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Learning disabilities are disorders that affect the ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention.
Characteristics of Learning Disabilities
Characteristics of Learning Disabilities
Reading Skills
Slow reading rate
Difficulty identifying important ideas in context
Difficulty recognizing high frequency words
Written Expression Skills
Difficulty organizing written information
Inability to take notes or copy information from a book or the board
Oral expression is noticeably stronger than written expression
Oral Language Skills
Difficulty pronouncing words
Inability to blend sounds together to form words
Difficulty listening and responding to a series of directions
Mathematical Skills
Poor mathematical fluency
Difficulty memorizing multiplication tables
Difficulty identifying multiples and/or factors
Difficulty understanding word or application problems
Poor understanding of mathematical concepts
Difficulty sorting out irrelevant information
Inability to use basic facts within more complex calculations
Learning Disability Causes
Learning Disability Causes
Researchers do not know all of the possible causes of learning disabilities. Risk factors may be present from birth and tend to be hereditary.
Alcohol and drug abuse during pregnancy can increase the risk of a learning disability.
Poor nutrition or exposure to lead in water or in paint can lead to learning disabilities as well as children that did not receive the support they needed may start to show signs of difficulty later in school and life.
Sometimes a person may develop a learning disability later in life due to injury such as a traumatic brain injury.
Process to Identify and Evaluate
Process to Identify and Evaluate
I. Observation-This is where a professional or parent may notice that a student is not achieving certain milestones in their educational career.
II. Screening- This can include student products, intelligence tests, as well as hearing and vision tests.
III. Prereferral- Feedback should be obtained and discussed based on the interventions documents and provided after the screening process.
IV. Referral- This would be a team submission
V. Nondiscriminatory evaluations procedures and standards- There are no such tools that are completely free of bias. In order to minimize this effect we must use multiple instruments to have multiple sources for information to get a better idea of the needs of the student as well as strengths and weaknesses.
VI. Determination- Decision made by multidisciplinary evaluation team.
Useful Links and Resources
Websites
https://www.ninds.nih.gov/health-information/disorders/learning-disabilities
https://www.nichd.nih.gov/health/topics/learning/conditioninfo/causes
https://ldaamerica.org/info/core-principles-evaluation-and-identification-of-learning-disabilities/
https://www.stepupforstudents.org/for-parents/special-needs/how-the-scholarship-works/
https://www.fldoe.org/academics/exceptional-student-edu/beess-resources/individuals-with-disabilities-edu-act-/
People You Should Know
Related Services Personnel:
Special education teacher
Public agency representative (e.g., school administrator)
Qualified to provide or supervise special education services; is familiar with resources available at outside agencies and is able to commit those resources to meet IEP goals
Person qualified to interpret instructional implications of evaluation results (e.g., school psychologist, diagnostician)
Speech therapist
Physical therapist (PT) or occupational therapist (OT)
Others, as appropriate to the needs of the student (e.g., reading specialist, vision specialist)
Supplemental Aids and Services
extended time on testing
different delivery methods of content
peer learning opportunities
classroom paraprofessional
Tips for Parents
Tips for Parents
look for state scholarships to supplement cost of supplemental services
know your rights
look for Facebook or co-op groups with similar needs
talk to your school's teacher, guidance counselor and other professionals soon and often
Classroom Practices
Instructional Strategies:
Peer Assisted Learning Strategies-opportunties for the student to interact with their peers in an intentional way.
Explicit Instruction-Emphasis on the clarity of what will be learned and a logical sequence of objectives.
Embedded Instruction-additional learning opportunities that happen in the natural flow of class (communication, telling time, conflict resolution)
Assistive Technology-this can range in uses depending on the needs of the student.
Peer Mediated Support:
Peer Support Arrangements
Peer
Networks
Peer Partner Programs
Peer Tutoring Programs
Tips for Teachers:
Talk to parents
keep a log of observations for reflection
help create a supportive team
take classes, professional development and read best practices
advocate for resources
start small with new teaching strategies
Disability Type
Disability Type
This image is take from the National Center for Education Statistics website. It shows the percentage distribution of students ages 3-21 that were served under IDEA by disability type
https://nces.ed.gov/fastfacts/display.asp?id=64
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