Sunteți pe pagina 1din 9

Learning Disability

Index
Sl.
No.
01
02
03
04
05

Content

Pg. No.

Learning Disability
Submitted to:
Introduction
Content
Conclusion
Kumar,
References

3
3-9
Miss. Dhanya
9
9
Lecturer in

English,
SNTC
Sreekandeswaram

Submitted by:
Name: Lakshmi
Jayakumar

Introduction
Learning disabilities are neurologically-based processing problems.
These processing problems can interfere with learning basic skills such as reading,
writing and/or math. They can also interfere with higher level skills such as
organization, time planning, abstract reasoning, long or short term memory and
attention. It is important to realize that learning disabilities can affect an
individuals life beyond academics and can impact relationships with family,
friends and in the workplace.

CONTENT

TYPES OF LEARNING DISABILITIES


1.
2.
3.
4.
5.
6.

Dyslexia
Dysgraphia
Dyscalculia
Language Processing Disorder
Non-Verbal Learning Disabilities
Visual Perceptual/Visual Motor Deficit

1. Dyslexia

A specific learning disability that affects reading and related


language-based processing skills. The severity can differ in each individual
but can affect reading fluency; decoding, reading comprehension, recall,

writing, spelling, and sometimes speech and can exist along with other
related disorders. Dyslexia is sometimes referred to as a Language-Based
Learning Disability.
Education of Dyslexic Children (Role of the Teacher): With proper help,
many people with dyslexia can learn to read and write well. Early
identification and treatment is the key to helping dyslexic achieve in school
and in life. The following are some of the assistance that the teacher can
extend for the dyslexic students in the class:
1. Help the dyslexic students discover their personal learning style
(auditory, visual or kinesthetic) and teach them how to use their strongest
sense to process information and perform new skills with greater
understanding.
2. Adopt a systematic, explicit, multi-sensory method that involves several
senses (hearing, seeing, touching) at the same time.
3. Utilize demonstrations, observations, and experimentations. Expand
lessons beyond visual and auditory learning. Incorporate kinetic or
sensory learning experiences. Provide hands-on learning activities.

2. Dysgraphia

A specific learning disability that affects a persons handwriting


ability and fine motor skills. Problems may include illegible handwriting,
inconsistent spacing, poor spatial planning on paper, poor spelling, and
difficulty composing writing as well as thinking and writing at the same
time.
Types of dysgraphia: There are four types of writing disability. They are:

1. Phonological dysgraphia: Writing and spelling disturbances in which the


spelling of unfamiliar words, non words, and phonetically irregular
words are impaired.
2. Surface dysgraphia:

Students

have

trouble

with

orthographic

representations of words, which makes the student rely too heavily on


sound patterns; the opposite of phonological dysgraphia.
3. Mixed dysgraphia: Refers to students having trouble with mixing up
letter formations and having trouble with spelling tasks, a combination of
the first two types.
4. Semantic dysgraphia: Its a grammatical problem in which students have
difficulty with how words can be joined to make complete and
comprehensive phrases.
Education of Dysgraphic Children (Role of the Teacher): The following
are some of the assistance that the teacher can extend for the dysgraphic
students in the class:
1. Encourage proper grip, posture, and paper positioning.
2. Allow students to use a line width that is most comfortable for them.
3. Provide additional time for written tasks including note taking
copying, and tests.
4. Encourage the student to use hand exercises when he becomes
fatigued.

3. Dyscalculia

A specific learning disability that affects a persons ability to


understand numbers and learn math facts. Individuals with this type of LD
may also have poor comprehension of math symbols, may struggle with
memorizing and organizing numbers, have difficulty telling time, or have
trouble with counting.
Symptoms of dyscalculia: Children with dyscalculia experience difficulty in
following areas of mathematics:
(a) Classifying mathematical signs ( addition, minus, multiplication, and
division)
(b) Reading a clock and telling time
(c) Calculating basic amounts like bills
(d) Learning multiplication tables
(e) Using calculators
(f) Learning and remembering mathematical rules and formulas
(g) Playing games that involves numbers
(h) Reading analog clocks
(i) Conceptualizing time and judging the passing of time
(j) Judging distance
(k) Handling money or telling the time.
Education of Dyscalculic Children (Role of the Teacher): The following
are some of the assistance that the teacher can extend for the dyscalculia
students are in the class:
1. Use everyday examples with real objects to help the student visualize the
math problem.
2. Use repeated reinforcement to remove potential negative feeling towards
math.
3. Encourage students to work math problems on graph paper to make
lining up numbers and symbols easier.
4. Dyscalculic children having good logic and verbal skills, but poor spatial
skills could be encouraged to use reasoning skills instead of just
memorizing numbers.

4.

Language Processing Disorder

A specific type of Auditory Processing Disorder (APD) in which


there is difficulty attaching meaning to sound groups that form words,
sentences and stories. While an APD affects the interpretation of all sounds
coming into the brain, a Language Processing Disorder (LPD) relates only to
the processing of language. LPD can affect expressive language and/or
receptive language.

5.

Non-Verbal Learning Disabilities

A disorder which is usually characterized by a


significant discrepancy between higher verbal skills and
weaker motor, visual-spatial and social skills. Typically, an
individual with NLD (or NVLD) has trouble interpreting

nonverbal cues like facial expressions or body language, and


may have poor coordination.

6.

Visual

Perceptual/Visual

Motor

Deficit

disorder

that

affects

the

understanding

of

information that a person sees, or the ability to draw or copy.


A characteristic seen in people with learning disabilities such
as Dysgraphia or Non-verbal LD, it can result in missing
subtle differences in shapes or printed letters, losing place
frequently, struggles with cutting, holding pencil too tightly,
or poor eye/hand coordination.

Conclusion
A learning disability is not a disorder that a student outgrows. It
is a permanent disorder affecting how students with normal or aboveaverage intelligence process incoming information, outgoing information,
and/or categorization of information in memo. Learning disabilities should
not be equated with intellectual disabilities or psychiatric disabilities,

although learning disabilities can coexist with other conditions such as


ADHD or a psychiatric disability.

References
https://en.wikipedia.org/wiki/Learning_disability
http://ldaamerica.org/types-of-learning-disabilities/
http://www.disability.illinois.edu/instructor-information/disabilityspecific-instructional-strategies/learning-disabilities

S-ar putea să vă placă și