The document discusses learning disabilities (LD), including definitions, types, identification processes, prevalence rates, student characteristics, and intervention strategies. It defines LD as difficulties with language-based skills like reading, writing, listening, speaking, and math. Common types include dyslexia, dysgraphia, and dyscalculia. Identification involves assessing discrepancies between IQ and achievement, and most students are identified by third grade. Prevalence rates for LD in public schools are around 5% of students. Effective interventions emphasize explicit, targeted instruction in areas like phonological awareness, decoding, and comprehension skills. Teacher training is important to address LD properly.
2. LD Definition
Processes involved in understanding language
NOT only Reading!
listening, speaking, reading, writing, spelling, mathing
(Includes )
perceptual disabilities
brain injury
minimal brain dysfunction
Dyslexia
developmental aphasia
3. LD Definition
Auditory and Visual Processing Disabilities - sensory disability
in which a person has difficulty understanding language
despite normal hearing and vision.
Dyscalculia - a mathematical disability in which a person has a
difficult time solving arithmetic problems and grasping math
concepts.
Dysgraphia - a writing disability in which a person finds it hard
to form letters or write within a defined space.
Dyslexia - a language based disability, in which a person has
trouble understanding words, sentences, or paragraphs
Presented by Brent Daigle, Ph.D.
4. LD Definition
Title 1 vs IDEiA
exclusionary language (NOT attributed to): mental retardation
emotional disturbance
cultural difference
environmental
economic disadvantage
“learning disabilities reflect unexpected learning
problems in a seemingly capable child” (Zigmond)
Presented by Brent Daigle, Ph.D.
5. LD Identification
Discrepancy between (IQ) & achievement
No Universally accepted assessment
No precise definition
No demarcation of average reading ability
Unidentified is MUCH worse
Most identified around 3rd grade
Presented by Brent Daigle, Ph.D.
6. LD Identification
Reading deficit & ADD : Reading struggles more
exacerbated, severe, and resistant to intervention
Presented by Brent Daigle, Ph.D.
7. LD Identification
Time w/o service=difficult for improved outcomes
Co-morbid
Presented by Brent Daigle, Ph.D.
8. Prevalence Rate
over the past 20 years – why?
5% of all public school students
LD = ½ of all SPED services
(2.9 million students)
Mostly Reading
Presented by Brent Daigle, Ph.D.
12. Students Characteristics
Writing
Difficulty with sentence structure, poor grammar, omitted words.
Frequent spelling errors, inconsistent spelling, letter reversals.
Difficulty copying from board or overhead.
Poorly formed letters, difficulty with spacing, capitals, and punctuation.
Reading
Confusion of similar words, difficulty using phonics, problems reading multi-syllable words.
Slow reading rate and/or difficulty adjusting speed to the nature of the reading task.
Difficulty with comprehension and retention of material that is read, but not with material presented orally.
Math
Difficulty memorizing basic facts.
Confusion or reversal of numbers, number sequence, or operational symbols.
Difficulty reading or comprehending word problems.
Problems with reasoning and abstract concepts.
Presented by Brent Daigle, Ph.D.
13. Students Characteristics
Social Skills
Difficulty quot;readingquot; facial expressions, body language.
Problems interpreting subtle messages such as sarcasm.
Confusion in spatial orientation, getting lost easily, difficulty following directions.
Disorientation in time, difficulty telling time.
(Wren)
Study Skills
Poor organization and time management.
Difficulty following directions.
Poor organization of notes and other written materials.
Need more time to complete assignments.
Oral Language
Difficulty memorizing basic facts.
Difficulty expressing ideas orally which the student seems to understand.
Problems describing events or stories in proper sequence.
Residual problems with grammar, difficulty with inflectional or derivational endings.
Presented by Brent Daigle, Ph.D.
14. Reading Intervention
2-3 yrs reading failure unresponsive to intervention
Frequent and intense
How to carry out inclusion ?
phonological awareness instruction in kindergarten
leads to positive effects during the first grade.
Presented by Brent Daigle, Ph.D.
15. Reading Intervention
Phonological awareness
Sound-symbol relationships
Meaning and reading comprehension
EXPERT teachers in kindergarten & 1st grade
It must be done:
74% students identified @ age 9 in lowest quartile
throughout middle/high
Longer student faces failure = greater chance for
more severe (co-morbid) problems
Intervention depends on severity
Explicit and targeted interventions:
16. Teacher Frustration
Leads frustration and poor confidence.
Great teachers leave the profession or leave Special Education.
This cycle of events calls for honest and aggressive reform in
higher education.
Teachers unprepared to teach x (math, reading…) to this
population.
Can’t be an expert and an area that you have not been taught!
We (colleges of Education) have
inadequately addressed this issue
Presented by Brent Daigle, Ph.D.
17. Things we’re doing Wrong
Ambiguous Definitions.
Social and Political Factors
Inadequate Preparation of Teachers
Number of Professional Specialties Involved
Presented by Brent Daigle, Ph.D.
18. Things we can Do Better
Increased Awareness
Identification of LD in Girls
Better Research
Understanding of the Impact
Broader Definitions
Presented by Brent Daigle, Ph.D.
19. Reading Strategies
(there is no 1 way – these are ideas)
Decoding
What is decoding?
•Teach regular phonetic patterns of English
• These familiar rules / apply to new context
• Begin simple words then more complex
• Irregular patterns introduced then mastered
Presented by Brent Daigle, Ph.D.
20. Reading Strategies
(there is no 1 way – these are ideas)
Comprehension Skills
•Build from fundamental to advanced
• Factual texts first. Then evaluate / analyze
Presented by Brent Daigle, Ph.D.
21. Reading Strategies
(there is no 1 way – these are ideas)
Approaches
•Need multiple approaches to instruction
• Research based
• Strategy should target the individual need and
learning style
o phonics?
o Linguistic
o Multisensory
o Language Experience Approach
o Reading Comprehension Support
22. Conclusions
Definition
Individualized
Teacher training
Targeted Approaches
research-based strategies
Presented by Brent Daigle, Ph.D.