History of Learning Disabilities

History of Learning Disabilities

• The term "learning disability" was coined in 1962 by Samuel Kirk.
• It describes a diverse group with a neurological basis affecting learning.

How Learning Disabilities are Defined

• Neurodevelopmental disorders not caused by intellectual disability, sensory deficits, or other external factors (DSM-5).
• A disorder in one or more basic psychological processes (understanding/using language, spoken or written), affecting listening, thinking, speaking, spelling, and/or mathematical calculations (U.S. Department of Education).

How Students with LD are Identified

• Discrepancy Formulas: Based on the gap between intellectual ability (IQ) and achievement/performance.
• Response to Intervention (RTI): Identifies students who don't respond adequately to evidence-based interventions. This method monitors progress.

Comprehensive Assessments

• Used to determine learning strengths and challenges.

What is Dyslexia?

• A specific learning disability characterized by difficulties with accurate/fluent word recognition and poor spelling/decoding.
• Typically caused by a deficit in the phonological component of language.
• Secondary consequences can include reading comprehension problems, limited vocabulary and background knowledge, and visual perceptual difficulties.

Causes of Learning Disabilities (LD)

• Neurological differences in brain function/organization.
• Genetic predisposition (family and twin studies).
• Environmental factors contribute to learning in each domain.
• Inadequate prenatal care.

Prevalence of Learning Disabilities

• 37% of individuals aged 6-21 receiving special education or related services have learning disabilities.
• LD is the largest category of disability across all racial/ethnic groups.

Challenges in Identifying Learning Disabilities in English Language Learners (ELL)

• 23% of school-age children come from non-English speaking homes.
• Appropriately identifying ELLs with LD presents a particular challenge.
• Educators sometimes misinterpret emergent English and bilingualism as developmental deficits.
• Cultural competency by assessors is crucial.

Characteristics of Children with Learning Disabilities

• Individuals have a unique profile of strengths/challenges.
• Processing difficulties may impact language development, academic learning, motor coordination, social/emotional self-regulation and the ability to focus attention. Possible sensory or perceptual problems, such as visual or auditory perception and sensory overload.

Types of Memory

• Semantic: stores concepts, words, symbols, and generalizations (most frequently used in school).
• Episodic: ability to recall whole scenes or episodes from the past.
• Motor: ability to learn body movement patterns.
• Developmental Aphasia: Difficulty with speech such as word retrieval and speech fluency.
• Dysgraphia: difficulty with motor mechanics of handwriting.

Executive Functions

• Control attention
• Decisions about info storage
• Strategies for storing information
• Self-regulation, and continual adaptation of thoughts, speech, and actions to achieve goals.

Educational Responses for Students with Learning Disabilities

• Most students spend 80%+ of school day in general education classes.
• Students still may need specialized instruction/accommodations.
• Common accommodations include preferential seating, assistive technology (e.g., calculators, speech-to-text software), and modified assessments and materials.
• Extra time for assignments/assessments

Modifications

• Focus on essential aspects of learning.
• Grade on effort, not just the final product.
• Use of alternatives for learning materials (alternative readings/projects).

Evidence-Based Practices

• Explicit teaching: Use precise language, clear examples, and schemas.
• Strategic teaching: Provide instruction in specific learning strategies.
• Scaffolding: Progressively move from concrete to abstract.
• Metacognition: Help students understand their thinking.
• Modeling: Teachers provide demonstrations while explaining thought processes.

High Leverage Practices

• Provide positive/constructive feedback to guide learning and behavior.

Assistive Technology for Students with LD

• Examples include text-to-speech readers, speech-to-text software, and audio books.

Information Processing Model

• Learning is a function of an individual's ability to process information.
• Deep processing transforms information into meaningful knowledge.
• Executive functioning and self-regulation enable continuous adaptation of thought, speech, and actions to meet goals.
• Emotional/social environment influences learning.

Meeting the Needs of Students with Learning Disabilities

• Universal Design for Learning (UDL) principles are helpful.
• UDL suggests focusing on representation (providing information in various ways), engagement (creating interest), and assessment (allowing students to demonstrate knowledge in different ways).
• Self-regulation strategies (e.g., using a “secret signal”) to help students manage impulses.

Summary of Findings

• Students with LD are the largest special education group.
• Unique strengths and challenges for each student.
• Neurological difficulties in information processing may be a key factor in learning challenges, particularly impacting ELL students.
• Multi-faceted support systems are crucial for students with LD.

Explore the definition, identification, and assessment of learning disabilities. This quiz covers the historical context, such as the coining of the term by Samuel Kirk in 1962, and the criteria used to identify and assess students with learning disabilities, including dyslexia. Understand the multifaceted nature of these disorders and their implications for education.