LEARNING

DISABILITY
Presentation by
Jamaica
Fernandez
Trixie Ann
Fernandez
 Table of • Response to Intervention
Contents! • Teaching Strategies for
• Learning Disability • Students with
Addressing theLD
• Types of Disabilities needs of students
1. Reading Disabilities (Dyslexia)
with LD
2. Written Languange Diabilities
1. Collaboration
(Dysgraphia)
2. Universal Design
3. Math Disabilities (Dyscalculia)
3. Adaptation
4. Other Categories
4. Differentiated Instruction
• Identification of LD 5. Assistive Technology
6. Compensation
Learning Disability
The Individuals with Disabilities
Education Act (IDEA), a federal
law, defines a learning disability as
a condition when a child's
achievement is substantially below
what one might expect for that
child.
 Types of Learning
Disabilities
● LD is a broad term. There are
many different kinds of learning
disabilities. Most often they fall
into three broad categories:
1. Reading Disabilities (Dyslexia)
2. Written Languange Disabilities
(Dysgraphia)
3. Math Disabilities (Dyscalculia)
● Other Categories
Reading disabilities
(dyslexia)
Dyslexia is characterized by
difficulties with accurate and/or
fluent word recognition and by
poor spelling and decoding
abilities. A person with dyslexia can
have problems in any of the tasks
involved in reading.
 Written language
disabilities (dysgraphia)
Writing involves several brain
areas and functions. The brain
networks for vocabulary,grammar,
hand movement, and memory
must all be in good working order.
A developmental writing disorder
may result from problems in any
of these areas.
Math disabilities
(dyscalculia)
People with dyscalculia have
trouble with math at many levels.
They often struggle with key
concepts like bigger vs. smaller.
And they can have a hard time
doing basic math problems and
more abstract math.

Other related categories
Many aspects of speaking,
listening, reading, writing, and
arithmetic overlap and build on
the same brain capabilities.
It is not surprising that people
can be diagnosed with more
than one learning disability.
For example, the ability to
understand language underlies
learning to speak. Therefore, any
disorder that hinders the ability to
understand language will also
interfere with the development of
speech, which in turn hinders
learning to read and write.
There are many disabilities that
are related to learning disabilities
such as ADHD and
autism.
 Identification of Learning Disability
Traditionally, evaluators used the results from the
assessments to determine if there was a discrepancy between
the child’s ability and achievement.

Today a greater effort is being made to respond to a child's

special learning needs before he or she falls too far behind.

This effort is called Response to Intervention.

2
itle. P5
Book T
 Response to
Intervention (RTI) Tier 1: High-Quality
Classroom Instruction,
Response to Intervention Screening, and Group
uses a tiered approach to Interventions
assist students struggling Tier 2: Targeted Interventions
in school.
Each tier includes careful Tier 3: Intensive Interventions
and consistent progress and Comprehensive
monitoring. Evaluation
 Teaching Strategies for Students with
Learning Disabilities
Effective teachers help students with LD learn how to
use strategies for managing their
assignments.

Teachers often need to provide accommodations to

help children learn in class.

These are changes in how tasks are presented.

The following are recommended
teaching strategies for students
with LD: Give constant ies :
ra teg
feedback St
>
Provide high structure
and clear expectations
Use multi-sensory teaching
Allow flexibility in methods whenever possible
classroom procedures

Respond to the child’s

Learning materials should comments praising whenever
easily accessible possible
 Addressing the Needs of Students
with LD

There are many ways to look at the

consequences of a learning disability, but the
best way for educators to support learning
needs is to look for ways to help students
succeed.
• Supporting Student Learning through
Collaboration

No single individual can gather all of the

information necessary to identify, understand,
and plan for a student with a learning disability.

Planning for a student with specific learning

needs is a collaborative effort that involves a
core team: parent(s), educators, and student.
 • Universal Design

Universal design is the process of creating

systems, environments, materials, and
devicesthat are directly and repeatedly
usable by people with the widest range of
abilities operating within the largest variety of
situations.
• Differentiated Instruction

Differentiated instruction is a method of

instruction and assessment that alters the
presentation of the curriculum for the
purpose of responding to learner diversity,
as well as interests and strengths of
students.
• Adaptations

An adaptation is a change in the teaching

process, materials, assignments, or student
products to assist a pupil in achieving the
expected learning outcomes.
 • Compensation versus Skill
Development
One of the challenges in supporting students with a
diagnosed learning disability is finding the right balance
between providing direct instruction to improve areas of
weakness and providing adaptations to compensate for
the identified learning difficulties.

It is important that members of the school support team

recognize the difference between these two kinds of
support.
• Assistive Technology

Assistive Technology is one of many possible

adaptations that can be used to support
student learning.
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