Scribd
Upload
2K views52 pages

Types of Learning Disability

The document defines several learning disabilities including auditory processing disorder, dyscalculia, dysgraphia, dyslexia, and dyspraxia. It provides signs and symptoms of each as well as strategies to help students who have these learning disabilities. The strategies aim to make learning easier by addressing issues with processing information, writing, math, reading, and motor skills.

Uploaded by

France Bejosa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
2K views52 pages

Types of Learning Disability

The document defines several learning disabilities including auditory processing disorder, dyscalculia, dysgraphia, dyslexia, and dyspraxia. It provides signs and symptoms of each as well as strategies to help students who have these learning disabilities. The strategies aim to make learning easier by addressing issues with processing information, writing, math, reading, and motor skills.

Uploaded by

France Bejosa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 52

WHAT IS A LEARNING DISABILITY?

 A child with a learning disability cannot try


harder, pay closer attention, or improve motivation on
their own; they need help to learn how to do those
things. A learning disability, or learning disorder, is
NOT a problem with intelligence. Learning disorders
are caused by a difference in the brain that affects how
information is received, processed, or communicated.
Children and adults with learning disabilities have
trouble processing sensory information because they
see, hear, and understand things differently.
AUDITORY
PROCESSING
DISORDER
(APD)
AUDITORY PROCESSING DISORDER
(APD)

Also known as Central Auditory


Processing Disorder
SIGNS AND
SYMPTOMS
SIGNS AND SYMPTOMS

 Has difficulty processing and remembering or


recalling non-verbal environmental sounds.
 May process thoughts and ideas slowly and
have difficulty explaining them.
 Misspells and mispronounces similar-
sounding words or omit syllables
 Maybe confused with figurative language
 Often distracted by background
sounds/noises
 Finds it difficult to stay focused on or
remember a verbal presentation or lecture
 No sense of direction
 Has difficulty comprehending complex
sentence structure or rapid speech
 “ Ignores” people
 Says “ WHAT?” a lot
STRATEGIES
 Show rather than explain
 Supplement with more intact senses
 Reword or help decipher confusing oral
and/or written directions
 Teach abstract vocabulary, word roots,
synonyms/antonyms
 Vary pitch and tone of voice, alter pace, stress
key words
 Ask specific questions
 Allow them 5-6 seconds to respond (“think
time”)
 Have the student constantly verbalize
concepts, vocabulary words, rules, etc.
DYSCALCULIA
DYSCALCULIA

A term referring to a wide range of life-


long learning disabilities involving math.
SIGNS AND
SYMPTOMS
SIGNS AND
SYMPTOMS
 Shows difficulty understanding concepts of
math
 Has difficulty understanding and doing word
problems
 Has difficulty sequencing information or
events
 Exhibits difficulty using steps involved in math
operations
 Shows difficulty understanding fractions
 Is challenged making change and handling
money
 Displays difficulty recognizing patterns when
adding, subtracting, multiplying, or dividing
 Has difficulty putting language to math
processes
 Has difficulty understanding concepts related
to time
 Exhibits difficulty organizing problems
STRATEGIES
STRATEGIES

 Allow use of fingers and scratch paper


 Use diagrams and draw math concepts
 Provide peer assistance
 Suggest use of graph paper
 Suggest use of colored pencils to differentiate
problems
 Work with manipulatives
 Draw pictures of word problems
 Use nemonic devices to learn steps of a math
concept
 Use rhythm and music to teach math facts
and to set steps to a beat
 Schedule computer time for the student for
drill and practice
DYSGRAPHIA
DYSGRAPHIA

