Typology of Learners with Special Needs

B. Learners with Learning Disability

Finals: Module 11 (ProfEd F/TC 4)
ProfEd F/TC 4 - Module 11: Learners with Learning Disability

Learning Objectives

At the end of the lesson, the students should be able to:

a. define learning disability;

b. distinguish the causes, characteristics and types of students with
learning disabilities;
c. identify the educational considerations which need to be
considered in teaching students with learning disabilities.
ProfEd F/TC 4 - Module 11: Learners with Learning Disability

Guide Questions

1. What is a learning disability?

2. What are the causes of learning disability?
3. What are the characteristics of individuals with learning disabilities?
4. What are the different types of learning disabilities? Briefly
describe each type. ****only the 3 main categories
5. What are some educational considerations or strategies that we may
apply to students with learning disabilities?
ProfEd F/TC 4 - Module 11 Learners with Learning Disability

I. DEFINITION

The Individuals with Disabilities Education Act (IDEA) defines a

specific learning disability as “a disorder in one or more of the basic
psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in the
imperfect ability to listen, think, speak, read, write, spell, or to do
mathematical calculations.” This disability category includes such
conditions as perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia and developmental aphasia (a type of language
disorder).
However, as IDEA’s definition notes, “Specific Learning Disability
does not include learning problems that are primarily the result
of visual, hearing, or motor disabilities; of intellectual
disability; of emotional disturbance; or of environmental,
cultural, or economic disadvantage.”
II. CAUSES

Learning disabilities are caused by something affecting the development of the brain. This
may occur before birth (prenatally), during birth, or in early childhood. Learning
disabilities can be caused by any one of a variety of factors, or by a combination.
Sometimes the specific cause is not known. Possible causes include the following:
■ An inherited condition, meaning that certain genes passed from the parents affected
the brain development, for example Fragile X.
■ Chromosome abnormalities such as Down’s syndrome or Turner syndrome.
■ Complications during birth resulting in a lack of oxygen to the brain.
■ A very premature birth.
■ Mother’s illness during pregnancy.
■ The mother drinks during pregnancy, for example Fetal Alcohol Syndrome.
■ A debilitating illness or injury in early childhood affecting brain
development, for example a road traffic accident or child abuse.
■ Contact with damaging material (like radiation).
■ Neglect, and/or a lack of mental stimulation early in life.
■ Some people with learning disabilities have additional physical disabilities
and/or sensory impairments.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

III. CHARACTERISTICS
Some of these characteristics can be found in all children at some time during their development. However, a
person with learning disabilities has a cluster of these characteristics which do not disappear as s/he grows
older.

Most frequently displayed characteristics:

● short attention span,

● poor memory,
● difficulty following directions,
● inability to discriminate between/among letters, numerals, or sounds,
● poor reading and/or writing ability,
● eye-hand coordination problems; poorly coordinated,
● difficulties with sequencing, and/or
● disorganization and other sensory difficulties.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

Other characteristics that may be

present:
● difficulty listening and remembering,
● performs differently from day to day, ● difficulty telling time and knowing
● responds inappropriately in many right from left,
instances, ● difficulty sounding out words,
● distractible, restless, impulsive, ● reverses letters,
● says one thing, means another, ● places letters in incorrect sequence,
● difficult to discipline, ● difficulty understanding words or
● doesn’t adjust well to change, concepts, and/or
● delayed speech development;
immature speech.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

IV. TYPES OF LEARNING DISABILITIES

1. Dyslexia- Learning disabilities in reading

There are two types of learning disabilities in reading. Basic
reading problems occur when there is difficulty understanding the
relationship between sounds, letters and words. Reading
comprehension problems occur when there is an inability to grasp
the meaning of words, phrases, and paragraphs.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

Signs of reading difficulty

include problems with:
● Letter and word recognition.
● Understanding words and
ideas.
● Reading speed and fluency.
● General vocabulary skills.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

2. Dyscalculia- Learning disabilities in math

Learning disabilities in math vary greatly depending on the child’s other
strengths and weaknesses. A child’s ability to do math will be affected differently
by a language learning disability, a visual disorder, or a difficulty with
sequencing, memory, or organization.
A child with a math-based learning disorder may struggle with memorization and
organization of numbers, operation signs, and number “facts” (like 5+5=10 or
5×5=25). Children with math learning disorders might also have trouble with
counting principles (such as counting by twos or counting by fives) or have
difficulty telling time.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

