OUR OWN HIGH SCHOOL, AL WARQA

PSYCHOLOGY PROJECT FILE

TOPIC: LEARNING DISABILITIES

COMPILED BY: SHAZAL SHAKIR

12 – F

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 CERTIFICATE PAGE

Certificate
Roll No. .......................................
Certified that Master .......................................................................................
of grade ..................................... Section ............................................................... has carried
out the programs or project work in Psychology prescribed by the
Central Board of Secondary Education, New Delhi during the
academic year 2022-2023.

…………………..
Teacher-in-charge

Date: .........................................
.................................................. ......................................
External Examiner Internal Examiner

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 INDEX PAGE

Sr Pg
number Topics number

1. Introduction 4
2. Causes of LDs 5
3. Symptoms of LDs 6
4. Diagnosis of LDs 7
5. Treatment for LDs 8
6. 101 on Dyslexia 9
7. 101 on Dyscalculia 10
8. Test for Dyslexia 11
9. Case Study I 12
10. Case Study II 14
11. Case Study III 15
12. Bibliography 16
13. Conclusion 17

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 INTRODUCTION

Learning disability (LD) is a general term that describes specific kinds of learning
problems. A learning disability can cause a person to have trouble learning
reading, writing and or other skills required to learn. Learning disabilities vary
from person to person. One person with LD may not have the same kind of
learning problems as another person with LD. One person may have trouble with
reading and writing. Another person with LD may have problems understanding
math. Still another person may have trouble in each of these areas, as well as with
understanding what people are saying
LD is a group of disorders that affects people’s ability to either interpret what they
see and hear or to link information from distinct parts of the brain. These
limitations can show up in many ways: as specific difficulties with spoken and
written language, coordination, self-control, or attention. Such difficulties extend
to schoolwork and can impede learning to read, write, or do math.
If not recognized in time and if proper care is not received it can lead to improper
development of your child and bad personal and workplace relationships.

The most common learning disabilities include:

1. Dyslexia
2. Dyscalculia
3. Dysgraphia

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 CAUSES OF LEARNING DISABILTIES

Researchers do not know all the potential causes of learning disabilities, but they
have found a range of risk factors during their work to find potential causes.
Research shows that risk factors may be present from birth and tend to run in
families. In fact, children who have a parent with a learning disability are more
likely to develop a learning disability themselves. To better understand learning
disabilities, researchers are studying how children’s brains learn to read, write, and
develop math skills. Researchers are working on interventions to help address the
needs of those who struggle with reading the most, including those with learning
disabilities, to improve learning and overall health.
Factors that affect a fetus developing in the womb, such as alcohol or drug use, can
put a child at higher risk for a learning problem or disability. Other factors in an
infant’s environment may play a role, too. These can include poor nutrition or
exposure to lead in water or in paint. Young children who do not receive the
support they need for their intellectual development may show signs of learning
disabilities once they start school.
Sometimes a person may develop a learning disability later in life due to injury.
Plausible causes in such a case include dementia or a traumatic brain disorder

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 SYMPTOMS OF LEARNING DISABILTIES

Most frequently displayed symptoms:

i. short attention span,
ii. poor memory,
iii. difficulty following directions,
iv. inability to discriminate between/among letters, numerals, or sounds,
v. poor reading and/or writing ability,
vi. eye-hand coordination problems; poorly coordinated,
vii. difficulties with sequencing, and/or
viii. disorganization and other sensory difficulties.

Other characteristics that may be present:

i. performs differently from day to day,
ii. responds inappropriately in many instances,
iii. distractible, restless, impulsive,
iv. says one thing, means another,
v. difficult to discipline,
vi. does not adjust well to change,
vii. difficulty listening and remembering,
viii. difficulty telling time and knowing right from left,
ix. difficulty sounding out words,
x. reverses letters,

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 DIAGNOSIS OF LEARNING DISABILTIES

Learning disabilities are traditionally diagnosed by conducting two tests and

noticing a significant discrepancy between their scores. These tests are an
in-telligence (or IQ) test and a standardized achievement (reading, writing,
arith-metic) test. Most children found to have a learning disability have normal or
above-normal intelligence but do not fully demonstrate that potential on
achievement tests. For example, a youngster might score 112 on the full-scale IQ
test, but her math score might be 90; this discrepancy of 22 points between her
potential ability (IQ) and actual achievement (in math) might qualify her for
special services at her school. Some states, for example, define a learning disability
as a difference of 15 points, but the criteria for services vary from one part of the
country to another. As a result, state-mandated definitions sometimes exclude a
range of learning difficulties that do not produce wide discrepancies.
When a learning disability is not detected early, diagnosed correctly, and treated
effectively, it can cause several other problems. These additional difficulties may
be emotional, and a child can show signs of sadness, frustra-tion, or
disappointment. Behavior problems like acting out might occur. Or the learning
problems may show up within the family, causing, for example,
mis-understandings, increased stress, or blaming others. Studies show that among
children whose families seek professional help for emotional or behavioral
problems, 30 to 50 percent of them have learning disabilities.

