Kimberly Barnett #2

Dr. Duchaine
SPED 5360
Learning Disabilities (LD) - Chapter 5
1. The IDEA (federal) definition of a learning disability is:
The IDEA states that a learning disability is a disorder in which an individuals ability to
understand language, or use language (written and/or spoken) is affected. As a result, the individual
may struggle with being able to listen, speak, or think. The individual may also struggle with
reading, writing, spelling, and mathematics.
Most states have three criteria when using the IDEA definition to identify students with a learning
disability.
The criteria include:
Ability-Achievement Discrepancy- According to the IDEA, a child can only be identified
as having a learning disability when there are severe academic deficits, but the child has
adequate overall intelligence. That means that children who are only having mild difficulties

with learning do not classify as learning disabled.

Exclusion- IDEA states that a students difficulty with learning cannot be a result of having

other conditions that can interfere with learning (e.g., culture, environment, SES etc.).
Need for Special Education: Students with learning disabilities are required to receive
specialized instruction that are designed to meet their individual needs.

2. Characteristics of a Specific Learning Disability are identified and explained as:

Students that have learning disabilities have problems in the following areas:
Reading: Children with learning disabilities may struggle with reading. Children who have
severe reading problems struggle with decoding single words consistently and correctly.
Children struggle with the phonological structure of spoken words. Phonological awareness
is the knowledge that language is made up of sounds. Phonemic awareness is when a child
knows that words are made up of different sounds, and that those sound units can be
manipulated. Children who cannot name visually presented stimuli quickly, also known as
visual naming speed, will have a hard time with reading comprehension. Reading

comprehension means that the child can understand sentences, paragraphs, and stories.
Writing: Children with learning disabilities can struggle with written tasks. They have a

hard time with spelling and writing. Handwriting, punctuation, vocabulary, and other written
tasks are challenging. Children also struggle with developing ideas, making rough drafts,

and organizing their ideas, which result in poorly written compositions.

Math: Children with learning disabilities have a hard time with math concepts, specifically
with numerical reasoning and mathematical calculations. Other math concepts such as
recalling number facts and solving math problems that are in the form of story problems are

challenging,
Social Skills: A large majority of children with learning disabilities also struggle with social
skills. Deficits in social skills negatively impact the childs self-esteem and can lead to
isolation and loneliness. Social deficits could be a result of the inability to interpret social
situations based on their own experiences, and the inability to understand non-verbal cues of

others.
Attention and Hyperactivity: Children with learning disabilities can have trouble focusing
on a given task, and/or may display hyperactivity. Many children with have ADHD, also

have learning disabilities, this is due to the high comorbidity of the two diagnoses.
Behavioral: Some children with learning disabilities also display behavioral problems as

well. Behaviors could include substance use, aggression, gambling, and/or delinquency.
Self-Efficacy: Children with learning disabilities often report lower levels of self-efficacy
(confidence in being able to do something). Children also report lower moods, and decreased
hope in their abilities.

3. Explain the identification and assessment process for determining eligibility of LD:
In order to determine if a child is struggling academically, or if the child may have a learning
disability, one or more assessments need to be done. There are many types of assessments available, but
the one most commonly used in the schools is curriculum-based measurement.
Curriculum-Based Measurement (CBM): is a measurement that involves looking at a childs
learning over time. CBM looks at a students proficiency in the skills that are necessary for success in
school. CBM looks at a childs academic performance over a period of time, but the results cannot be
used to determine better instruction because the child is evaluated when the child is no longer being
instructed (e.g., such as at the end of the year). Studies have found that when teachers look at the results

