Unit III

Addressing the needs of children with

learning difficulties
 What Are
Learning Disabilities?

Learning disabilities are problems that affect the brain's ability

to receive, process, analyze, or store information.

These problems can make it difficult for a student to learn as

quickly as someone who isn't affected by learning disabilities.
 National Joint Committee on
Learning Disabilities (NJCLD)

NJCLD: A heterogeneous group of disorders

manifested by significant difficulties in the
1980’s acquisition and use of
listening, speaking, reading, writing,
reasonin g or mathematical abilities.

These disorders are intrinsic to the individual and

presumed to be due to Central Nervous System
Dysfunction.
 Definitions
Australian Commonwealth Disability Discrimination Act 1992 :
A broad term to describe ‘A disorder or malfunction which results
in the person learning differently without the disorder or
malfunction…’

 May manifest itself in an imperfect ability to:

 Listen, speak, read, write, spell, or do math

 Does not include learning problems

that the result of other disabilities or
are
environmental, cultural, or economic
disadvantage.
▪learning disability (LD) refers to a group of
disorders that affect a broad range of
academic and functional skills including the
ability to
▪speak,
▪listen,
▪read,
▪write,
▪spell,
▪reason and
▪organize information
AND
 Heredity
• Learning disabilities often run in
the family. Children with learning
disabilities are likely to have
parents or other relatives with
difficulties.
 Problems During
Pregnancy And Birth

• Learning disabilities
can result from
anomalies in the
developing brain,
illness or injury, fetal
exposure to alcohol
or drugs, low birth
weight, oxygen
deprivation, or by
premature or
prolonged labor.
Accidents After Birth

Learning disabilities can also be

caused by head injuries,
malnutrition, or by toxic posure
(such as heavy metals
or pesticides).
Characteristics of Learning
Difficulties
 How to Know?
Learning disabilities are often identified by
psychiatrists, school psychologists, clinical
psychologists, and neuropsychologists through a
combination of intelligence testing, academic
achievement testing, classroom performance, and
social interaction and aptitude.
Other areas of assessment may include
perception, cognition, memory, attention, and
language abilities.
The resulting information is used to determine
whether a child's academic performance is
commensurate with his or her cognitive ability.
 COMMON TYPES OF LEARNING DISABILITIES
Dyslexia Difficulty processing Problems reading, writing,
language 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 (Sensory) Difficulty with fine motor Problems with hand-eye

Integration Disorder skills coordination, balance,
manual dexterity

Auditory Processing Difficulty hearing differences Problems with reading,

Disorder between sounds comprehension, language

Visual Processing Disorder Difficulty interpreting visual Problems with reading, math,
information maps, charts, symbols,
pictures
 People with dyslexia usually have trouble making the
connections between letters and sounds and with
spelling and recognizing words.
People with dyslexia often experience other symptoms. These may include:
▪Failure to fully understand what others are saying
▪Difficulty organizing written and spoken language
▪Delayed ability to speak
▪Poor self-expression (for example, saying "thing" or "stuff" for words not
recalled)
▪Difficulty learning new vocabulary, either through reading or hearing
▪Trouble learning foreign languages
▪Slowness in learning songs and rhymes
▪Slow reading as well as giving up on longer reading tasks
▪Difficulty understanding questions and following directions
▪Poor spelling
▪Difficulty recalling numbers in sequence (for example, telephone numbers and
addresses)
▪Trouble distinguishing left from right
 SYMPTOMS
DYSLEXIA
• Speech problems, such as not being able to pronounce
long words properly and "jumbling" up phrases
• Poorly organised written work that lacks expression
• Difficulty planning and writing essays, letters or reports
• Difficulties revising for examinations
• Trying to avoid reading and writing whenever possible
• Difficulty taking notes or copying
• Poor spelling
• Struggling to remember things such as a PIN or telephone
number
• Struggling to meet deadlines
 SYMPTOMS OF
DYSLEXIA
• Problems learning the names and sounds of letters
• Inconsistent spelling
• Putting letters and figures the wrong way – such as writing
"6" instead "9", or "b" instead of "d"
• Confusing the order of letters in words
• Reading slowly or making errors when reading aloud
• Visual disturbances when reading – may describe letters and
words as seeming to move around or appear blurred
• Answering questions well orally, but having difficulty
writing down the answer
Dysgraphia is characterized by problems with writing. This disorder may
cause a child to be tense and awkward when holding a pen or pencil,
even to the extent of contorting his or her body. A child with very poor
handwriting that he or she does not outgrow may have dysgraphia.

Other signs of this condition may include:

▪A strong dislike of writing and/or drawing
▪Problems with grammar
▪Trouble writing down ideas
▪A quick loss of energy and interest while writing
▪Trouble writing down thoughts in a logical sequence
▪Saying words out loud while writing
▪Leaving words unfinished or omitting them when writing
sentences
 SYMPTOMS OF
DYSGRAPHIA
• May have illegible printing and cursive writing (despite
appropriate time and attention given the task)
• Shows inconsistencies: mixtures of print and cursive,
upper and lower case, or irregular sizes, shapes or slant
of letters
• Has unfinished words or letters, omitted words
• Inconsistent spacing between words and letters
• Exhibits strange wrist, body or paper position
 SYMPTOMS OF
DYSGRAPHIA
• Has difficulty pre-visualizing letter formation
• Copying or writing is slow or laboured
• Shows poor spatial planning on paper
• Has cramped or unusual grip - may complain of sore hand
• Has great difficulty thinking and writing at the same time
(taking notes, creative writing.)
Signs of this disability include problems understanding basic
arithmetic concepts, such as fractions, number lines, and
positive and negative numbers.
Other symptoms may include:
▪Difficulty with math-related word problems
▪Trouble making change in cash transactions
▪Messiness in putting math problems on paper
▪Trouble recognizing logical information sequences (for
example, steps in math problems)
▪Trouble with understanding the time sequence of events
▪Difficulty with verbally describing math processes
 SYMPTOMS OF DYSCALCULIA
• Difficulty when counting backwards.
• Poor sense of number and estimation.
• Has difficulty in understanding place value and the role of zero in
the Arabic number system

