CHARACTERISTICS AND TREATMENT

[Pages:16]SPECIFIC LEARNING DEFICITS AND ATTENTION DEFICIT DISORDER

CHARACTERISTICS AND TREATMENT

LEARNING DISABILITIES

DEFINITION - One of approximately 530 conditions, existing separately or in combination,

which frustrates learning In the traditional academic setting; is officially recognized when a student scores significantly lower on a standardized psycho-educational instrument.

CHARACTERISTICS:

1. Mixed dominance 2. LD In family 3. Directional confusion 4. Sequencing problems 5. No concept of time 6. Retrieval difficulty 7. Attention problems 8. Poor motor control 9. Disorganized

10. Reversals 11. Poor oral reading 12. Poor handwriting 13. Inability to copy 14. Poor- spelling 15. Trouble with written expression 16. "Leaky" memory 17. Problem with attitude/behavior/

motivation

CHARACTERISTICS (CONT):

1. Creative / inventive 2. Imaginative / divergent thinkers 3. Powerful observation skills 4. High energy level 5. Possess artistic or musical ability 6. Possess mechanical ability 7. Experiential / kinesthetic learning style 8. Caring / service oriented 9. Strong ability to work with their hands

10. Visionary 11. Sensitive 12. Multi-taskability 13. Sense of Humor 14. Tenacity 15. Resilient 16. Intuition 17. Athletic gifts 18. Daring / adventurous

THERAPY TRIAD:

1. Remediation in problem area 2. Teach compensatory techniques 3. Develop areas of strength

Learning Differences

3

What Are Learning Disabilities?

By NCLD Editorial Team

Learning disabilities (LDs) are real. They affect the brain's ability to receive, process, store, respond to, and communicate information. LDs are actually a group of disorders, not a single disorder.

Learning disabilities are not the same as intellectual disabilities (formerly known as mental retardation), sensory impairments (vision or hearing) or autism spectrum disorders. People with LD are of average or above-average intelligence but still struggle to acquire skills that impact their performance in school, at home, in the community and in the workplace. Learning disabilities are lifelong, and the sooner they are recognized and identified, the sooner steps can be taken to circumvent or overcome the challenges they present

How can you tell if someone has a learning disability?

The hallmark sign of a learning disability is a distinct and unexplained gap between a person's level of expected achievement and their performance. Learning disabilities affect every person differently and they present differently at various stages of development. LDs can range from mild to severe and it is not uncommon for people to have more than one learning disability. In addition, about one-third of individuals with LD also have Attention-Deficit/Hyperactivity Disorder (ADHD). While LD and AD/HD can share common features, such as difficulties with concentration, memory, and organizational skills, they are not the same types of disorder. Unfortunately, LD is often confused with AD/HD and is frequently mistaken as laziness or associated with disorders of emotion and behavior. A careful and thorough review of concerns, with input from multiple sources (including parents, educators, physicians, psychologists, speech-language providers and, of course, the person themselves) is the only way to rule in or rule out a learning disability.

Learning disabilities can affect a person's ability in the areas of:

Listening

Speaking

Mathematics

Reading

Writing

Spelling

Reasoning

See the chart below for specific types of learning disabilities and related disorders.

What causes learning disabilities?

Experts aren't exactly sure what causes learning disabilities. In fact, there is often no apparent cause for LD. LD may be due to:

Heredity. Often learning disabilities run in families. Children with LD are likely to have parents or other relatives with similar difficulties.

Problems during pregnancy and birth. An illness or injury during or before birth may cause an LD. Drug and alcohol use during pregnancy, low birth weight, lack of oxygen, and premature or prolonged labor may also lead to an LD.

Incidents after birth. Serious illness, head injuries, poor nutrition, and exposure to toxins such as lead can contribute to LD.

Learning Differences

4

Learning disabilities are not caused by economic disadvantage or cultural differences, nor are they the result of lack of educational opportunity. That said, children who are denied timely and effective instruction during critical times during their development are at high risk for showing signs of LD during the school years and beyond.

