Learning Disabilities: A Community Presentation

Brought to you by the Learning Disabilities Association of Alberta

Learning Disabilities: The Hidden Disability

Can you guess who has a learning disability?

Famous People With Learning Disabilities

      

Albert Einstein Leonardo da Vinci Sir Winston Churchill Tom Cruise Cher Robin Williams Agatha Christie

Learning Disabilities in Canada



1 in 10 people has a learning disability in Canada That means approximately 3 million people in Canada may have a learning disability (2003)

Learning Disabilities in Alberta

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300 000 people have learning disabilities in Alberta (2003) There are 600 000 school aged children in Alberta 60 000 of these children may have learning disabilities.

What is a Learning Disability?

The official definition Learning disabilities refer to a number of difficulties which impact the abilities of individuals with average to above average intelligence. The impact affects: Acquisition Organization Retention Understanding Use of verbal and non-verbal information

Having a Learning Disability means that the brain processes information differently than most people.
Information processing refers to how our brain: Receives information Uses this information Stores the information in memory Retrieves the information from memory, and Communicates or conveys the information

Clarification of Learning Disabilities

The following conditions are NOT considered learning disabilities:
    

Cognitive delay Autism Deafness Blindness Behavioural disorders

Note that similar characteristics may be observed in individuals with learning disabilities.

The Main Areas Impacted By Learning Disabilities

     

Visual processing Auditory processing Motor coordination skills Organizational skills Conceptualization Social skills

Differences in Visual Processing

Visual memory e.g. remembering faces, sight words  Recognizing similarities and differences e.g. b vs. d, horse vs. house  Visual tracking e.g. left to right, vertical columns in math  Figure ground discrimination e.g. control of near/far focus


Differences in Auditory Processing

Remembering verbal information e.g. directions, rules, instructions  Discriminating between similar sounds and words e.g. d vs. g, still vs. sill  Recalling number sequences e.g. phone numbers, addresses  Hearing sounds over background noise e.g. arenas, parks, pools, gym


Differences in Motor Skills

Hand/eye coordination e.g. catching, throwing, copying off the board  Fine motor control e.g. printing, tying shoes, buttons, scissors  Gross motor control e.g. running, swimming, riding a bike


Differences in Organizational Skills

Sense of time e.g. minutes, hours, days, calendar use  Task completion planning e.g. school reports, cleaning bedroom, long term projects  Organization of personal materials e.g. binders, clothes, CDs, desk  Organization of space e.g. bedroom, locker, book bag


Differences in Conceptualization
    

Understanding abstract and complex language e.g. idioms, metaphors Interpreting non-verbal language e.g. body language, reading environmental signals Rigid thinking and limited flexibility e.g. thrives on routine and predictability Correctly interpreting and using complex language e.g. slang, sarcasm, abstract concepts Understanding cause and effect of actions e.g. consequences, danger

Differences in Social Skills

    

Interpreting facial expressions e.g. smiles, frowns, wincing Recognizing body language e.g. foot tapping, slouching Reading social cues e.g. funerals, plays, restaurants Anxiety in social setting e.g. parties, class, buses Establishing and keeping relationships

Possible Causal Factors of a Learning Disability

We just dont know!
    

Complications during pregnancy Genetics (Learning Disabilities may run in the family) Environmental substances Neurological factors combined with environmental factors Traumatic brain injury

Common Signs of a Learning Disability

Preschool
     

Trouble learning numbers, alphabet, days of the week, colors, shapes Extremely restless and easily distracted Exaggerated response to excitement or frustration Has difficulty seeing and predicting patterns Remembering words to songs Speech or other developmental delays

Common Signs of a Learning Disability

Grades K-4  Reverses and confuses words or letters e.g. was vs. saw, bed vs. deb, this vs. that vs. they  Frequent reading and writing errors  Transposes number sequences, confuses arithmetic signs  Confuses the difference between up & down, top & bottom, in & out, in front of & behind  Difficulty seeing patterns in reading and math  Trouble printing on the lines and spacing math columns  Avoidance e.g. acting out, crying, stomach aches

