“Learners with Learning

Disabilities”
Presented by Group 6
 Our Team
Jella P. Ocoy Jerome Christian A. Zanchai Jane L.
Olaya Osorio

Niña Marie C. Pacot Ricalyn M. Palma Kent Ivan M. Pedarios

Maria May H. Polido

 Objective(s)
· Describe the different learning
disabilities.

· Suggest classroom accomodations

and modifications for a student with
learning disability.
 Background

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Motivation Question

Do you know how old Albert Einstein

learned to read?
 Definition
The international Classification of Functioning, Disability, and
Health of the World Health Organization (2001) provide
definitions of specific mental functions and focusing. Memory
functions include short-term memory, long- term memory, and
retrieval, while attention functions include sustaining,
shifting, dividing, and sharing attention. Understanding these
concepts is necessary to have a clearer picture of how to
enable learners with such difficulties to succeed and how to
provide support in an inclusive setting.
 Memory Function
✓Memory Functions: Involves encoding,
storage, and retrieval of information over
time.
1. Short-term memory
=> Mental resources that allow for storing
vs 1.Sustained Attention
information temporarily, for only approximately
30 seconds, after which is lost if strategies are
not used to integrate them into long-term
memory(e.g., remembering a 7-digit landline
number for a moment to be able to write it down.
Attentive Function
✓ Attentive Functions: Involves focusing of
mental resources on a stimulus for a required
time period
=> Mental resources used to
maintain attention for an extended period
also called vigilance (eg., staying focused
while reading a chapter in a classical
novel without any interruptions until it is
finished.
 Memory vs Attentive Function

Memory Function Attentive Function

2.Long-term memory
=> Mental resources that allow for
storing information for a long period of
time.
3. Retrieval
=> Mental resources used to recall
information stored in long-term
memory.
2. Selective Attention
=> Mental resources that allow for focusing
on a specific stimulus that is important while
ignoring others (e.g., focusing on the voice of a
lecturer amidst the noise of a group of used to
refocus concentration from one stimulus to
another).
vs 3. Selective Attention
=> Mental resources that allow for focusing
on a specific stimulus that is important while
ignoring others (e.g., focusing on the voice of a
lecturer amidst the noise of a group of used to
refocus concentration from one stimulus to
another).
 Learning Disabilities

A learning disability is a neurological disorder which

results from a difference in the way a person's
brain is "wired." It is neurologically-based problem
that affected their learning in different ways.
 The following are provided common components on the
definitions of a LD:
✓Intellectual functioning within a normal range.
✓ Significant gap or discrepancy between a student's assumed
potential and actual achievement.
✓Interference that LD is not primarily caused by other disabilities
or extrinsic factors.
✓Difficulty in learning in one or more academic areas.
The term Learning Disability is differentiated from Specific
Learning Disability which focuses on difficulties in one or
more basic psychological processes. The term "SLD" includes
a specific group of learning challenges These conditions
distress a child's capability to read, write, listen, speak,
reason, or do the math.
 Types of Learning
Disabilities

Dyslexia - a learning disability in reading. Children with

dyslexia have difficulty in reading at a good pace and without
mistakes. They may also have a tough time with reading
comprehension, spelling, and writing. However, these
encounters are not a related problem with intelligence.
Dysgraphia = incapability to write coherently, as a sign of
brain disease or damage. It can manifest itself as
difficulties with spelling, poor handwriting and trouble
putting thoughts on paper.

Dyscalculia = is a learning disability or incapacity in math.

Kds with dyscalculia can have trouble with quantities and
concepts like bigger and smaller. They may also struggle
with math symbols and more complex math.
 ADHD

The American Psychiatric Association

provides the diagnostic criteria for ADHD,
which include inattention, hyperactivity
and impulsivity and a combination of the
two.
For a child to be diagnosed with ADHD, the observed
behaviors should meet the following criteria:

✓Display a persistent pattern for at least 6 months that

significantly interferes with functioning or development
✓Observed in two or more setting (e.g., at home, school, work; with
friends or relatives; and in other activities)
✓Several of the symptoms were present before the age of 12 year
✓The behaviors are not insulting from other disorders
(e.g., schizophrenia, anxiety disorder, personality disorder, etc.)
 Presentations of ADHD

• Inattentive *Hyperactive/Impulsive
• Combined • Easily distracted
• Difficulty sitting still • Unorganized
• Rush through tasks • Difficulty listening
• Make rash decisions • Symptoms of botpresentations
More behavioral manifestations are presented below:
Inattention
Does not pay attention to details and
works in a haphazard manner resulting
in careless mistakes (e.g., school tasks,
in other activities)
Easily distracted and sidetracked by
extraneous stimuli
Has difficulty following instructions
resulting in unfinished work
Shows a tendency to be forgetful in
daily tasks and routines
Has problems in organizing tasks and
activities
Hyperactivity and
Impulsivity
Often restless and fidgety and cannot
seem to stay still while sitting down
Often stands from seat to roam around
the room
Often runs around or climbs in situations
when sitting is required
Often rather talkative, interrupts in
conversations, and blurts responses
Impulsive with words and actions
 Learning Characteristics
Refer to the difficulties and challenges experienced by
students with LD and ADHD.
Refer to the difficulties and challenges experienced by
students with LD and ADHD.
There are students with LD who are better at oral
expression in relation to their reading and writing skills.
Such students are better at expressing themselves, at times
rather fluently, but are unable to transfer their thoughts to
writing.
 Their reading skills may be compared with younger children
who are at the beginning reading level. Oral reading fluency
tends to be slow and laborious, others reading in a word-by-
word fashion, at times substituting words, and lacking in
proper intonation/expression due to poor decoding skills
and sight word vocabulary.

