avavusaaH IHG MBN (suaiuoami suaiuosxa) SHYSHSITANd TWNOLLWONGS “G11 ‘LAd SNOLLV3IITENd TWWV134N r sonmpqesiq SUIUIEOTLEARNING DISABILITIES Dr. la Appa Rao © All rights reserved. Edition 2 2014 (Hardback) no G58 oon 144 i ngnis resened. NO pa of this publication may be ) | reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior | permission of the publisher, ISBN : 978-81-8316-288-3 NEELKAMAL PUBLICATIONS PVT. LTD. Sultan Bazar, Hyderabad - 500 095. @ 24757140, 24757197, 24757944, Fax: 040-24757951 Delhi Office: BGS/9B, Paschim Vihar, New Delhi-110 063, @ 011-25285894 website: wonw.neclkamalbooks.com ‘e-mail: neelkamalbooks@gmail.com; Published by Suresh Chandra Sharma for Neelkamal Publications Pvt.Ltd, New Delhi, Hyderabad and printed at Sri Vinayaka Art Printers, Mumbai, India. sales_neelkamal@rediin | | India. The phrase Learning Disability describes children | reas such who bave learning difficulties in specific nd mathematics. This group | reading, spelling, wri children differs from those having handicaps such as mental retardation, visual or hearing impairments and emotional/behavioural disorders. Te must be clarified that the phrase ‘Learnin, | Difficulties’ is frequently used synonymously with Learning Disabilities because the term ‘disability’ carries a negative and permistic connotation whereas ‘difficulty problem with solutions. When a Learning Di implies a hy | becomes so severe as to interfere with the child’s learning | process, it is better to call it a ‘Learning Disability’. Aimost 10 to 12 percent of all school going children have a Learning Disability and’this book hopes to offer them, their families and concerned individuals a blueprint to enable them to achieve their full learning potential This book describes characteristics related to 1. learning disability 2. procedures of assessment and 3. remediation of problems across academic areas. Unfortunately children with Learning Disabilities are | | not covered by the existing legislation on Learning | | Disabilities nor are they appropriately served in regular or | special schools or alternative forms of education. 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UO} “+1 | eat $s0901q UDUISSSSY |ies for Children with 16.1.6 Cooperative Leaming 16.1.7 Teaching in spe 16.2 General Interventions for Children with Learning Disabilities 17. Social and Emotional Problems of Children with Learning Disabilities fic areas 0 17.2. Social & Emotional Problems 173 Causes of Si Problems and Emotional Behaviour 18.1 Indi 18.1.1 Perceptual motor theorists 18.1.2 Language theorists 18.1.3 Information processing theorists 18.2. Identifying Leaming Disabilities 18.3 Educational Movements n Research on Learning Disabilities ‘ome Practical Activities for Making Learning | more Joyful for Children with Learning Disabilities Slossary 18, Learning Disabilities: A Challenge to Educators ... | | 246 266 270 272 Introduction In every classroom the teacher will come across a variety of children ~ those who are very bright, those who are logical in their approach, those who are extremel music or in painting, those who are aggressive and constantly bullying other children, those who are shy and withdrawn end unable to mix with their peers, those whose speech patterns are defective, i.e. they either lisp or stammer or mumb! those who may trail behind in their lessons or fail to ‘understand what is being taught ~ the range is indeed large ‘These children shall share one commonalty; they have special needs and require spgcial care and attention for their education. led ‘Exceptional Children’ y talented in 1.1 Exceptional Child The term ‘Exceptional’ means different things to different people. Some use it when referring to the particularly bright child or the child with unusual talent; others use it when they refer to any a typical or deviant child. There have been various attempts to define an Exceptional Child. Telford and Saurey (1972): To be exceptional is to be rare or unusual. Kirk (1962) defines an exceptional cl that child who deviates from the average or normal chil mental, physical, or social characteristics to such an extentBurwseoy Fuyypeor oy WE sand Jensia jo o1ou ‘Gurwen Koupne spre Suneay paou wourredun Furey yp UoupHyS Jeuonzsuny azour wo2aq or Woy) djay sple Buueay “sjoowps jefousd op pammupe axe foyy azojaq sanbruyoon pefoods yBeonp sTPYs o1seq wy voHesedasd aumbos Koy “(poy AoA on wayods 1 uaa seay 2,Ue> oYM asoIp ase JeOP ILL “uroosssep> [exauad ayy ur Suikpms Apeospe are UIDYR JO ISO “VIMY OU SI UDIPHEYD s9YIO YM WOUIUFOD ur sjooyss jexoteB uF UOReoNps uDIpINYD Yyons 40 “]PM sealj 0} WHaKp ajgeua [[Im ple uLseay y “pe Suureaq e NoPE Sypnoy 003 uayods jr seoy wer oym ing sso] SuHEaY aacy Oya UasppyD asoyy oe VaspR Suueoy-jo-prey Oy yeop 40 Surse9q JO prey 9g Aeur uaappys poddeompyey Sunway ayy vss9p0 Ut a4aaas a1our Sif apps UAIpIEP alos UF ssay sf SSO] SuLLEAK, JO sav8op oq], “Buueoy jo ssoy st azoy], “wawdoyaaap asenSuel pue qooods ur Aynoyyrp arey pur usiueyDour Suureoy poeuep B aney og uaspyyD osoy ase paddespucy Sune ayy deoypuey Bupeoy UBL UOsPLYD VTL ssad& snopes jo ase uasppie> jeuondooxy Aypeuondaoxy Jo suonway1sse;y 7" spaae persods qu uaspyy>, payjes ase UD Yns MON “UDYPHYD feuoNds>xa sue UDIpHyD poyss oy pue paqimsip ‘pofmuexpesip ‘payqesip aq, ero] Burwonsuny sty ozRMIXEUL 