Unit 1 Learning Disabilities PDF

TODO-EL-TEMARIO.pdf EdPrimBilingue Dificultades de Aprendizaje 2º Grado en Educación Primaria Facultad de Ciencias de la Educación Universidad de Granada Reservados todos los derechos. No se permite la explotación económ...

TODO-EL-TEMARIO.pdf EdPrimBilingue Dificultades de Aprendizaje 2º Grado en Educación Primaria Facultad de Ciencias de la Educación Universidad de Granada Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. a64b0469ff35958ef4ab887a898bd50bdfbbe91a-3700052 UNIT 1 LEARNING DISABILITIES 1) THE HISTORY OF LEARNING DISABILITIES 1.1 IN THE 1960S. The medical field recognizes LD. Public schools start teaching struggling students separately from their peers in an effort to provide individual instruction. In 1963 Dr. Samuel Kirk defined children with learning disabilities as “... a group of children who have disorders in the development of skills needed for social interaction. In this group I do not include children who have sensory impairments such as blindness of deafness... I also exclude children who have generalized mental retardation.” While he does speak to the heart of the struggle experienced by so many individuals with LD, he does not mention reading, writing or math difficulties. Public schools teach students with learning difficulties outside of the general education classroom. While their intentions are good, this approach deprives students with LD of what would later be called a “Free and Appropriate Education (FAPE)” in the “least restrictive environment (LRE).” Most students with LD are marginalized in school and society. The small percentage of students who do graduate from high school often lack the academic and social skills to succeed in adulthood. 1.2 IN THE 1970S. The Civil Rights movement gains momentum, including the rights and welfare of students with LD and other disabilities. In 1975, the first federal law, the Individuals with Disabilities Education Act (IDEA) was passed. The new law clearly includes “specific learning disabilities” and ensures that the needs of children with LD are met and that they are afforded the protections FAPE and LRE under the law. IDEA defines children with LD as those who have “... a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term does not include a learning problem which is primarily the result of visual, hearing or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.” The common method used to identify LD is to measure the discrepancy between a student’s ability and potential (such as through an intelligence, or IQ test) and his or her academic achievement. In 1977, The National Center for Learning Disabilities was founded by parents of a son with LD, they’re driven to help other families by providing leadership, public awareness and grants to support research and innovative practices in LD. Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. a64b0469ff35958ef4ab887a898bd50bdfbbe91a-3700052 UNIT 1 LEARNING DISABILITIES 1) THE HISTORY OF LEARNING DISABILITIES 1.3 IN THE 1980S. Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. The education community works to determine the best way to meet the needs of students with LD. Federal law provides opportunities for parents to take advantage of early intervention services for children who show signs of early risk for LD. Highlights: - The need for educators with expertise in research-based instruction grows. - Effective reading instruction for all students, especially those with LD, becomes a target of controversy. 1.4 IN THE 1990S. LD continues to be the category within which the greatest number of students is served by IDEA. There are changes in how LD is identified and addressed in schools as more schools embrace Response to Intervention (RTI). In 1990 The National Joint Committee on Learning Disabilities states, “Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical skills. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the lifespan. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities, but do not, by themselves, constitute a learning disability.” The Response to Intervention (RTI) movement gains momentum as educators realize that the IQ-achievement discrepancy method of identifying LD is a model that catches LD too late. RTI: - is a proactive approach that’s used before a student is referred for special education evaluation. - monitors a student’s progress and determines what types of intervention work and what other strategies and supports might help. In 1995 the first-ever Roper-Starch Poll on LD revealed that more than 60 percent of respondents erroneously associate LD with physical disabilities (such as deafness and blindness), mental retardation, emotional disabilities and ADHD. Entré buscando apuntes y acabé viviendo la mayor liada de mi vida en Nevalia Dificultades de Aprendizaje Banco de apuntes de la a64b0469ff35958ef4ab887a898bd50bdfbbe91a-3700052 UNIT 1 LEARNING DISABILITIES 1.5 2000 AND BEYOND. Parents are now encouraged and empowered as advocates. Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. Great strides are made in scientific research related to LD. The area of assistive technologies quickly expands and evolves. Universal design for learning (UDL) is developed. Emphasis shifts to research-based instruction and RTI Adults with LD receive more attention and assistance. Public awareness of LD grows. In 2004 IDEA was reauthorized. Significant changes include stronger requirements for high school transition planning and a new stipulation that an IEP must address the academic, developmental and functional needs of the child. Research on effective instructional strategies blossoms. Assistive technologies and universal design for learning are discovered to help students with LD succeed while benefiting all students. There is commitment to data-based decision making such as RTI and MTSS. Several famous individuals (actors) go public about having LD. Understanding of the neurobiology of learning grows Several large-scale polls reveal a “mixed bag” regarding public perception and understanding of LD. Roper Polls’ showed a gradual improvement in public understanding of LD (the causes, characteristics and interventions). The vast majority of those polled believe that children with LD process words and information differently but are just as intelligent as most other children. However, there are lingering misperceptions about LD (such as associating it with ADHD and autism, and not understanding the need for early identification and intervention). The results of NCLD’s 2012 Public Perception Survey illustrate the need for better education about the causes and treatments of LD and a better understanding of the rights of people with LD in the workplace. 1.6 MAINTAINING MOMENTUM FOR A BRIGHTER FUTURE. Tremendous progress has been made to improve the lives of individuals with LD. These advances would not have been possible without the work and support of concerned and well-informed parents, community groups and voters, as well as NCLD and other national advocacy groups. Each of us has the power to help maintain the forward momentum for positive change in the lives of those with LD. Entré buscando apuntes y acabé viviendo la mayor liada de mi vida en Nevalia a64b0469ff35958ef4ab887a898bd50bdfbbe91a-3700052 UNIT 1 LEARNING DISABILITIES 2) WHAT ARE LEARNING DISABILITIES? Learning disabilities: are a simple scheme describing what the brain must do in order for learning to take place. - The first step is input: getting information into the brain, primarily from the eyes and the ears. - Integration process: Once this information has arrived, the brain needs to make sense out of it. - Memory process: the information must be stored and later retrieved, - Output: Finally, the brain must send some kind of message back to the nerves and muscles. 2.1 INPUT DISABILITIES This input process takes place in the brain. Information arrives at the brain as impulses, transmitted along neurons, primarily from our eyes, called "visual input”, and from our ears, called "auditory input." It does not pertain to visual problems, such as nearsightedness or farsightedness, or to any hearing problems. Perception: Central input process of seeing, or hearing, or in any other way taking in or perceiving one's environment. Thus, we speak of a child who has a perceptual disability in the area of visual input as having a visual perceptual disability, and one with a disability in the area of auditory input as having an auditory perceptual disability. Some children have both kinds of perceptual disabilities, or they may have problems when both inputs are needed at the same time. (for example, seeing what the teacher writes on the blackboard while listening to the explanation of what is being written.) Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. a64b0469ff35958ef4ab887a898bd50bdfbbe91a-3700052 UNIT 1 LEARNING DISABILITIES 2.1 INPUT DISABILITIES VISUAL PERCEPTUAL DISABILITIES Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. Your child may have difficulty in organizing the position and shape of what he sees. The child confuses similar looking letters because of these rotations or reversals: - An e might look like a 9 - d, b, p, g, and q. - The word ‘was’ might be perceived as ‘saw’, or ‘dog’ as ‘god’. This confusion with the position of input shows up almost immediately when the child begins to read, to write, or to copy letters or designs. "Figure-ground" problem: is a difficulty in focusing on the significant figure instead of all the other visual inputs in the background. Children with this disability may have reading problems. They jump over words or skip lines. Other visual perceptual problems like confusion and disorientation because of trouble organizing his or her position in space. Or the child may have difficulty in understanding left and right, or up and down. Another type of visual perceptual disability is related to doing things when the eyes have to tell the hands or legs what to do. A child who misperceives distance or speed, or whose brain misdirects the body. AUDITORY