• Has no sense of whether any answers that are obtained are

right or nearly right.
• Tends to be slower to perform calculations.
• Forgets mathematical procedures, especially as they
become more complex, for example ‘long’ division.
• Addition is often the default operation. The other operations
are usually very poorly executed (or avoided altogether)
executed (or avoided altogether).
• Avoids tasks that are perceived as difficult and likely to
result in a wrong answer.
• Weak mental arithmetic skills.
• High levels of mathematics anxiety.
A person with dyspraxia has problems with motor tasks, such
as hand-eye coordination, that can interfere with learning.

Some other symptoms of this condition include:

▪Problems organizing oneself and one’s things
▪Breaking things
▪Trouble with tasks that require hand-eye coordination, such
as coloring within the lines, assembling puzzles, and cutting
precisely
▪Poor balance
▪Sensitivity to loud and/or repetitive noises, such as the
ticking of a clock
▪Sensitivity to touch, including irritation over bothersome-
feeling clothing
 What is Attention
Deficit
Hyperactivity
Disorder?

The term ADHD refers to

Attention Deficit Hyperactivity
Disorder, a condition that
makes it difficult for children to
pay attention and/or control
their behavior.
 What is Attention Deficit
Hyperactivity Disorder?

Onsets before age seven

The main symptoms are

- inattention
- hyperactivity
- and impulsivity
 What is Attention Deficit
Hyperactivity Disorder?

The condition often becomes

apparent when children are in
preschool or when they are
in their early school years.

An estimated 3-5% of children

have ADHD.
 ADHD: What does it look like?

What does “inattention” look like?

• A child who has difficulty keeping their mind on a task,

or who gets bored of a task easily.

• A child who jumps from one task to another

without completing the first task.

• A child who is easily distracted or doesn’t follow

instructions carefully.

• A child who forgets and loses things that they need

to complete a task.
 ADHD: What does it look like?

What does “hyperactivity” look like?

• A child who can’t seem to sit still and who is constantly moving,
roaming, touching things, squirming or fidgeting.

What does “impulsivity” look like?

• A child who speaks or acts without thinking about the consequences

of that act.

• A child who blurts out inappropriate comments, has difficulty waiting

their turn, and displays their emotions without restraint.
ADHD: Getting a diagnosis
A child who is inattentive,
hyperactive
or impulsive
does NOT necessarily have ADHD

Many normal children have some of

these symptoms (especially young
children!).

AND, the symptoms could be caused

by
another disorder entirely.
 What causes ADHD?

The cause of ADHD remains unknown, but most research

suggests that the cause lies in neurobiology (some
parts of the brain are smaller in children with ADHD) or
genetics (ADHD tends to run in families, so there are likely
genetic influences).

Although environmental and social

factors (like child-rearing style) can
influence the severity of the disorder,
they do not cause the disorder.
 What causes ADHD?

BUT… some studies have shown a relationship

between alcohol and tobacco use during
pregnancy and the risk for ADHD in the baby.

So, these activities should be

avoided while pregnant!
Classroom and Assignment Accommodations
You may be asked to
•assist the student in finding effective peer note-takers
from the class. Alternatively, you could provide the
student with a copy of your lecture notes or outline.
•allow the student to tape record lectures.
•allow the student additional time to complete in-class
assignments, particularly writing assignments.
•provide feedback and assist the student in planning the
workflow of assignments. This is especially important
with large writing assignments. It may be helpful to
break the larger assignment into smaller components
with opportunities for draft feedback.
•provide assistance with proofreading written work.
Examination Accommodations
•You may be asked to allow the student with a learning
disability
•extended exam time, typically time and one half to
double time.
•to take exams in a room with reduced distractions.
•the assistance of a reader, scribe, or word processor for
exams.
•the option of an oral exam.
•to use spelling and grammar assistive devices for essay
exams.
•to use a calculator for exams.
•to use scratch paper during exams.
Direct Instruction:

•Highly structured, intensive instruction

•Scripted lesson plans
•Rapid-paced interaction between teacher and students
•Correcting mistakes immediately
•Frequent progress assessments

Classroom adjustments:

•Special seating assignments

•Quiet environment
Special equipment:

•Word processors with spell checkers and dictionaries

•Talking calculators
•Books on tape
•Computer-based activities

Classroom assistants:

•Note-takers
•Readers
•Proofreaders
•Scribes
Special Education:

•Prescribed hours in a resource room

•Enrollment in a special school for learning
disabled students
•Individual Education Plan (IEP)
•Educational therapy
 Management of
Dyslexia

➢ Consists of using educational tools to enhance

the ability to read.

➢ Individualized Education Program (IEP)

➢ Combination of educational methods

➢ Teacher aide or tutor.

 Management For
Dyscalculia

➢Dyscalculia cant be cured but there are therapies that could help your child.

➢There are many non-medical ways to help kids with dyscalculia be successful.

➢Educational therapy helps kids with different kinds of learning and attention issues

develop strategies for working around their issues and dealing with frustration. An

educational therapist may be able to help your child get better at working with numbers

➢Speech therapy is also used

➢Kids with dyscalculia may also have trouble with visual spatial skills.
 Management for
Dysgraphia

➢There are several kinds of specialists who can help

➢Occupational therapy can improve fine motor skills that control

hand movement.

➢Educational therapy can help kids develop strategies to approach

writing assignments and reduce frustration.

➢Classroom accomodation