Learning Disabilities 1

Emily Mikesell, Bailey Keller, Rebecca Powers and Devon Schumaker

Project 1, Version 2
EDS 378-03
Learning Disabilities
Section 1: DefinitionA specific learning disability is a disorder in one or more of the basic
psychological processes involved in understanding or in using language, spoken or
written, that may manifest itself in the imperfect ability to listen, think, speak, read, write,
spell, or do mathematical calculations, including conditions such as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia
that adversely affects a students educational performance. Specific learning disability
does not include learning problems that are primarily the result of visual, hearing, or
motor disabilities; mental retardation; emotional disturbance; or of environmental,
cultural, or economic disadvantage (Michigan Department of Education, 2010).
Section 2: Definition ExplainedLearning disability (LD) is a general term that describes specific kinds of learning
problems. Basic psychological processes describe conditions in the brain that inhibit an
individuals ability to store, process, or produce information (Learning Disabilities
Association of Michigan, 2016). These neurological conditions directly influence an
individuals ability to learn and use certain skills such as: reading, writing, listening,
speaking, reasoning, and doing math. Because learning disabilities are defined by the
presence of at least one of these learning problems. Often individuals suffer from a
multitude of these difficulties hence, why we often use the general term learning
disability. Included in the definition of LD are dyslexia, dysgraphia, and dyscalculia.

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Dyslexia refers to difficulties in reading; dysgraphia refers to difficulties in writing;

dyscalculia refers to difficulties in math; and aphasia is a communication disorder that
results from damage to the parts of the brain that contain language (American Speech
Language Hearing Association, 2016). All of these are considered learning disabilities.
Learning disabilities are considered complex because they typically vary from
person-to-person; one person with LD may not have the same kind of learning problems
as another person with LD. Children with learning disabilities usually have average or
above average intelligence. Their brains just process information differently.
Unfortunately, there are no cures for learning disabilities, and they affect the individual
for the entirety of their life. However, children with LD can be high achievers and can be
taught ways to get around the learning disability. With intervention and individualized
learning plans, children with LD can and do learn successfully (NICHCY, 2011).
Section 3: Examples-

Tom Cruise was diagnosed with dyslexia when he was seven years old. It was
something he was always embarrassed of so he tried to hide it from others. Dyslexia has
caused a lot of difficulty for Cruise with reading. When he was in highschool and early on
in his career, he could barely read. He knew if he wanted to make it big as an actor, he

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would have to learn to read and learn to focus his attention, which he went on to doing
and becoming a great actor.

Robin Williams had always struggled with reading and writing when he was a child,
but it did not stop him from excelling as a highschool student, college student, or actor.
He went on to Juilliard after discovering drama was his calling and was a top student.
Although he struggled as a young child, he did not let that determine his future.

Henry Winkler is diagnosed with dyslexia and suffers with difficulty in

mathematics, also known as dyscalculia. He does not let these determine his acting and
directing career or his new career in writing. He is a coauthor to the Hank Zipzer

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childrens series. He goes and talks to schools about his disabilities. Although this
difficulty affected him when he was younger, he did not let affect his college career and
life as an adult.

Jennifer Aniston recently admitted to facing a 20 year battle with dyslexia. She has
said dyslexia has caused her to read less and has greatly impacted her education. She did
not find out she was dyslexic until she was 25, causing her to think that she was not
smart while giving her a bad self image. Finding out her diagnosis has made her come to
peace and able to realize that she was not just dumb.
Section 4: Classroom ImpactLearning disabilities affect many students in quite a few different ways. In general,
they tend to slow the students information processing speed. This is especially true in
subjects like reading, writing, and mathematics. The students with these disabilities will
either fall behind or get extra help from the school. In this section we will explore how
each learning disability affects the students participation in the general education
classroom
Learning disabilities can make teachers uncomfortable because they want their
students to fit-in with their peers. The teachers want the student to feel comfortable

