Transcript Diapositive 1

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According to DSM IV
“Learning disorders are diagnosed when
achievement on standardized tests in
reading, mathematics or written
expression is substantially below that
expected for age, schooling and level of
intelligence”.
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National Joint Committee on Learning Disabilities
(NJCLD)
A heterogeneous group of disorders
manifested by significant difficulties in the
acquisition and use of listening, speaking,
reading, writing, reasoning or mathematical
abilities. These disorders are intrinsic to the
individual and presumed to be due to Central
Nervous System Dysfunction.
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Conti….
Even though a learning disability may occur
concomitantly with other handicapping
conditions (e.g. sensory impairment, mental
retardation, social and emotional disturbance)
or environmental influences (e.g. cultural
differences, insufficient/inappropriate
instruction, psychogenic factors) it is not the
direct result of those conditions or influences.
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Information
processing
deficits
• Input
• Integration
• Storage
• output
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Reading Disorder (ICD-10 and
DSM-IV codes: F81.0/315.00)
• most common learning disability.
• 70%-80% have deficits in reading.
• The term "dyslexia" is often used as a synonym.
• it can affect any part of the reading process, including
difficulty with accurate and/or fluent word recognition,
word decoding, reading rate, prosody (oral reading
with expression), and reading comprehension.
• Before it was known as "word blindness."
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Writing Disorder (ICD-10 and DSMIV codes F81.1/315.2)
• It includes impairment in handwriting, spelling,
organization of ideas, and composition.
• The term "dysgraphia" is often used as an
overarching term for all disorders of written
expression.
• The International Dyslexia Association, use the
term "dysgraphia" exclusively to refer to
difficulties with handwriting.
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• Speech and language disorders can also be
called Dysphasia/Aphasia (coded F80.0F80.2/315.31 in ICD-10 and DSM-IV).
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Math Disorder (ICD-10 and DSM-IV
codes F81.2-3/315.1)
• Sometimes called dyscalculia, difficulties is seen
in learning math concepts (such as quantity,
place value, and time), difficulty memorizing
math facts, difficulty organizing numbers, and
understanding how problems are organized on
the page.
• Dyscalculics are often referred to as having
poor "number sense".
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Nonverbal learning disability [this
disorder is not listed in the ICD-10]
• Nonverbal learning disabilities often manifest in
motor clumsiness, poor visual-spatial skills,
problematic social relationships, difficulty with
math, and poor organizational skills. These
individuals often have specific strengths in the
verbal domains, including early speech, large
vocabulary, early reading and spelling skills,
excellent rote-memory and auditory retention,
and self-expression.
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Dyspraxia
• Refers to a variety of difficulties with motor
skills.
• Dyspraxia can cause difficulty with single step
tasks such as combing hair or waving goodbye,
multi-step tasks like brushing teeth or getting
dressed, or with establishing spatial
relationships such as being able to accurately
position one object in relation to another.
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• Disorders of speaking and listening
• Difficulties that often co-occur with learning disabilities
include difficulty with memory, social skills and
executive functions (such as organizational skills and
time management).
• Auditory processing disorder
• Difficulties processing auditory information include
difficulty comprehending more than one task at a time
and a relatively stronger ability to learn visually
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ETIOLOGY
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Genetic predisposition
Perinatal injury
Neurological or medical conditions
Pathology in encoding and working process.
Abnormal symmetries in parietal and
temporal lobe.
Lesions in occipital lobe and corpus collosum
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• Visual or verbal deficits
• Lead poisoning
• Fetal alcohol syndrome
• Cerebral palsy
• Epileptic children
• Malnourishment
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DSM IV Reading disorder
“Is defined as reading achievement that is
below the expected level for a child’s age,
education and intelligence; the impairment
significantly interferes with academic success or
the daily activities that involve reading”
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Mathematics disorder
Is defined as impairment in four group of
skills have been identified:
• Linguistic skills
• Perceptual skills
• Mathematical skills
• Attentional skills
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Clinical manifestations
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MODELS : Respond to intervention
• Student performance is monitored to determine whether
increasingly intense intervention results in adequate progress.
• Those who respond will not require further intervention.
• Those who do not respond adequately to regular classroom
instruction (often called "Tier 1 instruction") and a more
intensive intervention (often called "Tier 2" intervention) are
considered "nonresponders." These students can then be
referred for further assistance through special education, in
which case they are often identified with a learning disability.
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• In the United States, the 2004 reauthorization of
the Individuals with Disabilities Education Act
permitted states and school districts to use RTI
as a method of identifying students with learning
disabilities. RTI is now the primary means of
identification of LD in Florida.
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Assessment tests
• Gray Oral Reading Test IV – Fourth Edition (GORT
IV),
• Gray Silent Reading Test,
• Comprehensive Test of Phonological Processing
(CTOPP),
• Tests of Oral Reading and Comprehension Skills
(TORCS),
• Test of Reading Comprehension 3 (TORC-3),
• Test of Word Reading Efficiency (TOWRE),
• Test of Reading Fluency.
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Tests to identify
• the Woodcock-Johnson III (WJ III),
• Weschler Individual Achievement Test II
(WIAT II),
• the Wide Range Achievement Test III (WRAT
III),
• the Stanford Achievement Test–10th edition.
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Interventions include:
• Mastery model:
– Learners work at their own level of mastery.
– Practice
– Gain fundamental skills before moving onto the
next level
• Note: this approach is most likely to be used
with adult learners or outside the mainstream
school system.
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• Direct Instruction
– Highly structured, intensive instruction
– Emphasizes carefully planned lessons for small learning
increments
– Scripted lesson plans
– Rapid-paced interaction between teacher and students
– Correcting mistakes immediately
– Achievement-based grouping
– Frequent progress assessments
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• Classroom adjustments:
– Special seating assignments
– Alternative or modified assignments
– Modified testing procedures
– Quiet environment
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• Special equipment:
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Electronic spellers and dictionaries
Word processors
Talking calculators
Books on tape
computer
– dictation programs
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• Classroom assistants:
– Note-takers
– Readers
– Proofreaders
– scribes
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• Special Education:
– Prescribed hours in a resource room
– Placement in a resource room
– Enrollment in a special school for learning disabled
students
– individual education plan (IEP)
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for patience listening
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