learning

disabilities
 Learning objectives:
At the end of the lesson, the students should be able to:
• Identify the meaning of the learning disabilities (Dyslexia, Dyscalculia,
& Dysgraphia)
• Reflect the impact of learning disabilities on academic performance
and;
• Evaluate and implement the role of individualized education plans
through supporting the students.
 Introduction
Learning disabilities (LD) refer to a group of disorders that affect a person's ability to
acquire, use, and interpret information effectively. These conditions impact a person's
ability to learn and perform specific tasks, particularly in areas such as reading,
writing, mathematics, and sometimes social skills. It's important to note that learning
disabilities are neurological in origin and are not related to intelligence.
 What causes a learning disability?
This can be caused by things such as:

• The mother becoming ill in pregnancy

• Problems during the birth that stop enough oxygen getting
to the brain
• The unborn baby having some genes passed on from its
parents that make having a learning disability more likely
• Illness, such as meningitis, or injury in early childhood
 Profound and multiple learning
disability (PMLD)

A profound and multiple learning disability (PMLD) is when

a person has a severe learning disability and other disabilities
that significantly affect their ability to communicate and be
independent.
Tips on supporting/guiding a person with learning
disabilities

• Early Identification and Intervention

• Proper Education
• Moral Support
• Patience amd Encouragement
Dyslexia
Dyslexia
 dyslexia
The BDA has adopted the Rose (2009) definition of dyslexia:
• Dyslexia is a learning difficulty that primarily affects the skills
involved in accurate and fluent word reading and spelling.
Characteristic features of dyslexia are difficulties in
phonological awareness, verbal memory and verbal processing
speed.
 Dyslexia is a learning disability that makes reading and
language-related tasks harder. It happens because of
disruptions in how your brain processes writing so you can
understand it.
 dyslexia
• Slowed reading because you have trouble processing and
understanding words.
• Difficulties with writing and spelling.
• Problems with how you store words and their meanings in
your memory.
• Trouble forming sentences to communicate more complex
ideas.
 causes of dyslexia
• Genetics
• Differences in brain development and
function.
• Disruptions in brain development and
function.
 risk factors of dyslexia

• Toxic Exposures
• Lack of access to reading material
• Learning environment limitations
 signs and symptoms of
dyslexia
As a child gets older, dyslexia can often look like:
• Difficulty spelling simple words.
• Trouble learning the names of letters.
• Problems telling apart letters with similar shapes, such as “d”
and “b” or “p” and “q.”
• Trouble rhyming.
 signs and symptoms of
dyslexia
• Reluctance to read aloud in class.
• Trouble sounding out new words.
• Trouble associating sounds with letters or parts of words.
• Trouble learning how sounds go together.
• Mixing up the position of sounds in a word.
 Dyslexia also has levels of
severity:
Mild: Difficulties are there, but you can compensate or work around them
with the right accommodations or support.
Moderate: Difficulties are significant enough that you need specialized
instructions and help. You may also need specific interventions or
accommodations.
Severe: Difficulties are so pronounced that they continue to be a problem
even with specialized interventions, accommodations and other forms of
treatment.
 What treatment options exist for
dyslexia?
Currently, no medications treat dyslexia. Instead, educational
interventions can teach effective new ways to learn and read.
Children with dyslexia may work with a trained specialist to learn new
reading skills. Sometimes, slowing down a lesson gives a child with
dyslexia more time to cover topics. Work with your child’s school to
ensure your child gets the education they deserve.
 how can we help a person with
dyslexia?
The most important thing you can do is to spend time reading
aloud with them. That time spent together can help them as they
work on their reading skills.Be patient and supportive. The
encouragement and backing you provide can be the boost their
needs as they learn to manage their dyslexia. It can also help them
feel less anxious or afraid about reading-related activities.
 how can i prevent dyslexia?

