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29 Cards in this Set
- Front
- Back
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Learning disability definition |
a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. otherwise demonstrate at least average abilities essential for thinking and/or reasoning. |
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Types of impairments |
impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making). |
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May affect these learning areas |
oral language (e.g. listening, speaking, understanding); reading (e.g. decoding, phonetic knowledge, word recognition, comprehension); Written language (e.g. spelling and written expression) Mathematics (e.g. computation, problem solving). difficulties with organizational skills, social perception, social interaction and perspective taking |
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LD Causes |
genetic and/or neurobiological factors or injury that alters brain functioning in a manner which affects one or more processes related to learning |
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LD Clues |
suggested by unexpected academic under-achievement or achievement which is maintained only by unusually high levels of effort and support |
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Comorbidity |
may co-exist with various conditions including attentional, behavioural and emotional disorders, sensory impairments or other medical conditions |
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LD Interventions |
specific skill instruction; accommodations; compensatory strategies; and self-advocacy skills. |
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LD- importance of teachers |
first to see discrepancyability to provide understanding and supportImplement strategies and create opportunities for success. |
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Domains |
Communication domainInformation processing domainMetacognitive domainAcademic domainSocial/Adaptive domain |
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LD- general characteristics |
Processing Language (receptive, expressive, body, email!) Problems Remembering Poor Executive Function Difficulties With Sequence and OrderSatisfaction With a Peripheral UnderstandingPoor Time Management Difficulty Paying Attention Very Low Self‑Esteem |
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LD- strategy implementation before |
Assess and teach pre-skills Brainstorm possible strategies for problem solving Give them advanced organizers Prepare resources ahead of time Prompt the studentsKeep extra copies of materials Collect finished products |
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LD- strategy implementation during |
Check for understanding Vary presentation and teaching style Provide focus on statements (e.g. This is important) Utilize wait time in questioning or cue studentAllow students to partner up Be explicit Chunk work Check as frequently as possible Use cueing |
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LD- strategy implementation after |
Give specific feedback Allow student to redo Use mistakes as a teaching tool for both teacher and student Debrief |
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LD varieties |
a perceptual handicap a brain injury minimal brain dysfunction dyslexia; or developmental aphasia |
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VISUAL PERCEPTUAL DISABILITY |
Letters and numbers are seen in different positions from how they are written |
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AUDITORY PERCEPTUAL DISABILITY |
Difficulty distinguishing subtle differences in sounds |
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LANGUAGE LEARNING DISABILITY |
Difficulty communicating thoughts through speech |
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PERCEPTUAL MOTOR DISABILITY |
Coordination problems |
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HYPERACTIVITY |
Difficulty controlling muscle or motor activity |
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IMPULSIVITY |
Appearing to act in a totally random way |
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DISTRACTABILITY |
Inability to differentiate between important and unimportant stimuli |
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ABSTRACTION |
Difficulty going from concrete to abstract |
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Required transition plan |
Ontario Regulation 181/98 states that, for exceptional students who are age 14 or over and who are notidentified solely as gifted, the student’s Individual Education Plan (IEP) must include a transition planfor the student’s transition from school to work, further education, and/or community living. |
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ABA and transition |
schoolboard staff must plan for the transition between various activities and settings involving students withautism spectrum disorders. |
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LD asessment |
• information provided by the parent(s),4 the student, and the educator(s) • educational history • medical information • educational assessments and/or other professional assessments |
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Autism prevalence |
1 in 68 |
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Autism |
a processing disorder |
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autism sensitivity |
-tend to be very sensitive to their surroundings like noises, lights, smells, touches, movement, colour etc. -experience sensory stimuli in a more pronounced way -tend to be very perspective and empathetic; they are in tune with the emotions and feelings of others |
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Autism- key traits |
-social difficulties, mood changes, literal thinking, intrinsic motivation |
