FACULTY OF EDUCATION AND HUMANITIES

ESEB3483 INTRODUCTION TO LEARNING DISABILITIES

SEMESTER: JANUARY 2023
COURSE LEADER: RABIHA MAYA ADIERA BINTI AB RAHIM

STUDENTS MATRIC NO STUDENTS NAME

MC220316670 SUREKHA A/P VEERAMOHAN
MC220316728 SOLEHAH BINTI SUFFIAN
MC220316683 RUBINEI PUSHPAGARAN
MC220316663 MUHAMMAD ADI MAZDEE BIN MAZALI
MC220316668 NAVIN RAO A/L RAMACHANDRAN

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not copied in part or whole or otherwise plagiarised the work of other students
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Group Leader Name NAVIN RAO RAMACHANDRAN
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Date 19TH FEBRUARY 2023
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 TABLE OF CONTENTS

NO. ITEM PAGE NUMBER

1. INTRODUCTION 3
2. INTERVENTION PLAN 1: CHUNKING 7
3. INTERVENTION PLAN 2: DIRECT INSTRUCTION 11
4. INTERVENTION PLAN 3: MIND MAPPING 15
5. INTERVENTION PLAN 4: IEP 19
6. PROPOSED ASSESSMENTS FOR STUDENTS 24
7. CONCLUSION 26
8. REFERENCES 28

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1. INTRODUCTION

WHAT IS LEARNING DISABILITY?

A learning disability, learning disorder, or learning difficulty is a brain issue

that causes problems grasping or processing information and can be
caused by a variety of conditions. As a result, some persons can be more
correctly defined as having a learning difference, avoiding the
misconception of being disabled and unable to learn, as well as possible
negative stereotyping. The term learning disability often refers to an
intellectual disability, while conditions such as dyslexia and dyspraxia are
frequently referred to as learning difficulties. While the terms learning
impairment and learning disorder are sometimes used interchangeably,
they are not synonymous. (Cicerchia, 2022)

A disorder is defined as serious learning difficulties in an academic field.

These issues, however, are insufficient to warrant a formal diagnosis. In
contrast, learning disability is an established clinical diagnosis in which the
individual fits certain criteria as decided by a specialist (such as a
psychologist, psychiatrist, speech language pathologist, or paediatrician).
(Cicerchia, 2022) The illness that affects the brain's ability to accept and
process information is the unknown component. This disorder can make it
difficult for a person to learn as quickly or as effectively as someone who
does not have a learning disability. Individuals with learning disabilities have
difficulty executing specific sorts of skills or completing projects if they are
left to figure things out on their own or if they are taught in diverse ways.
(Sperotto, 2014)

Students with learning difficulties may confront obstacles that persist

throughout their lives. Interventions and modern technology may be utilized
to help the individual learn skills that will support future success, depending

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on the type and severity of the handicap. Some interventions are
straightforward, while others are elaborate and difficult. To be effective
classroom supports, current technologies may necessitate student training.
Teachers, parents, and schools can collaborate to develop plans that
adapt intervention and accommodations to assist individuals in becoming
successful independent learners. A multidisciplinary team is usually used to
create the intervention and to manage its implementation with teachers
and parents.

TYPES OF LEARNING DISABILITIES

a. DYSCALCULIA
Dyscalculia is a learning condition that impairs a person's ability to
interpret numbers and memories math topics. People with this sort of
learning disability have poor math calculation skills as well as trouble
understanding numbers and math facts.

b. DYSGRAPHIA
Dysgraphia is a learning condition that impairs a person's handwriting
and fine motor skills. It has an impact on a person's handwriting and fine
motor skills. Dysgraphia is a learning disability characterized by a
decreased ability to produce legible and automatic letter writing and,
in some cases, number writing, which can hinder with math.

c. DYSLEXIA
It is a learning disorder that primarily impacts reading and related
language-based processing skills. It has a significant impact on reading
and other language-based processing skills. Dyslexia is defined by
difficulties with accurate and fluent word recognition. Dyslexics suffer
with word recognition, decoding, and spelling.

