Learning Disabilities Exceptionality Report September 24, 2013 Introduction Learning disabilities was first recognized in 1802 by Franz

Joseph Gall, an anatomist and physiologist from Germany. He conducted research on the location of mental functions in the brain then divided them into twenty-seven separate organs, which controlled the memory of things, the memory of facts, the educability, and perfectibility ("Learning Disabilities History", n.d.). Until 1963, learning disabilities had several different names: Mental handicap or retardation Word blindness Cerebral dominance Brain injured Strauss syndrome

Then, Dr. Samuel Kirk began to look at learning disabilities in a different aspect. His definition of learning disabilities is as follows: 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 or deafness I also exclude children who have generalized mental retardation (Stanberry , n.d.). In 1964, the Association for Children with Learning Disabilities (ACLD) was created and incorporated in January (Crawford, 1985). Since then, several organizations and associations have been formed to help protect and educate those who have or are affected by learning disabilities. This insert gives some basic information on the several types of learning disabilities including the definition, prevalence, characteristics, diagnostic assessments, eligibility criteria, strategies, interventions, adaptive materials, support/services providers, and resources that will help parents and students understand some basic information about the different disabilities. Definition and Prevalence IDEAs definition of Specified learning disabilities is as follows: (10) Specific learning disability. (i) General. 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, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions

such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage [34 CFR 300.8(c)(10)].

According to the National Center for Learning Disabilities, more than 2.4 million students, between the ages of 6 to 21, have been diagnosed with a learning disability and receive special education services. That is roughly 41% of all students that are enrolled in special education classes, but has been a steady decline in the past ten years (2012). Nearly half of the students in a secondary setting are performing three grade levels below their enrolled grade and testing on 45% in reading and 44% in math. 67% of these students will graduate with a regular diploma, 20% will drop out of school, and only 10% will enroll in a four-year college within two years of completing high school (NCLD Editorial Team, 2012).

Classifications Common Types of Learning Disabilities Disability Dyslexia Area of Difficulty Processing language/reading Symptoms Reading Spelling Writing Computation Recollection of math facts Concepts of time Counting money

Dyscalculia

Solving math problems

Dysgraphia

Written articulation

Dyspraxia

Trouble with fine motor skills

Spelling Handwriting Composition Coordination Manual acuity

Auditory Processing Disorder

Understanding auditory information

Language development Reading

Visual Processing Disorder

Understanding visual information

Math Reading Writing

Other Related Disorders Attention-Deficit/ Hyperactivity Disorder (ADHD) Lack of concentration and focus

Over-activity Distractibility Impulsivity Behavioral issues

Autism

Difficulty mastering academic skills

Trouble communicating Learning basic skills Making friends Making eye contact Reading body language

For more information go to http://www.ncld.org/types-learning-disabilities/what-is-ld/what-arelearning-disabilities (NCLD Editorial Team, 2012). Characteristics Most children with learning disabilities have difficulty with reading, writing, reasoning, speaking, math, and listening skills. Below is a list of common signs and symptoms that children with learning disabilities may be affect by. Although, there is no one specific sign that indicates a specific disability, the signs and symptoms listed are adequate signs to look for when observing children that may be having difficulty learning. Parents and teachers should be looking for signs that their child/student may be struggling academically. The earlier the signs are detected, the easier it will be for the child to adjust to a more developed curriculum to promote continued education.

Signs and Symptoms of Learning Disabilities Preschool Age Problems pronouncing words Trouble finding the right word Difficulty rhyming Trouble learning the alphabet, numbers, colors, shapes, days of the week Difficulty following directions or learning routines Difficulty controlling crayons, pencils, and scissors or coloring within the lines Trouble with buttons, zippers, snaps, learning to tie shoes Trouble learning the connection between letters and sounds Unable to blend sounds to make words Confuses basic words when reading Consistently misspells words and makes frequent reading errors Trouble learning basic math concepts Difficulty telling time and remembering sequences Slow to learn new skills

Ages 5-9

Ages 10-13

Difficulty with reading comprehension or math skills Trouble with open-ended test questions and word problems Dislikes reading and writing; avoids reading aloud Spells the same word differently in a single document Poor organizational skills (bedroom, homework, desk is messy and disorganized) Trouble following classroom discussions and expressing thoughts aloud Poor handwriting

Retrieved from: http://www.helpguide.org/mental/learning_disabilities.htm (Kemp M.A., Smith M.A., & Segal Ph.D., 2013).

Diagnostic Assessments Response to Intervention (RtI) has become the most common identifier of learning disabilities, however Specialized testing is required to make a clear diagnosis (National Institute of Child Health and Human Development, 2012). According to the National Institute of Child Health and Human Development, RtI usually involves the following: Monitoring all students progress, Provide students that are having problems help on a different tier level, and Adding additional educational support if the student does not show progress.

