LEARNERS WITH

LEARNING
DISABILITIES
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 Basic Concepts on
Learning
Mental Ability
Learning
Disabilities
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 WHAT IS
LEARNING?
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 Learning is:
❖ Experience and practice
result in stable change
❖ Efficient teaching
❖ Skills and competencies
are enhanced
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 STAGES OF
LEARNING
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 Stages of Learning

1.The Knowing Stage

Acquisition and Reversion: Acquire
knowledge and skills accurately and
meaningfully.
Proficiency and Automaticity: Strength
of prior learning.
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 Stages of Learning
2. The “Using” Stage of
Learning
Maintenance : Continuous use of skills
thus acquiring proficiency and
automaticity without explicit instruction.

Generalization : Available for use in

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any appropriate situation.

 Stages of Learning

3. The “Inventing” Stage of

Learning
Adaptation : Need to apply learned
skills in situations outside the school
without help or prompts.
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 MEASURES OF
MENTAL
ABILITY
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 Concept 1. Standardized tests
of mental ability measure
intellectual functioning.
A standardized mental ability test or IQ
consists of questions and problem-solving
tasks assumed to require certain amounts
of intelligence to answer or solve
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correctly.
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 Concept 2. IQ seems to be
distributed throughout the
population according to the
normal curve.
A person’s IQ test score can be
described in terms of how many
standard deviations it is above or
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below the mean.

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 Concept 3. Intelligence
testing is not an exact
science.
There are many factors or variables
that can affect an individual’s IQ
score.
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 Concept 4. There are children
whose IQ scores fall within the
average as well as the above areas
of the normal curve who experience
learning difficulties.
They do not belong to the group of children
with mental retardation but they cannot learn
most of the basic learning competencies for
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average children.
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 DEFINITION OF
LEARNING
DISABILITIES
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 * American Joint Committee on
Learning Disabilities(NJLCD,
1989)
A generic term that refers to
heterogenous group of disorder
manifested by significant difficulties in
the acquisition and use of listening,
speaking, reading, writing, reasoning or
mathematical abilities.
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 * Introduced in 1963 by Dr. Samuel
Kirk
* Intrinsic to the individual due to
central nervous system dysfunction
* May appear across lifespan
* In the Philippines, special education
for children with learning disability is
only in its early years of
implementation.
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 Three Criteria in
Determining the Presence of
Learning Disabilities
1. discrepancy between the child’s
potential and achievement
2. exclusion or absence
3. Special Education Services
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 LEARNING AND
BEHAVIOR
CHARACTERISTICS
OF CHILDREN
WITH LEARNING
DISABILITIES
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 1. Reading ushered in
by deficiencies in
language skills
especially the
phonological skills.
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 Dyslexia
disturbance in the ability
to learn general and the
ability to learn and read
in particular.
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 Signs and Symptoms
Before School
* Late talking
* Learning new words slowly
* Difficulty learning nursery
rhymes
* Difficulty playing rhyming
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games
 School Ages
* below the expected
level for the child’s age
* problems processing
and understanding what
they hear
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 School Ages
* problems remembering
the sequence of things
* trouble learning a
foreign language
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 Teens and Adults
* difficulty reading, including
reading aloud
* trouble understanding jokes or
expressions that have a meaning
not easily understood
* difficulty with time
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management
 Strategies
* have your child practice
reading a different kind of
texts
* include multi-sensory,
structured language
instruction
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 2. Written Language –
handwriting, spelling,
composition, and
writing which is
eligible and slow
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 Dysgraphia – manifests
itself as difficulties with
spelling, poor
handwriting, and trouble
putting thoughts on your
paper
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 Signs and Symptoms
* illegible printing cursive
writing
* shows inconsistencies
* unfinished words or letters,
omitted words
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 Signs and Symptoms
* strange writs, body or paper
position
* copy or writing is slow or
labored
* difficulty thinking and
writing at the same time
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 Strategies
* allow use of tape recorder
for lectures
* use of a note taker
* provide notes or outline to
reduce the amount of working
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 Strategies
* reduce copying aspects
* allow use of wide ruler
and graph paper
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 3. Spoken Language.
Problem on mechanical
uses of language in
grammar, word meanings
and phonology to
compose a word.
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 Developmental
Aphasia. Condition
characterized by loss of
speech function, often,
but not always due to
brain injury.
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 4. Pragmatics or Social
uses of language. Problems
to carry on conversation. Unable
to engage in the mutual give-
and-take in carrying on a
conversation. Find it difficult to
understand ideas.
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 5. Mathematics
Problem. Recognized as
a second to deficiencies
in reading, language, and
spelling.
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 Dyscalculia. A wide range of
lifelong disabilities involving
math. Difficulty in learning or
comprehending arithmetic,
understanding numbers,
manipulate numbers, performing
mathematical calculation, and
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learning facts in math.