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and accepted. However, an article from ReadingRocket.com explains that this approach
actually translates into treating the student differently. (Garnett, 2010) To really make a
difference to a student with a learning disability, the teacher must treat them differently.
This can be done in a covert manner, so as to not draw too much attention to the
student. Accommodations will be addressed more in the next section, but one example
would be keeping a timer and a schedule with a student with difficulties staying focused.
Weve got 5 minutes until gym, Anthony. Can you set your timer and let me know when
its time to go? Little things like that can keep the students attentive to the class.
Disabilities in reading can be one of the most harmful to students. Reading is a
complex process that requires many skills to master. An issue with phonology could
easily be at the center of reading difficulties. A student with trouble breaking down words
into manageable components will struggle greatly when it comes to learning to read.
Being a strong reader in not only our schools, but also our society. The students success
in reading is paramount to their success. According to a report from the National
Association of Special Education Teachers, some of the most common problems that
prevent a student with learning disabilities from learning to read are faulty auditory
perception without hearing impairment; slow auditory or visual processing; inability to
distinguish or separate the sounds of spoken words; lack of knowledge of the purpose of
reading; failure to attend to critical aspects of the word, sentence, or paragraph, and
failure to understand that letters represent units of speech. (NASET, p.3) It is important
that the teacher get these students help so they can quickly master reading and stay on
the same page as their peers.

Writing is another highly complex area for students

with learning disabilities. The disabilities can come from the integration of hand-eye,
linguistic, and conceptual abilities. (NASET, p.13) Because it is so complex, it is often the

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last skill students master. Some of the disabilities associated with writing have to do with
the student's physical ability to produce the letters, numbers, or symbols needed to
communicate. Other disabilities pertaining to writing have are more psychological
aspects than the physical ones. In each case, it is imperative that the teacher is patient
with the student and gives the student carefully guided meaningful practice with helpful
feedback.
When it come to disabilities in math it is important to weed out the students who
make simple errors in their calculations and students with actual disabilities in
mathematics. Students can have problems with the calculations and/or the reasoning.
Disabilities in mathematics are complex and numerous. Keeping the students from
become frustrated and motivated and participating can be incredibly difficult for the
teacher. As with reading and writing, the students need instruction that provides guided
meaningful practice with feedback to improve the performance of students with learning
disabilities.
The report from the National Association of Special Education Teachers state
students with memory deficits have difficulty retaining learned information, repeating
information read or heard, following multiple directions, and performing tasks in the
right sequence. (NASET, p.21) Memory difficulties can come from one of two different
places, the short term memory or the working memory. Short term memory is the ability
to recall information after a short period of time. Working memory requires that an
individual retains information while performing another cognitive task. (NASET, p.21) To
work around these difficulties the study had to concentrate on the new information and
repeat it continually. This will keep the information in the short term memory. The
process of storing information is fragile in these students. If the student is interrupted

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the information may be lost. A study by OShaughenessy and Swanson suggests that the
problem these students are having is mainly an inability to code new information for
storage. The also mention that when students are taught a memory strategy, they
perform just as well as their nondisabled peers. To combat this teachers will have to
teach memory strategies, like creating mnemonics, for the students to use to remember
information.
Students with disabilities are known to show deficits in social skills. The report
from the National Association of Special Education Teachers mentions that 75% of
students with learning disabilities show these deficits. (NASET) These deficits can reveal
themselves in many ways. The students can misread social cues, misinterpret the
feelings of others, not know when they are bother, be unaware of the effect of their
behavior on others or put themselves in someone elses shoes. One of the best ways for
a teacher to teach social skills is to constantly teach empathy. For example, when reading
a book to the class the teacher should continually ask the class questions like, how did
this action make this character feel? Questions like this keep the thought of others
feelings in mind of the students.
Section 5: AccommodationsIn the general education classroom, there are 10 different accommodations that
can be used to increase the students learning throughout the curriculum. These are
some that can be used:
1. Breaking tasks into smaller steps.

Breaking tasks into smaller steps is simplifying the work load to take the
stress off of the learner by taking the task step-by-step and not all at once.

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Breaking tasks into smaller steps benefits the learner by not overwhelming
them by one big step. The smaller the steps the easier the tasks get for the
learner to eventually move their way up to understand one big task.

2. Giving directions verbally.

Giving directions verbally would be speaking/talking to the learner by

breaking down what needs to be done and not giving the directions to
them on a piece of paper or another method.

