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SPED730 Module 5
Learning Disabilities
| Term | Definition |
|---|---|
| Students with LD are more likely to | be retained as well receive school discipline compared to their typically developing peers. |
| IDEA Term for LD is | Specific Learning Disability (SLD) |
| SLD is | a disorder in one or more basic psychological processes used in understanding/using language (spoken or written). |
| A SLD may impact one's ability to | listen, think, speak, read, write, spell, and do mathematical calculations. |
| These examples may exist with a learning disability, but are not indications of a learning disability | difficulties with self-regulation, social perception, and social interaction. |
| Individuals with Disabilities Education Act (IDEA) | Children between 3-21 years old, who have special needs (falling under 13 categories of eligibility) are entitled to a free appropriate public education as well as parent and child access to services, meetings, evaluations, and paperwork. |
| Elementary and Secondary Education Act (ESEA) | High standards for schools, in terms of educational content and academic achievement. |
| Section 504 of the Rehabilitation Act of 1973 (Section 504) | Students who do not need an IEP, such as some students with ADHD are often served with a 504 plan. |
| Americans with Disabilities Act (ADA) | Protects individuals with disabilities from facing discrimination in the community (school, work, etc.) |
| LD arise from neurological differences in brain structure and function, they | affect the brain’s ability to store, process or communicate information. |
| Dyslexia | difficulties with the written language (reading) |
| Dyscalculia | difficulties with solving arithmetic problems (mathematics) |
| Dysgraphia | difficulties with forming letters/writing within a defined space |
| Auditory and Visual Processing Disorders | People with typical hearing and vision experience difficulities with understanding/using verbal or written language. |
| Non-Verbal Learning Disabilities | "specific disorders which originate in the right hemisphere of the brain and cause problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions." |
| Alarming Statistic | A majority (51%) think that what people call “learning disabilities” are the result of laziness. |
| Taking notes serves two purposes for students | they aid student understanding of the lecture and serve as reference material for future study. |
| Strategic note taking involves using | written cues on specially designed note-taking paper |
| Written cues for note taking include | lecture topic, prior knowledge of topic, details on the topic, summary, new vocabulary/terminology, etc. |
| Time Management Strategy | Create a task analysis for students to complete, emphasizing on one task at a time. A great sheet to give students at the start of class! |
| References: National Center for Learning Disabilities | Newhall, P. W. (2008). Teaching Time Management to Students with Learning Disabilities. Adapted from Study Skills: Research-Based Teaching Strategies. Prides Crossing, MA: Landmark School, 28-31 |
| References Continued | Joseph R. Boyle (2001). Enhancing the Note-Taking Skills of Students with Mild Disabilities. Intervention in School and Clinic. 36, 221-224. |
Created by:
SnowWhite22
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