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d. PARTICULAR READING COMPREHENSION DEFICIENCY AND ORAL OR
WRITTEN LANGUAGE DYSFUNCTION
This is the learning difficulty that impair a person's comprehension of
what they read or of spoken language. The ability to express oneself
verbally may also be hampered. Affects an individual's comprehension
of what they read or hear. These people frequently have Specific
Language Impairment, which is characterized by difficulties in semantic
and syntactic processing.

e. ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

ADHD is a disorder characterize by trouble focusing and paying
attention, problems managing behaviour, and hyperactivity. It is caused
by variations in the brain that alter attention and behaviour in
predictable ways. ADHD might make it difficult to concentrate, listen
well, wait, or take your time.

f. DYSPRAXIA
Dyspraxia is a mobility and coordination issue that also affects language
and speaking. Movement and coordination issues, as well as language
and speech issues. A disorder characterized by trouble with muscle
control, resulting in impairments with movement and coordination,
language and speech, and learning.

WHAT IS AN INTERVENTION PLAN?

An intervention plan is a road map for assisting a student in developing

specific skills or reaching a goal. In other words, it's a strategy. In general,
intervention plans comprise a goal, intervention strategy, deadline, and
means for tracking success. Building relationships, modifying the
surroundings, regulating sensory stimulation, changing communication
tactics, offering prompts and cues, adopting a teach, review, and reteach

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process, and developing social skills are some examples of beneficial
interventions. (Sperotto, 2014)

School interventions enable teachers to address gaps in a child's

knowledge and progress hurdles. When a need is recognized, a school
intervention will assist students in overcoming these learning impediments.
The way school interventions are carried out is highly specialized. They are
assigned a period throughout the school day to complete them and are
frequently monitored. (Sperotto, 2014) An intervention guarantees that
every child reaches their full potential and benefits from curricular learning.
Once the child has achieved improvement, the intervention may be
discontinued because they no longer require it. The intervention and the
children are then evaluated to determine if any other students would
benefit from a school intervention.

Explicit training and timely feedback are critical components of a

successful intervention programme. A predetermined schedule offers
structure for the children and allows them to anticipate the activities that
will take place during each group session. Effective early intervention
attempts to prevent problems from occurring or to address them front on
when they do occur before they worsen. It also contributes to the
development of a wide range of personal traits and talents that prepare a
child for adulthood. (Zaharah, 2014)

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2. INTERVENTION PLAN 1: CHUNKING

The chunking technique falls into the category of instructional strategies or

teaching techniques that can be used to support learning and memory
retention in students (Swanson & Hoskyn, 1999). Specifically, it is a strategy
that can be used to help students process and retain information more
effectively. The chunking technique is a tactic that can be utilized to
improve student comprehension and retention of material. This method is
dividing material into smaller, more manageable portions, or "chunks," so
that the student may more readily remember and comprehend it.

For an example, students can utilize the chunking approach to divide up a

lengthy text into manageable chunks, reading and summarizing each one
before moving on to the next. (Mayer & Moreno, 2002). Students can utilize
the chunking strategy to organize their notes by utilizing headings, bullet
points, or other organizational techniques to group relevant information
together. Students can use the chunking technique to divide multi-step
arithmetic problems into smaller steps and go through each step one at a
time.

APLLYING CHUNKING

The chunking technique can be put into action by adhering to a process

flow which will ease out the process for both teachers and students. Firstly,
the identification of the knowledge that must be processed or learned
should be done. Long texts, lists of vocabulary terms, sets of math problems,
or any other kind of material could be included here. (Mayer & Moreno,
2002).

