Learning Disabilities : An Academic & Personal Perspective

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Video credits: Learning Disabilities Association of Canada

Learning DisabilitiesLearning DisabilitiesAn Academic & Personal Perspective An Academic & Personal Perspective

Jacob C. Bunch, MNpS Jacob C. Bunch, MNpS California Baptist UniversityCalifornia Baptist UniversityDisability Studies – Fall 2011Disability Studies – Fall 2011

Presentation SummaryPresentation Summary

Historical Background Definitions

Cause identification Symptoms, Characteristics and Diagnosis

Myths & MisconceptionsThe Prevalence of LD

Assistive Technology & LDA personal perspective : Living with LD

LD & Faith

Learning Disabilities :: Historical BackgroundLearning Disabilities :: Historical Background1877-20051877-2005

1877- “Word blindness” coined by German neurologist Adolf Kussamaul, the term was refined later that year by German physician Rudolf Berlin described as "dyslexia"; a "very great difficulty in interpreting written or printed symbols.”1895- The Lancet medial journal publishes case of dyslexia. Ophthalmologist James Hinshelwood stresses “early identification” and intervention for dyslexia.1896 - Dr. W. Pringle Morgan writes in the British Medical Journal of a 14 year old who seemed to have word blindness from birth. 1905 – The first U.S. report of childhood reading difficulties is published by Cleveland ophthalmologist Dr. W.E. Bruner.1963 – Samuel A. Kirk credited with coining the term, “learning disabilities”1969 – Congress passes the Children with Specific Learning Disabilities Act, which is included in the Education of the Handicapped Act of 1970 (PL 91-230). This is the first time federal law mandates support services for students with learning disabilities.1975 – The Education for All Handicapped Children Act (PL 94-142), which mandates a free, appropriate public education for all students. (This law is renamed IDEA in 1990.)

Learning Disabilities :: Historical BackgroundLearning Disabilities :: Historical Background1877-20051877-2005

1987 - Establishment of Centers for the Study of Learning and Attention, whose sole purpose is to expand research and understanding of this issue.1990 – The Education For All Handicaped Children Act renamed, Individuals With Disabilities Education Act. Terminology revised from ‘handicap’ to ‘disability’. Transition services were mandated. The eligibility list extended to include; TBI and Autism. 1996 – M.R.I. applied to LD--to identify the regions of the brain that behave differently in dyslexics. LDOnline launches as first online resource “toolkit” dedicated to information dissemination and supports for LD1997 – IDEA is reauthorized—revisions include; more comprehensive inclusion of LD students in general curriculum, rights to take state-wide assessments, inclusion of ADHD as valid health impairment 2004 – IDEA is reauthorized again, alignment with “NCLB” 2005 – Dr. Jeffrey Gruen and his research team at Yale University identified a gene that had patterns and variations that were strongly associated with dyslexia.

(Source: LDOnline.org, 2010)

Learning Disabilities :: Defined Learning Disabilities :: Defined Two primary definitions of learning disabilities:

A.I.D.E.A. and “specific learning disabilities” - 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 the 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.

B.National Joint Committee on Learning Disabilities (NJCLD):

. . . refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span”. . .

Sources: nichcy.org, 2011, National Joint Committee on Learning Disabilities [NJCLD], 1990

Learning Disabilities :: Defined Learning Disabilities :: Defined IDEA Vs. NJCLD DEFINITIONS – THE DIFFERENCES:

NJCLD definition adopted in 1990 in response to the limited scope and “controversy” of the IDEA definition

NJCLD acknowledges the heterogeneous nature of LD, IDEA does not

Under NJCLD definition students can qualify for services if they have a social or emotional disturbance associated with LD, under IDEA the “standalone challenges” of emotional and behavioral disturbances are not valid justifications for support services

The NJCLD definition acknowledges that LD occurs across the life continuum for an individual

NJCLD attempts to identify both intrinsic and extrinsic causes of LD

(Source: Turnbull, et al, 2004)

Cause Identification Cause Identification Turnbull et al., (2004) identify three probable causes for learning disability development:

NEUROLOGICAL CAUSESCentral nervous system (CNS) dysfunction MRI, PET, FMRI now used to identify brain chemistry differences in individuals with dyslexia and other reading disabilities, ADHD, etc.