PERCEPTUAL DISABILITIES A child may have difficulty with one or several aspects of auditory perception. Those who have difficulty distinguishing subtle differences in sounds will misunderstand what you are saying and respond incorrectly. Words that sound alike are often confused. Some children have difficulty with auditory figure-ground: Difficulty picking out significant sounds from other background input. It seems like the child doesn’t pay attention Auditory lag: Some children cannot process sound input as fast as normal people can. If you speak at a normal pace, the child may miss part of what you are saying. You have to speak slower, or give separate instructions. DISABILITIES WITH INPUT FROM THE OTHER SENSES Some children appear to be unable to understand tactile input or touch fully and appear to dislike being touched. Children who are clumsy may be having difficulty with messages coming into the brain from certain nerve endings in the muscles (called "proprioceptors"). At this time we know very little about such perceptual disabilities. Future studies should help us to understand them better. We also have to wait for future studies for more knowledge of smell and taste disabilities. Entré buscando apuntes y acabé viviendo la mayor liada de mi vida en Nevalia a64b0469ff35958ef4ab887a898bd50bdfbbe91a-3700052 UNIT 1 LEARNING DISABILITIES 2.2 INTEGRATION DISABILITIES Once the information coming into the brain is registered, it has to be Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. understood. At least two steps are required: sequencing and abstraction. The process of understanding what your brain has recorded (integrating input), thus requires both sequencing and abstraction. Your child might have a disability in one area or both. A child who has difficulty sequencing what comes in from the eyes is said to have a visual sequencing disability. Abstract thinking: The ability to draw general applications from specific words and to attach subtle shading to the basic meanings of words. SEQUENCING DISABILITIES A child with such a disability might hear or read a story, but in recounting it, start in the middle, go to the beginning, then shift to the end. Eventually the whole story comes out, but the sequence of events is wrong. Spelling words with all of the right letters in the wrong order can also reflect this disability. Or a child may memorize a sequence then be unable to use single units out of the sequence correctly. ABSTRACTION DISABILITIES Abstraction: the ability to derive the correct general meaning from a particular word or symbol. It is a very basic intellectual task. If the disability in this area is too great, the child is apt to be functioning at a retarded level. Short-term memory: is the process by which you hold on to information as long as you are concentrating on it. Long-term memory: refers to the process by which you store information that you have repeated often enough. If your child has a memory disability, it is most likely a short-term one. Like abstraction disabilities, long-term memory disabilities interferes so much with functioning that children who have them are more likely to be classified as retarded. Entré buscando apuntes y acabé viviendo la mayor liada de mi vida en Nevalia a64b0469ff35958ef4ab887a898bd50bdfbbe91a-3700052 UNIT 1 LEARNING DISABILITIES 2.3 OUTPUT DISABILITIES Information comes out of the brain either by means of words (language output) or through muscle activity, such as writing, drawing, gesturing, and so forth (motor output). A child or adolescent may have a language disability or motor disability. LANGUAGE DISABILITY Two forms of language are used in communication, spontaneous language and demand language. - You use spontaneous language in situations where you initiate whatever is said. - In a demand language situation: someone else sets up a circumstance in which you must communicate. A question is put to you, for example. Now you have no time to organize your thoughts or find the right words. Children with a specific language disability usually have NO difficulty with spontaneous language. They do, however, often have problems with demand language. The inconsistency can be quite striking. MOTOR DISABILITIES Gross motor disability: - If a child has difficulty in using large muscle groups. - It can cause your child to be clumsy, to stumble, to fall, to bump into things, or to have trouble with generalized physical activities like running, climbing, or swimming. Fine motor disability: - Difficulty in performing tasks that require many muscles to work together in an integrated way. - It shows up when the child begins to write. - The problem lies in an inability to get the many muscles in the dominant hand to work together as a team. - Children and adolescents with this "written language" disability have slow and poor handwriting. Visual motor disability: When a child has a visual perceptual problem, the brain, which has incorrectly recorded or processed information, will probably misinform the muscles during activities that require eye-hand coordination. Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. a64b0469ff35958ef4ab887a898bd50bdfbbe91a-3700052 UNIT 1 LEARNING DISABILITIES 3) LEARNING DISABILITIES: AN OVERVIEW Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. 3.1 WHAT IS A LEARNING DISABILITY? Some individuals have real difficulty acquiring basic academic skills. These skills include those needed for successful reading, writing, listening, speaking and/or math. The Individuals with Disabilities Education Act (IDEA), defines a learning disability as a condition when a child's achievement is substantially below what one might expect for that child. Learning disabilities do not include problems that are primarily the result of intellectual disabilities, emotional disturbance, or visual, hearing, emotional or intellectual disabilities. Many children with LD have struggle with reading: - The difficulties often begin with individual sounds, or phonemes. - Students may have problems with rhyming, and pulling words apart into their individual sounds (segmenting) and putting individual sounds together to form words (blending). - This makes it difficult to decode words accurately, which can lead to trouble with fluency and comprehension. - As students move through the grades, more and more of the information they need to learn is presented in written (through textbooks) or oral (through lecture) form. - This exacerbates the difficulties they have succeeding in school. 3.2 WHAT ARE THE TYPES OF LEARNING DISABILITIES? ‘Learning disabilities’ is a broad term. There are many different kinds of learning disabilities. Three broad categories: - Reading disabilities (often referred to as dyslexia) - Written language disabilities (often referred to as dysgraphia) - Math disabilities (often called dyscalculia) - Other related categories include disabilities that affect memory, social skills, and executive functions such as deciding to begin a task. Entré buscando apuntes y acabé viviendo la mayor liada de mi vida en Nevalia a64b0469ff35958ef4ab887a898bd50bdfbbe91a-3700052 UNIT 1 LEARNING DISABILITIES 3.2 WHAT ARE THE TYPES OF LEARNING DISABILITIES? DYSLEXIA (DIFFICULTY READING) Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. To read successfully, one must: - Focus attention on the printed symbols. - Recognize the sounds associated with letters. - Understand words and grammar. - Build ideas and images. - Compare new ideas to what you already know. - Store ideas in memory. Problems involved in dyslexia: - Tasks related to reading. - Inability to distinguish or separate the sounds in spoken words. - Sounding out words and rhyming games. Scientists have found these skills fundamental to learning to read that is why remedial reading specialists have developed techniques that can help many children with dyslexia acquire these skills. If the brain is unable to form images or relate new ideas to those stored in memory, the reader cannot understand or remember the new concepts. Other types of reading disabilities can appear in the upper grades when the focus of reading shifts from word identification to comprehension. DYSGRAPHIA (DIFFICULTY WRITING) Writing too, involves several brain areas and functions. The brain networks for vocabulary, grammar, hand movement, and memory must all be in good working order. A developmental writing disorder may result from problems in any of these areas. For example, a child with a writing disability might be unable to compose complete and grammatically correct sentences. DYSCALCULIA (DIFFICULTY WITH MATHEMATICS) Arithmetic involves recognizing numbers and symbols, memorizing facts, aligning numbers, and understanding abstract concepts like place value and fractions. Problems with numbers or basic concepts are likely to show up early. Disabilities that appear in the later grades are more often tied to problems in reasoning. Entré buscando apuntes y acabé viviendo la mayor liada de mi vida en Nevalia a64b0469ff35958ef4ab887a898bd50bdfbbe91a-3700052 UNIT 1 LEARNING DISABILITIES 3.2 WHAT ARE THE TYPES OF LEARNING DISABILITIES? OTHER RELATED CONDITIONS Many aspects of speaking, listening, reading, writing, and arithmetic overlap and build on the same brain capabilities. It is not surprising that people can be diagnosed with more than one learning disability. Therefore, any disorder that hinders the ability to understand language will also interfere with the development of speech, which in turn hinders learning to read and write. There are many disabilities that are related to learning disabilities: - Attention Deficit Hyperactivity Disorder (ADHD) makes it difficult for children to control their behavior and pay attention. - Non-verbal learning disabilities make it hard for people to understand non-verbal communication. 