Next, the teachers should make the information more digestible by

breaking it up into tiny "chunks." This can be accomplished by searching for

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patterns, combining information that is relevant, or using visual tools like
diagrams or flowcharts. These pieces of information should be presented to
the students. In order for the presentation to be understandable and
smooth, teachers can use headers or subheadings, bullet points or
numbered lists, or visual aids like tables or graphs.

Then, the teachers should review and summarize each section with the
student before going on to the next. By doing so, the knowledge may be
reinforced, and the student can be confident they fully comprehend each
concept before moving on to the next. To ensure a well employed lesson,
the process should be repeated for any remaining information that needs
to be learned or processed. (Mayer & Moreno, 2002).

Holistically, the chunking technique can aid pupils in better processing and
memory retention by dividing material into smaller, more digestible chunks.
Students who have trouble with working memory or having trouble
digesting a lot of information at once may find it especially helpful. This
method can be used by instructors in a variety of situations, such as when
presenting new subjects, imparting new skills, or revisiting material.

For an example, even though the term "chunking" may be unfamiliar to

some, we all use it in our daily lives. The most typical illustration is learning
phone digits. A series of random digits, such as 3124497473, is broken up into
manageable chunks and presented as 312-449-7473, so we can recall it.
Similar to this, large words longer than seven letters can be broken down
into smaller words or syllables and mastered. Hip-popo-tamus is a more
memorable way to pronounce hippopotamus. Pomegranate, when
pronounced pome-gran-ate, is more likely to be remembered.

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BENEFITS OF CHUNKING

When working with children that struggle with working memory, executive
functioning, or who are unfamiliar with a subject, teachers can employ the
chunking technique. For instance, students may feel overburdened by the
amount of material they need to absorb when they are first exposed to a
new subject. Chunking can benefit these pupils by dividing the information
into digestible, smaller chunks that are simpler to take in and comprehend.
(Swanson & Hoskyn, 1999)

a. IMPROVED MEMORY RETENTION

Making knowledge more digestible and simpler to recall for pupils can
be accomplished by dividing it into smaller, more manageable bits.

b. BETTER UNDERSTANDING
Chunking fosters a deeper comprehension of the subject matter by
assisting students in recognizing patterns and relationships in information.

c. REDUCED COGNITIVE LOAD

The chunking strategy can assist lessen the cognitive burden on pupils,
making it simpler for them to process knowledge by delivering
information in smaller, more manageable chunks.

d. IMPROVED ORGANIZATION
Students can more quickly organize and categorize material in their
minds, which improves recall, by breaking it down into smaller bits.

e. ENHANCED PROBLEM-SOLVING
The chunking technique can be very helpful for students working on
problem-solving tasks since it enables them to recognize the different
parts of an issue and how they relate to one another.

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Overall, the chunking technique can be an effective tool for helping students
learn and remember information more effectively and can be applied in a
wide variety of learning contexts.

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3. INTERVENTION PLAN 2: DIRECT INSTRUCTION (DI)

WHAT IS DIRECT INSTRUCTION?

One of the greatest approaches for teaching students with learning

disabilities, Direct Instruction (DI), is employed often. A placement exam is
given by DI before a student is assigned to a certain program. With the use
of this thorough exam, the instructor may more precisely and accurately
ascertain the needs of the learner. (Mayer & Moreno, 2002) In general, the
word direct instruction describes instructional strategies that are planned,
carried out, and directed by teachers as well as the delivery of academic
material to students by teachers, such as through lectures or
demonstrations. To put it another way, teaching is directed towards
students or directed at teachers.

Students with learning disabilities would require highly regulated, rigorous,

and direct training from instructors and psychologists who would place
more emphasis on meticulously designed sessions for modest learning
increments (Weebly, 2009).

With this approach, it is not anticipated that the specialist instructor will see
the students seldom or sparingly. In order for mistakes to be remedied as
soon as they are discovered, there must be quick exchanges between the
instructor and the pupils. The instructor will take advantage of this contact
to give pupils' progress reports.

