Learning Disability Flashcards
LEARNING DISABILITY
Learning Disability is defined as a generic term that refers to a
heterogeneous group of disorders manifested by significant
difference in the acquisition and use of listening, speaking,
reading, writing, reasoning or mathematic abilities.
Diagnostic criteria
Learning disorder can only be diagnosed after formal
education starts.
• To be diagnosed with a specific learning disorder, a person
must meet four criteria.
Criteria 1
Have difficulties in at least one of the following areas for
at least six months despite targeted help:
• Difficulty reading (e.g., inaccurate, slow and only with
much effort)
• Difficulty understanding the meaning of what is read
• Difficulty with spelling
• Difficulty with written expression (e.g., problems with
grammar, punctuation or organization)
• Difficulty understanding number concepts, number
facts or calculation
• Difficulty with mathematical reasoning (e.g., applying
math concepts or solving math problems)
2) Have academic skills that are substantially below what is
expected for the child’s age and cause problems in school,
work or everyday activities.
3) The difficulties start during school-age even if in some
people don’t experience significant problems until
adulthood (when academic, work and day-to-day demands
are greater).
4) Learning difficulties are not due to other conditions, such
as intellectual disability, vision or hearing problems, a
neurological condition (e.g., pediatric stroke), adverse
conditions such as economic or environmental
disadvantage, lack of instruction, or difficulties
speaking/understanding the language.
• Learning disabilities are often associated with a variety of
other neurological conditions e.g. ADHD, epilepsy, HIV(Read
more on the conditions)
Categories of learning disability
Reading disorder(Dyslexia)
• Mathematics disorder(Dyscalculia)
• Disorders of written expression(Dysgraphia)
Categories of learning disability cont.
• Dyslexia i
Dyslexia is a term that refers to the difficulty with reading.
People with dyslexia have difficulty connecting letters they
see on a page with the sounds they make. As a result, reading
becomes a slow, effortful and not a fluent process for them.
Dysgraphia
• Dysgraphia is a term used to describe difficulties with putting
one’s thoughts on to paper. Problems with writing can include
difficulties with spelling, grammar, punctuation, and
handwriting.
Dyscalculia
Dyscalculia is a term used to describe difficulties learning
number related concepts or using the symbols and functions
to perform math calculations. Problems with math can include
difficulties with number sense, memorizing math facts, math
calculations, math reasoning and math problem solving.
Presentation of a child with LD
Visual perception problem
• Low muscle tone of the trunk
• Disorders of the motor function
• Disorders of attention
• Memory problems
• Problems with speech and communication
• Auditory difficulties
• Sensory integrative dysfunction(read more on this(OT for
children Chapter 11 NB!!!)
Primary problems
Low tone of the UL and trunk(NB!!! Need to know how does
low tone affects learning)
• Signs of hyperactivity
• Inattention/distractibility
• Visual perceptual problems
Effects of LD
Demoralization
• Low self esteem
• Chronic frustration
• Poor peer interaction
NB!!!This is caused by failure to meet the expectations in class
as compared to other learners of the same age and constant
criticism from the educators/parents
Assessment Methods
Observations in activities
• Interview of the educators/parents
• Standardised test
• Non standardised test
• Review of the school file /medical file if available
INTERVENTION
OT’s role focuses on following the OT process to ensure that
detailed assessment is conducted.
• Realistic intervention programs are planned for the client
focusing on remediating the client factors so as he/she can
function within a school environment.
• Intervention is also dependent on the nature and extent of
the specific disability
The use of preparatory activities is very important to address
the primary problems such to influence muscle tone of the UL
and trunk through the use of gross motor activities( incooperating
the facilitatory principles for muscle tone)
• The use of 3D activities
• The use of 2D activities
Occupational therapy for people with LD can be considered
from the perspective of the person, the carer and the
environment
• NB!!! To involve the educators, caregivers and remedial
teacher in the intervention especially if you are working in an
inclusive school.