The following table shows a sample oral reading of a none-

year-old student with dyslexia.
Original Text Student's Oral Reading

A man got out of the car. In a man got out of the

car.

He had a pretty box under He had a pet pate on his

his arm. arm.

"Hello, Father", she said. Father said, "I have some"

 Words Student's Spelling

Will Wel
Arm Urm
Dress Bres
Train Tran
Shout Saot
Watch Wuch
Grown Gom
Dyslexic Sample Oral Reading and Spelling
In terms of written language, students with LD have tendencies to reverse
letter or words, have poor spelling skills and display difficulties in the
quality, organization, sentence fluency, and application of writing
conventions, including handwriting, spelling, and grammar, as well as
motivation to write.
Students with LD struggle with more complex math equations and problems
as they lack the foundational arithmetic skills.
· students with LD also display problems with short-term and working
memory (ie., metal resources used to retrain information while
simultaneously engaged in another activity), deficits in metacognition,
display attention problems, and hyperactivity. As a result, they often have
trouble focusing on tasks, exhibit excess movement, restlessness, and
fidgety behaviors that are characteristic of students with ADHD.
Students with LD and ADHD are known to be forgetful of
daily activities and routines, can be disorganized with their
personal belongings and even schedules, and have
problems monitoring comprehension.
Due to their impulsivity, students with ADHD exhibit
academic underachievement as well as disruptive behavior
that impact on family and peer relationships.
General educational Adaptations

The use of Universal design for Learning (UDL) principles,

such as providing multiple means of representation,
expression, and engagement are effective for all types of
learners and provide a level playing field for students with
LD, SLD, and ADHD. Through a variety of approaches,
students with difficulty remembering and focusing are given
opportunities to compensate for their weaknesses and use
their strengths to learn as much as their typically
developing peers.
 UDL Principles: (Application of UDL in an
inclusive classroom)

✓ Multiple means of representation

Examples:
• Audio books alongside real books
• Multimedia presentations and videos to supplement textbooks.
• Math-manipulative materials and illustrations to reinforce lessons
• Hands-on experiences, sue of multisensorial activities in addition to teacher-
talk
• Use reading materials that include rich visual representation in the form of
photos, graphic organizers, diagrams, etc.
 UDL Principles: (Application of UDL in an inclusive
classroom)

✓ Multiple means of expression

- In addition to traditional measures of assessment, provide variety of ways to demonstrate
understanding of concepts/lessons:
Examples:
• Debates
• Build models
• Experimentation
• Digital audio presentations
• Writing activities
• Portfolio assessment
• Photographs/pictures Blogs
• Draw pictures/use graphic organizers to illustrate concepts or content
 UDL Principles: (Application of UDL in an inclusive
classroom)

✓ Multiple means of engagement

- Provide varied activities to support student engagement through:
• Hands-on,
• kinesthetic activities
• Plays/drama/dance
• Simulation games
• Role playing
• Discussion and debates.
• Give opportunity for student choice (e.g., range of reading materials,
activities)
• Use inquiry-based learning and project-based approach.
In addition to UDL, an approach that has been proven
to be effective for students with memory and focusing
difficulties is the use of explicit instruction of literacy
skills, comprehension, and writing strategies.
Definition of Explicit Instruction: A systematic method
of teaching with emphasis. on proceeding in small
steps, checking for student understanding, and
achieving active and successful participation by all
students.
Moreover, planning the classroom environment and
how routines are implemented is equally important in
an inclusive classroom.
These need to be explained, displayed, and
Implemented consistently to make the classroom
environment structured and safe for all children.
 Strategies to Help Learners with
ADHD
(Tips for Teachers Handling ADHD Students)
1. Give clear written and verbal directions
2. Schedule an organization check-in time
3. Give extra opportunities for movement
4. Consider flexible seating options
5. Chunk long-term projects
6. Provide fidgets (and teach how to use them)
7. Set up a work station in each class
8. Use a thought Journal to share ideas
9. Teach and practice predictable routines
10. Teach executive functioning skills
11. Use a timer for work sessions
12. Spend time building confidence
 Types of Accommodations:
✓Presentation
Accommodations/Supports:
Provide the following:
• Audio files to supplement a slide presentation
• Bigger font sizes in reading materials and worksheets
• Leveled books that match student's reading level
• Audio books and/or have a peer read aloud the selection
• Digital text that provides word meanings
• Advance organizers to serve as guide during lectures.
• Preview of vocabulary or key points to provide the big picture
• Active involvement in class\
• Use graphic organizers and mind mapping techniques for note-taking during
class
•Explain and write directions step-by-step while making sure student is attentive
and listening.
✓ Response
Accommodations/Supports:
Allow students to use the following:
• Use text-to-speech software to facilitate writing
• Use word processor with spelling and grammar check
• Waive incorrect spelling in specific subjects (do not mark
misspellings as incorrect provided content is accurate)
• Graphic organizers as a pre-writing task
• Math supports:
- Calculation devices (calculator)
- Concrete material and manipulatives
- Chart of math facts and formula
- Special paper with grids for computation
 ✓ Setting
Accommodations/Supports:
• Preferential seating (away from sources of distraction)
• Play appropriate background music through individual
earphones while studying
• Allow students to move or run around a few times before
class or in between classes
✓ Scheduling
Accommodations/Supports:
• Provide extended time
• Break tasks into sections
• Time limits for assignment and countdown
•Allow for quick brain breaks to move around and stretch in
between activities
✓ Behavior management
Accommodations/Supports:
•Teach self-task skills
•Teach physical relaxation techniques such as mindful breathing
•Use squeeze balls to release tensions
•Allow students to doodle while listening to lecture
Summary