Furthermore, direct instruction makes sure that students understand the

significance of what they are learning and what to anticipate as they learn.
They become more equipped to use what they have learnt in a variety of
situations. A formally organized, teacher-led mode of education is called
direct instruction. For students with learning difficulties in particular, direct

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teaching is advised. According to studies, individuals with learning
difficulties and other exceptionalities can do better in school when they get
both direct teaching and other supports. (Kauffman et al., 2018)

In DI programs, drill and practice are stressed throughout swiftly paced,

precisely ordered sessions delivered to small groups of four to ten students.
Moreover, field-tested, scripted lesson plans, a curriculum based on the
notion of mastery learning, a quick pace, achievement grouping, and
regular assessments are the main characteristics of DI.

For students with learning disabilities, the best research-based programs are
direct learning theories (Kauffman et al., 2018). Direct instruction
concentrates on the particulars of the teaching procedure. Using task
analysis is one key component of DI. To enable teachers to teach each
component independently, task analysis dissects academic tasks into their
constituent elements.

Eventually, teachers can show the pupils how to put those component
components together to demonstrate a competence (Kauffman et al.,
2018). Instead than focusing on the qualities of the learner, proponents of
the DI technique emphasize a thorough investigation of the subject to be
taught. In addition, reading, language arts, math, science, and social
studies DI curricula have been designed. More than 173 comparisons
between DI and other programs were done in a rigorous meta-analysis.
According to the findings, 64% of the samples produced a significant
difference in favour of the DI-using groups. (Kauffman et al., 2018).

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APPLYING DIRECT INSTRUCTION

a. PRESENT THE NEW MATERIAL

Give students clear, step-by-step directions so they can start learning the
new content. The instructional material should be meticulously structured
in a step-by-step fashion, with each step building on the one before it.
We can talk on new topic or show a demonstration in the direct
instruction technique.

b. GUIDED PRACTICE
Together, the students and the teacher practice the idea in this situation.
With help from the teacher and other students, the student tries the skill.
The teacher oversees the guided practice. This step's goals are to direct
students' first practice, correct their errors, reteach (if required), and give
them enough practice to function independently. To ensure that our
students have understood, it is crucial to ask insightful questions.

A teacher is engaged in a decoding job for an example direct instruction

lesson. Students practice word sounding out, letter symbol recognition,
and phonemic awareness. The teacher employs both individual inquiries
to verify that each student has mastered the material and choral
response to expand possibilities for student interaction. Teachers must get
program-specific training to deploy DI programs. Teachers must be able
to use the resources with ease and comprehend the justification for each
specific component skill because this is a highly organized curriculum
(Kauffman et al., 2018).

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 BENEFITS OF DIRECT INSTRUCTION

Direct instruction makes sure that students understand the purpose of what
they are learning and what to expect as they learn it. It makes students
ready to use what they have learnt in a variety of situations. A student with
a learning disability receives direct instruction and assistance to help them
achieve their goals and objectives.

For example, to achieve a goal for written language, a special education

teacher may offer direct support in writing instruction. Each topic area can
utilize direct instruction, but it should be adjusted based on the abilities or
concepts being taught and the students' knowledge. See how the direct
instruction processes are implemented in the classroom and the numerous
direct instruction activities that can be implemented by reading the
examples of direct instruction that follow. (Kauffman et al., 2018)

In conclusion, give students visual clues wherever feasible by writing on the

board, utilizing the overhead, or giving them a brief written synopsis of the topic
that will be addressed in that class session. Based on each different learning
disability, the following lists offer recommendations for instructional tactics.

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4. INTERVENTION PLAN 3: MIND MAPPING

WHAT IS MIND MAPPING?

