Learners with Learning Disabilities

Chapter 6

Topics • Definition• Identification Procedures• Prevalence• Causes• Assessment• Psychological and Behavioral Characteristics• Educational Considerations• Early Intervention• Transition to Adulthood

Definition of Learning Disabilities

The National Joint Committee for Learning Disabilities (NJCLD) Definition (compared to Federal Definition)– Objects to reference to problems with psychological

processes– Considers central nervous system dysfunction– Adds that it is a lifelong condition– Includes self-regulation and social interaction– Excludes terms that are difficult to define– Includes coexisting conditions– Does not include spelling as a category

Identification Procedures

• Achievement-Ability Discrepancy– Statistically flawed formulas– Difficult and expensive to implement– IQ scores are unreliable and are not strong predictor of

reading ability– Useless concept in early grades

• Response to Intervention or Treatment

– “RTI” 3 or 4 tier model

Prevalence

• 5 to 6 percent of students aged 6 to 17 identified• More than half of students identified as needing special

education are labeled learning disabled (“high incidence”)

• Prevalence has doubled since the 1977– Overidentification or social-cultural factors?

• Boys outnumber girls 3 to 1

Causes

• Recent evidence of Central Nervous System dysfunction– Neuroimaging techniques

• Genetic factors– Familiality studies– Heritability studies

• Teratogenic factors

• Medical factors

Assessment

• Standardized achievement assessment

• Formative assessment– Criterion-referenced testing– Curriculum-based assessment

• Informal assessment

• Authentic assessment– portfolios

Psychological and Behavioral

Characteristics • Interindividual variation & Intraindividual variation• Academic achievement problems (reading, math,

spoken and/or written language)• Perceptual, perceptual-motor, and general coordination

problems• Disorders of attention and hyperactivity• Memory, cognitive, and metacognitive problems• Social-emotional problems

– Nonverbal learning disabilities• Motivational problems• Inactive learner with strategy deficits

Educational Considerations

• Cognitive training: strategies for academic and motivational problems– Self-instruction– Self-monitoring– Scaffolded instruction– Reciprocal teaching

• Direct Instruction• Need to combine DI and Cognitive Instruction

Service Delivery Models&

Early InterventionService Delivery Models• Most students served in general education classrooms• Belief that other options must be kept available

Early Intervention• Young children rarely identified

– Typically don’t engage in academic tasks• Some professionals favor early identification

– Use preacademic skills as predictors

Transition to Adulthood • Factors related to successful transition:

– Perseverance; goal setting & support network– Awareness of strengths/weaknesses; educational intervention– High-quality vocational/job training & supportive work environment– Ability to take control of own life

• Secondary Programming– Functional skills; work study;basic skills & learning strategies– Work-study & inclusion w/tutorials, as needed– Inclusions and co-teaching; consultation

• Postsecondary Programming– Understanding of accommodations– Available student support services– Section 504 of Rehabilitation Act of 1973– Self-advocacy