Learning Disabilities Exceptionality Report

Introduction
The term of learning disabilities is now commonly associated with being the broad label
representative of a wide spectrum of mental/physical conditions ranging from mild to severe in
intensity (Hardman, M.L., Drew, C.J., & Egan, M.W, 2014). Individuals who suffer from
learning disabilities display varying characteristics, and an accompanying set of specialized
needs to accommodate their apparent academic disadvantage. For years, many children who
suffered from learning disabilities were often wrongly diagnosed with the prognosis of being
either emotionally disturbed or remedial students (Hardman, M.L., Drew, C.J., & Egan,
M.W, 2014). Furthermore, an important fact to keep in mind is that individuals suffering from
learning disabilities often are above the average level of intelligence, and differ drastically from
individuals with intellectual disabilities (i.e. those who suffer from either sensory or autism
spectrum disorders.) (NCLD, 2014)
Definition and Prevalence
A specific learning disability means a disorder in one (1) or more of the basic psychological
processes involved in understanding or in using language, spoken or written, that adversely affect
the student's educational performance, including conditions referred to, or previously referred to,
as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental
aphasia (Indiana State Board of Education, 2014, p. 76).
According to the National Center for Learning Disabilities, approximately 2.4 million schoolaged American children are identified as students suffering from a specified learning disability.
In the 2008-2009 school year, the Indiana Department of Education reported that 60,611 Indiana
students identified having a specified learning disability (IDOE, 2008).
Classifications
As mentioned before, the term learning disabilities serves as a label for a broad spectrum
of disabilities with varied behaviors and symptoms. The following serves as a listing of the
most common and distinctive variations of learning disabilities present in school aged
children (Indiana State Board of Education, 2014, p.76).
:
(A) Reading disability, which is a specific learning disability that is neurological in origin
and has a continuum of severity. It is characterized by difficulties with accurate or fluent, or
both, word recognition and by poor spelling and decoding abilities. A reading disability
may be due to difficulties in the following:
(i) Basic reading skills.
(ii) Reading fluency skills.
(iii) Reading comprehension.

(B) Written expression disability, which is a specific learning disability that is

neurological in origin and has a continuum of severity. Written expression is a complex
domain that requires the integration of the following:
(i) Oral language;
(ii) Written language;
(iii) Cognition;
(iv) Motor skills.
(C) Math disability, which is a specific learning disability that is neurological in origin
and has a continuum of severity. The ability to perform mathematical computations and
reasoning requires multiple core cognitive processes. A math disability may be due to
difficulties in the following:
(i) Mathematics calculation.
(ii) Mathematics problem solving.
(D) Oral expression disability, which is a specific learning disability that is neurological
in origin; has a continuum of severity; and is characterized by deficits in using expressive
language processes to mediate learning of:
(AA) Reading;
(BB) Writing;
(CC) Spelling;
(DD) Mathematics skills.
(E) Listening comprehension disability, which is a specific learning disability that:
is neurological in origin; it has a continuum of severity; and is characterized by difficulties
in using receptive language processes to mediate learning of:
(AA) Reading;
(BB) Writing;
(CC) Spelling;
(DD) Mathematics skills.

Characteristics
Certain learning disabilities are sometimes characterized as mild disorders, however little
empirical research has been conducted to validate this point entirely (Hardman, M.L., Drew, C.J.,
& Egan, M.W, 2014). However, recent subtype and comorbidity research results have been able
to identify distinctive patterns within the broadened categories of learning disabilities, as well as
closely examine the behaviors of individuals who suffer from multiple learning disabilities.
According to a 2014 report from Pepperdine University, the following are common observable
characteristics of individuals who are affected by the most common specified learning
disabilities (generalized difficulties in reading, writing, or mathematical skills):

SPECIFIED:
Reading
Confusion of similar words, difficulty using phonics, problems reading multi-syllable
words.
Slow reading rate and/or difficulty adjusting speed to the nature of the reading task.
Difficulty with comprehension and retention of material that is read, but not with material
presented orally.
Writing
Difficulty with sentence structure, poor grammar, omitted words.
Frequent spelling errors, inconsistent spelling, letter reversals.
Difficulty copying from board or overhead.
Poorly formed letters, difficulty with spacing, capitals, and punctuation.
Oral Language
Difficulty memorizing basic facts.
Difficulty expressing ideas orally which the student seems to understand.
Problems describing events or stories in proper sequence.
Residual problems with grammar, difficulty with inflectional or derivational endings.
Math

Difficulty memorizing basic facts.

Confusion or reversal of numbers, number sequence, or operational symbols.
Difficulty reading or comprehending word problems.
Problems with reasoning and abstract concepts.

