By: Brittany Bootka Definition of a Learning Disability Federal Definition (IDEA 2004) • The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in under-standing or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. Disabilities under the definition Federal Definition (IDEA 2004) • Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Exclusionary clause Federal Definition (IDEA 2004) • Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities; of mental retardation; of emotional disturbance; or of environmental, cultural, or economic disadvantage. Learning Disability • Average or above IQ • Occurs in about 5% of the population • Central Nervous System Dysfunction What causes a Learning disability Can be caused by: • • • • • • • • • • Prenatal causes Heredity Poor prenatal care Drugs/alcohol Smoking Premature birth Perinatal causes (during birth) Prolonged labor Anoxia (lack of oxygen) Postnatal (after • • • • • • • birth) Head injury/trauma Illness with high fever Brain injury Poor environment Lack of stimulation Poor diet Lack of nurturing Think pair share Name one cause before, during, or after the baby is born that could lead to a learning disability. Characteristics of a learning disability Learning Disabilities causes problems in: • • • • • Perception Academics Social skills Behavior Attention and concentration Characteristics of a learning disability Students with a learning disability have problems with the “basic psychological processes” • • • Perception Memory Language oThese psychological processes help us to learn the content being presented. Perception Perception is the use of our senses: • • • • • • See Hear Touch Move Taste Smell Perceptual problems • • • • Spatial awareness: Organization Time organization: Cognitive strategies for learning -Passive learning style -Learned helplessness Visual perceptual Problems Perception Memory Figureground Spatial Auditory perceptual Problems Perception Memory Short term Long term Comprehension Figureground Oral language perceptual problems Oral language is how we put words together to communicate. We do this by: • • • Listening Speaking Vocabulary Think Pair Share Share two different perceptual problems students with learning disabilities may experience. Learning Disabilities Students with learning disabilities experience problems in school subject areas such as: • • • • • Reading Math Spelling Handwriting Written Expression Reading Phonemic Awareness Decoding Fluency Comprehension Decoding Activity http://www.pbs.org/wg bh/misunderstoodmi nds/reading.html comprehension Activity http://www.pbs.org/wgbh/mi sunderstoodminds/readin g.html Reactions What are your reactions to this activity? Math Perception Memory Pre-number skills Calculation Reasoning Application Sequence activity http://www.pbs.org/wgb h/misunderstoodmind s/math.html Reactions What are your reactions to this activity? Spelling Auditory/phonemic recognition Visual memory Word structure Handwriting Gross motor skills Fine motor skills Grip Posture Copying Formations/legible Written Expression Handwriting Spelling Writing for communication Composition activity http://www.pbs.org/wgb h/misunderstoodmind s/writing.html Reactions What are your reactions to this activity? Other perceptual manifestations Perseveration Reversals Transpositions Saw/ was Problems with social skills • Problems with social interactions • Hard time making and maintaining friends. • Trouble understanding other students emotions or feelings. Identification/Referral Process Pre-Referral Process: • • • • • • General education setting Initial concern Communication Consultation Collaboration RTI Identification/ Referral process Special Education Referral: • • • Notify the parents of procedural safeguards IEP team plans for evaluation Parent consent for evaluation Identification/Referral process • Once parental consent is received than the M.E.T. can meet. • Multidisciplinary Evaluation Team (M.E.T.) o Completes a multidisciplinary evaluation o Reviews results and determines eligibility and services Identification/ Referral Process I.E.P.T. • Team members o(Activity) • Purpose: oTo write the I.E.P. I.E.P. • Purpose: oPLAAFP oGoals/Objectives oServices/Modifications oGeneral ed. Participation oStatewide testing oTransition Identification/Referral Process • Once the I.E.P.T. meet and the I.E.P is • created than the administrative must approve. Once the administrative approves the parent must give consent. Identification/ Referral process Implementation: • • • I.E.P. must be implemented in 15 days Programs/Services Must keep parents involved Identification/ Referral process Monitoring: • • Annual review Three year re-evaluation I.E.P. Think Pair Share What is the purpose of the I.E.P.? Continuum of services General Education Classroom • • Full Inclusion oGeneral Education oIndirect Services oTeacher Consultant Direct Services oTeacher Consultant oParaprofessional What do you think the benefits/problem would be with these services? Continuum of services • Resource room • Categorical/Special Classroom • Special Day School • Residential School What do you think the benefits/problems would be with these services? Definition Federal Definition of Autism Spectrum Disorder (IDEA 2004) A developmental disability significantly affecting verbal and non verbal communication and social interaction which is generally evident by age three and adversely affects a child's educational performance. Other characteristics may be engagement in repetitive activities, stereotyped movements, resistance to environmental change or change in daily routines and unusual responses to sensory experiences. • Disabilities under the definition Federal Definition of Autism Spectrum Disorder (IDEA 2004) • Autism Spectrum Disorder includes Autistic disorder, Aspergers Disorder, and Pervasive Developmental Disorder not otherwise specified (PPD-NOS). Exclusionary clause Federal Definition of Autism Spectrum Disorder (IDEA 2004) • • Does not apply if a child's educational performance is adversely affected by an emotional disturbance. A child who manifests the characteristics of Autism after the age of three can be diagnosed as having Autism if they meet the criteria. Definition Aspergers Syndrome: Also known as “high functioning ASD”, is a neurodevelopmental disorder that is characterized by problems with social skills and difficulty interacting with other people. Do not typically have problems with language or intellectual disability. They do have difficulty with social interactions, sensory integration processing, pragmatic language, and motor skills. Learning Disabilities and Related Mild Disabilities (page 219) Causes • Unknown • Different wiring of the neural circuit Characteristics Academic: • • • • • • Trouble with organization Time management problems Trouble expressing thoughts through speech Development of special interests Intensity of focus Preference for routine Characteristics Social: • • • • Trouble with relationships Inability to identify social cues Inability to properly show and understand emotions Impaired use of non-verbal behavior Characteristics Emotional/behavior: • • • • Motor mannerisms Anxiety Secondary mood disorder Problems with expressing affection expected by others. What it is like to live with Aspergers Syndrome http://www.teenink.com/hot_ topics/pride_prejudice/arti cle/157441/What-it-is-liketo-live-with-AspergersSyndrome/ Reactions What were your reactions to this story? Diagnosed First Stage: • • • Developmental screening done by a doctor or pediatrician. Comprehensive team evaluation this includes a psychologist, neurologist, psychiatrist, speech therapist. Comprehensive evaluation includes a neurologic and genetic assessment and cognitive and language testing. Second Stage: Treatments • social skills training • cognitive behavioral therapy • Medication • occupational or physical therapy • specialized speech/language therapy • parent training and support http://www.youtube.com/watch?v=4Fhk6fe adlM Think Pair share How do you develop the right treatment plan for a student? Aspergers Syndrome Aspergers Syndrome is like a daisy! Conclusion Learning Disabilities have a gap between intelligence and performance in at least one of the following areas: • • • • • • • • Listening Comprehension Oral Expression Written Expression Reading Skills Reading Comprehension Reading Fluency Math Calculation Math Reasoning Story • Do you think the IEP team will decide that Tiger has a Learning Disability? • And if so what are his strengths and weaknesses?