HEREDITARY/GENETIC CAUSES:Prenatal, Postnatal and parental factors Reading disabilities as well as speech and language disorders are thought to show “strong evidence” (Turnbull, et al., 2004) as genetically inherit traits

TERATOGRNTIC FACTORS “There is solid evidence that pollutants and teratogens (aspects of the environment that cause malformation in humans) cause learning disabilities” (Turnbull, et al., 2004), by way of ingestion or long-term exposure. Viable evidence shows a positive correlation between substance abuse (e.g. alcohol and crack cocaine) during pregnancy contributing to LD

NOTE: These are all speculative causal correlations made on the basis scientific theory in an attempt to identify causes of LD. Continuous from the literature shows that causes are still largely, “unknown”.

Symptoms, Characteristics & Diagnosis Symptoms, Characteristics & Diagnosis

ACADEMIC SYMPTOMS ACADEMIC SYMPTOMS difficulty in copying accurately from a model difficulty in copying accurately from a model difficulty with tasks requiring sequencing difficulty with tasks requiring sequencing

COGNITIVE SYMPTOMS COGNITIVE SYMPTOMS often obsesses on one topic or idea often obsesses on one topic or idea poor short-term and/or long-term memory poor short-term and/or long-term memory

PHYSICAL SYMPTOMS PHYSICAL SYMPTOMS poor visual-motor coordination poor visual-motor coordination overly distractible; difficulty concentrating overly distractible; difficulty concentrating

BEHAVIORAL / SOCIAL SYMPTOMS BEHAVIORAL / SOCIAL SYMPTOMS low tolerance for frustration low tolerance for frustration difficulty making decisions difficulty making decisions (ricklavoie.com, n.d.)(ricklavoie.com, n.d.)

Symptoms, Characteristics & Diagnosis Symptoms, Characteristics & Diagnosis According to the Learning Disabilities Association of America, learning disabilities should be conceptualized as, “neurologically-based processing problems” (ldanatl.org, 2005-2011). Depending on the processing affect-level, the defcit(s) could impair basic academics to higher level executive functioning skills.

PROCESSING CATAGORIES AFFECTED BY LEARNING DISABILITY:Input Integration MemoryOutput

INPUT - Intake of information to the brain through the neuropathways of; visual or auditory processing. Receptive Language Deficits-Inability to process speech sounds correctly or at a normal pace. Visual Perception Deficits – characterized by a misrepresentations of shapes through rotation or reversal Source: (ldanatl.org, 2005-2011)


INTEGRATION The ability to arrange thought processes in logical order, critically understand the information beyond “literal meaning” and then effectively arrange the information for presentation to others.

Sequencing – difficulty learning information in proper sequence. Abstraction - difficulty inferring the meaningOrganization - Inability to organize thought patterns and logistics of day-to-day tasks.

MEMORY Working memory deficits – Inability to hold on to “information fragments” must be presented as a full concept.

Short-term memory deficits- information recall

Long-term memory deficits- inability to engage the physical process of “moving” information from short to long term memories. Associated with insufficient metacognitive skills. (i.e. Study skills)

(Sources: ldanatl.org, 2005-2011, Turnbull, et., al 2004)


OUTPUT – How information is communicated through the senses either by words (language output) some form of tactile response such as; gestures, drawing, writing (motor output)

Language Disability - Difficulty in a demand speaking situations, the same person might struggle to organize her thoughts or to find the right words”.