By giving the directions verbally, the learner will benefit from an

accommodation like this if they struggle with written directions or visual
methods. When discussing with the learner what needs to be done, they
will gain a greater understanding of what needs to be done. For example, if
a learner is about to take a test, sitting down with them and telling them
exactly what steps need to be taken for each part of the test by thoroughly
explaining the directions, the learner will create an understanding from the
beginning with less confusion along the way.

3. Giving directions in writing, to break down material.

Giving directions in writing is when the material is typed out or written out
to better explain the material being given to the learner.

When learners are given written directions, they can see in front of them
what needs to be done to complete their task. This is opposite to the
accommodation listed above whereas the learner here wants written
directions rather than verbal. For example, if a learner watched a short
video clip in class, providing them with a script of what was said would
benefit the learner so they can absorb the material just said in the video.

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4. Allowing students more time on their school work and on tests.

Allowing students more time is when the learners have the chance to
thoroughly read and work on what task is being asked of them without
being limited on an amount of time. Allowing extra time is providing the
learner with extra help and causes less stress.

Many students feel very rushed and overwhelmed when being on a specific
time limit and heightens their chances of not completely finishing their
task. For example, if there are learners known to struggle with timed tests,
allow them to separate themselves from other learners to create a safe
environment for them and allow them as much time as they need so they
are not overwhelmed and it does not prevent them from not completing
the test. Even if it just allowing the student 30 more minutes, this will
relieve some stress.

5. When students have difficulty with reading, use instructional material that is
accessible.

Students who have difficulty with reading is when the students might not
be able to comprehend what material they just read and they did not
absorb the material given to them because they could not focus on all of
the reading at once.

Many students get distracted by reading because their minds wander and
they do not remember what they just read. For students like this, providing
them with instructional material such as breaking down the reading into
smaller sections, allowing them to work with an Ipad that has someone
read allowed to them or the teacher can reiterate the reading by further

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explaining the content on what they should have just read (reviewing the
material).
6. When students have difficulty with listening, provide them with items that will
strengthen their listening skills.

When students have difficulty listening, they do not absorb material very
well when being told what to do or what needs to be done to complete an
assignment.

By providing these learners who have a difficult time listening, provide

them with materials such as visuals- maps, pictures, diagrams, written
instructions or items they can use with their hands. If they cannot
completely comprehend the material by being told what to do, they might
benefit more from using hands on materials and other methods to
strengthen their learning.

7. When students have difficulty with writing, allow them to use technology, and not
limiting them to specifically paper.

Students who have difficulty with writing, they cannot completely get their
understanding out of the material if they are required to write down their
ideas or answers for assignments.

If the learners are known to struggle with writing, allowing them to use
technology such as the computer or Ipads might help with writing skills by
giving them a different way of writing instead of it always being on paper.
When learners use the same method over and over again, they might not
benefit or learn from that same method, but by mixing it up and giving
them new methods, they can work on strengthening their skills.

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8. When students have difficulty with word usage, allow the student to create a word
list for themselves to see what words they might need more help with.

Students who have difficulty with word usage, this means they cannot
completely express the correct words and might not understand the
meaning behind those words.

While students are reading or listening, providing them with a simple piece
of paper and pencil will allow them to write down any words at any point of
the day that they did not recognize or have not heard before. Once they
have created a list for themselves, they can focus on one word at a time
and break down that word to create an understanding and also allow them
to write their own sentences using the word they struggle with so they
know what the word looks like in a sentence and used properly.

9. Provide students with visual materials to create a better understanding of the

material.

If students are more of a visual learner, providing them with materials such
as videos, pictures or models will strengthen their learning.

Accommodating to learners who learn better with visuals will be a big deal
to the learner because they will be able to create a visual in their mind of
the material given to them. When learners are given written material, they
do not absorb the material in a way that they could absorb the material if
they were shown with a visual method. For example, if a student is reading
a book for class, if there is a movie that is also made from the book, allow
them to watch the movie so they can see what the characters look like,
what the plot of the story is and also create an image in their mind.

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10. Allowing students to take consistent breaks to ensure they are not overwhelmed.

