learning disability power ponit

8/6/2019 Learning Disability Power Ponit

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LEARNINGLEARNING

DISABILITYDISABILITYSneh RERCSneh RERC


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DEFINITIONDEFINITION

The term "learning disability" was apparently firstThe term "learning disability" was apparently first

used and defined by Dr. Samuel Kirk (1962,)used and defined by Dr. Samuel Kirk (1962,)

The term referred to a discrepancy between aThe term referred to a discrepancy between achilds apparent capacity to learn and his or herchilds apparent capacity to learn and his or herlevel of achievement.level of achievement.


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Learning disability is a generic term thatLearning disability is a generic term that

refers to a heterogeneous group ofrefers to a heterogeneous group ofdisorders manifested by significantdisorders manifested by significant

difficulties in the acquisition and use ofdifficulties in the acquisition and use of

listening, speaking, reading, writing,listening, speaking, reading, writing,

reasoning abilitiesreasoning abilities..


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What is a learning disability?What is a learning disability?

A person with a learning disability has difficultyA person with a learning disability has difficulty

in collecting, organizing, or acting on verbal andin collecting, organizing, or acting on verbal and

nonverbal information. Most commonly, thenonverbal information. Most commonly, theperson has trouble understanding or usingperson has trouble understanding or usingwritten or spoken languagewritten or spoken language


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People with learningPeople with learningdisabilities do not have lowdisabilities do not have low

intelligence; in fact, theyintelligence; in fact, theyhave average or abovehave average or above

average intelligenceaverage intelligence


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problems in one or more of theseproblems in one or more of these

areas:areas: language development and language skills (listening,language development and language skills (listening,speaking, reading, writing, and spelling)speaking, reading, writing, and spelling)

social studiessocial studies

mathematicsmathematics social skillssocial skills motor skills (fine motor skills, as well as coordination)motor skills (fine motor skills, as well as coordination) cognitive development and memorycognitive development and memory

attention and organizationattention and organization testtest--takingtaking


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CAUSES OF LDCAUSES OF LD

abnormal brain structure or functionabnormal brain structure or function

geneticsgenetics

factors before birth or during deliveryfactors before birth or during delivery

factors in early childhoodfactors in early childhood

brain trauma or tumorsbrain trauma or tumors


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Types of learning disabilityTypes of learning disability

Speech and language disorder.Speech and language disorder.

Academic skills disorder.Academic skills disorder.

Miscellaneous learning disability.Miscellaneous learning disability.


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Speech and language disordersSpeech and language disorders

the person is delayed by years in the development ofthe person is delayed by years in the development ofone of these skillsone of these skills

Difficulty producing speech sounds (developmental articulationdisorder).

Difficulty usingspoken language to communicate (developmental

Expressive languagedisorder).

Difficulty understanding what other people say(developmental receptive

languagedisorder)


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Academic skills disordersAcademic skills disorders

((the person is delayed by years in thethe person is delayed by years in the

development of one of these skillsdevelopment of one of these skills

ReadingReading problems (developmental reading disorder, orproblems (developmental reading disorder, ordyslexiadyslexia). The person cannot identify different word). The person cannot identify different wordsounds.sounds.

WritingWriting problems (developmental writing disorder, orproblems (developmental writing disorder, ordysgraphiadysgraphia). The person has problems with handwriting or). The person has problems with handwriting or

with creating sentences that make sense to others.with creating sentences that make sense to others.ArithmeticArithmetic skills problems (developmental arithmeticskills problems (developmental arithmeticdisorder, ordisorder, or dyscalculiadyscalculia). The person has problems with). The person has problems withcalculations or with abstract mathematical concepts.calculations or with abstract mathematical concepts.