3. Dysgraphia -Learning disabilities in writing

Learning disabilities in writing can involve the physical act of writing or the mental
activity of comprehending information. Basic writing disorder refers to physical difficulty
forming words and letters. Expressive writing disability indicates a struggle to organize
thoughts on paper.
Symptoms of a written language learning disability revolve around the act of writing.
They include problems with:
● Neatness and consistency of writing.
● Accurately copying letters and words.
● Spelling consistency.
● Writing organization and coherence.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

Other types of learning disabilities and disorders

1. Dyspraxia - Learning disabilities in motor skills
Motor difficulty refers to problems with movement and coordination whether it is
with fine motor skills (cutting, writing) or gross motor skills (running, jumping). A
motor disability is sometimes referred to as an “output” activity meaning that it relates
to the output of information from the brain. In order to run, jump, write or cut
something, the brain must be able to communicate with the necessary limbs to
complete the action.
Signs that a child might have a motor coordination disability include problems with
physical abilities that require hand-eye coordination, like holding a pencil or
buttoning a shirt.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

2. Aphasia/Dysphasia - Learning disabilities in language

Language and communication learning disabilities involve the ability to
understand or produce spoken language. Language is also considered an
output activity because it requires organizing thoughts in the brain and
calling upon the right words to verbally explain or communicate
something.
Signs of a language-based learning disorder involve problems with verbal
language skills, such as the ability to retell a story, the fluency of speech,
and the ability to understand the meaning of words, directions, and the
like.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

3. Auditory processing disorder

Professionals may refer to the ability to hear well as “auditory
processing skills” or “receptive language.” The ability to hear
things correctly greatly impacts the ability to read, write, and spell.
An inability to distinguish subtle differences in sound make it
difficult to sound out words and understand the basic concepts of
reading and writing.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

4. Visual processing disorder

Problems in visual perception include missing subtle differences in
shapes, reversing letters or numbers, skipping words, skipping lines,
misperceiving depth or distance, or having problems with eye–hand
coordination. Professionals may refer to the work of the eyes as
“visual processing.” Visual perception can affect motor skills, reading
comprehension, and math.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

V. EDUCATIONAL CONSIDERATIONS

Most instruction at home or in school can be adapted to accommodate the needs of

students with learning disabilities such as dyslexia or other learning problems. These
strategies can be used to modify instruction in most subject areas to improve students'
comprehension of tasks and the quality of their work.
Ask for a scoring guide. Teachers should develop a scoring guide, share it with students,
and provide models of examples of each level of performance.
Never use a student's work as a public example of poor work for the class to see. This
is humiliation, and it has no place in any classroom or home.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

Clearly outline the instructions. Lessons should include specific, step-by-step instructions that
are explicitly stated by the teacher and modeled for the student.
Create models of quality work that students can see and analyze. Include both spoken and
written explanations of how the work fulfills academic expectations.
Define classroom expectations for work and behavior. Post them, and use them as a basis of all
interactions and class projects. Making your requirements a part of the classroom or homework
routine will help the student meet expectations.
Have the student repeat back the instructions. Correct any miscommunication before he
begins the actual work. Check back on the student as he works to ensure he is doing the work
correctly. Prompt him as necessary to ensure that he corrects any mistakes before he finishes.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

Set the stage for learning. Tell children why the material is important, what the
learning goals are, and what the expectations are for quality performance.
Use graphic organizers. Help students understand the relationships between
ideas.
Use specific language. Instead of saying, "do quality work," state the specific
expectations. For instance, if the teacher is grading based on correct punctuation,
spelling, and the inclusion of specific points, communicate with the teacher and
your child to work on meeting these expectations.
ProfEd F/TC 4 - Module 10: Learners with Learning Disability

REFERENCES

● specialeducationguide.com/disability-profiles/specific-learning-disabilities/
● https://www.mentalhealth.org.uk/cy/node/1955
● https://ldaamerica.org/info/symptoms-of-learning-disabilities/
● https://www.helpguide.org/articles/autism-learning-disabilities/learning-disabilit
ies-and-disorders.htm
● verywellfamily.com/teaching-strategies-for-learning-disabled-students-2162342
● https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearning
Disability_Strategies.html