Mind mapping is a technique used by students to study and teachers to

teach course material. A mind map is a visual diagram that is used to
organise information. A large brainstorming web is a type of mind map in
which a central word or idea branches out into related subjects. You can
see how concepts relate to one another as they are developed and made
to interconnect with one another, which will help you understand the
subject matter you are trying to learn more about. When studying, using a
combination of words and pictures is six times more effective than using
only words. Mind-mapping can help students with ADHD who take notes
enthusiastically but struggle to pick out the important points or organise
thoughts into a bullet point order outline. (Staff, 2022)

A mind map contains several key components that distinguish it as a useful

tool for students and educators. These maps frequently begin with the main
idea, which is easily discernible in the centre. Main themes radiate from the
central idea before being subdivided into smaller subsets. As the map
expands, it will include images or other graphical elements that connect
the main themes back to the central idea. (Staff, 2022)

APPLYING MIND MAPPING

A mind map is, at its most basic, a series of ideas linked to a central theme.
When writing a paper, place the main theme in the middle of the page,
boxed or circled, and illustrate it with a visual or a key phrase. To build a
second layer of connected ideas, draw lines that extend out from the
primary theme. (Sandler, 2022) Mind maps can be created in stages by
students and teachers. The most important step is to write a rough first

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draught that captures the ideas, edit it to show how the ideas connect, and
then write a final draught that organises the information.

The following is a step-by-step guide on how a student with LD can create

a mind map to assist them in their daily lessons.

a. IDENTIFY IMPORTANT THEMES

In the centre of the page, write the main topic. Place the other major
themes around the primary one, leaving space for related information
as the other themes emerge.

b. ADD DETAILS
Students can take notes in two ways: they can group related themes
and facts together, or they can connect information to lines radiating
from the centre in a clockwise direction and sort it later. Use key words
rather than sentences and leave plenty of white space.

c. LOOK FOR RELATIONSHIPS

After the lesson, make changes to your map. First, select related ideas
and color-coded them. Next, look for an organising principle. Number
the topics to indicate their chronological order and colour each one
separately.

d. MOVE THINGS AROUND

Connect pieces of information to the appropriate topic with lines and
arrows, matching the colour of the lines to the colour of the topic.

e. REDRAW THE MAP

The final mind map is created by rearranging items as indicated by the
arrows. Use sketches or borders to make information stand out. Add
cartoon figures or amusing representations to help you remember

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 specifics. Fill in the appropriate location on the map with any additional
information you recall from the lecture. If you omitted any details the first
time, look them up and include them this time.

BENEFITS OF MIND MAPPING

Mind mapping has been shown to improve memory and retention by

integrating the user into the process required to acquire and remember
new information in a way that text-based learning cannot. In other words,
mind maps make learning easier and more enjoyable by allowing the user
and the map to collaborate. Mind mapping in education can be incredibly
helpful in assisting us in reaching our objectives if you are one of us who
struggles with a learning disability.

Students with dyslexia, for example, frequently struggle with retaining and
processing short-term information. Different aspects of mind mapping, such
as the colourful main points and their connections, can assist dyslexic
learners in better understanding and remembering the relevant facts and
ideas required to master a topic. (MindManager, 2022)

The inherent organization of a mind map, which extends from a central

topic using lines, relations, shapes, and colours, helps to transform dry
information into a visually appealing document that is much simpler to
understand and manipulate. This type of diagram is especially useful for
students with dyslexia when solving problems, organising thoughts, or
making confident observations or decisions about large amounts of
information. Students are relieved of the dull colours and linear knowledge
that are common in classroom note taking when they use mind mapping.
(MindManager, 2022) The traditional pen and paper, while still useful, have
been replaced by vibrant shapes and icons that can be adjusted to suit the

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 user's needs and style. Mind maps were developed to help advance and
evolve the learning process.

People with Autism, for example, can better understand concepts and
information when they are presented visually. These students can
comprehend the big picture much more clearly when concepts are broken
down into smaller, more easily understood parts because they can see how
each component fits together. Furthermore, attempting to understand
critical information presented in a monotonous and colourless manner is
simply ineffective for people with Autism. Mind maps aid in this process by
incorporating visual cues and making it easier to connect small details to
better understand the overarching topic or idea.