Common Signs of a Learning Disability

Grades 5-8
       

Reverses letter sequences - e.g. soiled vs. solid, left vs. felt Trouble with word problems Difficulty with handwriting Lack of fluency when reading Struggles with multi-syllabic words Limited vocabulary understanding and usage Resistant to writing assignments Increasing signs of withdrawal from activities

Common Signs of a Learning Disability

High School Students
    

Continues with inaccurate spelling Frequently spells the same word differently in a single piece of writing Written communication is challenging Vulnerable to peer pressure, often the scapegoat in situations Tend to be passive readers without self-monitoring

Common Signs of a Learning Disability

Adults
    

Excellent verbal ability but often challenged to clearly express thoughts in writing May feel anxious, tense, depressed and may have poor self-concept Has difficulty organizing belongings, time, activities or responsibilities Can present with learned helplessness Often reluctant to seek help when needed

Effective Strategies =

Confident & Capable Learners

Effective Strategies
As Students

    

Develop self-advocacy skills learn to ask for what you need Understand and be involved in your Individualized Program Plan (I.P.P.) Identify and develop your interests and strengths Recognize that effort brings about achievement Believe in yourself

Effective Strategies
As Parents
 

    

Acknowledge your child's strengths and weaknesses Know your rights and understand the IPP process http://www.education.gov.ab.ca/k_12/specialn eeds/ Establish and maintain a positive relationship with all school professionals Keep a comprehensive record of all tests and reports Promote self-advocacy in your child Become an informed parent Support the teacher by making sure assignments are complete and your child goes to school ready to learn

Effective Strategies
As Teachers
      

Recognize each students strengths and weaknesses Develop a positive relationship with the parents Create and use a wide repertoire of teaching strategies Welcome parent input and be receptive to their ideas about how their child learns Encourage parent involvement throughout the IPP process Support and encourage self-advocacy in your students Educate yourself about learning disabilities and effective strategies that support learning

Effective Strategies
Adults in the Workforce
      

Establish a support network to help understand the job culture Identify and use your support system Know your strengths and weaknesses Reflect on the effectiveness of your personal strategies Ask for what you need in a timely manner Develop a history of work experiences Take advantage of training opportunities (workshops, seminars, conferences)

Effective Strategies
As Employers or Co-workers
  

 

Encourage each employee to identify his or her strengths and weaknesses and supports needed Illustrate concepts graphically, break down problems into components Encourage people who have communication difficulties to check their information with the source every time During meetings, use handouts and visual charts to support oral information when possible Use role-playing, videotapes, hands-on experience to teach and offer support on assignments

Equity vs. Equality

To treat all children the same way is to treat them unequally. Different kids have different learning needs; they have a right to have their needs met
(Mel Levine, 2002)

People with Learning Disabilities:

will have a learning disability all their lives  are intelligent and have abilities to learn despite their difficulties in processing information  Are highly capable of learning and succeeding with support and interventions  Can develop solid coping skills and strategies that enable them to succeed in school, and in life


About the Learning Disabilities Association of Alberta

Our Mission: To support people with learning disabilities achieve their full potential. As the provincial office of the Learning Disabilities Association, we work with Learning Disabilities on a provincial-wide scale. Our provincial chapters provide community programs and services within the province.

Our Chapters
Calgary Chapter The Kahanof Centre 340, 1202 Centre St. Calgary, Alberta T2G 5A5 Ph: 403-283-6606 Fax: 403-270-4043 Email: info@ldaa.net Web: www.ldaa.net Red Deer Chapter 2nd floor, 5017-50 St. Red Deer, Alberta T4N 1Y2 Edmonton Chapter 5540-106 Avenue Edmonton, Alberta T6A 1G3

Ph: 403-340-3885 Fax: 403-352-0099 Email: ldard@shawbiz.ca Web: wwwldaard.ca

Ph:780-466-1011 Fax: 780-466-1095 Email: ldaec@nucleus.com