Learning Disabilities PDF

Learning Disabilities SECTION 1: LD NEED TO STUDY I already know ​ Causes of LD ​ Characteristics of LD ○​ Genetic and brain structure and ○​ Challen...

Learning Disabilities SECTION 1: LD NEED TO STUDY I already know ​ Causes of LD ​ Characteristics of LD ○​ Genetic and brain structure and ○​ Challenges in reading, writing, and function differences math ○​ Teratogenic (e.g. alcohol, lead, ○​ Average to above-average cocain) intelligence ○​ Medical (e.g. premature, birth, diabetes, meningitis ​ LD definition ○​ Environmental (e.g. malnutrition, ○​ A disorder in one or more of the poor prenatal healthcare) basic psychological processes involved in understanding or in ​ Functional MRI using languag, spoken or written, ○​ Allows researchers to observe that may manifest itself in an brain activity while individuals imperfect ability to listen, think, perform specific tasks speak, read, write, spell, or to do mathematical calculations ○​ Researchers can see which areas of the brain are typically active during reading, writing, math ​ Identification of LD ○​ Discrepancy Model: Compares achievement to intellectual ability (IQ). ​ Drawbacks: This model can have many students struggle for years before they are identified. ○​ RTI: Multi-tiered system of support SECTION 2: ADHD NEED TO STUDY I already know ​ Section 504 of the Rehabilitation Act of 1973: ​ Classification category ○​ Civil right law that prohibits discrimination based on (IDEA): a disability in programs and activities that recieve ○​ Other Health federal funding. Impairment ​ DSM_IV types: ○​ ADHD Combined Type: both the inattention and hyperactivity/impulsivity criteria are met. ○​ ADHD Predominantly Hyperactive/Impulsive Type: The inattention criteria are not met.  ○​ ADHD Predemoninatly Inattentive type: caracterized by inattention symptoms, with fewer or no hyperactivity-impulsivity symptoms. ​ Medication types for ADHD ○​ Stimulants: Faster onset of action ​ Ex: Ritalin and Adderall ○​ Non-stimulants: Takes longer ​ Ex: Strattera SECTION 3: Differential Diagnosis NEED TO STUDY I already know ​ Central Auditory Processing Disorder ○​ Difficulty processing sounds ○​ Challenges: ​ Difficulty understanding fast speech ​ Forgetting what has been said ​ Mixing up sounds, words, or other parts of speech ​ Nonverbal learning disabilities ○​ Set of challenges that primarly affect non-language based skills. ○​ Challenges: ​ motor skills ​ visual-spatial skills ​ social skills ​ Speech and language disorders ○​ Speech disorders: ​ Difficulty creating or forming the speech sounds to communicate with other. ​ This can make the child’s speech difficult to understand. ​ Common speech disorders: ​ Articulation disorders ​ Phonological disorders ​ Disfluency ​ Voice disorders or resonance disorders ○​ Language disorders: ​ Expressive language: Getting their meaning or message across to others ​ Receptive language: Understanding the message coming from others  SECTION 4: Reading NEED TO STUDY I already know ​ Types of deficiencies ​ Technology ○​ Decoding: Difficulty breaking down words or letters ○​ Text-to-speech into sounds (reading words) ○​ Reading software ○​ Reading rulers ○​ Encoding: Difficulty spelling and writing words, translating spoken sounds into written letters or symbols ○​ Fluency: Difficulty reading smoothly and accurately ​ Strategies to address deficiencies ○​ Phonics instruction: explicit teaching of letter-sound correspondences ○​ Systematic and explicit instruction (structured lesson, clear goals, and feedback) SECTION 5: Written Language NEED TO STUDY I already know ​ Types of deficiencies ​ Dysgraphia: Learning ○​ Spelling disability in writing ○​ Grammar and Punctation ○​ Sentence structure ​ Technology ○​ Organization of ideas ○​ Speech-to-text ○​ Clarity of expression ○​ Pencil grip ○​ Handwriting legibility ​ Strategies to address deficiencies ○​ Explicit instruction and systematic instruction SECTION 6: Math NEED TO STUDY I already know ​ Types of deficiencies ​ Dyscalculia: learning ○​ Application difficulty disability in math ○​ Calculations ○​ Using math symbols ​ Technology ​ Strategies to address deficiencies ○​ Speech-to-text ○​ Explicit instruction and systematic instruction ○​ Visual aids ○​ Breaking down problems ○​ Extra time  SECTION 7: Assessment NEED TO STUDY I already know ​ Areas ○​ Achievement Tests (ex: 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 to determine the effectiveness of interventions ○​ Involves frequent data collection and analysis ​ Task Analysis ○​ Breaking down complex skills into smaller, more manageable steps ​ Error Analysis ○​ Analyzing student errors to identify patterns and misconceptions SECTION 8: Educational Settings NEED TO STUDY I already know ​ Resource Room ○​ A separate room where students with LD receive specialized instruction for part of the day. ​ Co-teaching inclusion classrooms ○​ Two or more teachers. Collaboration between the general education teacher and the special education teacher. ​ Self-contained ○​ A separate classroom for students whoc receive all or most of their instruction. SECTION 9: Response to Intervention NEED TO STUDY I already know ​ Rationale ○​ Provides early and intensive support to all students ​ Tiers ○​ Tier 1: High-quality instruction for all students in the gen. Ed. classroom ○​ Tier 2: Small-group interventions for students who are not making adequate progress in Tier 1. ○​ Tier 3: Intensive, individualized interventions for students who are not making adequate progress in tier 2. Last step before referral to  Special ed. ​ Pros and Cons ○​ Pros: Early identification, Individualized instruction, data-driven ○​ Cons: Misidentification or accidental referrals to special ed, and time consuming ​ Program Monitoring ​ Research based programs