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 TREATMENTS FOR LEARNING DISORDERS

Learning disabilities have no cure, but early intervention can lessen their effects.
People with learning disabilities can develop ways to cope with their disabilities.
Getting help earlier increases the chance of success in school and later in life. If
learning disabilities remain untreated, a child may begin to feel frustrated, which
can lead to low self-esteem and other problems.
Experts can help a child learn skills by building on the child’s strengths and
finding ways to compensate for the child’s weaknesses. Interventions vary
depending on the nature and extent of the disability.

School-based treatments and interventions are used to support students with

learning disabilities. Some of them are:
i. Intensive teaching techniques, like one-on-one instruction, breaking material
into smaller bits
ii. Allowing a child extra time to complete work, assigning a notetaker to assist
the student
iii. Visual aids
iv. Memory aids like mnemonic devices
v. Multi-modal teaching that uses senses beyond auditory and visual
vi. Teacher check-ins during classroom instruction
vii. Using motivators like goals, encouragement, positive reinforcement
viii. Bypass interventions allow students to get around an area of disability, such
as taking tests orally or having a reader
ix. If the IEP allows, structuring the student’s day so that they spend a portion
of it in a resource room/special education room

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 101 ON THE MOST PROMINENT LEARNING DISORDERS
(I) Dyslexia
Dyslexia is a learning disorder that involves difficulty reading due to problems
identifying speech sounds and learning how they relate to letters and words
(decoding). Also called a reading disability, dyslexia are a result of individual
differences in areas of the brain that process language.
Dyslexia is not due to problems with intelligence, hearing, or vision. Most children
with dyslexia can succeed in school with tutoring or a specialized education
program. Emotional support also plays a vital role.
Though there is no cure for dyslexia, early assessment, and intervention result in
the best outcome. Sometimes dyslexia go undiagnosed for years and is not
recognized until adulthood, but it is never too late to seek help.
Though most children are ready to learn reading by kindergarten or first grade,
children with dyslexia often have trouble learning to read by that time. Talk with
your health care provider if your child's reading level is below what is expected for
your child's age or if you notice other signs of dyslexia.
When dyslexia go undiagnosed and untreated, childhood reading difficulties
continue into adulthood.

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 101 ON MOST PROMINENT LEARNING DSORDERS
(II)Dyscalculia
Dyscalculia is a diagnosis used to describe learning difficulties related to math
concepts. It is sometimes called “numbers of dyslexia,” which is a bit misleading.
Dyslexia refers to difficulty reading and writing, while dyscalculia is specifically
related to mathematics.
One study estimates that 3 to 7 percent of adults and children have dyscalculia,
based on data collected from German primary school-aged students. Dyscalculia
goes beyond having a challenging time understanding math. It is bigger than
making mistakes when you add numbers or reversing digits when you write
something down.
If you have dyscalculia, it is difficult to understand the wider concepts that govern
the rules of math, like whether one amount is greater than another or how algebra
works.
How to spot dyscalculia
i. Dyscalculia symptoms might look different depending on age and
developmental stage. Common symptoms of dyscalculia include:
ii. difficulty understanding or remembering mathematical concepts such as
multiplication, division, fractions, carrying, and borrowing
iii. difficulty reconciling verbal or written cues (such as the word “two”) and
their math symbols and signifiers (the number 2)
iv. trouble explaining math processes or showing work when asked to complete
a mathematical task
v. difficulty describing the sequence of events or remembering the steps in a
math process

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QUESTIONAIRE FOR DYSLEXIA

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 Case Study I

Patient Profile:
Name: John
Age: 12
Gender: Male
Grade: 6th grade

Background:
John is a 12-year-old boy who has been facing challenges in his
academic performance and social interactions at school. He was referred
for evaluation due to concerns raised by his teachers and parents
regarding his difficulties with reading, writing, and organizational skills.
John's parents noticed that he often struggled to complete assignments,
had trouble following instructions, and frequently forgot important
details.

