ESEB3483

INTRODUCTION TO LEARNING DISABILITIES

APRIL 2019

1.0 INTRODUCTION

Learning disabilities is a reduced intellectual ability and difficulty with everyday

activities which affects someone for their whole life. People with a learning disability tend to
take longer to learn and may need support develop new skills, understand complicated
information and interact with other. The level support someone needs depends on the
individual. For example, someone with mild learning disability may only need support with
things like getting a job. However, someone with a severe or profound learning disability may
need fulltime care and support with every aspect of their life. They may also have physical
disabilities. People with certain specific conditions can have a learning disability too. For
example people with Down syndrome and some people with autism have a learning disability.

Based on the case study given in the question, 19 year old Abby suffers with Down
syndrome. In every cell in the human body there is a nucleus, where genetic material is stored
in genes. Genes carry the codes responsible for all of our inherited traits and are grouped along
rod-like structures called chromosomes. Typically, the nucleus of each cell contains 23 pairs
of chromosomes, half of which are inherited from each parent. Down syndrome occurs when
an individual has a full or partial extra copy of chromosome 21.This additional genetic material
alters the course of development and causes the characteristics associated with Down
syndrome. Besides Down syndrome, her reading ability was assessed as having the
characteristics of an emergent reader.

Next case study, 4th grade Susie suffers from dyslexia. Susie received a failing grade
for the past four spelling tests. Since then, the teacher has decided to reduce the number of
spelling words on Susie’s list. Besides that, she is only responsible for the single syllable words
on the spelling lists each week. Dyslexia is a learning disorder that involves difficulty reading
due to problems identifying speech sounds and learning how they relate to letters and words
(decoding). Dyslexia is also called reading disability and it affects areas of the brain that
process language. People with dyslexia have normal intelligence and usually have normal
vision. Most children with dyslexia can succeed in school with tutoring or a specialized
education program.

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Besides these two, there are other types of learning disabilities. For instance, auditory
processing disorder (APD). APD also known as Central Auditory Processing Disorder which
a person suffers a condition that adversely affects how sound that travels unimpeded through
the ear is processed or interpreted by the brain. Another type of learning disability is
dyscalculia. It is a specific learning disability that affects a person’s ability to understand
numbers and learn mathematic facts.

Overall, you can counter these things by creating a strong support system for children
with learning disabilities and helping them learn to express themselves, deal with frustration
and work through challenges.

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INTRODUCTION TO LEARNING DISABILITIES
APRIL 2019

2.0 CASE STUDY 1: ABBY

2.1 ASSESSMENT TOOLS

i. Visual-motor test assessment

Visual motor test used to test visual motor functioning,
developmental disorders and neurological impairments. Visual motor
test also defined as the degree which visual perception and finger hand
movements are well coordinated. This test requires an interaction
between the sensory system and the coordinate response from the motor.
Using this test, you will be able to help Abby with holding and grasping
pencil difficulty so that the correct markings can be done.
ii. Auditory and language process assessment
Auditory and language process assessment are used to help
children with difficulties in processing what is heard. This difficulty is
almost the same as visual processing disorder where there are problems
on processing the sound of the speech. Using this assessment, you are
able to help the Abby to overcome the problem. This assessment include
measures of semantics, grammar, phonology, comprehension, spelling
and sight-symbol and sound-symbol processing.
iii. Intelligence test / Cognitive assessment
This assessment are used to test the cognitive capabilities of the
human brain. According to Planning, Attention, Simultaneous and
Successive processing (PASS) theory of intelligence, human cognition
is organised in four processes, which is planning, attention,
simultaneous planning and successive planning. These four processes
are separated but interdependent. This process helps Abby to understand
the way information is coded, transformed and stored. Hence, this is also
a good way to estimate the intelligence functioning of Abby.

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2.2 LEARNING STRATEGY

i. Visual learning
Teaching a Down syndrome student requires a visual learning
style to attract their attention. Visual demonstrations, pictures and
illustrations can be successfully used to assists in providing effective
instruction in other subject areas of the curriculum. It would be helpful
to include supplementary pictures alongside the classroom hand outs so
that Abby would not be left out in her education. By doing this, you will
be successfully in delivering the instruction to Abby.
ii. Manipulative and activity learning
Manipulative learning usually used in mathematics subject.
Manipulatives are physical objects that are used as teaching tools to
engage students in the hands on learning of mathematics. The use of
manipulatives enable Abby to explore the concept first. When she
manipulates the object, they are taking necessary first steps toward
building understanding and internalizing math processes and
procedures. Since Abby’s brain are same level with children younger
age, we need to use concrete object starting with her fingers. Thus, doing
this will able to strengthen her psychomotor and also her cognitive.
iii. Teach rehearsal strategies
Down syndrome student have poor memory ability for three
reasons. First, they are at the disadvantages for adequate short term
memory due to language delays. Next is, they have limited repertoire of
memories strategies. Lastly, they tend to be “inactive” learners when it
comes to memory. These three reasons causes Abby to easily forget
things after she did it. So as teachers, we need to prepare an activity that
involves daily routine. For example, try to show patterns and memory
tricks to help Abby memorize the thing that she did. Remember,
repetition is the key to learning.