04 J9p10 UL es SoDKUIBs Paepss YO PuE LONE INps jepads ‘saxnzed Jooyss jo voneidepe 40 uoneoypow saxnbor op urtieiord joss snfo1 oy wory ayosd rouueD ay ing BuUses] pur Yrmos 20} JenUDod sey euondooxo oy ‘aoia semdod ayt or Kuenuo) (uoupjep aanean pue pops Jo ase> oy UL se) suosanp oanisod ayn ur 20 (uaupyy> padde>gpury jo ase> otf. ul sv) suondoup aanetiou ou, uF oq > dup Jo sso € pay ‘owoY ayp ut paareras soouauisdxa snorsaid Jo Syenb pur yunowre ay2 uy parou aq osje Aeut ppiy> jeuondasxs aya jo ssouonbiun ay,» yeuondosxs axe uospyy pay! oup pur siourea] Mops ‘papzea: Ayeruaur ‘paieaueapesip Ajjeros ‘paqumsip Aqjeuonowra ‘paddenrpuey ypsads ‘pajqestp Buuseat ‘paydduo ‘yeap ‘puyq ayy snyy, “sous8yjouur pue [euonows ‘feos ‘Suoneumutos —“YoI0u! spemdoord ‘quomaxou ‘Supeaq ‘uoIsiA — suorsuaunp Summoyoy ayy Jo auow 30 ayo LE paonou aq Ae ssouanbiun sip] "p}lyo anbrun e st pyp yeuondaoxe ayy squrds yu yim pur quauruosaua aigeuns BUI S[eHaeur pur spoypaus ajqerms YM UORDaNEp q8p: Uy ay8ney aq 03 spaau rexp ou0 st ply Jeuondaoxs ay] & Pry? [euondasxe ays anoge syey Butmoyloy ay soresxpur suonAEyEp: asap jo sissjeue wy “uoRMUYDP siya spun [fey feHOnda>xo se poaqe Xeuonypen usip[Ap TY PAs] Sumuonsuny Jay JO Sy azTWIXeu 0} Japlo ur atuuNeBord jooyss se[nfo1 ayy jo uoneydepe ue soumbas ‘eouauadxa snowaid je afuer pue asmeu oy ut s0/pue Ayoedes jemoyaut so Jruawersduar ‘esiRojomau ‘eorskyd Kiosuas ur ssauanbrun jo asnezoq OY jenpiAIpul we sx sae] Jeuonds>xo ue aie] jeuondasxe ue jo womjuyep ansuoyaiduros B uasid acy (R61) SSoMoy PUD nremaazy saotias pue suononan: Krequauia|ddns so ssep> jepads © sasmbos pue saureucssoid JOoUPS ses wo YoU wiNUAXELD dajod91 JOUUED BY et quouidojanap pue yamou jeuuou aq 01 paiapiswo> si reys wou, YAW os KIJeuONOUID 10 AEDs Aerrsdyd ‘K]pemo|JoruE soyersap 04m4 ENT specialists, special services of The special education and other supportive needs of such chi ldren differ d nature of hearing loss, the quality of previous tr veceived ia the home and preschool centers etc nel se upon the type 1.2.2.Children with visual handicap ‘The visually handicapped children are those who hav problems with vision. Some visually handicapped children ae read large print and are functional in their environment at reas some have severe vision Joss and can't be tought rough visual methods. The visual loss is measured with the help of ‘Snellew Chart’. Depending spon the degree of loss they may be partially sighted or blind. ‘The partially sighted are those who require large Print cor magnified print materials, Their visual aculty (sharpness of visual image) is very low (20/70 in the better eye). This vite that the child can see at 20 ft. distance what a normal Tadd sees at 70 ft. Their eyesight may be weak due to short sightedness, Jong sightedness, astigmatism, glaucoma or muscle detachment. ‘The blind are those who need to be taught through Braille or through aural method. Their visual acuity {eharpness of visual image) may fall at 2/200, Such children wet be prepared in pre-academic skills like Braille reading, Braille writing and use of cane for mobility before they are admitted in general schools. They need orientation training wobikiy training and more of oral instruction depending upon the degeee of loss of vision. 1.2.3Children with mental retardation Mentally retarded children are those who have a lower Jevel of intellectual functioning and have problems in social daptability. There are various degrees of mental handicep; onequentiy there are various categories | of mentally hondicapped children — the Educable Mentally Retarded (EMR), the ‘Trainable Mentally Retarded (MK en etarde R Custodial Mentally Revarded (CMR) ee a) EMR children: The educable menta \e educable mentally retard those who have minimum educational retardation school subjects. Such children have problems of s adjustment, but are usually not recognized as ment retarded at the preschool level. They need repetition of instruction. The teachers should observe the adaptive behaviors of such children carefully so that they can be identified in the early stages. b) 'TMR children: The trainable mentally retarded Ehren can ‘be teined in vocational ares, They ore poor in adaptive behaviour and may need training daily living skills at the inital levels fot ©) CMR children: The custodial mentally retarded children need help in developing daily living skills. They can be educated in special instivutions/special classes They are very poor in adaptive behaviour. They need + constant care and attention, 7 1.2.4Children with learning disability These children ar, ike other children in intllecal functigning. They are neither mentally retarded, nor do they have visual or hearing problems. But they have problems in speaking, reading, writing, arithmetic, listening and comprehension. They may be due to cerebral dysfunction/ emotional/behavioral disturbance, but it is not due to mental retardation, sensory handicap or instructional practices. Depending upon the degree of disability such children may be cetegorized nto mild learning disabled and severe leaming Such children have a severe discrepancy severe discrepancy between their achievement and intellectual ability. Such children may have the following specific problems. 1, Reading disability 2. 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