NON-SPECIFIED
Study Skills
Poor organization and time management.
Difficulty following directions.
Poor organization of notes and other written materials.
Needs more time to complete assignments.
Social Skills
Difficulty "reading" facial expressions, body language.
Problems interpreting subtle messages such as sarcasm.
Confusion in spatial orientation, getting lost easily, difficulty following directions.
Disorientation in time, difficulty telling time (Pepperdine University, 2014).

Diagnostic Assessments and Eligibility Criteria

Information from Article 7 concerning assessment indicates that eligibility for special education
for a student who is affected by a learning disability will be determined by the students CCC.
This determination will be based upon the multidisciplinary teams educational evaluation report
described in 511 IAC 7-40-5(e) and 511 IAC 7-40-5(g), which includes the following evaluative
criteria (Indiana State Board of Education, 2014 p. 77-78) :
(1) An assessment of current academic achievement as defined at 511 IAC 7-32-2.
(2) An observation of the student in the student's learning environment, including the
general classroom setting, to document the student's academic performance and behavior
in the areas of difficulty. The multidisciplinary team may do either of the following:
(A) Use information from an observation in routine classroom instruction and monitoring
of the student's performance that was done before the student was referred for an
educational evaluation.
(B) Have at least one (1) member of the multidisciplinary team, other than the student's
general education teacher, conduct an observation of the student's academic performance
in the general education classroom after:
(i) The child has been referred for an educational evaluation.
(ii) Parental consent for the educational evaluation has been obtained.
In the case of a student of less than school age or out of school, a team member must
observe the student in an environment appropriate for a student of that age:
(3) Available medical information that is educationally relevant.
(4) A social and developmental history that may include, but is not limited to, the
following:
(A) Communication skills.
(B) Social interaction skills.
(C) Responses to sensory experiences.
(D) Relevant family and environmental information.
(E) Patterns of emotional adjustment.
(F) Unusual or atypical behaviors.

(5) An assessment of progress in the general education curriculum that includes an

analysis of any interventions used to address the academic concerns leading to the
referral for the educational evaluation.
(6) Any other assessments and information, collected prior to referral or during the
educational evaluation, necessary to:
(A) Address the exclusionary factors listed in subsection (a)(3).
(B) Determine eligibility for special education and related services.
(C) Inform the student's CCC of the student's special education and related services
needs.
Article 7 also details that the following specified criteria may be evaluated under the
conditions that a student is being assessed on the basis of a language or
mathematical based learning disability.
(1) For difficulties with reading:
(A) Decoding.
(B) Phonological awareness.
(C) Phonological memory.
(D) Phonological processing.
(E) Orthographic processing.
(F) Reading fluency (rate and accuracy).
(G) Reading comprehension.
(2) For difficulties with written expression:
(A) Handwriting, which encompasses the following:
(i) Fine motor skills.
(ii) Visual-motor coordination.
(iii) Visual and working memory.
(iv) Phonological and orthographic processing.
(B) Spelling, which encompasses the following:
(i) Phonological and orthographic processing.
(ii) Written spelling ability.
(C) Composition, which encompasses the following:
(i) Oral language.
(ii) Reading ability.
(iii) Attention.

(iv) Memory.
(3) For difficulties with math:
(A) Nonverbal problem solving.
(B) Working memory.
(C) Long-term memory.
(D) Processing speed.
(E) Attention. (Indiana State Board of Education, 2014 p. 77)

Strategies, Interventions, and Adaptive Materials

According to The National Center for Learning Disabilities (2014), students with specified
learning disabilities usually benefit from one-on-one teaching styles, as well as assistive
educational technology programs. The following are suggested strategies for
teaching/accommodating students with specified learning disabilities:
For Disabilities with Reading:

Provide a quiet area for reading.

Have students use both visual and auditory senses while reading text.

Offer to read written material aloud, when necessary.

Share informational texts and invite students to wonder about the new ideas presented.

Point out ways in which reading is important in everyday life (e.g., on labels,
instructions, and signs).

Use stories that have predictable words and words that occur frequently in the text.

Label objects in classroom.

Engage students in activities that help them learn to recognize letters visually.

Teach students to attend to the sounds in language.

Model and demonstrate how to break short sentences into individual words.

For Disabilities with Writing:

Allow the use of a computer or laptop when taking notes.

Allow the student to use print or cursive.

Have students complete writing tasks in small steps.

Provide a partially compiled outline so that students can fill in the details beneath major
topic headings.

Provide a computer with spell check/grammar corrective software/

Provide notes or outlines to reduce the amount of expected writing.

For Disabilities with Mathematics:

Allow the usage of scratch paper to show student work.

Use colored pencils/chalk to differentiate problems.

Teach students to draw pictures of word problems.

Have graph paper readily available.

Arrange peer assistance and tutoring availabilities.

Frequently practice with mixed groupings of students.

Offer manipulatives throughout instruction.

Schedule computer time to practice mathematical facts with educational software.