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2.3 Lesson Plan

1. Lesson Plan information Name : Sheralmina Bayan ak Stanley
Subject : English Date : 9th May 2019
Grade Level : Level 1 Time : 0800 – 0845 am
Topic : Healthy Living Length of Period : 45 minutes
2. Expectation(s)
i. Students will be able to know what a healthy diet is.

Learning Skills
i. Writing skills
ii. Speaking skills
3. Learning Objectives
i. Students will know what to consume on a healthy diet.
4. Learning and Teaching Strategies
i. Use videos to attract the students’ attention.
- Using videos will attract her attention since she love listening to music.
ii. Use a simple worksheets for their exercise.
- I will give her a simple writing task to improve her writing skills.
5. Conclusion
At the end of the lesson, students will know what a healthy diet is and what to eat to maintain a
healthy living.
6. Teaching Aids
i. Educational video
ii. Worksheets
iii. Laptop
iv. LCD projector

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INTRODUCTION TO LEARNING DISABILITIES
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3.0 CASE STUDY 2: SUSIE

3.1 ASSESSMENT TOOLS

i. Visual-motor test assessment

Visual motor test assessment is where educator use visuals
stimulator such as pictures, marbles or other concrete stuffs to overcome
the students’ problem. By doing this, it is a great way to enhance Susie’s
coordination and motor skills. For example, practice forming shapes and
letters using objects other than pencils or markers. Besides that, we can
use colouring books. Encourage her to trace over lines first to help her
see better where she wants to keep their crayon. This will enable Susie
to improve her writing skills.
ii. Auditory and language process assessment
This assessment are used to help children with difficulties in
processing what is heard. In this assessment, use effective language
strategies to help Susie so that she would not feel burden with talking.
For instance, asked her about her day, what she did at home. Let her
answer it even though it takes time for Susie to answer you. Next, you
could give Susie short phrases for her to read. Guide her when she is
reading that. By doing this every day, it will improve her speaking skills.
iii. Intelligence test / Cognitive assessment
Cognitive assessment are used to test the students’ cognitive
capabilities. Examples of intelligence test is neurocognitive testing.
Neurocognitive testing is a way to measure brain function non-
invasively. By measuring subtle aspects of brain function, clinicians can
get a powerful microscope into what is happening under the hood. In
this way, it gives a standardized way to get a snapshot of brain health.
Thus, we can conduct this assessment to test the Susie’s cognitive
capabilities.

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3.2 LEARNING STRATEGIES

i. Cue cards
Cue cards are used to practice spelling and making words. We
show to Susie the word first. Next, we ask her to spell the word that she
saw earlier. Besides that, we can use alphabet cue cards. First, we spell
the words correctly. Then, we mixed up the alphabets. After that, we let
her use the cue cards to spell again the words. Here, we can see either
she remember or not the arrangement of the word that was shown before.
If she still cannot spell it correctly, use shorter word.
ii. Spelling activities
In class, teacher should provide a fun spelling activities for
Susie. This will cause Susie to have fun while learning. For example,
teacher could create a fun crossword for Susie to do in class. Crosswords
have the advantage of engaging different learning styles. Next, use arts
and crafts to encourage spelling. Instead of using plain old pens and
pencils to write out words, break out the art supplies and allow Susie to
use paints, markers, crayons and other colourful creative implements to
spell out words.
iii. BINGO
Using bingo charts and flashcards with words that use specific
consonant blends, teachers read a word or show a picture representing
the word to Susie. Susie then place a mark on the bingo square with the
matching consonant blend. This process is repeated until she have
matched up enough consonant blends to make BINGO. This activity
helps her to learn and remember letters and letter combination sounds
by pairing repetition with auditory and visual aids.

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INTRODUCTION TO LEARNING DISABILITIES
APRIL 2019

3.3 LESSON PLAN

1. Lesson Plan information Name : Sheralmina Bayan ak Stanley
Subject : English Date : 13th May 2019
Grade Level : Level 1 Time : 0800 – 0845 am
Topic : Healthy Living Length of Period : 45 minutes
2. Expectation(s)
ii. Students will be able to know what a healthy diet is.