Are learning disabilities common? Today, approximately 2.4 million school-aged children in the U.S. are identified as having specific learning disabilities (SLD) and receive some kind of special education support.1 These numbers do not include children in private and religious schools or those who are home-schooled.

What can you do about learning disabilities? Learning disabilities are lifelong challenges. Although they don't go away, they should not stop individuals from from achieving their goals. A learning disability is not a disease, and there is no single course of treatment or intervention that works for everyone. The first step to overcoming the challenges posed by LD is to recognize that a problem might exist. Then seek help from qualified professionals, who can provide guidance through a personalized evaluation process. Working with a trusted team of professionals, it is then possible to identify the types of accommodations, services and supports that will lead to success.

Identification The LD identification process is not set in stone and will vary from state to state (for school age children) and from one adult to another depending upon the nature of the presenting difficulties and the professionals enlisted to provide testing and guidance. For example, an elementary school age child who shows signs of dyslexia (specific LD in reading) might demonstrate excellent skills in math, so an evaluation would be tailored to better understand the specific components of reading (i.e., phonemic awareness, comprehension, automaticity) that would help with planning an appropriate course of instruction and intervention. If a parent suspects that their child might have a learning disability, it is important that they record (in writing) their observations and share them with , teachers, physicians andothers who might be able to confirm or add important detail. If informal efforts to help the child overcome these difficulties is not successful (over a short period of time the next step is to initiate (in writing) a request to begin a formal evaluation process.

LD in Children Early identification ? the earlier, the better ? is vital in helping a child to succeed academically and socially. Careful and honest observation is a key to understanding how well a child is progressing in their development of skills in important areas such as expressive and receptive language, fine and gross motor coordination, attention, and socializationEven preschoolers can show signs of risk for LD. And for some children, LD does not present itself until middle school or even high school. Do you think your child is displaying signs of a learning disability? Don't panic. Not all children who are slow to develop skills have LD., Share your concerns with classroom teachers and others who come in contact with your child. And don't shy away from seeking more detail information and assistance. There is no shame in having a learning disability. The shame is knowing that there is a problem and not providing the help a child needs and deserves. Once a child is found to have a learning disability, learn as much as possible about the types of supports that are available through school and in the community. Just as important, help the child to understand their specific challenges, assure them that LD is not an insurmountable hurdle and that they are not alone: other children struggle, too, and adults are there to help.

Learning Differences

5

LD in Adults It is never too late to identify and get help for a learning disability. Finding out about a learning disability can be a great relief to adults who could not explain the reason for their struggles in the past. Testing for LD in adulthood is not uncommon, and seeking support and services (a legal entitlement through the Americans with Disabilities Act is key to leading a successful and productive life.

Accommodations and Modifications Once a learning disability is identified, different kinds of assistance can be provided. In addition to specialized, explicit types of instruction, children with LD are entitled to have accommodations (such as extended time, readers, and note-takers) or modifications (such as abbreviated tests or alternate assignments) as appropriate. These guarantees are afforded to children with LD by law. Under the Individuals with Disabilities Education Act (IDEA) of 1997 and Americans with Disabilities Act (ADA) of 1990, people of all ages with LD ? children and adults ? are protected against discrimination and have a right to different forms of assistance in the classroom and workplace.

LD Terminology

Disability Dyslexia Dyscalculia Dysgraphia Dyspraxia

Area of difficulty Processing language

Math skills

Written expression Fine motor skills

Symptoms include trouble with:

Example

Reading, writing, and spelling

Confusing letter names and sounds, difficulties blending sounds into words, , slow rate of reading, trouble remembering after reading text

Computation, remembering math facts, concepts of time and money

Difficulty learning to count by 2s, 3s, 4s, poor mental math skills, problems with spatial directions

Handwriting, spelling, composition

Illegible handwriting, difficulty organizing ideas for writing

Coordination, manual dexterity Trouble with scissors, buttons, drawing

Information Processing Disorders

Auditory Processing Disorder

Visual Processing Disorder

Interpreting auditory information

Interpreting visual information

Language development, reading

Difficulty anticipating how a speaker will end a sentence

Reading, writing, and math Difficulty distinguishing letters like "h" and "n"

