Learning Disabilities Overview

Learning Disabilities (LD)

• Causes: Genetic and brain structure/function differences, teratogens (e.g., alcohol, lead, cocaine), medical factors (e.g., premature birth, diabetes, meningitis), environmental factors (e.g., malnutrition, poor prenatal healthcare).
• Functional MRI: Allows researchers to observe brain activity during tasks like reading, writing, and math. Researchers can see active brain areas.
• Identification: Discrepancy Model (compares achievement to intellectual ability (IQ)), but this model can struggle to identify students until later as many students have difficulties for years before identified .
• Definition: A disorder in basic psychological processes involved in understanding or using language (spoken or written), or doing math.
• Definition of LD: Can manifest as challenges with listening, thinking, speaking, reading, writing, spelling, or doing math.
• Characteristics: Challenges in reading, writing, and math; average to above-average intelligence.
• RTI: Multi-tiered system of support.

Attention Deficit Hyperactivity Disorder (ADHD)

• Definition: Section 504 of the Rehabilitation Act of 1973: Civil rights law prohibits discrimination based on disabilities in programs receiving federal funding.
• DSM-IV Types:
  • ADHD Combined Type: Inattention and hyperactivity/impulsivity criteria are met.
  • ADHD Predominantly Hyperactive/Impulsive Type: Inattention criteria are not met.
• Classification (IDEA): Other Health Impairment.
• Characteristics: Often have difficulty with attention and focus, hyperactivity, and impulsivity.
• Medication: Stimulants (e.g., Ritalin, Adderall) are quicker-acting, while non-stimulants (e.g., Strattera) take longer to work.

Differential Diagnosis

• Central Auditory Processing Disorder (CAPD): Difficulty processing sounds, difficulties with understanding fast speech, forgetting what was said, mixing up sounds/words.
• Nonverbal Learning Disabilities (NLD): Challenges primarily affecting non-language-based skills, including motor skills, visual-spatial skills, and social skills.
• Speech and Language Disorders: Challenges with creating and forming speech sounds, articulation disorders, phonological disorders, disfluency, voice disorders, or resonance disorders.
• Expressive Language: Difficulty expressing thoughts and messages.
• Receptive Language: Difficulty understanding spoken/written language from others.

Reading

• Types of Deficiencies: Decoding (difficulty breaking down words into sounds), encoding (difficulty with spelling and writing), and fluency (difficulty with reading smoothly).
• Strategies: Explicit phonics instruction, systematic instruction, structured lessons, clearly defined goals, and feedback.

Written Language

• Types of Deficiencies: Spelling, grammar/punctuation, sentence structure, organization of ideas, and clarity of expression.
• Strategies: Explicit instruction and systematic instruction.

Math

• Types of Deficiencies: Application difficulty (calculations, using math symbols), visual aids, breaking down problems, and extra time required.
• Strategies: Explicit instruction and systematic instruction, and using visual aids/extra time as tools

Assessment

• Areas: Achievement tests (e.g., Woodcock-Johnson, WIAT-4), Curriculum Based Measurement (brief, frequent assessments of academic skills, used to monitor student progress and make instructional decisions), Progress Monitoring (tracking student progress over time, determining effectiveness of interventions), Task Analysis (breaking complex skills into simpler steps), Error Analysis (identifying patterns and misunderstandings in errors).

Educational Settings

• Resource Room: A separate room for specialized instruction, often for part of the day.
• Co-teaching inclusion classrooms: Two or more teachers collaborate, one general education and one special education.
• Self-contained classroom: A separate room where individuals mainly receive instruction.

Response to Intervention (RTI)

• Rationale: Provides early and intensive support for all students.
• Tiers:
  • Tier 1: High-quality instruction for all students.
  • Tier 2: Small group interventions for students not making adequate progress in Tier 1.
  • Tier 3: Intensive, individualized interventions for students who are not making adequate progress in Tier 2.

Special Education

• Pros: Early identification, individualized instruction, data-driven.
• Cons: Misidentification, accidental referrals to special ed, time-consuming.
• Program Monitoring: Tracking progress.
• Research Based programs: Evidence-based instruction.