Helpful Software Programs/Applications for Students with Learning Disabilities (National

Center for Learning Disabilities, 2014):

Writepad: Allows students to compose a text document with their own handwriting using their
own personal shorthand.
Grammar Dragon (for younger students): An interactive game that scores points based upon
correct responses/fixes to grammar-oriented problems.
Dexteria: An app that offers therapeutic hand exercises for children to improve motor skills and
ultimately, increase their penmanship.
Simplex Spelling Phonics: An app that provides a years worth of online material for assistive
review in spelling, reading, and writing.

An article found on the Great Schools website suggests that students with learning disabilities
flourish academically when given the opportunity to work with forms of assistive technology
while completing their coursework. Listed below are a few of the many viable examples of
assistive technology that can be to aid students with learning disabilities complete their
classroom assignments efficiently.

Examples of Assistive Technology for Students with Learning Disabilities (Great Schools,
2014)

Abbreviation expanders

Alternative keyboards

Audio books/publications

Electronic math worksheets

Freeform database software

Graphic organizers/outlining

Information/data managers

Optical character recognition

Personal listening systems

Portable word processors

Proofreading programs

Speech-recognition programs

Talking calculators

Word-prediction programs

Electronic dictionaries

Variable-speed tape recorders

Support Services/Providers
Services and supports for individuals affected by learning disabilities differ between age groups
(adults v. children.) Many of the changes in goals/supports are often due to a students changing
needs as they further advance in their academic career (Hardman, M.L., Drew, C.J., & Egan,
M.W, 2014).
A report from Brown University (2013) suggests utilizing the following teaching strategies to
facilitate classroom support for learning disabled students:

Instructors should speak distinctly and at a relaxed pace, pausing occasionally to allow
students to ask questions or to catch up in their note-taking.

During class, provide periodic summaries of the important points. At the end of the
lecture, briefly recap the key points to stress their importance one more time. Write
new terms and important information on the chalkboard or on an overhead
transparency, and use them in context to further convey meaning.

Keep oral instructions concise.

Repeat or re-word complicated directions.

To avoid confusion, give assignments both orally and in written form.

Read aloud material that is written on the chalkboard or overhead transparencies.

Resources
Web Site
Smart Kids with Learning Disabilities: http://www.smartkidswithld.org/?
gclid=CKvy_YzflsECFWELMgodCBcALQ
The official website of the non-profit organization, Smart Kids with Learning
Disabilities. This website is dedicated to provide parents with the proper resources to
effectively educate, empower, and inspire their learning disabled child.
National Organization
Learning Disabilities Association of America (LDA)
4156 Library Road
Pittsburg, PA 15234
Email: info@LDAAmerica.org
Phone: 412-341-1515
Fax: 412-344-0224
http://ldaamerica.org

LDA is an organization dedicated to effectively empower all students with learning

disabilities to immerse themselves fully in society, regardless of their apparent
limitations. LDAs central mission is to create opportunities for all students to succeed
regardless of their apparent learning disability.

State or Local Organization

Learning Disabled Association of Indiana
Website: http://www.ldaofindiana.net
Owner/Moderator: Mary Tremmel mtremmel@ma.rr.com

This is a non-profit organization which serves as the state affiliate of the Learning
Disabilities Association of America.
Book for Parents
Buchman, D. (2006). A Special education: one familys journey through the maze of learning
disabilities. Cambridge, MA: Da Capo Press.
An inspiring memoir about a mothers journey to understand the perilous attributes of
learning disabilities, and what being learning disabled means for the academic career of
her daughter.
Childrens book
Beverly, L. (2007) .In jesses shoes. Bloomington, MN: Bethany House Publishers.

A book for young readers telling the story of a young girl who seeks to understand the
mind of her learning disabled brother, Jesse as well as combat the social stigmas that
plague him due to his condition.

References

Brown University. (2013) Learning disabilities support services. Retrieved from

http://www.brown.edu/Student_Services/Office_of_Student_Life/dss/resources/facul
ty/teaching/learning_disabilities.html

Great Schools. (2014) Assistive technology for kids with ld: an overview. Retrieved from
http://www.greatschools.org/special-education/assistive-technology/702-assistivetechnology-for-kids-with-learning-disabilities-an-overview.gs

Hardman, M.L., Drew, C.J., & Egan, M.W. (2014). Human exceptionality: School, community,
and family, 11e. Belmont, CA: Wadsworth-Cengage Learning.

Indiana Department of Education. (2008) Special education statistics. Retrieved from

http://www.doe.in.gov/specialed

Indiana State Board of Education. (2014, August). Special education rules (Title 511, Article 7,
Rules 32 47).

National Center for Learnings Disabilities. (2014) Learning disabilities overview. Retrieved
from http://www.ncld.org/

Pepperdine University. (2014) Characteristics of students with learning disabilities.

Retrieved from
http://www.pepperdine.edu/disabilityservices/students/ldcharacter.htm