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Miscellaneous learning disabilitiesMiscellaneous learning disabilities

Fine motor skillsFine motor skills problems (problems (dyspraxiadyspraxia))

Nonverbal Learning DisorderNonverbal Learning Disorder

OthersOthers


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symptoms of a learning disabilitysymptoms of a learning disability

All of the following are necessary symptoms of an official learningAll of the following are necessary symptoms of an official learningdisability:disability:

average or above average intelligence (as measured by the IQaverage or above average intelligence (as measured by the IQscore)score)

significant delay in academic achievementsignificant delay in academic achievement

severe information processing deficitssevere information processing deficits

uneven pattern of cognitive development throughout lifeuneven pattern of cognitive development throughout life

a disparity between measured intellectual potential (IQ score)a disparity between measured intellectual potential (IQ score)

and actual academic achievementand actual academic achievement the learning disability persists despite instruction in standardthe learning disability persists despite instruction in standard

classroom situationsclassroom situations


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Types of learning styleTypes of learning style

anan auditoryauditory learnerlearner

kinesthetickinesthetic learnerlearner

aavisualvisual learnerlearner


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Diagnosis of LDDiagnosis of LD

clinical psychologistclinical psychologist

school psychologistschool psychologist

educational psychologisteducational psychologist

neuropsychologistneuropsychologist

psychometristpsychometrist

occupational therapist (tests sensory disorders that canoccupational therapist (tests sensory disorders that can

lead to learning problems)lead to learning problems) speech and language therapistspeech and language therapist


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What else can look like a learningWhat else can look like a learningdisability?disability?

ADHDADHD sensory integration dysfunction (DSI, or SI) (see below)sensory integration dysfunction (DSI, or SI) (see below) hearing deficitshearing deficits vision problemsvision problems

attachment disruptionattachment disruption emotional traumaemotional trauma anxietyanxiety depressiondepression

a home environment that is not conducive to learninga home environment that is not conducive to learning a mismatch between a childs personal learning style and thea mismatch between a childs personal learning style and the

expectations of the childs parents and/or teachersexpectations of the childs parents and/or teachers


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How is sensory integrationHow is sensory integration

dysfunction (DSI or SI)dysfunction (DSI or SI)

related to learningrelated to learningdisabilitiesdisabilities


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Sensory integration dysfunctionSensory integration dysfunction

DSI is a disorder in which brain is either not receiving,DSI is a disorder in which brain is either not receiving,processing and organizing the sensations properly.processing and organizing the sensations properly.

Causes of DSICauses of DSI

Brain damageBrain damage

Hereditary disposition.Hereditary disposition.

DSI may interfere directly with the learning process in theDSI may interfere directly with the learning process in the

brain to it causes poor behavior that interferes withbrain to it causes poor behavior that interferes withschool work, even though the child has a normalschool work, even though the child has a normalcapacity to learn.capacity to learn.


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Types of DSITypes of DSI

Disorder in posture and bilateral integration.Disorder in posture and bilateral integration.

Developmental apraxia.Developmental apraxia.

Form and space perception.Form and space perception.

Tactile defensiveness and related behavioral responses.Tactile defensiveness and related behavioral responses.

Unilateral disregard and function of the rigth cerebralUnilateral disregard and function of the rigth cerebralhemisphere.hemisphere.

Auditory language disorder.Auditory language disorder. Hand dominance and lateralization of cerebralHand dominance and lateralization of cerebral

functions.functions.


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Disorder in posture and bilateralDisorder in posture and bilateral

integrationintegration

Tendency of the child to use both hands for eachTendency of the child to use both hands for each

side of body, children tend not to cross theside of body, children tend not to cross themidline of the body with either of the hand.midline of the body with either of the hand.

Cause areCause are

Immature equilibrium reactions.Immature equilibrium reactions.

Poor ocular control.Poor ocular control. Inadequate integration of 2 sides of body.Inadequate integration of 2 sides of body.


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Neural connections change as aNeural connections change as a

consequence of experience.consequence of experience.

Therapy consist of experience specifically plannedTherapy consist of experience specifically plannedto control sensory input and elicit output thatto control sensory input and elicit output that

will bring about more normal function.will bring about more normal function.

Basic principleBasic principle

Recapitulation of the pertinent ontogenicRecapitulation of the pertinent ontogenicsequence.sequence.

Control of sensory input in a situationControl of sensory input in a situationconducive to its integration and adaptiveconducive to its integration and adaptiveresponse to it.response to it.


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DEVELOPMENTAL APRAXIADEVELOPMENTAL APRAXIA

It is a disorder in children because of DSI in whichIt is a disorder in children because of DSI in which

there is inability to plan and execute skilled orthere is inability to plan and execute skilled ornon habituated motor task.non habituated motor task.