Additionally, mind maps give teachers access to their students' thought

processes and the evolution of their work. This enables them to assess their
strengths and weaknesses while also tracking their progress. Teachers can
also see where they can use targeted lesson plans for individual students or
groups of students to provide additional resources and information that will
help them learn the material.

A mind map is a valuable tool that can be used by individuals or groups of

students. To ensure that their students are remembering the key components
of a learning task, teachers can use mind maps to clarify or present a lesson.

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5. INTERVENTION PLAN 4: INDIVIDUALIZED EDUCATION PROGRAM (IEP)

WHAT IS INDIVIDUALIZED EDUCATION PROGRAM?

The Individual Education Program Plan (IEP) is a written document that

details a student with learning difficulties' educational requirements,
pedagogical approaches, and goals. According to the Individuals with
Disabilities Education Act (IDEA), schools are required to bring together
parents, students, general educators, and special educators to make
crucial educational decisions for students with disabilities with the team's
support. These decisions will then be reflected in the students' individualised
education plans (IEPs). (Omar & Sulaiman, 2018)

IEP has reportedly been in place in Malaysia for a long time, but its term is
fairly recent, and it frequently misleads the public, according to Zaharah
(2014). According to Omar and Sulaiman (2018), an
individualised education programme should give persons who are unable
to fully participate in all educational, occupational, recreational,
communal, and domestic activities chances. IEPs enable learning
disabilities students to learn.

The goal of an IEP is to ensure that students with learning disabilities have
the same rights to study in a supportive environment free from obstacles
and to support them in developing their self-confidence to reach their full
potential. Zaharah (2014) also states that the IEP guarantees the self-
adaptation process and enhances communication skills through dialogues
in their day-to-day affairs. Moreover, IEP offers the chance to include local
communities through volunteer work, parental involvement in the
classroom, and medical teams that help the impacted children
emotionally. Students with learning difficulties look forward to corporate
members' contributions in order to receive the essential support services.

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APPLYING INDIVIDUALIZED EDUCATION PROGRAM

The IEP process should be unique and equitable, and the resultant plan
should be utilised to specify the processes, objectives, and customised
learning area for that specific kid to achieve excellence. There are typically
seven processes involved in implementing an IEP. The quantity of steps
could change, though, depending on the student's needs and the school.
(Dalien, 2023)

a. PRE – REFFERAL
The pre-referral procedure aids in determining whether the child's
behavioural and academic difficulties can be overcome in a general
education classroom. Teachers will experiment with a variety of
approved teaching strategies during the pre-referral phase to
determine whether insufficient education might be the root of the
problems being displayed. Children who continue to struggle with their
academics will move on to the next stage of the IEP process and be
considered for special education assistance.

b. REFERRAL
Parents, childcare workers, public health nurses, doctors, and social
assistance organisations can all make referrals. Referrals for special
education services can occur at various times throughout a child's life
and range greatly depending on their requirements. Prerequisites for this
stage frequently include subpar academic achievement, persistent
misbehaviour, or disturbance of their learning environment.

c. IDENTIFICATION
The type of assistance needed is determined at this step of the IEP
process using the child's key life activities, including interpersonal
interactions, academic performance, and performance at home. At this

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 phase, a variety of data kinds, assessment tools, and methodologies are
employed to produce an accurate report that will subsequently be used
to choose the best course for the student.

d. ELIGIBILITY
Students who have a disability and are qualified for special education
services under IDEA are classified using the data acquired during the
evaluation stage. Several components of the services needed to
develop and implement an adequate educational framework are
created by the IEP committee. Children who will not qualify for
IEP assistance continue to learn in regular classroom settings.

e. DEVELOPMENT
The student's parents, teachers, administrators, and other professionals
establish an IEP team. The discussion includes identifying the student's
needs for resources, determining their unique learning style, and setting
both long- and short-term goals.

