning new vocabulary/ skills?• Understanding the rules of conversation?

• Retelling stories?

• Playing with peers/ age appropriate games?

• Moving from one activity to another?• Expressing thoughts verbally or in writing?

• Computing math problem at his/her gradelevel?

•Following directions?

• Remembering routines/deadlines and keepingto them?

• Drawing or copying shapes?

•

Modulating voice?• Bein or anized?



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• SECONDARY LEVEL age 11 – 15)

– Does the individual have difficulty

• Remembering newly learnt information?

• Staying organized?

• Understanding what he/she reads?

• Expressing thoughts verbally or in

writing and using proper grammar?• Following directions?

• Getting along with peers?

•

Understanding jokes that are sarcasticor subtle?

• Making appropriate remarks?

• Remembering and sticking to deadlines?



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WHAT DO WE DO?

Option I:

To find IQ- Achievement Discrepancy

Option II:

Response to Intervention RTI)

Option III:

Combine the two.



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WHAT IT IS

DYS

= TROUBLE

LEXI

= WORDS

TROUBLE WITH WORDS

NEUROLOGIC IN ORIGIN - GENETIC

LIFELONG – ENVIRONMENT MAY ALTER COURSE

CORE DEFICIT IN PHONOLOGICAL COMPONENT OF LANGUAGE

READING COMPREHENSION > WORD READING

ACCOMPANYING CHALLENGES ( 50% )

ADHD

SENSORY MOTOR DIFFICULTY

BEHAVIORAL PROBLEMS

MORE CHALLENGING TO REMEDIATEKUNNAMPALLIL GEJO JOHN


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CONCESSION Vs. ACCOMODATION

•

Giving a student extra time for an exam

• Allowing a choice of subject especially languages

• Providing assistance of a writer

• Providing training in assistive technology

• Providing easy to understand instructions and

notes

Let’s call them

ACCOMODATIONS.

“ oncessions” sound condescending.



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HOW DOES IT HAPPEN?

• Good child centered

innovative teaching

practices

• Learning from individual

differences


S l & l d


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• Special & general education

teachers collaborating to

improve teaching strategies or

co-teaching

• Including parents of students

with learning disabilities to be

a part of the school’s design of

education.



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Does my student have ADD or

ADHD?

Hyperactive

Impulsive

Fidgety

Inattentive

Disorganized

Unreasonable

emotional negativity

Emotional outbursts

Frustration over minor

issues

Bedwetting

All characteristics may vary with age)



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and ADHD

aluate student’s behavior

ntinuous performance test (CPT)

ces of information and observations



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INSTRUCTIONAL IDEAS:

ASSISTANCE WITH AUDIO AND VISUAL ASPECTS OF

LEARNING

Teachers may find the following helpful:

Repeat and summarize oral lecture notes and give students

written versions of key points.

Verbalize what is being written on the chalkboard and read

aloud material contained in handouts.

Send students a copy of booklist for upcoming school year so

that students can “get a jump on” the reading assignments.



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Communication

• Simple language with short sentences

•Avoid jargon and negatives

•Give concrete examples and avoid abstract ideas

• Be aware literal meanings & use humour

cautiously

• Sign language /pictures. Consider interpreter

•Check comprehension



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ASSISTANCE DURING ASSESSMENTS:

The teacher may wish to:

Choose an alternate exam site away from the general education

classroom. Ensure that this alternate locale is free from auditory

and visual distracters.

Avoid confusing or complicated language and/or consider a

substitute exam/assessment.

Allow student extra time to complete exams/assignments,

especially if there are unique demands regarding reading and

writing skills.



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ADDITIONAL INSTRUCTIONAL

IDEAS

Teachers should:

Supporting learning with visuals

Stressing step-by-step instructions

For students with ADHD, teachers should:

Give only one assignment at a time.



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INTERESTING TIDBITS

POTPOURRI

Because many people with dyslexia are right-brained

thinkers, they may be more artistic and creative,

becoming poets, actors, inventors, and artists.

Children with dyslexia use “almost five times as much

brain area as other children while doing a simple language

task” (Silverstein et al., 2001, p. 22).

“In the past, doctors…tried to prevent [children with

disabilities] from being born; they…also…tried to stop

some [people with disabilities] from having children of

their own” (Flynn, 1998, p. 11).



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INTERESTING TIDBITS

EMOTIONAL ISSUES

Students with learning disorders may suffer from emotional

problems/depression, and/or low self-esteem. This may cause students to

withdraw from social interaction.

These same students may turn to drugs or alcohol for relief from feelings of

low self-worth.

As many as 35% of students with learning disorders, drop out of High

School (Girod, 2001, p. 31).

“Teenagers with dyslexia …[are] more likely to…think about

and to attempt suicide than other young people their age” (Landau, 2004, pp.

48-9).



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Celebrities with dyslexia

•Tom Cruise

• Walt Disney

• enry “The

Fonz” Winkler

• Magic Johnson



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Thomas Edison

Albert Einstein


http://en.wikipedia.org/wiki/Image:Thomas_Edison.jpg


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Celebrities with ADD ADHD

• Ty Pennington

• Ellen Degeneres

• Robin Williams

• Tracy Gold



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“Who is there to do my duties?”,

said the setting sun.

“I shall do what I can, my

master ”, said the little lamp.

- Rabindranath Tagore.



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Be A Candle

Be A Light

Be A Twinkle

Be A Hope

Be An Inspiration

Be A Great Teacher Forever.



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Documents

Specific Language Disability