Other Related Disorders

Attention-Deficit/ Hyperactivity Disorder (AD/HD)

Concentration and Over-activity, distractibility,

focus

and impulsivity

Can't sit still, loses interest quickly, daydreams

1 IDEA Part B Child Count, 2010; student ages 6-21

Learning Differences

6

CHALLENGES TO STRENGTHS of LD and AD/HD

CHART OF DISABILITIES AND CONDITIONS OF TYPICAL CAMPERS, STUDENTS, OR GAPPERS WHO MIGHT BENEFIT FROM SOAR'S PROGRAMS

Learning Disabilities

Language-based Disabilities:

Dyslexia- disability that refers to the ability to decode (actual reading of texts) fluently or smoothly; without smoothness, little comprehension

Challenge

Strategies

Distractibility Redirection, find motivation.

Strength

Multitascability

Perseverates

Find significant area of interest and encourage or rechannel.

Ultra focused

Oversensitive Differentiate between behavior and your value for them as a person.

Intuitive

Stubborn

Let individual set / help develop guidelines and natural Tenacious or logical consequences.

Impulsive

Either ignore or redirect through verbal or non-verbal Spontaneous cues.

Risk Taker

Channel and redirect to more positive outlets. Have choices.

Adventurous

Hyperactive

Give opportunities to move and learn through a kinesthetic approach, use hands on learning. Give other stimuli like a kush ball.

Action Oriented

Procrastinates

Create timelines with check points which have relevance. Deadlines should have some type of consequence: both + & -.

Deadline oriented

Disorganized & Random

Visualize what a clean room or office would look like. Reduce amount of stuff. Use ring binders. Important that individual create their own organizational system.

Flexible

Daydreamer Channel. Give daydreaming breaks.

Creative

Rigid Manipulative

Utilize routine and build in free time or planning periods. Practice breaking up a plan or routine in a structured way.

Structured

Point out manipulative behavior. Put in leadership

Leader

roles and positively reinforce healthy interactions. Tap

into charismatic nature and rechannel to produce

effective results.

Learning Differences

Qualities Notices everything, ability to do several things at once.

Deep concentration, attends to task at hand, problem solver.

Sensitive, Fair, very aware of others feelings.

Stands up for beliefs, can be very goal oriented.

Works well in the flow of things, based in the here and now.

Entrepreneurial spirit, Innovator.

Energetic, hands-on approach works well, makes great Experiential learner & teacher.

Needs an external deadline for effective output.

Work well when things are out of alignment.

Imagination, Creativity, able to see unique perspectives, Visionary.

Enjoy routine and having things the same way.

Can influence people and situations to their point of view. Charismatic and creative.

1

Passage Comprehension ? difficulty getting meaning or the "big picture" from either from reading or listening; may get lots of details but not be able to tell you what a passage or lesson "is about" (VERY COMMON WITH ADHD/ADD DIAGNOSIS)

Expressive Language ? difficulty in getting your thoughts together and ability to say or speak to another so they understand

Receptive Language ? difficulty getting meaning from spoken language

Written Expression ? prevalent in individuals with language-based disabilities; getting thoughts from "head to paper"

Slow-processing of language ? condition that requires more time to process language (receptive), make meaning of the information, and then, to respond to the information; often looks as though person does not understand when it is actually simply a "slowness in processing"

Dysgraphia ?refers to a fine-motor skill; difficult to form idea, and then get it on paper in a legible way

Dyscalculia- an extreme difficulty using symbols and functions needed for math-related subjects

*incomplete list but the above includes the most common

--------------------------------------------------------------------------------------------------------------------------------------

Attention-Deficit Hyperactivity Disorder

Criteria for Diagnosis of ADHD: (1) Impulsivity (2) Hyperactivity (3) Inattentiveness

Types:

