“Learning diabilities”

Arinanda Pamungkas

Arinanda.pamungkas@gmail.com
 Class Objectives

1. Belajar definisi dari Specific Learning Disabilities (IDEA

definition)
2. Kriteria IDEA untuk specific learning disabilities
3. Memahami kesulitan yang dialami orang dengan LD.
 definition
internal

Causes
eksternal
Learning
Disabilities characteristics

types

interventions
 Learning disabilities
• IDEA's Definition of “Spesific Learning Disability"
". . . a disorder in one or more of the basic
psychological processes involved in understanding
or in using language, spoken or written, that may
manifest itself in an imperfect ability to listen,
think, speak, read, write, spell, or do mathematical
calculations, including conditions such as
perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia, and developmental aphasia."
• However, learning disabilities do not include,
"...learning problems that are primarily the
result of visual, hearing, or motor disabilities,
of mental retardation, of emotional
disturbance, or of environmental, cultural, or
economic disadvantage." 34 Code of Federal
Regulations §300.7(c)(10)
 Key points LD
• Disorder in one or more of the basic
psychological processes of understanding and
using language.
• Students with LD do not achieve at their age
and ability levels in one or more sepesific
areas.(discrepancy)
Risk factors have identified to cause LD

- Heredity
- Stress before or after birth
- Treatment for cancer or leukemia
- Low birth weight, prematurely
- Birth trauma, distress
- Infections in the central nervous system
- Severe head injuries
- Poor nutrition
- Chronic medical illnesses (Diabetes & asthma)
There are many other factors that can affect the development of the brain like,
genes, substance abuse, pregnancy problems and toxins.
 Characterristics of LD
Having trouble:
Processing information
Organizing information
Applying information
 Difficulties in the following areas may by
symptomatic of a learning disability:
 Attention
 Processing Time
 Reasoning
 Memory
 Oral Communication
 Reading
 Writing & Spelling Mathematics
 Motor Skills
 Social Skills and Abilities
 Inteligences

General academic physical

Apsects
influenced
Writing & drawing
arthimatic

behavior Visual & auditory

 Spesific LD
 Dyslexia  Central Auditory Processing Disor
A language and reading disability der
 Dyscalculia Difficulty processing and
Problems with arithmetic and remembering language-related
math concepts tasks
 Dysgraphia  Non-Verbal Learning Disorders
A writing disorder resulting in Trouble with nonverbal cues, e.g.,
illegibility body language; poor coordination,
clumsy
 Dyspraxia (Sensory Integration Di
sorder)  Visual Perceptual/Visual Motor D
eficit
Problems with motor coordination Reverses letters; cannot copy
accurately;
 Language Disorders (Aphasia/Dys
phasia)

Trouble understanding spoken

language; poor reading
 Daftar Pustaka

• Hunt, N. & Marshall, K.(1994).Exceptional

Children. An Introduction to Special Education.
New York: Houghton Mufflin.
• Kaplan, Harold I., Sadock, Benjamin J, Grebb, Jack
A. (2002). Sinopsis psikiatri ilmu pengetahuan
psiatri klinis. Jakarta : Binarupa Aksara.
• Nevid, Jeffrey S., Rathus, Spencer A., Greene,
Beverly. (2002). Psikologi abnormal jilid dua edisi
kelima. Jakarta : Erlangga.
 Tipe-tipe gangguan belajar
• Ada beberapa tipe gangguan menurut Nevid (2002) :
Gangguan matematika
Anak dengan gangguan ini, memiliki masalah dalam memahami istilah
matematika dasar atau belajar operasi penjumlahan, pengurangan,
perkalian, pembagian, serta simbol-simbol dalam matematika.
• Gangguan menulis
Anak dengan gangguan ini memiliki keterbatasan menulis, mengeja,
tata bahasa, tanda baca, kurang dapat memahami kalimat dan
paragraf.
• Gangguan membaca
Anak dengan gangguan ini memiliki perkembangan keterampilan yang
buruk dalam mengenali kata-kata dan memahami bacaan.
 Tipe-tipe gangguan belajar

Kaplan (2002) menggambarkan gangguan belajar sebagai berikut

• Gangguan membaca
Gangguan membaca ditandai oleh gangguan kemampuan untuk
mengenali kata, membaca yang lambat dan tidak tepat, dan pemahaman
yang buruk tanpa adanya kecerdasan yang rendah, dan defisit sensorik
yang bermakna.
• Gangguan matematik
Gangguan matematika sebernarnya adalah suatu ketidakmampuan
dalam melakukan keterampilan aritmatika yang diharapkan untuk
kapasitas intelektual dan tingkat pendidikan anak.
• Gangguan ekspresi tulisan
Gangguan ini ditandai keterampilan menulis yang secara bermakna di
bawah tingkat yang diharapkan menurut usianya.