Learning Disabilities
According to IDEA, Learning Disability is a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written" (Turnbull, Turnbull & Wehmeyer, 2010). According to IDEA, this disability may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
Causes of Learning Disability
Neurological mechanisms- learning disabilities are caused by a nervous system dysfunction.
Genetics-There is also evidence indicating that genetics contribute to different learning disabilities, such as effects on phonological awareness and verbal memory in preschool and kindergarteners. Environmental causes- There are also connections between genetics and environments causes because parents who experience problems with reading are likely to read less to their children during their children’s early years. Study showed a relation between home literacy environment and children’s reading outcomes.
Some characteristics of learning disability includes:
Academic Characteristics
Reading disorder - students have difficulty decoding words, reading comprehension and challenges with fluency and speed. These students may leave out, out in, or reverse words when they read.
Written language- students have difficulty with spelling, sentence structure, word usage, and hand writing. Students with these characteristics may feel overwhelmed; they may struggle with simply starting the writing task, struggle with developing their ideas and putting those ideas in an organized manner reflective of good written mechanics.
Mathematical difficulties- students have difficulties with procedural problems (difficulty sequencing the steps of complex problems and understanding math concept), semantic memory problems (difficulty remembering math facts), visual-spatial problems (difficulty producing numbers); these students may also have reading and writing difficulties as well. More than 2/3 of children with math disorder have been shown to experience a reading disability.
Memory difficulties- students have difficulties with short term, working and long term memory. Under this characteristic, students have trouble recalling information shortly after that information has been presented to them. For example, after directions are read, students cannot recall what those directions were. Students also experience challenges in storing information and recalling it later on. This would affect performance on tests. Students also have difficulties in processing information so that they can remember it later on.
Executive functioning- students have difficulties focusing attention, being organized in future planning, and solving problems. They have trouble managing their own thinking (metacognition). Students with this characteristic find it difficult to evaluate correct and incorrect solutions as well as checking and revising their performance.
Social characteristics
According to Turnbull, Turnbull and Wehmeyer, 2010, approximately three-fourths of students with learning disabilities experiences challenges in the social arena. Some of these challenges include experiencing negative emotions more frequently, carrying on conversations with others and initiating and sustaining friendships and social relationships.
Describe inclusion ideas
Using effective instructional strategies can help to increase inclusion into the general education classroom. In early childhood students, using embedded learning opportunities in which teachers embed short, systematic instructional interactions that support the student’s goals into existing routines and activities. Some of these strategies include, routine based instruction, and activity based instruction and integrated therapy.
For middle school students using differentiated instruction allow teachers to incorporate more than one instructional method to increase the opportunity for students to learn the information through different formats. Teachers can differentiate instruction by decreasing the number of problems presented at once, providing visual and/or audio assistance to enhance instruction, demonstrate, scaffold, including the use of manipulative, using presentation, using graphic organizers, etc.
For secondary school students and those transitioning, teachers can use learning strategies to include all students in the general education classroom. Learning strategies help students with learning disabilities to learn independently and to generalize, or transfer their skill and behaviors to new situations. (Turnbull, Turnbull & Wehmeyer, 2010). This strategy works best with students who have difficulties in reading, math, spelling and other basic skills. Using the self-questioning strategy will help students with learning disability to acquire information. This strategy helps to get students actively involved in what they are doing.
Disability support/information
National Center for Learning Disability
National Center for Learning Disabilities
381 Park Avenue South, Suite 1401
New York, NY 10016
Ph: 212.545.7510
Fax: 212.545.9665
Toll-free: 888.575.7373