A.

Definition and Etymology

Specific learning disability is a
problem that affects how a
person receives and processes
information. People with
learning disabilities may have
trouble in reading, writing,
doing math and understanding
directions.
YEAR HAPPENINGS
1877 The term "word blindness"; is coined by German neurologist Adolf Kussamaul to
describe "a complete text blindness…although the power of sight, the intellect and
the powers of speech are intact."
1887 German physician Rudolf Berlin refines our definition of reading problems, using
the term "dyslexia"; to describe a "very great difficulty in interpreting written or
printed symbols."
1963 Samuel A. Kirk is the first person to use the term "learning disability"; at a
conference in Chicago.
1969 – Congress passes the Children with Specific Learning Disabilities Act, which is
included in the Education of the Handicapped Act of 1970 (PL 91-230). This is the
first time federal law mandates support services for students with learning
disabilities.
1975 The Education for All Handicapped Children Act (PL 94-142), which mandates a
free, appropriate public education for all students. (This law is renamed IDEA in
1990.)
1990 The Individuals with Disabilities Education Act(IDEA) renames and changes PL 94-
142. The term 'disability' replaces 'handicap,' and the new law requires transition
services for students. Autism and traumatic brain injury are added to the eligibility
list.
1997 IDEA is reauthorized. Regular education teachers are included in the IEP process,
students have more access to the general curriculum and are included in state-wide
assessments, and ADHD is added to the list of conditions that could make a child
eligible for services under the category "other health impairment.";
2005 Dr. Jeffrey Gruen and his research team at Yale University identified a gene that had
patterns and variations that were strongly associated with dyslexia
• Dyspraxia. (from Greek dus- ‘bad or difficulty’ + praxis ‘action’.) Dyspraxia is a learning disability
that affect a person's motor skills. Motor skills help us with movement and coordination.
• Dyslexia. (from Ancient Greek dus- ‘difficulty’ , + léxis, ‘diction’, ‘word’). Dyslexia is another type
of learning disability that affects how a person processes language, and it can make reading and
writing difficult. It can also cause problems with grammar and reading comprehension. Children
may also have trouble expressing themselves verbally and putting together thoughts during
conversation.
• Dysgraphia. (from Ancient Greek dus- ‘difficulty’ + Greek -graphia ‘writing’.) Dysgraphia affects a
person's writing abilities.
• Dyscalculia. (from Ancient Greek dus- ‘difficulty’ + Latin –calculare ‘to count’) Dyscalculia affects
a person's ability to do math. Math disorders can take many forms and have different symptoms
from person to person.
Reference: DSM 5- American Psychiatric
Association
A. Difficulties learning and using academic skills, as indicated by the presence of at least
one of the following symptoms that have persisted for at least 6 months.

1. Inaccurate or slow and effortful word reading

2. Difficulty understanding the meaning of what is read
3. Difficulties with spelling (e.g., may add, omit, or substitute vowels or consonants).
4. Difficulties with written expression (e.g., makes multiple grammatical or punctuation errors
within sentences; employs poor paragraph organization; written expression of ideas lacks clarity).
5. Difficulties mastering number sense, number facts, or calculation (e.g., has poor understanding
of numbers, their magnitude, and relationships; counts on fingers to add single-digit numbers
instead of recalling the math fact as peers do; gets lost in the midst of arithmetic computation and
may switch procedures).
6. Difficulties with mathematical reasoning
(e.g., has severe difficulty applying mathematical
concepts, facts, or procedures to solve quantitative
problems).
B. The affected academic skills are substantially and quantifiably below those expected for the
individual’s chronological age, and cause significant interference with academic or occupational
performance, or with activities of daily living, as confirmed by individually administered
standardized achievement measures and comprehensive clinical assessment. For individuals age
17 years and older, a documented history of impairing learning difficulties may be substituted for
the standardized assessment.

C. The learning difficulties begin during school-age years but may not become fully manifest until
the demands for those affected academic skills exceed the individual’s limited capacities (e.g., as
in timed tests, reading or writing lengthy complex reports for a tight deadline, excessively heavy
academic loads).