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 Signs and Symptoms
*difficulty in understanding
concepts of math
* difficulty in understanding and
doing word problems
*difficulty in sequencing
information or events
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 Signs and Symptoms
*difficulty in sequencing
information or events
* is challenged making change
and handling money
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 Strategies
* allow use of fingers and scratch
paper
* use diagrams and draw math
concepts
* suggest use of colored pencils
to differentiate problems
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 Strategies
* draw pictures of word
problems
* use rhythm music to teach math
facts and to set steps to a beat
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 6. Tend to fail and retained
in a grade level. The level of
academic achievement decreases
as the grade level increases. They
find their studies difficult to be
more difficult as they go up the
grade level.
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 7. Behavior Problems. The
most common behavior
problems are inattention,
impulsivity, and
hyperactivity.
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 8. Social Acceptance is
low, but some can be
popular.
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 PERCEPTUAL,
PERCEPTUAL-
MOTOR, AND
GENERAL
COORDINATION
PROBLEMS
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 1. Children with learning
disabilities exhibit visual/
auditory disabilities.
Disturbance of organizing and
interpreting visual and auditory
stimuli. Problems seeing and
remembering visual shapes that lead
to reversal of b and s.
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 Auditory Processing
Disorder (APD). A
hearing problem that affects
5% of school-aged children.
They can’t process what they
hear in the same way other
kids do. Their ears and brains
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don’t fully coordinate.

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 Signs and Symptoms
 difficulty processing and
remembering or recalling
non-verbal environmental
sounds
 misspells and
mispronounces of similar-
sounding words or omit
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syllables
 Signs and Symptoms
 confused with
figurative language
 often distracted by
background
sounds/noises
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 Strategies
 show rather than
explain
 supplement with more
intact senses
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 Strategies
 teach abstract
vocabulary, word roots,
synonyms/ antonyms
 allow them 5-6 seconds
to respond
 ask specific questions
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 2. They have difficulties in
physical activities that
involves gross and fine
motor skills. As a result,
they tend to drop things as
though they are “all thumbs”
or have two feet left.
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 Dyspraxia. A condition
affecting physical
coordination. It causes the
child to perform less well
than expected in daily
activities for their age, and
appear to move clumsily.
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 Signs and Symptoms
 exhibits poor balance;
may appear clumsy; may
frequently stumble
 shows difficulty with
motor planning
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 Signs and Symptoms
 poor hand-eye
coordination
 exhibits weakness in the
ability to organize self
and belongings
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 Strategies
 avoid touching from
behind or getting too
close
 provide a quiet place
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 Strategies
 whisper when
working one to one
with the child
 allow parents to
provide earplugs or
sterile waxes for noisy
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events
 3. They have
problems with
attention and
hyperactivity.
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 MEMORY,
COGNITIVE,
AND
METACOGNITIV
E PROBLEMS
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  Problems in cognition cover
different aspects of thinking
and problem-solving.
 Difficulties in
metacognition result from
lack of awareness of skills,
strategies, and resources to
perform tasks effectively.
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  A child with learning
disabilities manifests deficits
in cognitive functioning that
show in poor academic
performance in the different
areas of learning.
 Reading, language, and
mathematics are difficult
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subjects.
 1. Attention Deficits.
Children who cannot pay
attention, cannot focus on a
particular subject which
results to inefficiency in
learning.
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 1. Attention Deficits.
They cannot scan all the
sensory stimuli such as
instructional aids by the
teacher and instead are
distracted by unrelated
things.
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 1. Attention Deficits.
Selective attention can be
increased through coaching
and efficient selective
attention strategies.
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 2. Poor Memory. Poor
ability to store and retrieve
information or previous
lesson. Research shows that
they lack the ability to
organize information for
recall.
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 2. Poor Memory. Common
strategies for storing and recalling
information such as verbal or
written rehearsal, coding or
associating a new item with a new
item with a concept already in
memory, imagery, and mnemonics
are either absent, immature, or
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inefficiently used.
 2. Poor Memory.
Teachers should
frequently call a person
back to attention to help
students with this
disability.
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 PROBLEMS IN
SOCIAL
COMPETENCE
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  It is an outcome of the
different social climates
created by the people in
school, at home, the
community, and other
places which whom he/
she interact.
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  A learning disabled
person may be popular,
neglected or rejected.
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 CAUSES OF
LEARNING
DISABILITIE
S
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  Family history and
genetics
 Prenatal and neonatal
risks
 Psychological Trauma
 Physical Trauma
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 GENETIC
FACTORS IN
LEARNING
DISABILITIE
S
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 1. Brain Damage.
These are learning
disabilities to
neurological
dysfunction or central
nervous system.
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 The causes of learning
disabilities state that the
condition can be:

a. Hereditary – inherited
disease or disorders that
damage the brain.
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 b. Innate – biological
influences during the period
of pregnancy.
c. Congenital or
constitutional – during the
process of gestation or
development in the prenatal,
perinatal, or postnatal period.
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 2. Biochemical
Imbalance. Artificial food
color, flavors, perspectives,
salicylates, and megavitamins
in many children can cause
learning disabilities and
hyperactivity.
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 3. Environmental Factors.
Factors like poverty, malnutrition
and inadequate learning
experiences that include poor
teaching and lack of instructional
materials as causes that make
children prone to learning
problems.
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 Types of environmental
influences believed to be related
to children learning problems:
(Lovitt, 1978)
 Emotional
disturbance
 Lack of motivation
 Poor institution
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 CLASSIFICATIO
N OF LEARNING
DISABILITIES
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  Learning disabilities
may be classified in a
number of different
ways.
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  One is by the origin of
the cause of the
learning disability.
 This may fall into two
main categories;
genetic or
environmental.
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 1. Genetic may originate
prior to conception or
during the very early
stages of the
development of the
foetus.
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 2. Environmental includes
those external factors that
may affect the development
of a foetus and child either in
pre-conceptual, prenatal,
perinatal, or postnatal
periods.
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  The stage of development
at which the damage to
the child is incurred is a
second method by which
learning disabilities may
be classified.
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  Where the cause of the
learning disability is
unknown, such
conditions are usually
described as
idiopathic.
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 ASSESSMENT
OF LEARNING
DISABILITIES
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 The Individuals with
Disabilities Education Act
(IDEA) requires that a
diagnostic of a learning
disability is not made on
the basis of a single test.
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  Intelligence Tests
 Achievement Tests
 Visual Motor
Integration Tests
 Language Tests
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 TEACHING
STUDENTS
WITH
LEARNING
DISABILITIES
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 The teachers should use:
 Diagnostic-prescriptive-
evaluation approach
 The instructional is
written
 Formative and
summative evaluations
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 The teachers should use:
 Direct instruction
 Learning strategy
instruction; and
 Using a sequential,
simultaneous structured
multi-sensory approach
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 IDENTIFYING THE
SEVERITY OF
LEARNING
PROBLEMS AND
INDICATORS OF
LEARNING
DISABILITY
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 Learning Disability
Statistics
• Among children with
normal intelligence, as
many as 1 out of 5
children have some
degree of Learning
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Disability
 Learning Disability
Statistics
• Learning Disability
occurs 2 to 3 times
more often in males
than in females.
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 Learning Disability
Statistics
• There is an increased risk of
4 to 8 times in first degree
relatives for reading deficits,
and about 5 to 10 times for
mathematical deficits-
showing a strong genetic
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tendency.
 Learning Disability
Research Shows
 Learning Disability is a
chronic condition. However,
children with LD can do well
and can be taught ways to get
around their LD. With the
right help, children with LD
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can do learn successfully.

 Learning Disability
Research Shows
 Children with LD gets
frustrated and intolerant
when they are not able to
perform well in academics.
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 Learning Disability
Research Shows
 Parents and teachers often
pressures them and this
often has consequences:
 Fear and anxiety
 Low self- esteem
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 Learning Disability
Research Shows
 Low confidence
 Loss of interest
 School phobia and school
refusal
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THANK
YOU!
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Ma. Je Corazon
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