Dysgraphia is a specific learning disability that


affects written expression.
SIGNS AND
SYMPTOMS
SIGNS AND SYMPTOMS

 May have illegible printing and cursive


writing
 Shows inconsistencies:
 Has unfinished words or letters, omitted
words
 Inconsistent spacing between words and letters
 Exhibits strange wrist, body or paper position
 Has difficulty pre-visualizing letter formation
 Copying or writing is slow or labored
 Shows poor spatial planning on paper
 Has cramped or unusual grip/may complain
of sore hand
 Has great difficulty thinking and writing at
the same time
STRATEGIES
STRATEGIES

 Suggest use of word processor


 Avoid chastising student for sloppy, careless
work
 Use oral exams
 Allow use of tape recorder for lectures
 Allow the use of a note taker
 Provide notes or outlines to reduce the
amount of writing required
 Reduce copying aspects of work
 Allow use of wide rule paper and graph
paper
 Suggest use of pencil grips and /or specially
designed writing aids
 Provide alternatives to written assignments
(video-taped reports, audio-taped reports)
DYSLEXIA
DYSLEXIA

Dyslexia is a learning disorder characterized by


difficulty reading
SIGNS AND
SYMPTOMS
SIGNS AND SYMPTOMS

Before school
 Late talking
 Learning new words slowly
 Difficulty learning nursery rhymes
 Difficulty playing rhyming games
School age
 Reading well below the expected level for
your child's age
 Problems processing and understanding what
he or she hears
 Difficulty comprehending rapid instructions
 Problems remembering the sequence of
things
 Difficulty seeing (and occasionally hearing)
similarities and differences in letters and
words
 Inability to sound out the pronunciation of an
unfamiliar word
 Difficulty spelling
 Trouble learning a foreign language
Teens and adults
 Difficulty reading, including reading aloud

 Trouble understanding jokes or expressions


that have a meaning not easily understood
from the specific words (idioms), such as
"piece of cake" meaning "easy“

 Difficulty with time management


 Difficulty summarizing a story
 Trouble learning a foreign language
 Difficulty memorizing
 Difficulty doing math problems
STRATEGIES
STRATEGIES
 Expose the child to early oral reading, writing,
drawing, and practice to encourage development
of print knowledge, basic letter formation,
recognition skills and linguistic awareness (the
relationship between sound and meaning).
 Have your child practice reading different
kinds of texts. This includes books, magazines,
ads and comics.
 Include multi-sensory, structured language
instruction. Practice using sight, sound and
touch when introducing new ideas.
 Seek modifications in the classroom.
 Use books on tape and assistive technology.
 Get help with the emotional issues that arise
from struggling to overcome academic
difficulties.
DYSPRAXIA
DYSPRAXIA

A disorder that is characterized by difficulty in


muscle control.
SIGNS AND
SYMPTOMS
SIGNS AND SYMPTOMS
 Exhibit poor balance; may appear
clumsy; may frequently stumble
 Shows difficulty with motor planning
 Demonstrates inability to coordinate both
sides of the body
 Has poor hand-eye coordination
 Exhibits weakness in the ability to organize
self and belongings
 Shows possible sensitivity to touch
 May be distressed by loud noises or constant
noises like the ticking of a clock or someone
tapping a pencil
 May break things or choose toys that do not
require skilled manipulation
 Has difficulty with fine motor tasks such as
coloring between the lines, putting puzzles
together; cutting accurately or pasting neatly
 Irritated by scratchy, rough, tight or heavy
clothing
STRATEGIES
STRATEGIES

 Pre-set students for touch with verbal


prompts, “I’m going to touch your right hand.”
 Avoid touching from behind or getting too
close and make sure peers are aware of this
 Provide a quiet place
 Warn the student when bells will ring or if a
fire drill is scheduled
 Whisper when working one to one with the
child
 Allow parents to provide earplugs or sterile
waxes for noisy events such as assemblies
 Make sure the parent knows about what is
observed about the student in the classroom
 Refer student for occupational therapy or
sensory integration training
 Be cognizant of light and light sources that
may be irritating to child
 Use manipulatives, but make sure they are in
students field of vision and don’t force
student to touch them

You might also like