of CBM, and make adjustments to their teaching plans based on those results, students tend to achieve
academically. CBMs are valid, reliable, and easy to administer. One CBM that has been shown effective
in early detection of students who might be at a greater risk of having difficulties in reading is the
DIBELS (Dynamic Indicators of Basic Early Literacy Skills). The DIBELS measures the following; first
sound fluency, letter naming fluency, phoneme segmentation fluency, nonsense word fluency, oral
reading fluency, and daze.
First Sound Fluency: this is when the person doing the assessment says words, and the student must
respond with the first sound of each word.
Letter Naming Fluency: the person doing the assessment shows the child a sheet with letters, and
the child must identify the letters.
Phoneme Segmentation Fluency: the person doing the assessment will say words, and the child
must say the individual sounds of those words.
Nonsense Word Fluency: the person doing the assessment with show the child some VC and CVC
words, which are termed nonsense words, and the child must read those words.
Oral Reading Fluency: the child is given a reading passage and will be asked to read the passage
aloud, and retell the story.
Daze: the child is given a reading passage. Throughout the passage, some words are removed and
are replaced with multiple choice boxes. The multiple choice boxes contain the original word in the
passage in addition to two other words. The child must read the passage and decide which word fits
the meaning of that particular sentence.
The scores of each measure is calculated to help determine the students reading mastery. This is also
called the Composite Score.
Another measure that is used is called the Direct Daily Measure.
Direct Daily Measure: this is when a student is taught a new skill, and after being taught a new
skill, the students performance is measured. This is different than CBM because Direct Daily
Measure does not look at the childs performance when instruction ends.
Response to Intervention (RTI): a students performance is evaluated after the student receives
specialized scientific instruction. RTI helps understand whether a student is struggling because they
have a disability, or if the student is struggling because they are receiving instruction that is
unsatisfactory. RTI uses the three-tiered model to assist in finding out which students need special
education services. The parts of the model include

Tier 1: Primary Intervention in the General Education Classroom: this is when every student is
the general education classroom is provided teaching instruction that is found to be evidence based.
The students academic performance is evaluated in order to determine if the student is showing
process. If the student is still struggling academically after being subjected to evidence based
instruction then the student is moved to the next level, tier 2.
Tier 2: Secondary Intervention: is when a student who is struggling is provided with small group
tutoring. The student is evaluated after the small group tutoring to see if there was any improvement.
If the student does show improvement then the student can return to the general education
classroom.
Tier 3: Tietiary Intervention: if a student is not responding to tier 2 intervention, the student is then
given interventions that are tailored towards the students individual needs. The student can only be
eligible for special education services after individuated interventions are attempted.
Students who have learning disabilities are given intelligence tests, achievement tests, and criterionreferenced tests to determine whether the child is eligible for special education.
Criterion-Referenced Tests: is a test where a students score is not based on how well they did in
comparison with other students. The criterion-references tests are based on whether the childs score
met a certain criterion or level of mastery.
4. Research-based educational approaches that are most beneficial for students with learning
disabilities include:
Teachers can implement content enhancement techniques in the classroom to better assist students with
learning disabilities.
Content enhancement: is when instruction is given in such a way that captures the students
interest, makes the student interact with the material, and as a result is better able to comprehend the
material. Teachers can use tools such as graphic organizers, visual displays, note-taking strategies,
and mnemonics to help students learn the material being taught.
Graphic Organizers and Visual Displays: information being taught is shown visually. When
information is presented visually, the student has an easier time identifying comparisons, sequences,
and can understand how different things are grouped in a hierarchy.
Note-Taking Strategies: Teachers educate students on how to take effectively take notes in order to
improve memory of the material. Teachers can use guided notes to further assist students in learning

how to take notes. Guided notes are designed in a way that helps the students write down the key
points of a lecture instead of trying to write down everything the teacher is saying. When a student
learns how to take notes correctly, then it helps the student study the material and comprehend it
better.
Mnemonics: this strategy is used to help a student remember and later recall large amounts of
information. Mnemonics strategies include letter strategies, keyword method, and pegword method.
Letter Strategies: this is when the student will look at the first word of each item being
memorized and makes a word out of it, also called acronyms. For example, to remember the five
great lakes, the student would remember HOMES. When the student seeing H they will remember
Lake Huron, when they see O they will remember Lake Ontario etc
Keyword Method: is a technique in which the student will recall information because the new
words are being linked with old familiar words.
Pegword method: is a technique where all the information that the student is required to recall is
given a number/order. Ex: 1 is dog, 2 is cat etc
5. Find a peer-reviewed or evidence-based article regarding students with learning disabilities as it
relates to your major (early childhood, secondary education, therapeutic recreation, and/or
instructional strategies). ** READ the article and highlight critical/interesting information to share
with class. Attach the complete article with highlights of what you found important or interesting.
Upload the article to TRACS Drop Box.
6. Provide the article citation in APA format and a brief 2-3sentence summary:
Educational Games: A Technique to Accelerate the Acquisition of Reading Skills of Children with
Learning Disabilities
This article looked at how using games in the classroom can help children with learning disabilities
learn how to read. The educational games were shown to speed up the learning process by keeping the
children engaged and focused. Educational games also improved the fluency of reading, as well as
produce overlearning when coupled with direct teacher instruction.
Charlton, B., Williams, R. L., & McLaughlin, T. F. (2005). Educational games: A technique to
accelerate the acquisition of readings skills of children with learning disabilities. International
Journal Of Special Education, 20(2), 66-72.

