Learning Disabilities

By Isabella Abbinante
 What are Learning Disabilities?

Learning disabilities are a number of disorders that may Learning disabilities range in severity and may interfere
affect the “acquisition, organization, retention, or use of with:
verbal and non-verbal information”. 1
● Oral language (ex: listening, speaking,
Learning disabilities result from impairments in more or understanding)
more processes related to thinking, remembering, or ● Reading (ex: comprehension, word recognition)
learning, including:
● Written language (ex: spelling)
● Language processing ● Mathematics 1
● Phonological processing
● Visual-spatial processing There are multiple different types of learning disabilities,
● Processing speed and different classroom strategies recommended to
● Memory support each.
● Attention 1
No two students are the same, and there is no “one size
fits all” strategy.
Arithmetic Disorder
→ Difficulty in learning or comprehending
mathematics
→ Affects students’ abilities to understand and
manipulate numbers 2
→ Students may experience difficulties with:
● Following through multiple step calculations
● Organizing problems on the page and
keeping numbers lined up
● Accurately transposing numbers
● Confusing basic operations
● Understanding and solving word problems
● Recalling math rules
● Being able to perform an operation one day
but not the next
● Understanding abstract concepts (ex: time) 2
Suggested Strategies
● Small group instruction
● Present information in a variety of ways (ex:
use manipulatives, images)
● Have students verbalize solutions to
problems 2
● Allow use of a calculator
● Provide students with a multiplication chart
● Teach counting strategies
● Drill and practice
● Explicit teaching of problem-solving
strategies 4
Dyslexia Suggested Strategies
→ Dyslexia is a “specific learning disability that is
● Post visual schedules and read them out
neurological in origin”. 3
loud
→ It is a language-based learning disability. ● Provide bookmarks to help focus on a line of
Students experience particular difficulties with: text when reading
● Use large print for worksheets
● Reading
● Audiobooks
● Spelling
● Text-to-speech and speech-to-text software 5
● Writing
● Pronouncing words ● Provide extra time for reading and writing
● Word recognition ● Modify assignments and use alternate
● Reading fluency means of assessment
● Highlight/underline essential information in
→ It is important to know that students with directions or a passage of reading
dyslexia can be very bright - they do not have low
● Repeat directions
intelligence levels 3
● Provide graphic organizers 3
→ Dyslexia can also be connected with stress and
anxiety, due to years of frustration and limited
success 3
Sensory Processing
Disorder
→ Associated with the ability to integrate
information from the body’s sensory systems.
Information from the senses is not interpreted in a
way that the brain can use it efficiently. 2
→ Challenges students may face:
● Strong over- or under-responsiveness to
movement and senses
● Knowing where their body is in space
● Calming themself down
● Social-emotional problems
● Transitions
● May be easily distracted 2
Suggested Strategies
●
●
Allow use of fidget toys
Provide an exercise ball to sit on
● Teach self-regulation strategies 2
● Give advance warning of routine changes
● Build brain breaks into daily schedule
● Post visual class rules and expectations
● Provide a quiet work space to use when
needed
● Reduce the need for handwriting (ex:
fill-in-the blank instead of short answer
questions)
● Reduce visual distractions on worksheets 6
 Helpful Resources
LDs in Mathematics: Evidence-Based Interventions, Strategies and Resources

https://www.ldatschool.ca/evidence-based-interventions-for-math/

Classroom Accommodations for Dyslexia

https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-cla
ssroom-accommodations-for-dyslexia

Strategies for Learning Disabilities

https://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.html

https://www.ldatschool.ca/strategies-to-support-students-with-learning-disabilities-who-experience-anxiety/

https://www.ws.edu/student-services/disability/teaching/learning.shtm
 References
1. BC Ministry of Education (2016). Special Education Services: A Manual of Policies, Procedures and Guidelines
2. BC Ministry of Education. (2011). Supporting Students with Learning Disabilities: A Guide for Teachers. Retrieved
from:
https://onq.queensu.ca/content/enforced/516628-CONT904007W21/Readings/learning_disabilities_guide.pdf
3. International Dyslexia Association.(2017). Dyslexia In the Classroom: What Every Teacher Needs to Know.
Retrieved from:
https://1xwltg429wbz1nv5201c3cao-wpengine.netdna-ssl.com/wp-content/uploads/2015/01/DITC-Handbook.p
df
4. Kubas, H., & Hale, J. (2015, March 17). LDs in Mathematics: Evidence-Based Interventions, Strategies, and
Resources. Retrieved March 13, 2021, from https://www.ldatschool.ca/evidence-based-interventions-for-math/
5. Morin, A. (n.d.). Classroom accommodations for dyslexia. Retrieved March 13, 2021, from
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glan
ce-classroom-accommodations-for-dyslexia
6. Morin, A. (n.d.). Classroom accommodations for sensory processing issues. Retrieved March 13, 2021, from
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glan
ce-classroom-accommodations-for-sensory-processing-issues