Busy. Please wait.

show password
Forgot Password?

Don't have an account?  Sign up 

Username is available taken
show password


Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account.
We do not share your email address with others. It is only used to allow you to reset your password. For details read our Privacy Policy and Terms of Service.

Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.
Don't know
remaining cards
To flip the current card, click it or press the Spacebar key.  To move the current card to one of the three colored boxes, click on the box.  You may also press the UP ARROW key to move the card to the "Know" box, the DOWN ARROW key to move the card to the "Don't know" box, or the RIGHT ARROW key to move the card to the Remaining box.  You may also click on the card displayed in any of the three boxes to bring that card back to the center.

Pass complete!

"Know" box contains:
Time elapsed:
restart all cards
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how

SPED730 Module 5

Learning Disabilities

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