A Review of Learning Disorders and It’s Impact on Individuals and Others

1. A Review of Learning Disorders and It’s Impact on Individuals and Others Staff Training Ken Kosko Education Evaluation Center The Teaching Research Institute Western Oregon University

2. SLDRehabilitation Services Administration (RSA)1985 Definition: A specific learning disability is a disorder in one or more of the central nervous system processes involved in perceiving, understanding, and/or using concepts through verbal (spoken or written) language or nonverbal means. This disorder manifests itself with a deficit in one or more of the following areas: attention, reasoning, processing, memory, communication, reading, writing, spelling, calculation, coordination, social competence, and emotional maturity. (Rehabilitation Services Administration. (1985, January 21). Program policy directive. Washington, DC: U.S. Office of Special Education and Rehabilitation Services.)

3. SLDDEFINITION-RSA Spoken or Written Language Central Nervous System Processes 1. Perceiving 2. Understanding

4. Manifestations: Attention Reasoning Memory Communicating Academics (reading, writing, math) Coordination Social Competence Emotional Maturity

5. Oregon Department of EducationOregon Administrative Rules 9/19/2007Specific Learning Disabilities A. Achievement Grades (1-12) (A) Basic Reading Skills (B) Reading Fluency Skills (C) Reading Comprehension (D) Mathematics Calculation (E) Mathematics Problems-solving (F) Written Expression (G) Oral Expression (H) Listening Comprehension

6. Oregon Department of EducationOregon Administrative Rules 9/19/2007Specific Learning Disabilities B. Other: If needed (1) Cognition (2) Fine Motor (3) Perceptual Motor (4) Communication (5) Social or Emotional (6) Perception or Memory

7. Major Components of a Learning Disabilities Definition Learning Disabilities: • is a general term for a heterogeneous group of disorders • are manifested by significant difficulties in listening, speaking, reading, writing, or math; • are part of the person make-up (i.e., they will not go away); • are presumed to be a dysfunction of the central nervous system; • may be discovered across the life span; • may RESULT in problems with behavior, social perceptions, and social interactions (but these problems are NOT the disability); • are NOT the result of other disabilities such as lost of sight or hearing, lack of intelligence, or lack of schooling.

8. Common Challenges of Successful Adults with LD • Almost all experienced significant difficulty learning in school • Many never did learn to read, write, spell, or compute particularly well • Social skills were either a strength or an area of need • Dealing with LD is a daily task • Felt vulnerable because of differences in learning • Self-esteem tended to deteriorate when LD went undiagnosed (Gerber & Reiff, 1994)

9. Everyday Manifestations • Feeling constantly behind • Fear of filling out forms • Extreme stress or fear associated with any isolated measure of ability • Isolation resulting from fear of being misunderstood • Extreme stress over deadlines • Feeling inadequate because of difficulty doing tasks others find easy

10. Reading • Slow reader (estimated range up to four times as long to read a page as others) • Reading out of sequence (they went to see a movie=they to see a movie went) • Mistaking one word for another (for=from, to=of) • Tracking difficulty: skipping over words or lines • Difficulty reading multi-syllable words (aluminum) • Difficulty with sound symbols relations • Lack of vocabulary understanding & reading comprehension

11. Spelling • Reversals common: d=b, friend=freind, (also number reversal: 0137=0317) • Frequently dropping, adding or reversing letters and word parts: know=now, bad dog=dab dog • Difficulty mixing up words that sound the same; there=their, through=threw, where=wear, well=will, write=right • Forgetting how to spell commonly used words

13. Writing • Excessive time required to organize papers and thoughts • Difficulty conceptualizing a paper’s overall topic and formulating a thesis on the paper as a whole • Tendency to laboriously work out specific parts of the paper instead of focusing on the paper as a whole • Letters reversed • Freezing up when trying to write • Spelling errors • Illegible handwriting; cursive script difficult • Words and letters out of sequence in sentences • Difficult taking notes in class • Completely omitting words or phrases • Writing things that make absolutely no coherent sense

19. Testing • Seldom able to complete exams in class or national exams • Difficulty with multiple choice questions; difficulty filling in the bubbles on forms • Misinterprets directions or questions on exams • Extreme test anxiety

20. Concentration • Focusing requires extraordinary effort • Easily distracted by noise and movement

21. Memory • Difficulty recalling familiar things like one’s phone number, address, names of friends • Not remembering what was said or what you were talking about • Not remembering what the teacher/instructor said and trying to take notes • Frequently misplacing, losing or forgetting things • Not remembering what you saw or read, (writing down information from the chalk board or overhead/power point)

22. Speech • Difficulty pronouncing multisyllabic or uncommon words • Difficulty reading aloud • Stuttering or hesitancy in speech • Difficulty communicating ideas clearly