D. The learning difficulties are not better accounted for by intellectual disabilities, uncorrected
visual or auditory acuity, other mental or neurological disorders, psychosocial adversity, lack of
proficiency in the language of academic instruction,
or inadequate educational instruction.
C. Different Types,
Characteristics and
Signs of Each Type
• is a disorder that affects the development of motor skills.
• have trouble planning and executing fine motor tasks, which can range from
waving goodbye to getting dressed.
• is a life-long disorder with no cure, but options are available for helping to
improve a persons ability to function and be independent.
• Dyspraxia is not a learning disability, but it commonly coexists with other
learning disabilities that can affect learning ability.
• Other problems associated with dyspraxia include:
Speech difficulties
Sensitivity to light, touch, taste, or smell
Difficulty with eye movements
• is the most common form of all learning disabilities.
• affects how a person processes language, and it can make reading and writing
difficult.
• It is a language-based disability in which a person has trouble understanding
words, sentences, or paragraphs.
• often have problems with processing or understanding what they read or hear.
• Many dyslexic people are notably talented in arts and music; 3-D visual
perception; athletic and mechanical ability. It can also cause problems with
grammar and reading comprehension. Children may also have trouble
expressing themselves verbally and putting together thoughts during
conversation.
• is a writing disability where people find it hard to form letters and write within
a defined space.
• people with dysgraphia possess handwriting that is uneven and inconsistent.
Many are able to write legibly but do so very slowly or very small.
• Typically, unable to visualize letters and do not possess the ability to
remember the motor patterns of letters and writing requires a large amount of
energy and time.
• may have a variety of problems, including:
Bad handwriting
Trouble with spelling
Difficulty putting thoughts down on paper
• is a life-long learning disability that affects the ability to grasp and solve math
concepts.
• often have difficulty manipulating numbers in their head and remembering
steps in formulas and equations.
• This can take many forms and have different symptoms from person to
person.
• In young children, dyscalculia may affect learning to count and recognize
numbers. As a child gets older, he or she may have trouble solving basic math
problems or memorizing things like multiplication tables.
1.Heredity
2. Problems during pregnancy and birth
3. Incidents after birth
E. Educational Supports / Teaching Strategies /
Specific Accommodations that a regular education
teacher can provide inn order to address the child’s
learning problem
Dyslexia:
1. Multisensory Learning
• Writing words and sentences with tactile materials
• Physical activities to practice spelling
• Scavenger hunts for letters and words

2. Assistive technology and tools

• Pocket spell checkers
• Line Readers
• Colored keyboards
Dyslexia:
3. Helpful Arrangements
• Use a cloze procedure
• Give them plenty of time to complete homework
• Mark based on effort and ideas

4. Educational Games
• Nessy.com
• Dyslexiagames.com
• Simplex Spelling

5. Working together with parents

Dyscalculia:
Here are just some of the things you can do:
• Explore multisensory techniques for teaching math you can use at home.
• Discover software, apps and Chrome tools to help your child with math.
• Look into free online assistive technology tools for math on the web.
• Find board games your child can play to build math skills.
• Learn ways to help build your child’s self-esteem.
• Get tips on how to be an advocate for your child at school.
• Discover your child’s strengths
Classrooms Accommodations to Help Students
with Dyscalculia:
For in class learning:

• Review what the student already learned before teaching new skills.
• Let the student talk about how to solve problems.
• Let the student write out charts or draw sketches to solve problems.
• Use graph paper to help line up numbers and problems.
• Give the student a list of the math formulas taught in class.
• Use manipulative such as coins, blocks, and puzzles.
For Homework:

Create separate worksheets for word problems and math problems.

Highlight or circle key words and numbers on words problems.

For Classwork and Taking Class:

Allow extra time on tests.

Use a chart of math facts of multiplications tables.
Let the students use a calculator when he’s not being tested on computations.
Give more space to write problems and solutions.
Break down worksheets into sections.
Use objects such as blocks or base ten sticks to teach math ideas.
Check often to see if the students understand the work.
Prepared by:
Angcao, Gia Mae G.
Gatchalian, Joana Ross T.
Navarroza, Ana Cris D.
Padulin, Trisha Ysobelle

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