Motor Disability – Inability to bring coordination to small muscle groupings (fine motor) or large muscle groups (gross motor)

(Sources: Turnbull, et., al 2004, Learning Disabilities Association of America, 2005-2011)

There are a total of 7 formal diagnosis attributed to the neurobiological causes of processing delay which are associated with learning, including:

Diagnosis: Dyslexia :: (difficulty reading)Problems reading, writing, spelling, speaking

Dyscalculia :: (difficulty with math)Problems doing math problems, understanding time, using money

Dysgraphia :: (difficulty with writing)Problems with handwriting, spelling, organizing ideas

Dyspraxia :: (fine motor deficits)Problems with hand–eye coordination, balance, manual dexterity

Dysphasia :: (language difficulty)Problems understanding spoken language, poor reading comprehension

Auditory Processing Disorder :: (Inability to hear phonemic differences)Problems with reading, comprehension and language

Visual Processing Disorder :: (difficulty interpreting visual information)Problems with reading, math, maps, charts, symbols, pictures


Learning Disabilities :: Myths & Misconceptions Learning Disabilities :: Myths & Misconceptions

MYTHLD is isolated to academics

LD is identified in 1st Grade

There is more of a prevalence of LD in males

LD denotes “dumb”

LD is caused by a “lack of motivation”

TRUTHLD is pervasive—across the lifespan of an individual

LD is often identified by Grade 3, but may not present until middle, secondary or postsecondary levels

Males are 4x more likely to be identified, however, females experience common reading problems that are under-identified and undertreated

People w/ LD often have average to above average levels of intelligence—can be “gifted” in a certain artistic or expressive skill

LD is commonly caused by perceptual and processing issues (e.g. direct instruction needed)

The Prevalence US BREAKDOWN OF L.D.(ages 6+) – 4.67M 1 out of every 5 people in the U.S.LD prevalence in the US – 8% (1977) 14% (2006)1991 – with addition of ADD/ADHD, ASD the “other health impairment” category rose 200% from ‘77-’06Unemployment rate is x2 that than without LD

K-12 EDUCATION2.5 million American public school students identified with LD as eligible under IDEA

POSTSECONDARY National average of college students reporting disability and receiving support services 11%

Source: ncld.org, 2011, nichcy.org, 2011. educationsector.org, 2007

Assistive Technology Assistive Technology

“How Assistive Technology Enables Dreams”Produced, Written, and Directed by: Ken Ellis

©2005 Edutopia Funded by: The George Lucas Educational Foundation

Run time – 10:00 Pause at: 3:46

Assistive Technology Assistive Technology SCOPE OF ASSISITIVE TECHNOLOGY UNDER I.D.E.A.

1975 – Began the mandate for school districts to provide AT to students for whom it was an identified requirement in order to appropriately provide for a student’s FAPE.

1990 – When PL 92-142 was reauthorized as, “Individuals with Disabilities Education Act” school districts responsibility for the provision of AT to qualified students was clarified:

can be part of the child's specially designed instructionrelated servicesa supplementary aid or service to help maintain a child with a disability in a regular classroom. School districts cannot presumptively deny assistive technology to a child with a disability. (August, 1990).

To provide AT school districts retain the option for; rental, direct purchase, third-party purchasing, etc.

The mandate of AT provision for qualified students under IDEA reiterates Turnbull, et., al (2004) principles of U.D.L., in specific, “augmented instruction” for LD students. One purpose of AT is, “cognitive augmentation”, this principle apples to LD as well.

FUNDING OPTIONS FOR STUDENTS:The Handicapped Infant and Todlers Act of 1986 (birth – 2 yrs of age, served by IFSP)

Individuals with Disabilities Education Act (3-21yrs, served by IEP)

Schools responsibilities:a. Consider on

individual basis b. Must provide at

least baseline model technologies

c. Ensure that use is consistent with outlined goals of the IFSP or IEP.

Sources: Reed & Walser, 2009, Cook & Polgar, 2004

Learning Disabilities :: A Personal Perspective Learning Disabilities :: A Personal Perspective

BACKGROUND ON LD TESTINGA learning disability in the school setting is determined by:

a significant discrepancy between one’s cognitive ability and academic ability.

Average standard scores on these measures fall between 85-115.

MY LEARNING DISABILITY PROFILEIn 2007, I completed an IQ and LD battery of tests and scored an overall IQ or cognitive ability of 91. This score was derived from a verbal measure and a performance measure. My score was 107 and 74 respectively. The difference between these two scores is clinically significant and only occurs in .5% of the population.