Allowing students to take breaks means breaking apart the lesson into
sections and not giving them the material all at once.

When students take a break from their learning, this allows their brain to
take a break before they get overwhelmed by too much material given to
them all at once. For example, allowing the students to stand out of their
seats, walk around, go get a drink of water, listen to some music and dance
around, talk with friends or stretch. Taking them away from the material
helps them redirect back to the material after the break is complete to get
focused again on the lesson or task given.

Section 6: Accommodations in DepthThree out of the ten accommodations are listed below, include examples of each
accommodation:

When students have difficulty with listening, provide them with items that will
strengthen ways for them to listen that will keep their attention long enough for
them to understand the material they just learned. For example, providing
students with a recording device or an Ipad that would allow students to rewind or
refer back to something said during class. By having this tool, students might feel
more comfortable with their learning knowing that it is okay if he/she becomes
distracted or loses focus. There also might be a difficulty with them not being able
to absorb all the material but offering one on one time with the learner to work
with the Ipad and relisten to what was said on the recording device, but also stop
when there is confusion and break down the lesson for them to further
understand each part of the content. (NICHCY, 2011).

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When students have difficulty with writing, allowing them to use technology and
not limiting them to specifically paper, can be beneficial. Some students might
have a difficult time when it comes to writing and luckily in todays world, we have
technology to help with this difficulty. For example, a student could use a
computer that has spell check, grammar check, or recognizes speech. By allowing
them to use technology the students can see how ideas are supposed to be
written, and students can grow a greater understanding of how to adapt their
writing (NICHCY, 2011). While working on the computer would be helpful,
students will need one on one time with a teacher or an assistant to break down
the learning into smaller steps so they can understand their writing and

understand how papers should flow. But while working on correcting their writing,
providing them with the writing process image above, they can take on their
writing step by step to make sure they are writing with a good flow and the writing

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makes sense. Providing those questions from the process will allow them to
consider what they are writing about and how it makes sense to them.

Breaking tasks into smaller steps. Some students may get very overwhelmed by
large tasks and will have a hard time focusing on many ideas all at once. As
mentioned in the above example when students are learning to tie their shoes.
For example, if a student is trying to learn how to tie their shoes, you would not
want to move quickly and show them once. You would need to show them
step-by-step movements on how to start with tying and work with them all the
way until the end of them completing tying their shoe. Showing them this image
below would be helpful while talking the learner through the process.

Section 7: References-

American Speech Language Hearing Association. (2016). Aphasia . In American Speech

Language Hearing Association. Retrieved from
http://www.asha.org/public/speech/disorders/Aphasia/
NICHCY. (2011, January). Learning Disabilities (LD). In Center for Parent Information and
Resources . Retrieved October 3, 2016, from
http://www.parentcenterhub.org/repository/ld/

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Learning Disabilities Association of Michigan . (2016). New to LD. In Learning Disabilities

Association of Michigan . Retrieved October 3, 2016, from
http://ldaofmichigan.org/new-to-ld/#ldrd
Michigan Department of Education. (2010). Michigan Criteria for Determining the
Existence
of a Specific Learning Disability. In Office of Special Education and Early Intervention
Services (pp. 1-8). Lansing, MI: Michigan Department of Education. Retrieved
October 3, 2016, from
https://www.michigan.gov/documents/mde/Criteria_for_Existence_of_SLD_337584
_7.pdf
Garnett, K. (2010). What are classrooms :like for students with disabilities. In Reading
Rockets. Retrieved from
http://www.readingrockets.org/article/what-are-classrooms-students-learning-disa
bilities
"Characteristics of Children with Learning Disabilities." , National Organization of Special
Education Teachers, www.naset.org/2555.0.html. Accessed 2 Dec. 2016.
O'Shaghennesy, Tam E., and H. Lee Swanson. "Do Immediate Memory Deficits in
Students with Learning Disabilities in Reading Reflect a Developmental Lag or
Deficit?: A Selective Meta-Analysis of the Literature." Learning Disability Quarterly,
vol. 21, no. 2, 2001, pp. 107-18. Accessed 2 Dec. 2016.
ldq.sagepub.com/content/21/2/123.abstract