Dyslexia isn’t preventable, but it’s often manageable with different strategies
for learning and reading. You should:
• Talk with a healthcare provider if you notice any early signs of dyslexia.
• Work with your child’s school to develop an individualized education plan.
• Support your child’s mental health, too, and consider mental health care if
your child experiences anxiety or other issues related to their dyslexia.
 dyslexia
In conclusion, dyslexia is a complex and often misunderstood learning
disability that affects individuals' ability to read, spell, and write. It is
important to recognize dyslexia as a neurobiological condition that is not
linked to intelligence; individuals with dyslexia often have average to above-
average intelligence. Understanding and addressing dyslexia require a multi-
faceted approach that involves educators, parents, healthcare professionals,
and the broader community.
Dyscalculia
dyscalculia
 dyscalculia
•Dyscalculia is a learning disorder that affects a
person’s ability to understand number-based
information and math.
•Dyscalculia can happen to anyone, but it’s common
for it first to draw attention when children are in their
first few years of elementary school (between ages 6
and 9).
•People who have dyscalculia are neurodivergent.
 causes of dyscalculia
In most cases, especially in children, experts don’t know why
dyscalculia happens. There’s evidence that learning disorders
including dyscalculia —may run in families.

However experts do know that people with dyscalculia are more

likely to have certain differences in some areas of their brain.
These differences seem to indicate less development and fewer
connections between brain cells in those areas. The affected areas
are ones your brain uses when doing anything that involves
numbers and calculations.
 symptoms of dyscalculia
Young children (up to the pre-K and kindergarten levels).For very young children, the
most common symptoms include trouble with:
• Counting upward.
• Connecting a number to that many of an object (for example, connecting the
number 4 to that many marbles in front of them).
• Recognizing numbers and math symbols.
• Organizing numbers, such as largest to smallest or first to last.
• Recognizing and using number lines.
• Learning using money (such as coins or bills).
 symptoms of dyscalculia
School-age children (primary/grade/elementary school)
The symptoms of dyscalculia often draw attention when children start school around age 6. For these children,
the symptoms include trouble with:
• Counting on fingers with small numbers (especially at an age where that seems unnecessary).
• Identifying small quantities of items just by looking (this looks like needing to count each one by one).
• Doing simple calculations from memory.
• Memorizing multiplication tables.
• Recognizing the same math problem when the order of the numbers or symbols changes (struggling to
understand that 1+7=8 is the same as 8=7+1).
• Understanding word problems or more advanced symbols (such as > meaning “greater than” or < meaning
“less than”).
• Organizing numbers by scale (10s, 100s, 1,000s) or decimal place (0.1, 0.01, 0.001).
 symptoms of dyscalculia
Teenagers (secondary school- or high school-age) and adults
The symptoms in teenagers and adults often look like trouble with the following:
• Counting backward.
• Solving word problems.
• Breaking down problems into multiple steps to solve them.
• Measuring items.
• Measuring quantities (such as for cooking/baking recipes).
• Using money (coins and bills) to pay for items, exchanging bills for coins (and vice
versa) and making change.
• Understanding and converting fractions.
 emotional symptoms
Emotional symptoms
In addition to symptoms that directly relate to someone’s ability to do math, people with
dyscalculia may show emotional symptoms when faced with situations where math is
necessary. Those emotional symptoms often include:
• Anxiety (including test anxiety) or even panic.
• Agitation, anger or aggression (such as temper tantrums in younger children).
• Fear (including a fear or even phobia of going to school).
• Physical symptoms of any of the above (nausea and vomiting, sweating,
stomachache, etc.)
 diagnostic and test
Education professionals (usually teachers) and parents are most likely to be the
first to notice the symptoms of dyscalculia.

Classroom Accommodations for dyscalculia

• Practice process regularly
• Make learning multisensory
• Use of a multiplication chart
• Praise children for their effort
• Allow use of calculator
 diagnostic and test
Parents can do to support learning at home (Dyscalculia)
• Positive encouragement always work.
• Use examples of mathematical significance from daily life and
the experience of the child.
• During play time with your child ,try to play games that involve
calculation and numbers.
• Teach them self -advocacy.
 conclusion
Generally, dyscalculic children struggle to memorize number facts, understanding the
logical steps needed to solve the mathematical problem. In these areas, they cannot attempt
in time due to the low basic mathematics fluency and reasoning. Teaching in such difficult
areas of mathematics, the dyscalculic students should be provided with specialized
instructions and dedicated time. Similarly, they should be cared for and well treated at
school through providing classroom outside and inside learning environment. Likewise, the
parents should also provide sufficient time at their home for doing homework, playing, or
doing something. Thus, the efficiency of the dyscalculic students can be uplifted through
utilizing effective pedagogical intervention strategies and creating a collaborative working
environment.
Dysgraphia
Did you know that :
The word dysgraphia is from Greek origin
-Dys ( impaired)
-Graphia ( letter form, hand or making letter forms
by hand)
 dysgraphia
Dysgraphia is more than bad handwriting.
• Dysgraphia is a learning disability resulting
from the difficulty in expressing thoughts in
writing and graphing.
Feifer’s 4 Subtypes of Dysgraphia