Strengths: verbal reasoning ability is in the superior range, working memory is in the average range Weaknesses: nonverbal reasoning ability is less developed, processing visual material is well below that of same aged peers

ACADEMIC SKILL BREKDOWNFor academic skills I scored a composite score of 90 which is in the average range. However, when broken down by subjects reading was 95, writing was 89, oral language was 116 and math was 76.

Learning Disabilities :: A Personal Perspective Learning Disabilities :: A Personal Perspective FINDINGS When this score is compared to my academic scores there exists a significant discrepancy between the cognitive score and the scores in math and writing. These two discrepancies indicate that my performance in math and writing is significantly lower than would be expected given my intellectual performance.

In short, I can understand more than I am able to communicate. It takes me 2-4x longer than my peers to process information and complete tasks (e.g. writing process, systematic steps to mathematics' and independent living skills)

MY FORMAL LD DIAGNOSISLearning Disability in Written Expression Dyscalculia ADHD – (favoring attention deficit spectrum)

UNDERLYING CAUSEDamage to my CNS during the onset of Cerebral Palsy. LDs are thought to be secondary to CP.

Learning Disabilities :: A Personal PerspectiveLearning Disabilities :: A Personal Perspective

ADVERSE COMMON FEELINGSADVERSE COMMON FEELINGS(some persist, some have been delt with)(some persist, some have been delt with)Intellectual inferiority (internalized)Intellectual inferiority (internalized)Depression Depression Frustration Frustration Physical and mental exhaustion Physical and mental exhaustion Occasional loneliness / isolation Occasional loneliness / isolation ““Othering” (by certain family members and school admin.) Othering” (by certain family members and school admin.) Feelings of a “trapped mind”Feelings of a “trapped mind”

POSITIVE COMMON FEELINGS POSITIVE COMMON FEELINGS Learned the principles of, “respectful assertiveness”Learned the principles of, “respectful assertiveness”““Learned helplessness” (Turnnull, et al, 2004) has not been a persistent problem Learned helplessness” (Turnnull, et al, 2004) has not been a persistent problem for mefor meDevelopment of a “healthy rebellion” Development of a “healthy rebellion” Fortitude and follow-throughFortitude and follow-throughAided in the development of my work ethic, once I understood LDs pervasive Aided in the development of my work ethic, once I understood LDs pervasive impact impact Hold educational gains in high regard Hold educational gains in high regard Have the ability to “hyperfocus”, if neededHave the ability to “hyperfocus”, if neededSensitive to the learning needs of others Sensitive to the learning needs of others

K-12 SCHOOL REFLECTIONS K-12 SCHOOL REFLECTIONS

Very strong, supportive base of friends Very strong, supportive base of friends Often, the provision of accommodations, related transition services Often, the provision of accommodations, related transition services and “due process” rights were; met w/ resistance before implementation and “due process” rights were; met w/ resistance before implementation or refused or refused Special education admin. & select teachers would demean and Special education admin. & select teachers would demean and devalue me by their actions and words. (e.g. “not college material”, “the devalue me by their actions and words. (e.g. “not college material”, “the 504 kid”. )504 kid”. )Learned self-advocacy skills Learned self-advocacy skills

UNIVERSITY REFLECTIONS UNIVERSITY REFLECTIONS Overall, much more positive, inclusive experienceOverall, much more positive, inclusive experiencePerson-first treatmentPerson-first treatment

Learning Disabilities :: A Personal PerspectiveLearning Disabilities :: A Personal Perspective

From my Arizona State University Graduation - College of Public Programs, School of Community Resources & Development (Fall

2010) - Masters of Nonprofit Studies.

“Life Mountains” : The Life Story of Jacob BunchClear Lake United Methodist Church

Houston, TexasMay 11, 2008

Kay Alewine, Executive Producer - StreamGardenTV

Learning Disabilities :: A Faith PerspectiveLearning Disabilities :: A Faith Perspective