Learning Disabilities

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Learning Disabilities
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DYSPRAXIA

• My writing is messy My drawings are too I
  dont like my paintings  I wish I was like you
• Tom, age 10 (has dyspraxia)
• Everyone says Im stupid but I know Im not. I
  wish someone could understand what its like to
  be me. I feel so fed up and lonely.
• Sarah, age 8 (has dyspraxia)

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What is it?

• Dyspraxia, also known as Developmental
  Coordination Disorder, Clumsy Child Syndrome and
  Minimal Brain Dysfunction Motor learning
  Difficulty, is common in both children and adults
  and is a hidden condition, still poorly
  understood.
• Affected children do have a normal intelligence
  for their age, however could have difficulty in
  both processing information and communicating
  what they know or understand.
• Definition from the Dyspraxia Foundation
  generally recognized to be an impairment or
  immaturity of the organization of movement and
  includes problems with language, perception and
  thought.

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Problems

• Perception
• -poor understanding of the messages that their
  senses convey and having a difficulty with
  relating those messages to their actions.
• Thought
• -may possibly show some difficulty in planning
  and organizing thoughts.
• Movement
• -physical activities hard to learn
• -hard to retain and generalize
• -hesitant and awkward in performance
• Speech and Language
• -speech may be immature or unintelligible in
  early years.
• -Language may be impaired or late to develop
• -primary difficulty in making and coordinating
  the precise movements used in the production
  of spoken language.
• ? this condition termed developmental verbal
  dyspraxia and can occur in isolation or in
  conjunction with general motor difficulties.
• Up to 10 of the population may show symptoms of
  dyspraxia and 2 are severely affected by the
  condition.
• Of those diagnosed, 80 are male

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Causes

• For majority, no known cause.
• Research does suggest
• -Due to an immaturity of neuron development in
  the brain
• -not brain damage
• However, those with dyspraxia have no clinical
  neurological abnormalities to explain their
  condition.

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Recognizing a Child with Dyspraxia

• The pre-school child
• Is late in reaching milestones e.g. rolling over,
  sitting, standing, walking, and speaking.
• May not be able to run, hop, jump, or catch or
  kick a ball although their peers can do so.
• Has difficulty in keeping friends or judging how
  to behave in company.
• Has little understanding of concepts such as
  in, on, in front of etc
• Has difficulty in walking up and down stairs.
• Poor at dressing.
• Slow and hesitant in most actions.
• Appears not to be able to learn anything
  instinctively but must be taught skills.
• Falls over frequently.
• Poor pencil grip.
• Cannot do jigsaws or shape sorting games.
• Artwork is very immature.
• Often anxious and easily distracted.

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Recognizing a Child with Dyspraxia

• The school age child
• Probably has all the difficulties experienced by
  the pre-school child with dyspraxia, with little
  or no improvement.
• Avoids PE and games
• Does badly in class but significantly better on a
  one-to -one basis.
• Reacts to all stimuli without discrimination and
  attention span is poor.
• May have trouble with math and writing structured
  stories.
• Experiences great difficulty in copying from the
  blackboard.
• Writes laboriously and immaturely.
• Unable to remember and /or follow instructions.
• Is generally poorly organized.

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Where to Go for Help

• The Dyspraxia Foundation at www.dyspraxiafoundatio
  n.org.uk can help to find sources in your area.
  It offers a number of leaflets, booklets, and
  books addressing the aspects of the condition.

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What a Teacher Can Do

• Make allowances, lower expectations in spite of
  child seeming bright enough.
• Allow more time.
• Adjust quantity of work.
• Give gentle reminders.
• Good teaching practices win every time.
• Listen to parent, who knows this child better
  than anyone ever will.
• Break tasks down into more manageable parts -
  simplify!
• Don't assume the child has understood.
• Give single instructions rather than a string
  because ...

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• If you treat the child the same as the others,
  his failure rate will be immeasurably higher than
  it needs to be. He knows that he is not the same
  a higher failure rate means a very much lower
  self esteem.
• Its VERY important to remember that its not
  laziness. If the student COULD do the things
  that the others are doing, they would. BUT,
  sometimes they just cant.
• (http//www.dyspraxia.org.nz/how_teach.htm)

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(No Transcript)
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What did it say?