Specific Learning Disability: John's assessment indicated a specific

learning disability primarily affecting his reading and writing skills. He
demonstrated significant difficulties in decoding words, reading fluency,
and understanding text. In writing, he struggled with spelling, grammar,
and organizing his thoughts cohesively.

Cognitive Abilities: John's cognitive abilities were within the average

range, suggesting that his learning difficulties were not due to
intellectual impairment. He exhibited strengths in visual-spatial skills
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and problem-solving abilities, indicating potential for academic success
with appropriate support.

Outcome:
With consistent support and intervention, John's academic performance
and confidence gradually improved. His reading fluency and
comprehension skills showed significant progress, and his writing skills
became more cohesive and organized. Through targeted interventions
and a supportive environment, John was able to bridge the learning gaps
and develop effective strategies to overcome his learning disability,
leading to increased academic success and a boost in his self-esteem.
Ongoing monitoring and support continued to be provided to ensure his
continued progress.

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 Case Study II

Patient Profile:
Name: Emily
Age: 9
Gender: Female
Grade: 3rd grade

Background
Emily is a 9-year-old girl who has been struggling with reading and
writing skills in school. She has difficulty recognizing letters, blending
sounds, and comprehending written text. Despite receiving additional
support, her progress has been limited, affecting her overall academic
performance.

Intervention and Support

Emily receives specialized instruction from a special education teacher,
focusing on phonics, reading fluency, and comprehension strategies.
Accommodations, such as extended time on assignments and the use of
visual aids, are provided to support her learning needs.

Outcome
With targeted interventions and ongoing support, Emily's reading and
writing skills show gradual improvement. She gains confidence and
experiences academic growth, leading to increased engagement and
success in the classroom.
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 Case Study III

Patient Profile:
Name: Alex
Age: 14
Gender: Male

Background:
Alex, a 14-year-old boy, has been struggling academically, particularly
in math. He has difficulty understanding mathematical concepts, solving
problems, and retaining information. Despite extra support and tutoring,
his performance remains below grade level.

Intervention and Support:

Alex receives individualized math instruction from a specialized teacher.
They employ hands-on activities, visual aids, and step-by-step guidance
to enhance his understanding and retention of mathematical concepts.

Outcome:
With targeted intervention, Alex's math skills gradually improve. He
gains a better grasp of concepts, becomes more confident, and shows
progress in his problem-solving abilities. Ongoing support and
accommodations help him overcome his learning disability and succeed
in his academic journey.

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 Bibliography
1. American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorders (5th ed.). Arlington, VA:
American Psychiatric Publishing.
2. Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007).
Learning disabilities: From identification to intervention. Guilford
Press.
3. Swanson, H. L., & Harris, K. R. (Eds.). (2018). Handbook of
learning disabilities (2nd ed.). Guilford Press.
4. Shaywitz, S. E., & Shaywitz, B. A. (2008). Identifying and
addressing reading challenges: A neuroscientific approach.
Developmental Disabilities Research Reviews, 14(4), 273-282.
5. Reid, G., Fawcett, A., & Manis, F. (2017). Developmental
disorders of reading and language: A clinical guide. Guilford
Press.
6. Snowling, M. J., & Hulme, C. (Eds.). (2012). The science of
reading: A handbook. Wiley-Blackwell.

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 CONCLUSION

Children with learning disabilities do not tend to experience one specific learning
disability. The DSM-V (APA, 2013) reflects this perspective by categorizing
learning difficulties as one group (SLD), which is necessary because impairments
often overlap, and children can experience difficulties in more than one area. There
are several challenges for children with dyslexia. If the condition is not diagnosed
early when the child is young and which enables interventions to be implemented,
this can have a negative effect for the future of the child. Children can experience a
lack of motivation and low self-esteem which can affect their educational
achievement and have a negative affect when they are adults

Ways to help children with disabilities learn include:

i. Using chunking technique
ii. Organize information visually
iii. Appeal to multiple senses
iv. Personalized tutoring
v. Block distractions with earplugs during a test.
vi. Use a large-print version of a test or novel.
vii. se a laptop in class rather than handwriting.
viii. Take parts of a test separately.
ix. Break down parts of a project into smaller assignments.
x. se teacher notes and outlines of lectures, sequential information, visuals, and
alternative exam formats.

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