7. Provide information about a local Texas agency available to assist teachers, students, or families who
are dealing with a learning disability:
(a) Brain Balance Achievement Center
(b) What service(s) do they provide:
Individualized Assessments
Free Consultations
Information about learning disabilities to assist parents in understanding why their child
is struggling
Sensory Motor Training
Cognitive and Academic Activity Plans
Nutritional Counseling
(c) List the physical location and contact (phone) information
3267 Bee Caves Road
Austin, TX 78746
512-382-7771
(d) Provide a website
http://www.brainbalancecenters.com/
8. National Organizations are available for Parents & Teachers
(a) Parents
Name:
Understood for Learning & Attentional Issues
Link:
https://www.understood.org/en
Supports:
General information about learning disabilities: symptoms, etiology, types of
treatments/therapies available etc
Educational Resources:
-Information about supports available in schools to help children with learning disabilities
succeed (e.g., assistive technology, IEP, teaching approaches etc)
- Information about evaluations and how a parent can go about getting their child assessed
for a learning disability.
-Tips on choosing an appropriate school based on each childs unique needs.
- Information about how parents can support their child at home (e.g., private tutors,
games/activities to reinforce learning at home, educational workbooks to prevent child from
forgetting what they learned in the classroom during summer break etc)
Family Resources:
-Tips for dealing with the emotional challenges parents and family face when they realize
their child has a learning disability (e.g., common emotions, common challenges, support
networks, dealing with bullying, and ways to empower a child with a learning disability).

- How to deal with emotions, siblings, what to do when family is not supportive, as well as
stress relieving tips.
(e) Educators
Name:
RTI Action Network
Link:
http://www.rtinetwork.org/
Supports:
Behavioral Supports:
- Information about various behavior supports a teacher can use in the classroom (e.g.,

positive reinforcement, token economy, group contingency plans, direct instruction etc)
Developing a plan:
- Information about how a teacher can develop and implement a RTI model in the classroom
(e.g., understanding the three tiered model, technology assistance, and school based

leadership teams, etc.)

Parent/teacher relationships:
-Information about how educators can build a partnerships with families
Other supports:
-Videos, blogs, forums, chat rooms etc.

9. Find 3 separate Website with helpful academic information for students with disabilities:
1. Parents
Name: Center for Parent Information and Resources
Link: http://www.parentcenterhub.org/repository/ld/
- Website educates parents about the characteristics of learning disabilities (e.g., symptoms,
types of learning disabilities, behavior and cognitive manifestations etc.). The website also
provides information about early childhood intervention programs, issues children face in
schools, how parents can be involved in the schools, as well as information about assessments
and finding services within the school.
2. Teachers:
Name: LD Online-The educators guide to learning disabilities and ADHD
Link: http://www.ldonline.org/
- Website provides teachers with instructional strategies for teaching children with learning
disabilities and/or ADHD. The website also provides information about inclusion, working
with parents, classroom management tools, as well as general information about learning
disabilities and ADHD. Some additional topics that can be found include information about
IDEA and IEPs.
3. Youth:

Name: Friends of Quinn

Link: http://www.friendsofquinn.com/
- Online support community for youth with learning disabilities. The site provides youth with
resources and tips for dealing with their learning disability. Youth can find out about how to
improve their self-esteem, advocate for themselves, stress managements, and tips for success
in school.
10. Find and share a fact about students with Learning Disabilities in other countries.
- In Korea, in order for a student to be diagnosed with a learning disability, they have to have an
IQ lower than 75 in addition to academic deficits. If the child has normal intelligence, but is struggling
in school, then the child would not be diagnosed with a learning disability.
Link: https://ldph.wordpress.com/2011/04/07/korean-perspective-on-learning-disabilities-bykyung-ah-kim-diana/

Kimberly Barnett
SPED 5360
Dr. Duchaine
References

Charlton, B., Williams, R. L., & McLaughlin, T. F. (2005). Educational Games: A Technique to
Accelerate the Acquisition of Reading Skills of Children with Learning Disabilities. International
Journal Of Special Education, 20(2), 66-72.