• On a fine, sunny day in the small town of
  Woodage, you see the people
• gather in the town square. There is not a notice
  to meet, nor an event to
• gather for. Rather the people come out to visit
  with each other on fine,
• sunny days in the small town of Woodage.
• Whereas every other day, the people are
  accountants, bakers,
• engineers, clerks and regular working folk. On
  fine, sunny days in the
• small town of Woodage, the people are different
  when they gather in
• the town square. They are fiddlers, acrobats,
  clowns, jesters, peddlers,
• zoo keepers, dancers and cavorters. They play,
  they laugh, they sing
• on fine, sunny days in the small town of Woodage.
  And when the sun
• goes down, the people go home to prepare for the
  next day when they
• are once again regular working folk.
• And that is what happens on fine, sunny days in
  the small town of
• Woodage.

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DYSLEXIA

• A learning disorder marked by impairment of the
  ability to recognize and comprehend written
  words.
• There are four main challenges for a dyslexic
  child
• 1. Spelling 2. Sentence
  punctuation 3. Handwriting 4.
  Sequencing ideas

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Symptoms

• confusion over the direction letters face (b/d,
  p/9, p/q)
• difficulties with left and right
• difficulties with keeping organized
• difficulties with spelling
• difficulties with directions (e.g. east and
  west)
• missing out words when reading

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What does this say?

• One my things do to. would all time, it my, so
  tell that have stop. This me because do
  understand much I to. Besides I to and. I also
  good art. favorite to is little. His is. He
  five old in. I not preschool. I the blue. It
  so!

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Couldnt understand it?

• One of my favorite things to do is to sing. I
  would sing all the time, but it annoys my
  parents, so they tell me that I have to stop.
  This makes me sad because they do not understand
  how much that I need to sing. Besides singing I
  like to draw and paint. I am also very good at
  art. My favorite thing to draw is my little
  brother. His name is Thomas. He is five years
  old and in preschool. I am not in preschool. I
  like the color blue. It is so pretty!

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Characteristics

• Permanent disability
• Affects 4-8 of the population
• Usually makes people stronger in creative work,
  physical co-ordination, and empathy with other
  people.
• Can be born with it or acquire it in childhood
• Affects equal number of boys and girls
• People with dyslexia are usually of average or
  above average ability
• Cannot accurately test children under 7

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Causes

• Nobody is totally sure what causes dyslexia,
  although the overall picture shows that dyslexia
  can be caused in two ways
• 1. by inherited factors and/or 2. by
  hearing problems at an early age.

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Cure?

• Each dyslexic person's difficulties are different
  and vary from slight to very severe disruption of
  the learning process. There is no total cure, but
  the effects of dyslexia can be alleviated by
  skilled specialist teaching of phonics,
  sequencing and techniques to raise the person's
  self-esteem.
• The neurological differences also give some
  dyslexic people visual, spatial, physical
  co-ordination and lateral thinking abilities that
  enable them to be successful in a wide range of
  careers. One famous architect's practice gives
  preference to employing people who are dyslexic
  because of their strong spatial awareness and
  lateral thinking abilities.

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As a Teacher

• Write assignments on the board right away and
  leave it up for the whole day (make sure its in
  the same place every day)
• Write in large, block letters
• Make sure that dyslexic students are seated near
  the front of the class
• Allow extra time for assignments and have a
  computer available for them to use (since their
  handwriting is usually messy)
• Adjust spelling/vocabulary words to their level
• Allow students to tape record class lessons if
  necessary
• Post homework on the schools website if
  available
• http//www.dyslexia-teacher.com/

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• A dyslexic child has difficulty scanning along a
  line of text, and should never be asked to read
  aloud in class. Being asked to do this can cause
  children to experience stomach aches, headaches
  and extreme anxiety, resulting in loss of
  self-esteem and sometimes in school refusal.
• Sometimes pictures can help

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Testing Accommodations

• Some common accommodations for dyslexic students
  are Oral testing Unlimited tests
  Eliminate or reduce spelling tests Don't force
  oral reading Accept dictated homework
  Reduce homework load Grade on content, not
  spelling nor handwriting Reduce copying tasks

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Central Auditory Processing Disorder (CAPD)

• What is central auditory processing? ? What we
  do with what we hear.
• CAPD is when children are unable to process the
  information they hear in the same was as others
  because their ears and brain dont fully
  coordinate.