f. IMPLEMENTATION
The student's IEP and related services start at this point. Together with a
variety of interdisciplinary services necessary from various providers to
support the students' educational programme, accommodations are
offered for both instruction and assessment.

g. EVALUATION and REVIEWS

Each IEP prepared involves accountability and regular follow up by the
student's parents. A review is undertaken annually or after every three
years depending on the state. The goal of these evaluations is to
establish whether the student is succeeding academically. If the goals
are not being met, the IEP is revised. New milestones are set if the kid is

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 meeting or even exceeding their IEP objectives. The pupils might
occasionally be returned to the conventional classroom setting.

BENEFITS OF INDIVIDUALIZED EDUCATION PROGRAM

When a student has a learning disability and requires an alternate learning
programme to excel in school, an IEP is created. Any child who has autism
or another learning challenge can benefit greatly from IEPs. IEPs modify
instructional strategies, objectives, and results to meet the requirements of
the student. Following are some significant advantages of IEPs for students
with learning disabilities. (Sabino, 2016)

a. POSSIBILITY OF SUCCESS
Some students have it harder in conventional learning situations. Even if
they don't learn in the same way as their classmates, children with
learning disorders are frequently just as capable of academic success
as their peers. For students who don't think or learn traditionally, IEPs offer
an alternate path. Students have the option of receiving an education
that is customised to meet their unique needs.

b. EDUCATIONAL PROGRESS
The greatest chance for academic development is also provided by the
IEP's advantages of a clear structure and action items. Teachers are
skilled at identifying when changes are required or when students are
thriving or falling behind. Students are given the freedom to take charge
of their own education, and parents can easily see where their child is
prospering or suffering. Each of these components aids in the student's
steady advancement.

c. STANDARD OF EXCELLENCE

IEPs also offer the advantage of quality since they set clear guidelines
for all parties and have legal requirements. IEPs must adhere to specific

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 educational requirements and be implemented by qualified personnel.
IEP students may rely on teachers who are committed to their
achievement and who are aware of their unique needs.

d. PERSONALIZED STUDENT CARE

The most important benefit of an IEP is personalised student care. IEPs

are offered to students because the setting of traditional schooling does
not support their academic performance. One of the major problems
with traditional education is that teachers are frequently overworked
and unable to devote enough time to each student. IEPs offer students
and teachers with individualised attention. to become a daily reality.

The right to high-quality education should be emphasised while thinking about

the idea of an individualised education programme. It is not an easy effort to
ensure it, and it can need for the cooperation of multiple experts who are
familiar with a disabled child's needs. IEPs are the cornerstone of education
and care for all kids, regardless of the severity of their learning disabilities, in
light of the foregoing. It is very likely that the youngster will develop into an
autonomous and successful adult with a thoroughly thought-out and
implemented curriculum. (Sabino, 2016)

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6. PROPOSED ASSESSMENT FOR STUDENTS

As such student learning can be assessed at the system and classroom

levels and so that specialised teaching methods may be used, students with
disabilities need accommodations or other means of evaluation.
Depending on the needs of the kids, various accommodations should be
made available to them, and technology can be crucial in giving children
with disabilities possibilities for assessment. (Brodie, 2010) Simply said,
evaluating students with disabilities requires a variety of assessment
methods in addition to a variety of pedagogies that cater to their
educational requirements.