When a student struggles, individual evaluations can be administered. The following is a list of items that evaluations can: Help identify learning disabilities, Establish eligibility under the federal laws, Help construct an individualized education plan (IEP), and Determine a scale for measuring educational progress. A medical examination that includes a neurological exam, to identify or rule out other possible causes of the childs difficulties, including emotional disorders, intellectual and developmental disabilities, and brain diseases (National Institute of Child Health and Human Development, 2012), Assessment of the students developmental, social, and school performance, Family history analysis, Academic achievement testing, and Psychological testing.

A full evaluation includes:

A team of specialists work together to perform the above mentioned evaluations. These special teams normally consist of special educations experts, school psychologists, speech-language pathologist (SLP), and if available, a reading specialist. Special education experts and school psychologists are trained in identifying and diagnosing specific learning disabilities. SLP and reading specialist can evaluate issues involving speech, language, age-appropriate learning skills,

understanding direction, manipulating sounds, and reading and writing. Together this group of individuals helps students, parents, and teachers strategize the appropriate way to improve learning (National Institute of Child Health and Human Development, 2012). Eligibility Criteria Below is a list of items from the U.S. Department of Education, as stated in the Individuals with Disabilities Education Act (IDEA) that will be considered when evaluating your child for a specific learning disability: 3. Add criteria for determining the existence of a specific learning disability. The group described in 34 CFR 300.306 may determine that a child has a specific learning disability, as defined in 34 CFR 300.8(c)(10), if:

The child does not achieve adequately for the childs age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the childs age or State-approved gradelevel standards:
o o o o o o o o

Oral expression. Listening comprehension. Written expression. Basic reading skills. Reading fluency skills. Reading comprehension. Mathematics calculation. Mathematics problem solving.

The child does not make sufficient progress to meet age or State-approved grade-level standards in one or more of the areas identified in 34 CFR 300.309(a)(1) when using a process based on the childs response to scientific, research-based intervention; or the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability, using appropriate assessments, consistent with 34 CFR 300.304 and 300.305; and the group determines that its findings under 34 CFR 300.309(a)(1) and (2) are not primarily the result of:

o o o o o o

A visual, hearing, or motor disability; Mental retardation; Emotional disturbance; Cultural factors; Environmental or economic disadvantage; or Limited English proficiency.

To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math, the group must consider, as part of the evaluation described in 34 CFR 300.304 through 300.306:

Data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and

Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the childs parents.

The public agency must promptly request parental consent to evaluate the child to determine if the child needs special education and related services, and must adhere to the timeframes described in 34 CFR 300.301 and 300.303, unless extended by mutual written agreement of the childs parents and a group of qualified professionals, as described in 34 CFR 300.306(a)(1):

If, prior to a referral, a child has not made adequate progress after an appropriate period of time when provided instruction, as described in 34 CFR 300.309(b)(1) and (b)(2); and

Whenever a child is referred for an evaluation.

[34 CFR 300.309] [20 U.S.C. 1221e-3; 1401(30); 1414(b)(6)](U.S. Department of Education-IDEA). Strategies, Interventions, and Adaptive Materials Kemp, Smith, and Segal recommend the following four tips for parents to help their children succeed with learning disabilities: 1. Take charge of your childs education by communicating with the school using the following tips:

a. Clarify your goals, b. Be a good listener, c. Offer new solutions, d. Keep focused, e. Stay calm, and f. Do not give up easily. 2. Identify how your child learns best. Is your child a visual, kinesthetic, or auditory learner? This chart gives suggestions for each of the three main learning types. Studying Tips for Different Types of Learners Tips for visual learners:

Tips for auditory learners:

Tips for kinesthetic learners:

Use books, videos, computers, visual aids, and flashcards. Make detailed, color-coded or highlighted notes. Make outlines, diagrams, and lists. Use drawings and illustrations (preferably in color). Take detailed notes in class.

Read notes or study materials out loud. Use word associations and verbal repetition to memorize. Study with other students. Talk things through. Listen to books on tape or other audio recordings. Use a tape recorder to listen to lectures again later.