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Signs Symptoms

• the child is easily distracted or unusually
  bothered by loud or sudden noises
• child finds noisy environments upsetting
• performance and behavior improves greatly in
  quiet settings
• has trouble following directions, whether simple
  or complicated
• reading, spelling, writing or other
  speech/language difficulties
• abstract information very difficult to understand
• disorganized and forgetful
• finds conversations hard to follow
• -imagine us as English speakers trying
  to understand foreign-
• speakers (different distortions)
• These symptoms can often be confused with ADHD
  and even depression, therefore making it
  challenging at times to decipher between the two.
  Although, it is of course possible to have both.

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Causes

• head trauma
• lead poisoning
• chronic ear infections
• unknown reasons
• each child needs to be assessed on an individual
  bases

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How is it diagnosed?

• Audiologists (specialists in hearing) can
  determine if your child has CAPD. Although
  speech-language pathologists can get an idea by
  interacting with your child, only audiologists
  can perform central auditory processing testing
  and determine if there really is a problem.
• ? some of the skills a child needs to be
  evaluated for central auditory processing
  disorder don't develop until 8 or 9 years old.
  The auditory center of the brain isn't fully
  developed at age 7, 8, and 9----These kids'
  brains just haven't matured enough to accept and
  process a lot of information. Therefore, many
  children diagnosed with CAPD can develop better
  skills with time.
• --Once diagnosed
• -child should work with a speech
  therapist
• -return for yearly check-ups with the
  audiologist

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As a Teacher

• WHAT CAN I DO AS A TEACHER OF THIS CHILD
• Move child to a quieter area of the room (away
  from talkative children, computer printer, etc.)
• Allow the child to accomplish the tasks later, in
  a more suitable environment
• Empower the student to help themselves
• -dont give naïve advice (Pay
  attention, Dont interrupt)
• -figure out their strengths and
  learning style
• -explain things in a language they can
  understand
• -put the child in their best physical
  learning condition and
• environment (because learning
  disabilities are often a
• physical disorder with more than one
  component)

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DYSGRAPHIA

• is a processing problem
• causes writing fatigue
• interferes with communication of ideas in writing
  
• contributes to poor organization on the line and
  on the page

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Symptoms

• letter inconsistencies
• mixture of upper/lower case letters or
  print/cursive letters
• irregular letter sizes and shapes
• unfinished letters
• struggle to use writing as a communications
• http//www.dyslexia-ca.org/dysgraphia.htm

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• Cramped fingers on writing tool
• Odd wrist, body and paper positions
• Excessive erasures
• Mixture of upper and lower case letters
• Mixture of printed and cursive letters
• Inconsistent letter formations and slant
• Irregular letter sizes and shapes
• Unfinished cursive letters
• Misuse of line and margin
• Poor organization on the page
• Inefficient speed in copying
• General illegibility
• Decreased speed of writing
• Decreased speed of copying
• Inattentiveness about details when writing
• Frequently needs verbal cues and sub-vocalizing
• Relies heavily on vision to monitor what the hand
  is doing during writing
• Slowly implements verbal directions that involve
  sequencing and planning

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As a Teacher

• Understanding Understand the student's
  inconsistencies and performance variabilities.
• Print or cursive Allow the student to use
  either form. Many dysgraphic students are more
  comfortable with manuscript printing.
• Computer Encourage student to become
  comfortable using a word processor on a computer.
  Students can be taught as early as 1st grade to
  type sentences directly on the keyboard.
• Encourage consistent use of spell checker on the
  computer to decrease the overall demands of the
  writing task.
• Encourage use of an electronic spell checker with
  a speaking component to decrease the overall
  demands. If student has concurrent reading
  problems, the speaking component is necessary
  because it will read/say the words.
• Have student proofread papers after a delay and
  use strategies for editing.  Student may need
  help to develop efficient editing techniques.
• If getting started is a problem, encourage visual
  pre-organization strategies, such as mind
  mapping.
• Allow extra time for writing activities.
• If necessary, shorten writing assignments.
• Allow student to tape assignment and/or take oral
  tests.
• Reinforce the positive aspects of student's
  efforts.
• Be patient.
• Encourage student to be patient with him/herself

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Visual Processing Disorder

• A visual processing, or perceptual, disorder
  refers to a hindered ability to make sense of
  information taken in through the eyes.
• ? Differs from problems involving
  
• sight or sharpness of vision
• ? Presents difficulties in visual
  processing
• and affects how the visual
  information is
• interpreted or processed by the
  brain.