CauseCause

Lack of integration between tactile, vestibular andLack of integration between tactile, vestibular and

proprioceptive system and show symptoms ofproprioceptive system and show symptoms of

postural and bilateral integration problem .postural and bilateral integration problem .


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Dyspraxic child can and does specific motorDyspraxic child can and does specific motor

skills through repeated attempts andskills through repeated attempts and

executionexecution

Body schema.Body schema.

Motor planning .Motor planning . Large number of repetitions.Large number of repetitions.

Activities should be self gratifying. And selfActivities should be self gratifying. And self

directed.directed.


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Form and space perceptionForm and space perception

Perception is the process by which we receive andPerception is the process by which we receive andinterpret information from the world around us.interpret information from the world around us.

80% of learning happens through vision.80% of learning happens through vision.

Some form of learning disability could be traced toSome form of learning disability could be traced toperceptual deficit.perceptual deficit.CauseCause

Disorder in form and space perception occurs inDisorder in form and space perception occurs inconjunction with postural, ocular and somatosensoryconjunction with postural, ocular and somatosensory

disabilities.disabilities. Some times it is associated with right cerebralSome times it is associated with right cerebral

hemisphere damage.hemisphere damage.


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InterventionIntervention

Intervention begins with generalized stimulationIntervention begins with generalized stimulationto tactile ,vestibular and proprioceptive system.to tactile ,vestibular and proprioceptive system.

Activities in quadruped position, which provideActivities in quadruped position, which provideequilibrium responses ,provide large quantity ofequilibrium responses ,provide large quantity ofthe proprioceptive stimuli and helps inthe proprioceptive stimuli and helps indevelopment of visual space perception.development of visual space perception.

Scooter board activities provide the movementScooter board activities provide the movementthrough space that especially requires the visualthrough space that especially requires the visualspace perception.space perception.


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Tactile defensiveness and relatedTactile defensiveness and related

behavioral problemsbehavioral problems

Tactile defensiveness is defined as an inability to interpretTactile defensiveness is defined as an inability to interpretapproximately the effective meaning of touchapproximately the effective meaning of touch,hypothesized to be the disorder of modulation or,hypothesized to be the disorder of modulation orregulation of tactile input.regulation of tactile input.

SignsSigns Child withdraws from touch.Child withdraws from touch. child avoids touch and interaction with certainchild avoids touch and interaction with certain

textures.textures.

Child hyperirritable with handling.Child hyperirritable with handling. child resist adl activities like teeth brushing, nailchild resist adl activities like teeth brushing, nail

cutting, hair cutting etc.cutting, hair cutting etc.


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Sensory dietSensory diet

Frequent quick rapid tactileFrequent quick rapid tactile

stimulation,followed by deep pressure.stimulation,followed by deep pressure. Advanced tactile vestibular sensation.Advanced tactile vestibular sensation.


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Unilateral disregard and functions ofUnilateral disregard and functions of

right cerebral hemisphereright cerebral hemisphere

It is tendency to neglect or disregard or resistIt is tendency to neglect or disregard or resist

interaction with one side of the environmentalinteraction with one side of the environmentalschema.schema.

Tendency to avoid interaction with the one sideTendency to avoid interaction with the one sideof body space.of body space.

Child avoid moving to that side of neglect.Child avoid moving to that side of neglect.


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The presence of this syndrome in children is notThe presence of this syndrome in children is notfrequently observed and the symptoms are so obscurefrequently observed and the symptoms are so obscurethat they are easily overlooked.that they are easily overlooked.

No well defined and tested treatment program forNo well defined and tested treatment program forunilateral disregard in LD children is offered. since thisunilateral disregard in LD children is offered. since thisproblem is recently recognized as a sensory integrativeproblem is recently recognized as a sensory integrativeproblem among this population.problem among this population.

But advanced somatosensory feed back, and vestibularBut advanced somatosensory feed back, and vestibularstimulation improves Childs performance.stimulation improves Childs performance.


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AuditoryAuditory language disorderlanguage disorder

This is most easily identified type of DSI.This is most easily identified type of DSI.

