FACULTY OF EDUCATION AND HUMANITIES

ESEB3483 INTRODUCTION TO LEARNING DISABILITIES

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

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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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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

1. INTRODUCTION

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 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 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

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 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.

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

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 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
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 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
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 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.

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)
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 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.

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.

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 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 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
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 findings, 64% of the samples produced a significant difference in favour of the DI-using
groups. (Kauffman et al., 2018).

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.

4. INTERVENTION PLAN 3: MIND MAPPING

WHAT IS MIND MAPPING?

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 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 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
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 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 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

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 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 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.
APPLYING INDIVIDUALIZED EDUCATION PROGRAM
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 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 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
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 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 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

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 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 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
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 learning disability subtype subtypes. Examples include the identification of 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)

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

21
 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)

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.

22
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