SPECIFIC

LEARNING
DISABILITY
Specific Learning Disability
is 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 an imperfect ability to listen, think,
speak, read, write, spell, or to do mathematical
calculations
Students with specific learning disabilities have
average to above average intelligence but may have
difficulties acquiring and demonstrating knowledge
and understanding. This results in a lack of
achievement for age and ability level, and a severe
discrepancy between achievement and intellectual
abilities.
Causes and Risk factors
Heredity.
Problems during pregnancy
and birth
Accidents after birth
Behavioral Factors
Social environment factors
Cognitive Factors
 Characteristics
• may have trouble learning the
alphabet, rhyming words, or
connecting letters to their sounds
• may make many mistakes when
reading aloud and repeat and
pause often;
• may not understand what he or she
reads
• may have trouble with spelling
• may have very messy handwriting
or hold a pencil awkwardly
• may struggle to express ideas in
writing
• may lean language late and have a
limited vocabulary
• may have trouble remembering the
sounds that letters make or hearing
slight differences between words
– may have trouble understanding jokes,
comic strips, and sarcasm
– may have trouble following directions
– may mispronounce words or use a
wrong word that sounds similar
– may have trouble organizing what the
or she wants to say or not be able to
think of the word he or she needs for
writing or conversation
•may not follow the social rules of
conversation, such as taking turns,
and may stand too close to the
listener
•may confuse math symbols and
misread numbers
•may not be able to retell a story in
order
•may not know where to begin a
task or how to go on from there.
Specific types of learning
disabilities include:
• Dysgraphia
An individual has a difficult time
with the physical task of forming letters
and words using a pen and paper and
has difficulty producing legible
handwriting.
• Dyscalculia
A person has difficulty
understanding and using math
concepts and symbols.
• Dyslexia
An individual may mix up letters within
words and sentences while reading. He
may have difficulty spelling words correctly
while writing. Letter reversals are common.
Some individuals with dyslexia have a
difficult time with navigating and route
finding tasks as they are easily confused by
directions and spatial information such as
left and right.
• Dyspraxia
A person may mix up words and
sentences while talking. There is often a
discrepancy between language
comprehension and language production.
• Non-verbal Learning Disorder
Poor motor coordination, visual-
spatial organization and/or a lack of
social skills may characterize non-
verbal learning disorders.
• Auditory Processing Disorder
A person with an auditory
processing disorder intermittently
experiences an inability to process
verbal information.
 Assessments
• An I.Q. test such as the WISC IV. If it is known
that a child has a significant language disability,
then a non-verbal I.Q. test may be given such as
the C-Toni.
• Processing testing that would reveal the
reason behind the reading difficulties. Processing
areas as defined by special education law:
auditory, visual, attention, sensori-motor skills,
cognitive abilities such as conceptualization,
association, and expression
• Testing in academic areas suspected as
being impacted by the disability
• Expanded testing might include a more in-
depth look at memory, attention, executive
functioning.
• Dyslexia or Reading Difficulties
Basic reading skills (decoding and word attack)
and reading comprehension are tested to
determine eligibility under the category of Specific
Learning Disability. There are different ways to test
reading comprehension. Commonly used tests
are: the Woodcock Johnson III (WJIII), Kaufman,
WIAT, Gray Oral Reading.
• Other areas that can be tested that are considered
highly predictive of reading problems:
• Measures of Rapid Naming (how quickly a child
names colors, numbers or other items) Tests:
CTOPP, Woodcock Johnson Cognitive Abilities
(WJIII)
• Phonemic Awareness (how a child hears very
small speech sounds). Tests: CTOPP, WJIII, LAC,
TOPA
• Many professionals believe other areas important to also
evaluate are:
• reading fluency
• speech and language
• attention
• memory
• Written Expression Difficulties
• Several areas should be evaluated including grammar,
punctuation, organization and complexity of ideas.
Handwriting skills should be evaluated for some
students. Tests that are frequently used include:
• Subtests of the Woodcock johnson III, Kaufman,
Wechsler Individual Achievement Test (WIAT), Peabody
Individual Achievement Test (PIAT)
• Test of Written Language (TOWL)
• Mykelbust.
• Review of “real life” writing samples is important
Math Difficulties
• Evaluating this area includes the student’s
understanding of basic math facts and operations and
understanding of math concepts, math reasoning and
problem solving. Possible tests that may be used:
• Subtests of the Woodcock johnson III, Kaufman,
Wechsler Individual Achievement Test (WIAT),
Peabody Individual Achievement Test (PIAT)
• KeyMath 3
Oral Expression and Listening
Comprehension
• These skills are critical to success in the classroom.
Deficits in these areas are included in the Specific
Learning Disability category and can result in eligibility
for services. Possible tests that may be used:
• Clinical Evaluation of Language Fundamentals (CELF)
• Subtests of the Woodcock johnson III
• Test of Language Competence
• Oral and Written Language Scales (OWLS)
• Test of Auditory Comprehension
• Test of Language Competence
 Impact on
affected individuals
Ashamed of the types of difficulties they
struggle with, such as poor literacy skills,
attention or memory difficulties
Fear of failure, criticism, ridicule or rejection
Fear of discrimination
Fear that others may think that they are
stupid or incapable or Mentally disabled.
Ashamed that they are unable to read or
that they have poor handwriting
Left out of everyday discussions due to lack
of understanding
Depressed
Alone
“Learned helplessness”
 Interventions
• Mastery model:
– Learners work at their own level of
mastery.
– Practice
– Gain fundamental skills before
moving onto the next level
• Note: this approach is most likely to
be used with adult learners or outside
the mainstream school system.
• Direct Instruction
– Highly structured, intensive
instruction
– Emphasizes carefully planned
lessons for small learning increments
– Scripted lesson plans
• Rapid-paced interaction between teacher and
students
– Correcting mistakes immediately
– Achievement-based grouping
• Frequent progress assessments
• Classroom adjustments:
– Special seating assignments
– Alternative or modified assignments
– Modified testing procedures
– quiet environment
• Special equipment:
– Electronic spellers and dictionaries
– Word processors
– Talking calculators
– Books on tape
– computer
– dictation programs
• Classroom assistants:
– Note-takers
– Readers
– Proofreaders
– scribes
• Special Education:
– Prescribed hours in a special class
– Placement in a special class
– Enrollment in a special school for
learning disabled students
– individual education plan (IEP)
THANK YOU
FOR
LISTENING!!!