Attention-Deficit Hyperactivity Disorder ? mostly hyperactive and impulsive Attention-Deficit Disorder ? mostly inattentive Combined-type ? combination of both types

Other Conditions

Oppositional Defiant Disorder ? an extreme level of behaviors marked by temper tantrums, refusal to comply, blaming others, being spiteful and cruel to others when pressured; often has very low self-esteem

Obsessive-Compulsive Disorder - the most common symptom is anxiety and impacts individuals in different ways: obsessing over thoughts, need for approval, need for order or neatness, or repetitive behaviors (continued checking of lights, locks, hand washing and/or avoiding fearful things such as germs, the dark, places

Learning Differences

2

Reactive Attachment Disorder ? condition thought to be a result of poor or interrupted attachment to a parent in early childhood' there are 2 types of RAD and include: (1) Inhibited ? shows detachment, unresponsive to comforting, holds back emotion, will often invite friendship then reject; (2) Uninhibited ? difficulty choosing between good and bad socialization and/or being too friendly or selective with selecting attachment figures

-----------------------------------------------------------------------------------------------------------------------------------------

Autism Spectrum

High-functioning Autism (sometimes referred to Asperger's Syndrome)- a processing condition that often results in delay in motor skills, a lack of skill with interacting with other, little understanding of abstract language (humor or interacting with others), obsessive interest in a specific item or topic, strong reactions to textures, smells, sounds, sights, or other stimuli UNLIKE OTHER LEVELS OF AUTISM, OFTEN WANT TO HAVE FRIENDSHIP

Additional Information ? often the above disabilities or conditions present in clusters as there is rarely a diagnosis of simply dyslexia or ADHD or Autism

The most common combination is ADHD and a language-based disability

Some professionals consider ODD an escalated version of ADHD

Reading disabilities usually require intense remedial and clinical programs to truly remediate decoding smoothness

Assistive Technology is a super tool for processing language and other necessary processing needs and there are many products available today

The above disabilities or conditions are not directly related to innate intelligence

LGN -2015

Learning Differences

3

Understanding the Student with Asperger Syndrome

Children diagnosed with Asperger syndrome present a special challenge. Typically viewed as eccentric and peculiar by classmates, their inept social skills often cause them to be made victims of scapegoating. Clumsiness and an obsessive interest in obscure subjects add to their "odd" presentation. Children with AS lack understanding of human relationships and the rules of social convention; they are naive and conspicuously lacking in common sense. Their inflexibility and inability to cope with change causes these individuals to be easily stressed and emotionally vulnerable. At the same time, children with AS (the majority of whom are boys) are often of average to above-average intelligence and have superior rote memories. Their single-minded pursuit of their interests can lead to great achievements later in life.

Asperger syndrome is considered a disorder at the higher end of the autistic continuum. Naturally, not all children with AS are alike. Just as each child with AS has his or her own unique personality, "typical" AS symptoms are manifested in ways specific to each individual. As a result, there is no exact recipe for approaches that can be provided for every youngster with AS, just as no one method fits the needs of all children not afflicted with AS.

Following are descriptions of four defining characteristics of Asperger syndrome, followed by suggestions and strategies for addressing these symptoms. These suggestions are offered only in the broadest sense and should be tailored to the unique needs of the individual student with AS.

Insistence on Sameness

Children with AS are easily overwhelmed by minimal change, are highly sensitive to environmental stressors, and sometimes engage in rituals. They are anxious and tend to worry obsessively when they do not know what to expect; stress, fatigue and sensory overload easily throw them off balance.

Programming Suggestions

Provide a predictable and safe environment;

Minimize transitions;

Offer consistency in the daily routine: The child with AS must understand each day's routine and know what to expect in order to be able to concentrate on the task at hand;

Avoid surprises: Prepare the child thoroughly and in advance for special activities, altered schedules, or any other change in routine, regardless of how minimal;

Allay fears of the unknown by exposing the child to new activities as often as possible. This will help to prevent obsessive worrying.

Learning Differences

4

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download