24. Orientation • Difficulty in distinguishing left and right • Directions, map reading, and navigating difficulty • Feeling lost in a familiar setting; easily disoriented

25. Ranges of LDJournal of Learning Disabilities, 29, 17-30 MILD • average to above average intelligence • adequate psychological adjustments and vocational/employability skills • high academic achievement • limited processing and language skills

26. Ranges of LD, cont.Journal of Learning Disabilities, 29, 17-30 MODERATE • average to above average intelligence • some cognitive and language deficits • one or more academic disabilities • some psychological adjustment problems • difficulty with vocational/employment skills

27. Ranges of LD, cont.Journal of Learning Disabilities, 29, 17-30 SEVERE • display below average intelligence • significant cognitive processing and language deficits • low academic achievement • lack of psychological adjustment • lack of vocational/employment skills

28. Types of Learning Disabilities Auditory Perceptual Problems Auditory Discrimination Problems The difference between “th” and “f”, “m” and “n” Auditory Figure-Ground Problems Hearing over background noise Auditory Sequencing Problems Hearing 49 instead of 94 or “treats” instead of “street”

29. Types of Learning Diabilities Visual Perceptual Problems Visual Discrimination Problems Trouble seeing the difference between similar objects (V and U) Visual Figure-Ground Problems Trouble seeing a specific image Visual Sequencing Problems Trouble seeing things in order

30. Information Processing and Related Disabilities Input Process Output Thinking *Abstract *Concrete Memory *Auditory *Visual *Long Term *Short Term Sequencing Organization Attention Talking Reading Writing Motor *Fine *Gross Fluency/Speed Accuracy Auditory Visual Tactile Olfactory Gustatory

40. Findings of NIH Research in the Area of Learning Disabilities (1987-97) Learning disabilities, as they are manifested in difficulties in school learning, are extremely deleterious to the development of children and have far ranging consequences that go well beyond school failure: • Poor peer relationships • Poor self-efficacy (ability to produce effects or intended results • Poor post-school adjustments • Juvenile delinquency • Limited occupational status (Lyon, 1991)

41. Continuum of Psychiatric Disorders Possible with Learning Disabilities – from Dr. Larry Silver • Internalized Anxiety Depression • Externalized Oppositional defiant conduct disorder Borderline personality disorder • Substance Abuse Alcohol Drugs

42. Common Strengths of Successful Adults with LD • Able to cope and compensate for LD • Determined to achieve • Willing to work hard • Found ways to learn that led to success • Recognized and accepted LD – “goodness of fit” in jobs/tasks assigned to them • Used technology • Recognized need for support and found/had it

43. ADD is most likely caused by a neurochemical imbalance or deficiency in the area of the brain responsible for attention and activity.

44. ADD is a neurobiological disability, frequently characterized by inappropriate degrees of: • Inattention • Impulsivity • Hyperactivity

45. It is the neurotransmitters which enable the electrical impulse to be transmitted from one dendrite to another. Without these neurotransmitters, the relay of impulses in the brain would be impossible.

46. The power of determining one’s own behavior is not the power of one entity (the mind) over another (the body), but the influence the brain has on itself. In other words, we are our brain. - Eric Hearth, Researcher

47. ADD affects 3-5% of the school-age population, which means approximately 2.5 to 3 million children in the United States.

48. Barkley’s Criteria • Physical restlessness • Mental restlessness • Easily distracted • Impatient • Hot or explosive temper • Unpredictable behavior • Difficulty completing tasks • Shifting from one task to another • Difficulty sustaining attention • Impulsivity • Talks too much • Difficulty doing tasks alone • Often interrupts others • Doesn’t appear to listen to others • Loses a lot of things • Forgets to do things • Engages in physically daring activities • Always on the go, as if driven by a motor

49. Diagnostic Criteria for Attention-Deficit/Hyperactivity Disorder (DSM-IV) A. Either (1) or (2): (1) Six (or more) of the following symptoms of Inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level: • (a) Often fails to give close attention to details or make careless mistakes in schoolwork, work, or other activities; • Often has difficulty sustaining attention in tasks or play activities; • Often does not seem to listen when spoke to directly; • Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions); • Often has difficulty organizing tasks and activities; • Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework);

50. Diagnostic Criteria for Attention-Deficit/ Hyperactivity Disorder (DSM-IV), continued… • Often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools); • Is often easily distracted by extraneous stimuli; and • Is often forgetful in daily activities. (2)Six (or more) of the following symptoms of Hyperactivity-Impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level: • Hyperactivity • Often fidgets with hands or feet or squirms in seat; • Often leaves seat in classroom or in other situations in which remaining seated is expected. • Often runs or climbs excessively in situations which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness) • Often has difficulty playing or engaging in leisure activities quietly; • Is often “on the go” or often acts as if “driven by a motor”; • Often talks excessively;