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Common Areas of Difficulty and Educational
Problems

• Spatial Relation
• Position of objects in space
• Ability to accurately perceive this objects in
  space in relation to other objects
• Reading/Math two subjects dealing greatly with
  this concept
• Difficulty in seeing letters and numbers as
  separate units
• Directional problems in reading and math
• Confusion of similarly shaped letters (b/d/p/q)
• Unable to associate that certain digits go
  together making one number (i.e. 27)
• Or the operational signs (,-,x,) are separate
  from the numbers

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Common Areas of Difficulty and Educational
Problems

• Whole/Part Relationships
• -Ex. Unable to see a forest as a bunch
  of trees
• and the individual tree as part of a
  forest
• Object Recognition (Visual Agnosia)
• -unable to recognize objects familiar to
  them
• -will interfere educationally because of
  inability to
• consistently recognize letters,
  numbers, etc
• Visual Motor Integration
• -accused of being a clumsy child
• -bump into things, place objects on
  tables or
• edges where theyll fall off, miss
  their seats
• when they sit down.

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What can teachers do?

• -Use enlarged print for books, worksheets, papers
  or other materials used in class
• -Worksheets simplified in structure
• -Amount of information per worksheet controlled
• -Ensure that the child is never relying solely on
  an area of weakness to do an activity, unless of
  course that is the whole purpose of that activity
• -Ex. If referring to what is
  written on a chalk
• board, read aloud what is being
  written or read to
• provide additional means of
  obtaining that
• information.
• -Anticipate confusion and point out examples of
  correct responses

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ADD/ADHD

• A neurobiological condition characterized by
  developmentally inappropriate level of attention,
  concentration, activity, distractability, and
  impulsivity.
• Yahoo! Health
• Not a learning disability, but 50-70 of suffers
  also have a learning disability
• Affects 3-5 of school aged children

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Symptoms

• does not pay close attention to details may make
  careless mistakes at work, school, or other
  activities
• failure to complete tasks
• has difficulty maintaining attention in tasks or
  play activities
• does not listen when spoken to directly
• has difficulty organizing tasks
• is easily distracted
• unable to follow more than one instruction at a
  time

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Types of ADD

• Classic ADD - Inattentive, distractible,
  disorganized. Perhaps hyperactive, restless and
  impulsive.
• Inattentive ADD - Inattentive, and disorganized.
• Over-focused ADD - Trouble shifting attention,
  frequently stuck in loops of negative thoughts,
  obsessive, excessive worry, inflexible,
  oppositional and argumentative.
• Temporal Lobe ADD - Inattentive and irritable,
  aggressive, dark thoughts, mood instability, very
  impulsive. May break rules, fight, be defiant,
  and very disobedient. Poor handwriting and
  trouble learning are common.
• Limbic System ADD - Inattentive, chronic
  low-grade depression, negative, low energy,
  feelings of hopelessness and worthlessness.
• Ring of Fire ADD - Inattentive, extremely
  distractible, angry, irritable, overly sensitive
  to the environment, hyperverbal, extremely
  oppositional, possible cyclic moodiness.

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ADD/ADHD Brain
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Causes

• Smoking/drinking alcohol during pregnancy
• Exposure to high levels of lead
• Genetics

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As a Teacher

• Seat students with ADD near the teacher's desk,
  but include them as part of the regular class
  seating
• Place these students up front with their backs to
  the rest of the class (to keep other students out
  of view)
• Surround students with ADD with good role models,
  preferably students whom they view as significant
  others. Encourage peer tutoring and
  cooperative/collaborative learning.
• Avoid distracting stimuli (air conditioners, high
  traffic areas, heaters, doors, or windows)
• Avoid transitions, physical relocation (monitor
  them closely on field trips), changes in
  schedule, and disruptions.
• Be creative! Produce a stimuli-reduced study
  area. Let all students have access to this area
  so the student with ADD will not feel different.
• Encourage parents to set up appropriate study
  space at home, with set times and routines
  established for study, parental review of
  completed homework, and periodic notebook and/or
  book bag organization.
• http//www.kidsource.com/kidsource/content2
  /add.html