Learning Disabilities Flashcards
**Research using neuroimaging techniques such as CAT scans, MRIs, and PET scans suggest that some cases of learning disability are caused by ______?
Structural and functional differences in the brain
**Individuals who have a cluster of exceptionalities in social interaction, math, visual-spatial tasks, and tactual tasks are referred to as having ____?
nonverbal learning disabilities
What are learning disabilities?
LDs are neurological disorders that interfere with one’s ability to store/understand/communicate information
What do interventions for LDs target?
Interventions target specific subtypes of LDs. They look at accommodations, learning strategies and self-advocacy.
What can LDs impair?
Abilities to: read, write, spell, reason, compute math, attention, coordination, memory, social skills
What does SLD stand for and what do they include?
Specific Learning Disabilities. Can include: dyslexia, dyscalculia, dysgraphia, auditory processing disorder, language processing disorder, non-verbal LDs
How do physicians determine the presence of an LD?
Physicians use developmental, family and education history. They focus on how general academic performance can be improved.
Describe the Achievement-Ability discrepancy.
IQ scores of an individual are higher than their academic performance suggests.
What are some of the issues with identifying LDs with IQ tests?
- 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
In the RTI model, what does Tier 1 consist of?
- 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
In the RTI model, what does Tier 2 consist of?
- students start to receive more intensive instruction
- instruction occurs in GenEd class but in smaller groups
- progress is monitored more frequently
In the RTI model, what does the multidisciplinary team do?
- a full evaluation of eligibility
- an IEP is developed
In the RTI model, what does Tier 3 consist of?
- students receive more intensive interventions by SpecEd professional
- timing and delivery of instruction is given based on IEP
- progress is monitored consistently
What are some of the cautions regarding the RTI model?
- 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
Approximately how many students in Canada (age 8-11) have LD’s?
~ 4%
Is the prevalence of LDs higher in boys or in girls?
Boys, 3:1
What are some of the causes of LDs?
1) CNS dysfunction
2) genetic factors
3) toxins (lead, air/water pollution)
4) medical factors (premature birth)
Define inter-individual/heterogeneity variation of learning disabilities.
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.
Define intra-individual variation of LDs.
Even within one child, there is a lot of variation in what they need and how their LD presents itself.
What is the defining feature of LDs?
Academic deficits
Define prosody in the context of reading aloud.
The ability to make your oral reading sound like spoken language, using appropriate intonation and expression.
Define dysgraphia.
Problems with handwriting, spelling and/or composition
Define issues with spoken languages that can be present in LDs
Problems with the mechanical and social uses of language (syntax, morphology, semantics, phonology, pragmatics)
Define dyscalculia.
Difficulties with computation of math facts as well as word problems. This may be associated with processing deficits in working memory and retrieval.
Define the 2 memory problem areas for students with LDs.
1) deficits in short-term/working memories
2) retrieval of information from long-term memory
Define/describe characteristics of an inactive learner with strategy deficits.
Displays learned helplessness, has poor metacognitive skills, has problems producing appropriate learning strategies spontaneously.
Define cognitive training (CT).
focuses on changing thought processes, providing strategies for learning and teaching self-initiative.
What is Cognitive Training appropriate for students with LDs
It focuses on problems of metacognition and motivation
How is reading taught to kids with LDs?
Instruction is explicit and systematic, focuses on phonological awareness and fluency.
How is math taught to kids with LDs?
explicit, teacher-led instruction with immediate error correction.
How are science and social studies taught to kids with LDs?
Using content enhancement, graphic organizers and mnemonics
Describe direct instruction.
- Task analysis
- scripted, sequenced and face-paced lessons
- drill and practice in small groups
Most children with LDs are in general education classrooms. Why is this?
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.
Describe the benefits of the informal assessment of LDs.
Allows teachers to analyze problem areas on assignments. From this, teachers can pinpoint particular skills that need remediation.
List the areas that students with LDs can get accommodations for during standardized testing.
- scheduling/time
- presentation format
- response format
Why are young children so rarely identified with LDs
- 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
What do students with LDs preparing for the workforce learn in secondary school?
basic academic skills, functional skills
- usually complete a work-study program and a transition plan
What help do students with LDs preparing for college get in secondary school?
continued support in post-secondary, consultations about making informed decisions, learning strategies
Describe the post-secondary programming available to students with LDs.
- 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
