Jeff, Kelly, Adam, Luke

Introduction
Definition: Specific learning disabilities are a group of disabilities
in the Individuals with Disabilities Education Act (IDEA) The
IDEA defines specific learning disabilities as a group of disorders
in one or more of these areas of learning:
 Learning disabilities of expressive language, also called oral expression;
 Learning disabilities of receptive language, also called listening comprehension;
 Learning disabilities of basic writing mechanics;
 Learning disabilities of written expression;
 Learning disabilities of basic reading decoding
 Learning disabilities of reading comprehension;
 Learning disabilities of basic math calculation skills; and
 Learning disabilities of applied math and problem solving.

Learning disabilities may include several types of disorders. Dyslexia, for example, is
included with learning disabilities in reading under the IDEA. Dysgraphia is
included with learning disabilities in writing, and dyscalculia is included in
learning disabilities in math.
Quick Facts on Dyslexia(most common of Dys
LD’s)
 According to a Yale study, 1 out of 5 people suffer from Dyslexia.
 It is estimated that 70 to 85 percent of children with learning
disabilities are dyslexic.
 Dyslexics are of average or above intelligence.
 Dyslexics do not “see” words backwards. A difficulty with reversals is
mainly caused by deficits in interpreting left and right.
 Dyslexics oftentimes have more severe deficits in spelling than in
reading.
 Dyslexics often have poor coordination, poor fine-motor control and
poor hand-eye coordination.
 Dyslexia can’t be effectively treated using traditional reading or
tutoring programs. Cognitive training is the most effective treatment
for Dyslexia.
Video
 http://www.youtube.com/watch?v=gwZLFTW4OGY
 http://www.youtube.com/watch?v=DOZN2pLnN5M&f
eature=email
Dyscalculia
A specific developmental disability affecting a person's ability
to conceptualize and perform mathematics.

Warning Signs
 Good at speaking, reading, and writing, but slow to develop counting and math problem-solving skills
 Good memory for printed words, but difficulty reading numbers, or recalling numbers in sequence
 Poor long term memory of concepts-can do math functions one day, but is unable to repeat them the
next day
 Confusing signs (+, -, /, *)
 Reversing and/or transposing numbers
 Reliance on counting strategies rather than “knowing”
 Difficulty with mental arithmetic & measurements
 Inability to grasp and remember math rules/formulas
Dyscalculia
Treatment
Mild cases can often be compensated for with use of a calculator, but those with severe dyscalculia will
need special education services.

Examples
 Help outside the classroom

 Repeated reinforcement and specific practice of straightforward ideas

 Use graph paper for students who have difficulty organizing ideas on paper.
 Work on finding different ways to approach math facts
 Introduce new skills beginning with concrete examples and later moving to more abstract
applications.
Dysgraphia
Dysgraphia is a learning disability that affects writing abilities. It can manifest
itself as difficulties with spelling, poor handwriting and trouble putting thoughts
on paper.
Signs of Dysgraphia
 Generally illegible writing (despite appropriate time and attention given the
task
 Inconsistencies : mixtures of print and cursive, upper and lower case, or
irregular sizes, shapes, or slant of letters
 Unfinished words or letters, omitted words
 Inconsistent spaces between words and letters
 Cramped or unusual grip, especially
 holding the writing instrument very close to the paper, or
 holding thumb over two fingers and writing from the wrist
 Strange wrist, body, or paper position
 Talking to self while writing, or carefully watching the hand that is writing
 Slow or labored copying or writing - even if it is neat and legible
 Content which does not reflect the student's other language skills
Dysgraphia
How can we as teachers help?

 Accommodate -- reduce the impact that writing has on

learning or expressing knowledge -- without substantially
changing the process or the product.
 Modify -- change the assignments or expectations to meet
the student's individual needs for learning
 Remediate - provide instruction and opportunity for
improving handwriting
Dysgraphia
Dyslexia
Dyslexia
 Despite success with other LD’s medication and
counseling are not effective treatments.
 Combat frustration early on—studies show reading
may never be truly easy for someone who suffers from
dyslexia.
 Detail goals within an IEP
 DIFFERENTIATE!!
 Comprehensive educational studies have shown a
combination of educational approaches is the most
effective treatment.
Dyslexia
 In the United States, Federal Law entitles children
with dyslexia to specialized instruction in public
schools.
 Encourage activities that focus and exhibit students
creative and physical abilities and talents.
 Dyslexia does not equal dumb.
 Children will feel unintelligent
 Inherited traits are not their fault.
Famous People with Dyslexia
Guest Speaker
 When did you realize you had Dyslexia?
 How were you officially diagnosed?
 Challenges you faced and continue to face?
 What strategies/skills work best for you in dealing
with your Dyslexia?
 What are some signs we can watch for in our
classrooms to recognize a student with Dyslexia?
 Any questions?
 WIKI!!!

http://sld-project.wikispaces.com/