Learning Skills
iii. Visual skills
iv. Reading skills
3. Learning Objectives
ii. Students will know what to consume on a healthy diet.
4. Learning and Teaching Strategies
iii. Use memory game for class activities.
- Memory game are used to strengthen her memory. Here, we will see either she
remember or not the spelling of the words.
iv. Give simple exercise.
- Give her dotted alphabets worksheets so that she will able to write correctly in the
future.
5. Conclusion
At the end of the lesson, students will know what a healthy diet is and what to eat to maintain a
healthy living.
6. Teaching Aids
v. Cue cards
vi. Worksheets

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4.0 CONCLUSION

In conclusion, learning disability might not be curable as it is a lifelong disability but

with early intervention, it can be prevent from getting worse. When it comes to learning
disabilities, it is not always easy to know what to do and where to find help. Learning
disabilities can be really frustrating for children. Imagine having trouble with a skill all of your
friends are tackling with ease, worrying about embarrassing yourself in front of the class or
struggling to express yourself. Things can be doubly frustrating for exceptionally bright
children with learning disabilities where that scenario is not uncommon. Children with learning
disabilities may have trouble expressing their feelings, calming themselves down and reading
nonverbal cues from others. This can lead to difficulty in the classroom. Learning disabilities,
and their accompanying academic challenges, can lead to low self-esteem, isolation, and
behaviour problems, but they do not have to. You can counter these things by creating a strong
support system for children with learning disabilities and helping them learn to express
themselves, deal with frustration, and work through challenges. By focusing on your child’s
growth as a person, and not just on academic achievements, you will help them to learn good
emotional habits that set the stage for success throughout life.

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5.0 REFERENCE

7 Ideas for making spelling fun. (2019, May 25). Retrieved from
https://www.readandspell.com/making-spelling-fun

8 Fun Ways to Teach Spelling. (2017, October 23). Retrieved from

https://www.literacyplanet.com/au/news/8-fun-ways-teach-spelling/

Dyslexia. (2017, July 22). Retrieved from https://www.mayoclinic.org/diseases-

conditions/dyslexia/symptoms-causes/syc-20353552

Figure 2f from: Irimia R, Gottschling M (2016) Taxonomic revision of Rochefortia Sw.

(Ehretiaceae, Boraginales). Biodiversity Data Journal 4: E7720.
https://doi.org/10.3897/BDJ.4.e7720. (n.d.). doi:10.3897/bdj.4.e7720.figure2f

Five Instructional Strategies for Children with Down syndrome. (2016, August 30). Retrieved
from https://gigisplayhouse.org/westchester/five-instructional-strategies-children-syndrome/

Kopcikova, M. & Kovalcikova, I. & Ropovik, I. (2015). The role of simultaneous and
successive processing in EFL reading. International Journal of Psychology. 51. n/a-n/a. DOI:
10.1002/ijop.12171.

Learning Disabilities and Disorders. (2019, June 11). Retrieved from

https://www.helpguide.org/articles/autism-learning-disabilities/learning-disabilities-and-
disorders.htm

Medwetsky, L. (2011, July). Spoken language processing model: Bridging auditory and
language processing to guide assessment and intervention. Retrieved from
https://www.ncbi.nlm.nih.gov/pubmed/21757564/

Modifications for students with Down syndrome. (2019, May 25). Retrieved from
https://www.readandspell.com/modifications-for-students-with-Down-syndrome

Phelan, S. (2015, January 12). What is Visual Motor Integration? Retrieved from
https://nspt4kids.com/parenting/visual-motor-integration-develop-skill/

Teaching Students with Dyslexia: 4 Effective Lesson Plans. (n.d.). Retrieved from
https://blog.capterra.com/teaching-students-with-dyslexia-4-effective-lesson-plans/

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Types of Learning Disabilities. (2018, April 18). Retrieved from https://ldaamerica.org/types-

of-learning-disabilities/

Using Manipulatives. (2007, March 15). Retrieved from

https://www.teachervision.com/professional-development/using-manipulatives

What is a learning disability? (2019, April 11). Retrieved from

https://www.mencap.org.uk/learning-disability-explained/what-learning-disability

What Is Neurocognitive Testing? Neurocognitive Series, Part 1. (2019, April 05). Retrieved
from https://braincheck.com/blog/what-is-neurocognitive-testing

Welcome to Pearson Clinical. (n.d.). Retrieved from http://www.pearsonclinical.com.au/

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6.0 APPENDICES

Picture 1 Picture 2

Picture 3 Picture 4

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