Carmen, KC Rose V.

    1A-English

Foundation of Special and Inclusive Education

Module 7 Students with Learning Disability

READ AND RESPONSE

1.What are the major concepts in the NJCLD definition of disabilities. Explain each of them.

*The NJCLD definition. Learning disabilities is a general term that refers to a heterogeneous group of
disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading,
writing, reasoning, or mathematical skill.

The major concepts in the  National Joint Committee on Learning Disabilities (NJCLD) are:

•Individuals with learning difficulties are diverse, both within and across groups. Individual variances in
learning power and need, as well as shifts through time, are examples of intra-individual differences.
Various forms of learning difficulties for different people are referred to as interindividual difference.

•Learning disorders make it harder to learn and apply skills such as listening, speaking, reading, writing,
reasoning, and/or mathematics. When an individual's proper levels of effort do not result in adequate
growth, even when given the opportunity for excellent educational teaching and the knowledge that
everyone learns at a different speed and with varying effort, such issues are evident. A quantitative test
score alone cannot determine significant difficulty.

•Learning disabilities are intrinsic to the individual. They are presumed to be related to differences in
central nervous system development. They do not disappear over time, but may range in expression and
severity at different life stages.

•Learning disabilities may occur concomitantly with other disabilities that do not, by themselves,
constitute a learning disability.

•Learning disabilities are not caused by extrinsic influences.

2.In what ways is learning disability differ from mental retardation?

*Despite the fact that they both have learning challenges in common, these two disorders are very
diverse, with separate diagnostic criteria, treatment techniques, and results. In many areas of
development, the mentally retarded child functions below his or her chronological age due to decreased
aptitude, whereas the learning-disabled youngster underachieves in school despite having normal or
above-average intelligence. Pharmacological intervention, on the other hand, is utilized to address the
underlying or related mental, emotional, or behavioral disorders in both diseases. In other words,
medications can be used to suppress unwanted behaviors or to facilitate and enhance desired behaviors,
including learning. Despite the fact that both conditions share learning difficulties, the diagnostic
characteristics, treatment approaches, and outcomes are quite different.

3.Enumerate the learning behavior characteristics of students with Learning disabilities.

Common behavioral characteristics of individuals with learning disabilities:

 Inability to interpret environment and social cues

 Poor judgment; little thought about logical consequences
 Poor impulse control
 Need for immediate gratification
 Inability to set realistic priorities and goals
 Inappropriate conclusions due to deficient reasoning ability
 Illogical reasons for actions
 Inability to develop meaningful relationships with others
 Immature and “bossy” behavior
 Low frustration tolerance resulting in disruptive behavior

4.What are the causes of learning disabilities. Explain each of them.

We do not always know why a person has a learning disability. Sometimes it is because a person's brain
development is affected, either before they are born, during their birth or in early childhood. This can be
caused by things such as:

•the mother becoming ill in pregnancy

•problems during the birth that stop enough oxygen getting to the brain

•the unborn baby having some genes passed on from its parents that make having a learning disability
more likely

•illness, such as meningitis, or injury in early childhood.

5.What are the assessment procedures for learning disabilities? Explain each of them.

The first part of determining whether your child has a learning disability is the testing process. The
learning disability testing process usually begins when a child has problems with academics or behavior
in school. Schools are required to implement a system of interventions before evaluating a child for a
disability. This process is called response to intervention, or RTI. Initially, teachers may meet with the
parent and implement interventions before referring a child for learning disability testing. If the parent
and educators suspect a disability, they begin the testing process. Testing is necessary for children
suspected of having a learning disability because learning disability testing is required by federal and state
regulations to determine eligibility for special education. In addition, learning disability testing provides
important information about the child's suspected disability,