Get hands on. Do experiments and take field trips. Use activity-based study tools, like role-playing or model building. Study in small groups and take frequent breaks. Use memory games and flash cards. Study with music on in the background.

http://www.helpguide.org/mental/learning_disabilities_treatment_help_coping.htm (Kemp, Smith, & Segal, 2013). 3. Think life success, rather than school success. Here is a list to help promote life success: a. Build self-awareness and self-confidence, b. Be proactive, c. Show Perseverance, d. Set goals, e. Know how to ask for help, and

f. Learn to reduce stress. 4. Emphasize healthy lifestyle habits by promoting proper exercise, diet, and adequate sleep (Kemp, Smith, & Segal, 2013). Support/Services Providers According to Boston University Disability Services, the following services should be administered for Individuals with Learning and Attention Disabilities: Referrals for evaluation and assessment Personalized academic and program accommodation plans (IEP) Note-taking, tape recording of lectures & other auxiliary aides and services Textbooks and other materials in alternate formats where applicable Access to Adaptive and Assistive Technology

("Services for Individuals with Learning and Attention Disabilities Office of Disability Services | Boston University", n.d.) Resources Website Great Schools http://www.greatschools.org/special-education.topic?content=1541 This website has articles about different learning disabilities, the problems students face, and student/parent assistance. They are a non-profit organization that inspires and supports families that deal with learning disabilities. National Organization National Center for Learning Disabilities 381 Park Avenue South, Suite 1401 New York, NY 10016 Ph: 212.545.7510 Fax: 212.545.9665 Toll-free: 888.575.7373 Email: ncld@ncld.org Website: http://www.ncld.org/ This national organization assists in improving lives of individuals with learning disabilities and difficulties. They do this by empowering the parents, changing schools, and creating policy and support impact. State or Local Organization *IN-SOURCE (Indiana Resource Center for Families with Special Needs)

1703 South Ironwood Drive South Bend, Indiana 46613 (574) 234-7101 Tollfree : (800) 332-4433 Fax: (574)234-7279 Send an email to insource@insource.org Website: http://www.insource.org/index.htm IN*SOURCE is a state organization that provides adequate information and training to service providers, parents, and families. This benefits the students by providing them with helpful educational programs and appropriate services to students with disabilities. Informational Book for Parents Cimera, R. E. (2007). Learning disabilities: What are they? : helping parents and teachers understand the characteristics. Lanham, Md: Rowman & Littlefield Education. This book is to help parents and teachers understand what a learning disability is. It explores the types of disabilities, plus has strategies and resources to help children succeed. It is easy to read and informative. Childrens Book on Learning Disabilities Gehret, J., LaDuca, M., & Gehret, J. (2009). The don't-give-up kid and learning disabilities. Fairport, N.Y: Verbal Images Press. This revised edition about Alex, a child with learning disabilities, has been updated with completely new illustrations and reflects the use of the latest tactile techniques used in schools. In this story, Alex is inventing a cookie snatcher, but his lack of reading skills and impatience means that he needs extra help. There are new discussion starters for parents and professionals, and positive solutions are presented to help build a positive image for the learning-disabled child.

References Crawford, D. (1985). History - Learning Disabilities Association of America. Retrieved September 20, 2013, from http://www.ldaamerica.org/about/history.asp Indiana Resource Center for Families with Special Needs (n.d.). Special Education in Indiana. Retrieved September 23, 2013, from http://www.insource.org/materialsIND.htm Kemp M.A., G., Smith M.A., M., & Segal Ph.D., J. (2013, June). Helping Children with Learning Disabilities: Tips for Parents. (n.d.). Retrieved September 23,2013, from http://www.helpguide.org/mental/learning_disabilities_treatment_help_coping.htm Kemp M.A., G., Smith M.A., M., & Segal Ph.D., J. (2013, June). Learning Disabilities: Types of Disorders and Getting Help. Retrieved September 19, 2013, from http://www.helpguide.org/mental/learning_disabilities.htm Learning Disabilities History. (n.d.). Retrieved September 10, 2012,from http://www.goodlearners.net/LDHistory.html National Institute of Child Health and Human Development (2012). How are learning disabilities diagnosed? Retrieved September 17,2013, from http://www.nichd.nih.gov/health/topics/learning/conditioninfo/pages/diagnosed.aspx NCLD Editorial Team (2012). Learning Disability Fast Facts | What is LD? - NCLD. Retrieved September 20, 2013, from http://www.ncld.org/types-learning-disabilities/what-isld/learning-disability-fast-facts Services for Individuals with Learning and Attentional Disabilities Office of Disability Services | Boston University. (n.d.). Retrieved September 23, 2013, from http://www.bu.edu/disability/services/learning-disabilities/ Stanberry , K. (n.d.). Learning Disabilities History | Evolution of LD Terms, Perception - NCLD. Retrieved September 10, 2013, from http://www.ncld.org/types-learningdisabilities/what-is-ld/history-special-education U.S. Department of Education-IDEA . Article 7. Special Education. (n.d.). Retrieved September 17, 2013, from http: www.in.gov legislative iac T 511 A 7 . DF