Learnin disabilityttre

 Learning with Exceptionalities
 Are students who need special help? This
category includes students with disabilities
or an inability to perform a certain
act., such as to hear or walk –as well
as students with gifts and talents –
abilities

Who require support beyond regular
classroom instruction.
 Special education refers to instruction
designed to meet the needs of these
students

 Students with learning problems:
 Disorder ,disability and handicap are
common terms used to describe physical
or behavioral differences
Educators prefer using the term children
with disabilities than disabled children .
Why

 Types of disabilities :
 Mental retardation 10%
 Behavior disorder 8%
 Physical disabilities ( Hearing, visual ,
Orthopedic disabilities ) 14%
 Multiple Disabilities: 2%
 Communication Disorders 19%
 Learning disabilities 47%

 Mental retardation :
 Mental retardation is a disability shown
both in intellectual functioning and in
adaptive behavior as expressed in
conceptual , social , and practical adaptive
skills .( such as communication, self care,
and social skills) This disability originates
before the age of 18

 Students with mental retardation are likely to
display some or all of the following
characteristics :
 1-Lack of general knowledge about the world
 2-Difficulty with abstract ideas
 3-Poor reading and language skills
 4-Poorly developed learning and memory
strategies
 5-Difficulty transferring ideas to new situations
 6-underdeveloped motor skills
 7-immature interpersonal skills

 Level of mental retardation:
 Educators describe mental retardation as
existing at four levels that relate to the amount
of support needed
 - Intermittent: ( mild )Support on an as-
needed basis
 -Limited: ( moderate )Support are intense and
relatively consistent over time
 -Extensive ( severe :)support regular (e.g.daily )
support required

 - Pervasive : (profound) High intensity,
potentially life-sustaining support required
 Many mental retardation is caused either
by genetic factors or brain damage to the
fetus during pregnancy.

 Programs for Students with Mental
Retardation
 Programs for students who have intermittent
(mild) retardation focus on creating support
systems to modify existing instruction. These
students are often placed in regular classrooms
where teaching is adapted to meet their special
needs , and attempts are made to help them
develop socially and academically

 Causes :
 Down syndrome : which is genetically
transmitted with47 chromosomes . They have a
round face , a flattened skull and an extra fold
of skin over the eyelid and retardation of motor
and mental abilities. They are likely to be mildly
retarded
 With early intervention and extensive support
these children can grow into independent adults.

Fragile X syndrome . There is an abnormality
on the X chromosome resulting in mild to
severe mental retardation
Brain damage : This can result from many
different infections and environmental hazards
. Infections in the pregnant mother –to-be
, such as rubella , syphills ,herpes and AIDs
can cause retardation in the child.

 Learning disabilities:
 Some students have average or above –
average intelligence but , despite their
teachers' best efforts, struggle with
learning. Students with learning disabilities
(also called specific learning disabilities)
encounter in

 acquiring and using reading, writing ,
reasoning, listening , or mathematical
abilities. Problems with reading , writing,
and listening are most common , but
math-related difficulties are also receiving
attention. Learning disabilities are believed
to be due to central nervous system
dysfunction and may exist along with, but
are not caused by, other

 disabilities, such as sensory impairments
or attention problems. Experts stress that
the term Learning disability is broad and
encompasses a range of learning problems
 Students with learning disabilities are the
largest group of learners with
exceptionalities ,

 making up 48 percent of the disabled
student, and 4.4
 percent of the total school –age
population,.

 Characteristics of students with learning
Disabilities:
 Students with learning disabilities often share a
number of problems, which are outlined blow
 General patterns
 Attention deficits
 Disorganization and tendency toward distraction
 Lack of follow –through and completion of
assignments

 Uneven performance ( e.g. capable in one
area , extremely weak in others)
 Lack of coordination and balance
 Academic Performance
 Reading : lacks reading fluency
Reverses words ( e.g. saw for was)
Frequency loses place

 Writing :
-Makes jerky and poorly formed letters
-Has difficulty staying on line
- Is slow in completing work
-Has difficulty in copying from
chalkboard

 Math

- Has difficulty remembering math facts
-Mixes columns (e.g. tens and ones) in
computing
- Has trouble with story problems

 The use of Classroom-based
information for identification:
. Information from teacher-made
assessments as well as teacher's direct
observations are combined with
standardized test scores

 Often , a discrepancy model is then used
to diagnose the problem .
The model looks for differences between
 1-Intelligence and achievement test
performance
 2-intelligence test scores and classroom
achievement
 3-subtests on either intelligence or
achievement tests

.
 Learning disability is a catchall term for
students who have learning problems. Part
of this criticism results from the rapid
growth of the category to the largest
category of exceptionality at present

 Before using the learning disability
label, teachers should examine their own
instruction to ensure it meets the needs of
different students. In addition, teachers
should be cautious in their work with
English language learners to avoid
confusing difficulties in student's learning
a second language with a learning
disability.

 Adaptive Instruction:
 Students with learning disabilities require
modified instruction and teacher support.
Because learning disabilities have different
causes, teachers must tailor strategies to
meet each students needs.

 These students managed their time
carefully, used other students as
resources, and sought feedback from
instructors to modify their study
strategies., they read in quiet
environments, read aloud to themselves,
and purchased previously highlighted
books

 In writing, they used a dictionary,
frequently substituted an easier word if
they had trouble spelling one, and asked
other people to proofread their papers.
They Tape-recorded lectures to
compensate for poor note taking and
asked for extra time on tests. Students
with leaning disabilities can succeed if
they acquire and use effective study
strategies.

 Attention – Deficit/ Hyperactivity
Disorder: (
 Attention – Deficit/ Hyperactivity
Disorder ( ADHD Is a learning problem
characterized by difficulties in maintaining
attention. Hyperactivity and impulsive
behaviors are often connected with ADHD

 ADHD has long been associated with
learning disabilities;
 Characteristics of ADHD include
 -hyperactivity
 -inattention, distractibility, difficulty in
concentrating , and failure to finish tasks

 -impulsiveness (e.g. acting before
thinking, frequent calling out in class, and
difficulty awaiting turns.
 -Forgetfulness and inordinate need for
supervision.
 Students with ADHD have difficulty
controlling , monitoring and regulating
their behavior

 ADHD usually appears early ( at age 2 or
3) and , in at least 50 to 70 percent of the
cases , persists into adolescence

 The American Psychological association
estimates that three to four times as many
boys as girls are identified, although other
experts estimate this ratio higher.
 Treatments range from medication ( e.g.
the controversial medication , Riatlin) to
reinforcement programs and structured
teaching environments

 . Diagnosing and treatment of ADHD are
usually done in consultation with medical
and psychological experts.
 To treat ADHD children teachers should
examine their classroom environment to
see if it meets their needs

 They may find a good idea to move a
student to a quieter part of the room in
order to eliminate distractions and help
him focus on learning task. Teachers also
can use behavioral techniques such as
reinforcement and punishment for
students with ADHD . In addition , experts
recommend teaching students how to

 break assignments into smaller
components, and using flash cards and
other drills to develop automatically and
confidence.

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