ASSESSMENT 1: INTELLIGENCE TEST

In order to accurately assess a student's learning disability, it is critical to
gather accurate measurements of the student's current intellectual
functioning and academic accomplishment during the formal testing
session. The Wechsler Intelligence Scale for Children, Third Edition, is the
instrument most frequently used for intellectual assessment (WlSC – Ill). This is
the most popular intellectual battery for students across the globe, and
since 1996, it has also provided global standards based on a huge sample
of students from all throughout. (Brodie, 2010)

The WISC-III is also a highly helpful exam because it offers a breakdown into
the categories of Verbal, Performance (nonverbal), and Full-Scale I.Q. in
addition to providing a general assessment of learning aptitude.
Additionally, by considering differences between the Verbal and
Performance I.Q. scores as well as patterns of strength and weakness on
the subtests, it is possible to identify patterns of strength and weakness
across the student profile that can aid in making more precise diagnoses of
learning disability subtype subtypes. Examples include the identification of

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global language disorders or nonverbal learning disability subtypes. (Brodie,
2010)

ASSESSMENT 2: ACADEMIC ACHIEVEMENT TEST

It is crucial to acquire concurrent evaluations of academic achievement
using standardised tests that offer accurate assessments of performance
relative to age or grade demographic norms in addition to the findings of
the intellectual exam. (Koretz, 200) This enables performance to be
compared using common standards as opposed to subjective judgements
based on comparisons to the rest of the student's class with unknown results
for comparisons to other classes. By comparing achievement test standard
scores, which are typically represented in I.Q.-like units with I.Q. scores to
see if the achievement level is significantly below the range of intellectual
expectancy, it also offers an objective basis for comparing performance to
potential. This is significant since every accepted definition of learning
disability emphasises that the person has a learning deficit that is not
caused by a general intellectual impairment or weakness. (Koretz, 2009)

The Kaufman Test for Educational Achievement (K-TEA) uses a battery

approach to educational testing, utilising a variety of individual subtests
that evaluate particular skill areas, allow for performance comparison
across subject or skill areas, and provide normative data that allows the
individual's scores to be compared to standards established at a global
level. (Koretz, 2009) The test makes sure that the areas of acknowledged
academic weakness are rigorously evaluated. The assessment also
provides standard scores, percentile rankings, and a breakdown of scores
into functional areas for remedial planning reasons. These results can be
compared to the intellectual estimates to spot disparities suggestive of
learning disabilities. (Koretz, 2009)

25
7. CONCLUSION

We think that each child has a unique set of talents and shortcomings.
Understanding these areas allows us to better understand and assist these
students. A learning disability can be identified using a variety of categories
and criteria. Yet, learning disorders sometimes used as a catch-all term for
a variety of different, more specific learning challenges. They may appear
sluggish or detached, but what we perceive is frequently a symptom of a
variety of underlying disorders. (UIS, 2017)

In account to the above, interventions occur when family members and

friends address someone with a substance use issue in a nonthreatening
manner in an attempt to urge that person to seek treatment. Those
conducting an intervention aim to highlight the person's detrimental
substance addiction behaviour. Prevention refers to preventing the onset
or lowering the risk of a disorder, whereas intervention refers to regulating or
eradicating an existing one. Prevention via education is the most effective
treatment for any significant health condition. (Sapungan & Sapungan,
2014)

Much of the current literature on delivering successful interventions does not

clearly control or test this process and its implications on community change
and improvement. Although this process has been highlighted as a critical
component for promoting change, more thorough analyses of its
implementation and consequences are required. Such research would
contribute to a better understanding of the characteristics that enable
communities to band together to solve common challenges and goals.
Specific, quantifiable, attainable, reasonable, and time-bound goals
should be established. (UIS, 2017)

26
On the other hand, the ability of the psychologist to combine the
information obtained from the history, clinical interviews, test-related
behavioural observations, and objective test data to create an integrated
or holistic picture of the person and the unique requirement for each case
is what matters most. (Koretz, 2009) We can only start to pinpoint precisely
what kind of educational programme, supplemental support, and
educational adaptations are appropriate for the situation with such a
thorough understanding of the person as an individual. This elevates the
results of the psychological examination considerably above the use of a
straightforward label or diagnostic phrase. (Brodie, 2010) The individual's
skills and talents are also highlighted and brought into focus through such a
thorough evaluation process, acting as a foundation for maintaining and
boosting self-esteem and personal growth.

27
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