Advocacy Session 3

Review

Review STEPS TO LEARNING

• Senses

• Processing • Memory• Expression

Processing* breakdown starting here often defines an LD

• Visual Processing• Auditory Processing• Tactile (skin)• Kinesthetic Processing (body movement)

Speed of processing crucial factor in interpreting information

Concrete Example of Processing

• Rick Lavoie Processing

Memory

– Working ***– Short Term– Long Term

Expression

• Speaking• Reading• Writing

Breakdown in Pathways

• General way of explaining what a learning disability is - breakdown or slowdown of pathways that process, interpret, express information

Learning Disabilities:A new definition

Learning Disabilities Association of Ontario (LDAO)

2001

“Learning Disabilities” refers to a variety of disorders that affect the

acquisition,retention,

understandingorganization

or use of

verbal and/or non-verbal information

These disorders result from impairments in one or more psychological processes related to learning,

in combination with otherwise average abilities essential for thinking and reasoning.

“Psychological Processes” - An evolving list that has focused on functions such as:

• phonological processing• memory and attention• processing speed

Learning disabilities are specific not global impairments and as such are distinct from intellectual disabilities.

Learning disabilities range in severity and invariable interfere with the acquisition and use of one or more of the following important skills:

• Oral language (e.g., listening, speaking, understanding)

• Reading (e.g., decoding, comprehension)• Written language (e.g., spelling, written

expression)• Mathematics (e.g., computation, problem

solving)

Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction.

The impairments are generally life-long.

However, their effects may be expressed differently over time, depending on the match between the demands of the environment and the individual’s characteristics.

Common Elements Regardless of Definition

• Neurological dysfunction• Uneven growth pattern and psychological

processing deficits• Difficulty in academic and learning tasks• Discrepancy between achievement and

potential• Exclusion of other causes

Now we have a sense of what a LD is

• How do we assess one?

The Family as a System

• All members of the “system” affect, and are affected by, other members of the system

• “non-linear cause and effect” for what happens within the system

• parental reactions• Reactions of siblings

Preview Social Emotional Aspects of Learning Disabilities

• Proportion of Adults with LD who also have Social-Emotional Concerns

• What May Cause Social-Emotional Concerns in Individuals with LD– Primary Social Disability– Shame– Family System Variables

• Implications

What Proportion of Adults with LD Require Counselling Support?

Estimates vary, but based on research and clinical experience, we estimate that

20--25% need significant degree of social-emotional intervention.

Additional 20--25% could benefit from mild degree of intervention/ support

Why Social-Emotional Difficulties

• Primary “Social Disability”

• Secondary effect of the LD: Feelings of shame affecting self-image and self-esteem

• “Learned Helplessness” - Family and School Environment

Primary Social Disability

• Difficulties at the input, integration, or output level(s) of information processing

• Attention and social perception• Language processing• Impulsivity and lack of reflectivity

Why/How do Feelings of Shame Develop?

• Not living up to an idealized standard• Perceived failure despite effort• Stigma of LD label• Invisibility of LD• Family System Variables

How Can Shame Manifest in Adults with LDs?

• Lack of trust• Anger• Isolation• Bravado• Reluctance to Take Risks• Reluctance to Seek Help

Implications for Support

• If social difficulties are due to Primary Social Disability,– Teach social skills, provide opportunities for

positive peer interaction• If social difficulties are due to Feelings of

Shame related to the LD,– Individual counselling– Re-evaluate the teaching/learning environment

Implications for Support, cont’d

• If social difficulties are due to issues in Family Relationships,– Consider family counselling to deal with

unresolved problem

• Often, the social-emotional concerns are due to a combination of factors and may require a combination of treatment strategies

Good News

• Growth is an on-going processes• Counseling has been demonstrated to be

effective• Close peer friendships are helpful• As an adult have choices - we can make

supportive reliances