Most of the children suffering from LD have auditoryMost of the children suffering from LD have auditory--language disorder.language disorder.

Child will have problems in reading and understandingChild will have problems in reading and understandingspoken language.spoken language.

CauseCause

Inadequate interhemispherical communication.Inadequate interhemispherical communication.

Poor integration of sensory modalities,especially ofPoor integration of sensory modalities,especially ofauditory, vestibular, and somatosensory stimuli mayauditory, vestibular, and somatosensory stimuli mayeasily interfere with language development.easily interfere with language development.


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Vestibular stimuli usually elicits vocalization.Vestibular stimuli usually elicits vocalization.

A more cognitive approach can follow afterA more cognitive approach can follow after

vocalization.vocalization. Intersensory integration helps in development ofIntersensory integration helps in development of

language.language.


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Hand dominance and lateralizationHand dominance and lateralization

of cerebral functionsof cerebral functions

.. The evolution process has moved towardsThe evolution process has moved towards

localization and specialization of cortical functions,localization and specialization of cortical functions,resulting in one hemisphere dominant for someresulting in one hemisphere dominant for somefunction and the other hemisphere for otherfunction and the other hemisphere for otherfunction.function.

Establishing one hand as dominant is an aspect ofEstablishing one hand as dominant is an aspect ofdevelopment that holds some significances for thedevelopment that holds some significances for the

total sensory integration process.total sensory integration process. Reading problems are repeatedly linked withReading problems are repeatedly linked withinadequate lateralization of cerebral functioninadequate lateralization of cerebral function


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Causes of failure to develop handCauses of failure to develop hand

dominancedominance Lateralized dysfunction i.e presence of more disorder on oneLateralized dysfunction i.e presence of more disorder on one

side than the other.side than the other.

Tendency towards unilateral disregard may interfere withTendency towards unilateral disregard may interfere withestablishment of hand dominance.establishment of hand dominance.

Differences in somatosensory perception of both upperDifferences in somatosensory perception of both upperextremity makes one hand less satisfactory or comfortable forextremity makes one hand less satisfactory or comfortable foruse, even though it is less skilled motorically resulting in conflictuse, even though it is less skilled motorically resulting in conflictover to use which hand for skilled work.over to use which hand for skilled work.

Syndrome affecting postural and bilateral integration can alsoSyndrome affecting postural and bilateral integration can alsolead to failure for hand dominance .when two sides of body failslead to failure for hand dominance .when two sides of body failsto integrate their function, there is tendency not to cross theto integrate their function, there is tendency not to cross themidline is seen.midline is seen.


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Considerations in selecting dominantConsiderations in selecting dominant

hand for a childhand for a child

The process of writing should be delegated to oneThe process of writing should be delegated to onehand only.hand only.

The decision should be taken based on a number ofThe decision should be taken based on a number of

datadata Determining handedness in family is important toDetermining handedness in family is important to

establish hereditory disposition.establish hereditory disposition.

The ease and naturalness with which a child uses hisThe ease and naturalness with which a child uses his

hand also reflects predisposition.hand also reflects predisposition. Both hands should be tested on motor accuracy testBoth hands should be tested on motor accuracy test

,data will tell which hand is more skilled.,data will tell which hand is more skilled.


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Considerations in selecting dominantConsiderations in selecting dominant

hand for a childhand for a child

Scores on kinesthesia, localization of tactileScores on kinesthesia, localization of tactile

stimuli, double tactile localization manual formstimuli, double tactile localization manual formperception,graphesthesia,crossing midline ofperception,graphesthesia,crossing midline of

body, all these will provide us with informationbody, all these will provide us with informationso as to which extremity is more skilled.so as to which extremity is more skilled.

Degree of hand preference the child has alreadyDegree of hand preference the child has already

established should also be considered.established should also be considered.


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Learning disabilities are a lifeLearning disabilities are a life--long condition, and are notlong condition, and are not"curable". Effective treatment involves multi"curable". Effective treatment involves multi--modal andmodal and

appropriately tailored teaching and compensatoryappropriately tailored teaching and compensatorystratigiesstratigies..

learning disability power ponit

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