• Development of a programmes for caregivers and educators
addressing all the problems the clients presents with
• Behaviour management is very important( The use of the
behaviour/Cognitive approach - reinforcing good behaviour
and discourage bad behaviour(such as being
manipulative/aggressive)
The use of the rewards system, making short contracts, use of
tokens assist in managing behaviour of the client
• Other approaches to use
Motor learning approach
Development approach
NDT approach
Cognitive approach
Sensory integration approach
Multisensory approach
INTERVENTION
OT’s role focuses on following the OT process to ensure that
detailed assessment is conducted.
• Realistic intervention programs are planned for the client
focusing on remediating the client factors so as he/she can
function within a school environment.
• Intervention is also dependent on the nature and extent of
the specific disability
The use of preparatory activities is very important to address
the primary problems such to influence muscle tone of the UL
and trunk through the use of gross motor activities( incooperating
the facilitatory principles for muscle tone)
• The use of 3D activities
• The use of 2D activities
Occupational therapy for people with LD can be considered
from the perspective of the person, the carer and the
environment
• NB!!! To involve the educators, caregivers and remedial
teacher in the intervention especially if you are working in an
inclusive school.
• Development of a programmes for caregivers and educators
addressing all the problems the clients presents with
• Behaviour management is very important( The use of the
behaviour/Cognitive approach - reinforcing good behaviour
and discourage bad behaviour(such as being
manipulative/aggressive)
The use of the rewards system, making short contracts, use of
tokens assist in managing behaviour of the client
• Other approaches to use
Motor learning approach
Development approach
NDT approach
Cognitive approach
Sensory integration approach
Multisensory approach
INTERVENTION
OT’s role focuses on following the OT process to ensure that
detailed assessment is conducted.
• Realistic intervention programs are planned for the client
focusing on remediating the client factors so as he/she can
function within a school environment.
• Intervention is also dependent on the nature and extent of
the specific disability
The use of preparatory activities is very important to address
the primary problems such to influence muscle tone of the UL
and trunk through the use of gross motor activities( incooperating
the facilitatory principles for muscle tone)
• The use of 3D activities
• The use of 2D activities
Occupational therapy for people with LD can be considered
from the perspective of the person, the carer and the
environment
• NB!!! To involve the educators, caregivers and remedial
teacher in the intervention especially if you are working in an
inclusive school.
• Development of a programmes for caregivers and educators
addressing all the problems the clients presents with
• Behaviour management is very important( The use of the
behaviour/Cognitive approach - reinforcing good behaviour
and discourage bad behaviour(such as being
manipulative/aggressive)
The use of the rewards system, making short contracts, use of
tokens assist in managing behaviour of the client
• Other approaches to use
Motor learning approach
Development approach
NDT approach
Cognitive approach
Sensory integration approach
Multisensory approach
INTERVENTION
OT’s role focuses on following the OT process to ensure that
detailed assessment is conducted.
• Realistic intervention programs are planned for the client
focusing on remediating the client factors so as he/she can
function within a school environment.
• Intervention is also dependent on the nature and extent of
the specific disability
The use of preparatory activities is very important to address
the primary problems such to influence muscle tone of the UL
and trunk through the use of gross motor activities( incooperating
the facilitatory principles for muscle tone)
• The use of 3D activities
• The use of 2D activities
Occupational therapy for people with LD can be considered
from the perspective of the person, the carer and the
environment
• NB!!! To involve the educators, caregivers and remedial
teacher in the intervention especially if you are working in an
inclusive school.
• Development of a programmes for caregivers and educators
addressing all the problems the clients presents with
• Behaviour management is very important( The use of the
behaviour/Cognitive approach - reinforcing good behaviour
and discourage bad behaviour(such as being
manipulative/aggressive)
The use of the rewards system, making short contracts, use of
tokens assist in managing behaviour of the client
• Other approaches to use
Motor learning approach
Development approach
NDT approach
Cognitive approach
Sensory integration approach
Multisensory approach
