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| − | This disorder can make it problematic for a person to learn as quickly or in the same way as someone who isn't affected by a learning disability. Learning disability is not indicative of intelligence level. Rather, people with a learning disability have trouble performing specific types of skills or completing tasks if left to figure things out by themselves or if taught in conventional ways.
| + | *[[What are Learning Disabilities]] |
| − | | + | *[[Types of Learning Disabilities]] |
| − | Learning disabilities can be categorized either by the type of information processing that is affected or by the specific difficulties caused by a processing deficit.
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| − | '''By stage of information processing'''
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| − | Learning disabilities fall into broad categories based on the four stages of information processing used in learning: input, integration, storage, and output. | |
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| − | Input: This is the information perceived through the senses, such as visual and auditory perception. Difficulties with visual perception can cause problems with recognizing the shape, position and size of items seen. There can be problems with sequencing, which can relate to deficits with processing time intervals or temporal perception. Difficulties with auditory perception can make it difficult to screen out competing sounds in order to focus on one of them, such as the sound of the teacher's voice. Some children appear to be unable to process tactile input. For example, they may seem insensitive to pain or dislike being touched.
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| − | Integration: This is the stage during which perceived input is interpreted, categorized, placed in a sequence, or related to previous learning. Students with problems in these areas may be unable to tell a story in the correct sequence, unable to memorize sequences of information such as the days of the week, able to understand a new concept but be unable to generalize it to other areas of learning, or able to learn facts but be unable to put the facts together to see the "big picture." A poor vocabulary may contribute to problems with comprehension.
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| − | Storage: Problems with memory can occur with short-term or working memory, or with long-term memory. Most memory difficulties occur in the area of short-term memory, which can make it difficult to learn new material without many more repetitions than is usual. Difficulties with visual memory can impede learning to spell.
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| − | Output: Information comes out of the brain either through words, that is, language output, or through muscle activity, such as gesturing, writing or drawing. Difficulties with language output can create problems with spoken language, for example, answering a question on demand, in which one must retrieve information from storage, organize our thoughts, and put the thoughts into words before we speak. It can also cause trouble with written language for the same reasons. Difficulties with motor abilities can cause problems with gross and fine motor skills. People with gross motor difficulties may be clumsy, that is, they may be prone to stumbling, falling, or bumping into things. They may also have trouble running, climbing, or learning to ride a bicycle. People with fine motor difficulties may have trouble buttoning shirts, tying shoelaces, or with handwriting.
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| − | '''By function impaired'''
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| − | Deficits in any area of information processing can manifest in a variety of specific learning disabilities. It is possible for an individual to have more than one of these difficulties. This is referred to as comorbidity or co-occurrence of learning disabilities.
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| − | Reading disorder
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| − | The most common learning disability. Of all students with specific learning disabilities, 70%-80% have deficits in reading. The term "dyslexia" is often used as a synonym for reading disability; however, many researchers assert that there are different types of reading disabilities, of which dyslexia is one. A reading disability 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 the term "dyslexia" came to prominence, this learning disability used to be known as "word blindness."
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| − | Common indicators of reading disability include difficulty with phonemic awareness—the ability to break up words into their component sounds, and difficulty with matching letter combinations to specific sounds (sound-symbol correspondence).
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| − | Writing disorder
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| − | Impaired written language ability may include impairments in handwriting, spelling, organization of ideas, and composition. The term "dysgraphia" is often used as an overarching term for all disorders of written expression. Others, such as the International Dyslexia Association, use the term "dysgraphia" exclusively to refer to difficulties with handwriting.
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| − | Math disability
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| − | Sometimes called dyscalculia, a math disability can cause such difficulties as 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".[8]
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| − | Nonverbal learning disability: 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 eloquent self-expression.[9]
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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).
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| − | 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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| − | '''Interventions include:'''
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| − | Mastery model:
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| − | Learners work at their own level of mastery.
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| − | Practice
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| − | Gain fundamental skills before moving onto the next level
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| − | Note: this approach is most likely to be used with adult learners or outside the mainstream school system.
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| − | Direct Instruction:
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| − | Highly structured, intensive instruction
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| − | Emphasizes carefully planned lessons for small learning increments
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| − | Scripted lesson plans
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| − | Rapid-paced interaction between teacher and students
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| − | Correcting mistakes immediately
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| − | Achievement-based grouping
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| − | Frequent progress assessments
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| − | Classroom adjustments:
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| − | Special seating assignments
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| − | Alternative or modified assignments
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| − | Modified testing procedures
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| − | Quiet environment
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| − | Special equipment:
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| − | Electronic spellers and dictionaries
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| − | Word processors
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| − | Talking calculators
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| − | Books on tape
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| − | Computer
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| − | Dictation programs
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| − | Classroom assistants:
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| − | Note-takers
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| − | Readers
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| − | Proofreaders
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| − | Scribes
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| − | Special Education:
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| − | Prescribed hours in a resource room
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| − | Placement in a resource room
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| − | Enrollment in a special school for learning disabled students
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| − | Individual Education Plan (IEP)
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