Learning Disabilities

Question 1

**Research using neuroimaging techniques such as CAT scans, MRIs, and PET scans suggest that some cases of learning disability are caused by ______?

Answer 1

Structural and functional differences in the brain

Question 2

**Individuals who have a cluster of exceptionalities in social interaction, math, visual-spatial tasks, and tactual tasks are referred to as having ____?

Answer 2

nonverbal learning disabilities

Question 3

What are learning disabilities?

Answer 3

LDs are neurological disorders that interfere with one’s ability to store/understand/communicate information

Question 4

What do interventions for LDs target?

Answer 4

Interventions target specific subtypes of LDs. They look at accommodations, learning strategies and self-advocacy.

Question 5

What can LDs impair?

Answer 5

Abilities to: read, write, spell, reason, compute math, attention, coordination, memory, social skills

Question 6

What does SLD stand for and what do they include?

Answer 6

Specific Learning Disabilities. Can include: dyslexia, dyscalculia, dysgraphia, auditory processing disorder, language processing disorder, non-verbal LDs

Question 7

How do physicians determine the presence of an LD?

Answer 7

Physicians use developmental, family and education history. They focus on how general academic performance can be improved.

Question 8

Describe the Achievement-Ability discrepancy.

Answer 8

IQ scores of an individual are higher than their academic performance suggests.

Question 9

What are some of the issues with identifying LDs with IQ tests?

Answer 9

• IQ tests are statistically flawed
• Intelligence is much more complicated than a single IQ score suggests
• IQ scores can be unreliable if reading ability is less than the IQ test requires
• IQ is a useless concept for earlier grades
• this is a wait-to-fail method….not helpful

Question 10

In the RTI model, what does Tier 1 consist of?

Answer 10

• all students are screened for risk of failure at school
• all students receive high-quality education in GenEd classes
• Risky students are closely monitored (weekly)
• screening for all students happens every season during the school year

Question 11

In the RTI model, what does Tier 2 consist of?

Answer 11

• students start to receive more intensive instruction
• instruction occurs in GenEd class but in smaller groups
• progress is monitored more frequently

Question 12

In the RTI model, what does the multidisciplinary team do?

Answer 12

• a full evaluation of eligibility

- an IEP is developed

Question 13

In the RTI model, what does Tier 3 consist of?

Answer 13

• students receive more intensive interventions by SpecEd professional
• timing and delivery of instruction is given based on IEP
• progress is monitored consistently

Question 14

What are some of the cautions regarding the RTI model?

Answer 14

• not proven to be effective for the identification of LDs
• there is too much variability in Tier 2 instruction
• too much time may be spent in Tier 1 and 2 when they really NEED Tier 3

Question 15

Approximately how many students in Canada (age 8-11) have LD’s?

Answer 15

~ 4%

Question 16

Is the prevalence of LDs higher in boys or in girls?

Answer 16

Boys, 3:1

Question 17

What are some of the causes of LDs?

Answer 17

1) CNS dysfunction
2) genetic factors
3) toxins (lead, air/water pollution)
4) medical factors (premature birth)

Question 18

Define inter-individual/heterogeneity variation of learning disabilities.

Answer 18

Reflected in the broad range of problem areas that are identified as LDs (reading, math, attention, etc). What classifies as a LD changes from child to child.

Question 19

Define intra-individual variation of LDs.

Answer 19

Even within one child, there is a lot of variation in what they need and how their LD presents itself.

Question 20

What is the defining feature of LDs?

Answer 20

Academic deficits

Question 21

Define prosody in the context of reading aloud.

Answer 21

The ability to make your oral reading sound like spoken language, using appropriate intonation and expression.

Question 22

Define dysgraphia.

Answer 22

Problems with handwriting, spelling and/or composition

Question 23

Define issues with spoken languages that can be present in LDs

Answer 23

Problems with the mechanical and social uses of language (syntax, morphology, semantics, phonology, pragmatics)

Question 24

Define dyscalculia.

Answer 24

Difficulties with computation of math facts as well as word problems. This may be associated with processing deficits in working memory and retrieval.

Question 25

Define the 2 memory problem areas for students with LDs.

Answer 25

1) deficits in short-term/working memories

2) retrieval of information from long-term memory

Question 26

Define/describe characteristics of an inactive learner with strategy deficits.

Answer 26

Displays learned helplessness, has poor metacognitive skills, has problems producing appropriate learning strategies spontaneously.

Question 27

Define cognitive training (CT).

Answer 27

focuses on changing thought processes, providing strategies for learning and teaching self-initiative.

Question 28

What is Cognitive Training appropriate for students with LDs

Answer 28

It focuses on problems of metacognition and motivation

Question 29

How is reading taught to kids with LDs?

Answer 29

Instruction is explicit and systematic, focuses on phonological awareness and fluency.

Question 30

How is math taught to kids with LDs?

Answer 30

explicit, teacher-led instruction with immediate error correction.

Question 31

How are science and social studies taught to kids with LDs?

Answer 31

Using content enhancement, graphic organizers and mnemonics

Question 32

Describe direct instruction.

Answer 32

• Task analysis
• scripted, sequenced and face-paced lessons
• drill and practice in small groups

Question 33

Most children with LDs are in general education classrooms. Why is this?

Answer 33

Their academic/behavioural problems aren’t as severe as those of students with ID or behavioural disorders. However a full continuum of placements needs to be available.

Question 34

Describe the benefits of the informal assessment of LDs.

Answer 34

Allows teachers to analyze problem areas on assignments. From this, teachers can pinpoint particular skills that need remediation.

Question 35

List the areas that students with LDs can get accommodations for during standardized testing.

Answer 35

• scheduling/time
• presentation format
• response format

Question 36

Why are young children so rarely identified with LDs

Answer 36

• younger grades don’t engage in academic tasks
• LDs have many developmental differences
• children are often all competent until faced with difficult tasks…that is when LDs start to show

Question 37

What do students with LDs preparing for the workforce learn in secondary school?

Answer 37

basic academic skills, functional skills

- usually complete a work-study program and a transition plan

Question 38

What help do students with LDs preparing for college get in secondary school?

Answer 38

continued support in post-secondary, consultations about making informed decisions, learning strategies

Question 39

Describe the post-secondary programming available to students with LDs.

Answer 39

• usually receive continued support in academics
• student support services
• learn self-advocacy, aware of one’s legal rights and ability to communicate when you need help