copyright © allyn & bacon 2008chapter 5: students with learning disabilities chapter 5...

Copyright © Allyn & Bacon 2008Chapter 5: Students with Learning Disabilities

Chapter 5

Copyright © Allyn & Bacon 2008

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Early interventions focused on process interventions Perceptual-motor skills

Later focus switched to instructional interventions Direct instruction of academic


Lists processing disorders that affect:

Listening, thinking, speaking, reading,

writing, spelling, and mathematics

Includes some disorders

Excludes other disorders

Focuses on school tasks


Heterogeneous group of disorders Intrinsic to the individual and have a

neurological basis Characterized by unexpected

achievement Not the result of other disorders or

problems but may occur with other disabilities


Largest disability category

Fastest growing disability category

since 1975

Prevalence highest for older students

Prevalence higher for boys than girls


Chemical imbalance

Brain injuryPrenatalPerinatalPostnatal

Heredity


Poor nutrition Adverse emotional climate at

home Toxins or severe allergies Poor teaching Lack of stimulation Poverty Poor instruction


Average or above average intelligence

Weaknesses in one or more areas: Attention Perception Memory Thinking/processing


Bell Curve


Deficits in:Reading

Written language

Mathematics

Oral language


Reading comprehension Cannot recall facts, sequences, or

main themes Word recognition errors

Omissions, insertions, substitutions, reversals

Oral reading Insecurity, loses place

Word analysis skills Phonological awareness difficulties,

dyslexia


Aphasia is an impairment of

language, usually caused by left hemisphere

damage either to Broca’s area

(impaired speaking) or to Wernicke’s area

(impaired understanding).


Computation skills Word problems Spatial relationships Writing or copying shapes Telling time Understanding fractions/decimals Measuring


Spelling Omission or substitution of letters Auditory memory and discrimination

difficulties Handwriting

Absence of fine motor skills Lack of understanding of spatial

relationships Composition

Sentence structure Paragraph organization Complexity of stories


Short-term memory Recalling in correct order, of either aurally or

visually presented information shortly after hearing or seeing the items

Working memory Retaining information while simultaneously

engaging in another cognitive activity Success in reading and math depend on this ability Crucial for word recognition and reading

comprehension


Lack of awareness of strategies and resources needed to perform effectively

Inability to monitor, evaluate, and adjust performance to ensure successful task completion


Students may attribute success to situations beyond their control such as luck rather than to their own efforts Chronic failure makes success seem

unattainable Learned helplessness (Seligman)

Passive learners Deficits in strategic learning behaviors


Problems with: Social perception Social competence

Nonverbal learning disabilities

Motivation


Types of Behavior Problems Out-of-seat behavior Talk-outs Physical or verbal aggression

Problems may be caused by: Communication difficulties Frustration with academics Attention difficulties or

hyperactivity


Formal Assessments Norm-referenced intelligence and

achievement tests Criterion-referenced tests

Classroom Assessments Curriculum-based measurement Portfolio assessment Observations


Does a significant gap exist between the student’s ability and academic achievement?

Is the learning problem the result of a disorder in an area of basic psychological processing involved in understanding language?

Can other possible causes of the learning problem be eliminated?


Permitted, not required by IDEA 2004 Three-Tiered Model

All students participate in tier 1, and educators use proven instructional methods

Students who don’t succeed in tier 1 receive supplemental instruction

Students who don’t succeed in tier 2 receive more intensive interventions


Is the student still exhibiting significant gaps in learning even though research-based, individually designed, systematically delivered, and increasingly intensive interventions have been provided?

If the team decides that a student is nonresponsive to intervention, the team may decide the student has a learning disability.


Higher student self-confidence, higher expectations, improved academic progress (Ritter, Michel, & Irby, 1999)

Higher grades, comparable scores on achievement tests, better attendance (Rea, McLaughlin, & Walther-Thomas, 2002)

Better social outcomes when students attend regular education classes part-time rather than full-time (Vaughn & colleagues)


High dropout rate

Less postsecondary education

Part-time employment

Lower occupational status

Lower wages


Include career awareness and exploration

Teach problem-solving, organization, self-advocacy, and communication skills

Work experiences are valuable Linkages between students and

community services Teach students self-advocacy skills


Strategy instruction Techniques, principles, and rules

that guide students to complete tasks independently

mnemonics

Direct instruction


Well-organized, sequenced lessons Short review of previously learned skills Clear statement of lesson goals Presentation of new material in small

steps Frequent opportunities for practice Questions to check for understanding


Parents are often actively involved in their child’s education

Good school-home collaboration is vital

Parent participation may be affected by cultural variables


Should there be an alternative approach to identifying students as LD?

Should students be identified as LD for the first time in high school or college?


Many issues related to the use of response as a method of

identifying students as learning disabled.

Should students be identified as LD for the first time in high

school or college?

copyright © allyn & bacon 2008chapter 5: students with learning disabilities chapter 5...

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