4. SPECIFIC LEARNING DISABILITIES Specific learning disability: means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Disorders included: Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Disorders not included: Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage. 5. AUTISM Sometimes the media, the public, and even educators confuse autism with learning disabilities but they are two separate disorders. According to the Autism Society of America, autism is a developmental disability that typically appears during the first three years of life and affects a person's ability to communicate and interact with others. Autism is defined by a specific set of behaviors and is a "spectrum disorder" affecting individuals differently and to varying degrees. There is no known single cause for autism, but increased awareness and funding can help families today. Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. a64b0469ff35958ef4ab887a898bd50bdfbbe91a-3700052 UNIT 1 LEARNING DISABILITIES 6. HOW ARE LEARNING DISABILITIES IDENTIFIED? Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. The teacher or parent notices that the child is struggling to learn or is behind in class. An evaluation can be requested by the teacher or the parent. A comprehensive set of tests are given to see why the child has difficulty. Traditionally, evaluators used the results from the assessments to determine if there was a discrepancy between the child's ability and achievement. In practice, this often meant waiting for the child to fail before a child was eligible for special education services. Today a greater effort is being made to respond to a child's special learning needs before he or she falls too far behind. This effort is called Response to Intervention. 7. RESPONSE TO INTERVENTION Response to Intervention uses a tiered approach to assist students struggling in school. In Tier 1, scientific, research-based instruction is provided to all students. In Tier 2, a student whose performance is below that of his peers receives more intensive instruction from a trained specialist in a small-group setting, usually while the child stays in class. In addition, the student participates in a carefully designed intervention. In Tier 3, students who continue to have difficulty despite the Tier 2 intervention, undergo a comprehensive evaluation. The results of the evaluation help determine whether the student is eligible to receive special education services. Each tier includes progress monitoring. 8. WHAT IS EFFECTIVE INSTRUCTION FOR STUDENTS WITH LD? Students with learning disabilities benefit from instruction that is explicit and well sequenced. Effective teachers help students with LD learn how to use strategies for managing their assignments. Teachers often need to provide accommodations to help children learn in class. These are changes in how tasks are presented or responses are received that allow the child to do the same work as their fellow students: - Receive the assignment in larger print - Allowed to take a spelling test by reciting the words instead of writing them. - They might be given more time to complete an assignment. Entré buscando apuntes y acabé viviendo la mayor liada de mi vida en Nevalia a64b0469ff35958ef4ab887a898bd50bdfbbe91a-3700052 UNIT 2: EARLY IDENTIFICATION AND INTERVENTION OF LDs 1. HOW DO YOU KNOW IF YOUR CHILD MIGHT HAVE A LEARNING DISABILITY? Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. Learning disabilities ​(LD) and ​Attention-deficit/Hyperactivity Disorder (ADHD) are two separate and very different problems. Students with ADHD might show hyperactive/fidgety behaviors, inattention/distractibility problems, and/or impulsivity. Students with LD have a neurologically​-based processing problem that interferes with the ability to master specific learning skills. Between 30 and 50 percent of children with LD will also have ADHD​. The reverse is also true, between 30 and 50 percent of ​children with ADHD will also have LD. 1.1 WHAT ARE THE CLUES OF A LEARNING DISABILITY? In preschoolers, look for: - Communication delays, such as slow language development or difficulty with speech. - Problems understanding what is being said or problems communicating thoughts. - Poor coordination and uneven motor development, such as delays in learning to sit, walk, color, and using scissors. - Later watch for problems forming letters and numbers. - Problems with memory and routine. - Possibly, problems remembering multiple instructions. - Delays in socialization including playing and relating with other children. In elementary school, look for: - Problems learning phonemes (individual units of sound) and graphemes (letters, numbers). - Problems learning how to blend sounds and letters to sound out words. Problems remembering familiar words by sight. Later, difficulty with reading comprehension. - Problems forming letters and numbers. - Later, problems with basic spelling and grammar. - Difficulties learning math skills and doing math calculations. - Difficulty with remembering facts. - Difficulty organizing materials (notebook, binder, papers), information, and/or concepts. - Not understanding oral instructions and an inability to express oneself verbally. Entré buscando apuntes y acabé viviendo la mayor liada de mi vida en Nevalia