1.Phonological – Writing and spelling disturbances in which the spelling of

unfamiliar words, non-words and phonetically irregular words are impaired.
2.Surface- Students have trouble with orthographic representations of words.
3.Mixed- Students having trouble with mixing up letter and formations and
having trouble with spelling task.
4.Semantic / Syntactic- Students have difficulty with how words can be
joined to make complete and comprehensive phrases.
An example of a second grade student’s handwriting with dysgraphia
An example of a second grade student’s handwriting without dysgraphia
How learners with dysgraphia hold their pencils
causes of dysgraphia
• Cases of dysgraphia in adults generally occur
after some trauma. The cause of the disorder is
unknown, but in adults, it is usually associated
with damage to the parietal lobe of the brain.
WHAT TEACHERS SHOULD KNOW
• ·Regardless of their reading ability, people
with dysgraphia have difficulty writing and
may have problems with spelling, writing
legibly, or putting their thoughts on paper.
KIDS AND TEENS WITH DYSGRAPHIA
MAY HAVE:
• Poor- fine motor skills
• Visual- spatial difficulties
• Language- processing deficits
STUDENTS WITH DYSGRAPHIA
MAY HAVE:
• Frequently misspell words or incorrectly
place words on a page.
• Have an exceptionally slow and difficult time
writing
• Have an awkward pencil grip
STRATEGIES CAN HELP:
·Accommodations- providing alternatives to written
expression
·Modifications – changing expectations or tasks to
minimize or avoid the area of weakness.
·Remediation – Providing instruction for improving
handwriting skills
IF STUDENS CONTINUE TO STRUGGLE
WITH HANDWRITING TRY ;
·Using a graph paper or paper with raised lines.
·Allow them to choose the writing utensils that they are comfortable
with.
·Making sure the pencil is properly positioned, using a tripod grasp.
·Modifying the writing utensils grip as needed.
·Recommending occupational therapy to help with writing skills.
 remember this!
• Don’t be afraid to make mistake ,
DO YOUR BEST.
• Determine to see a MISTAKE as:
• An opportunity to improve
2.A challenge to overcome
3.A reason to seek help or information
MISTAKES
That writers commonly make…. Can be corrected if
you;
·Stop telling yourself you can’t write or that you’re a
bad writer and
·Start noticing the mistakes and
·Start working to correct them
references:
• https://www.nhs.uk/conditions/learning-disabilities/?fbclid=IwAR35_MmcwPpSlIsp8WCobODcdGMO STWtityacFpG
YM44g88__0x-oGGOsY
• https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-is-dyslexia#:~:text=Dyslexia%20is%20a%20learning
%20difficulty,the%20range%20of%20intellectual%20abilities.
• https://my.clevelandclinic.org/health/diseases/6005-dyslexia?fbclid=IwAR0Az1Qf94MohrPwkAc4e8t0v3BxKzFzTrvy
QFuA99_dXa0WQmkfnlp0my4
• https://my.clevelandclinic.org/health/diseases/23949-dyscalculia?fbclid=IwAR0h9v4V8ZjHVeT-
Ho8dfsbddYmZ3SVOLv-QKusDkeSvAJbHtWdJGgMb2Vk
• https://my.clevelandclinic.org/health/diseases/23294-dysgraphia?
fbclid=IwAR0MOzh2T_rvNdCjekMQVEg9L9MffpM8_ptfvMkQ4cEreHWTQiYk9pUAKio
presenters:

Mae Angela D. Alac Janna Rowena Doong Jodel B. Solijon

Thank You :)