LEARNING

DISABILITY
Presented by:
GROUP 3
Learning Disability

a disorder in one of more of the basic
psychological process involved in
understanding or using language spoken or
written, which may manifest itself in an
imperfect ability to listen, think, read, write,
spell, or to do mathematical calculation.
CAUSES
Internal factors
A. Brain Damage
 Structural irregularities of the brain.
B. Prenatal stress of birth
 where traumatic events happen
such as difficulty of labor or
delivery, low birth weight and
illness.
C. Genetics
 evidences for inheritance.
D. Malnutrition and biochemical
imbalances
 inability of the blood to
synthesize a normal supply of
vitamins.
External Factors
A. Student and environment as a
cause of learning disability
B. Inappropriate instruction,
materials and curricula
CHARACTERISTICS

A. Learning Disabilities and Cognition


Students with learning disabilities has
difficulty in psychological processing.
These psychological processes are
aspect of cognition where we use to
process and learn information.
 Learning Disabilities and
B.
Academic Performance
Students with learning disabilities
may have difficulty in an aspect
of basic skills areas- reading,
language and math- and how
these affect in other types of
learning.
C. Learning Disabilities and Social
and Emotional Development
 Students with learning disabilities might
encounter the difficulties in itself and
interaction with surrounding but some are
not. The search for this are often
considered at risk for juvenile
delinquency.
CLASSIFICATION
Learning disabilities are often grouped by
school-area skill set as follows:

1. A reading disability (Dyslexia)

 Problems occur when you have difficulty
understanding the relationship between
sounds, letters and words and how they grasp
or comprehend they read.
2. A math disability (Dyscalculia)
 The student struggles with math
problems and concepts. They struggle
with memorization and organization of
numbers and might have trouble with
counting principles or have difficulty
telling time.
3. A writing disability (Dysgraphia)
 It refers to the struggle on physical
difficulty forming words and letter. They
might encounter in writing organization
and coherence, spelling consistency,
neatness and consistency of writing, and
copying letters and words.
4) A motor coordination disability
(Dyspraxia)
 It refers to problems with movement and
coordination whether it is with fine
(cutting, writing) and gross motor skills
(running, jumping).
 A language disability
(Aphasia/Dysphasia)
 They encounter problems in verbal
language skills which is the way to
communicate.
6. Auditory processing disorder
 It is an inability to subtle differences
in sound or hearing sounds may
difficult to sound out words and
understand basic concepts of reading
and writing.
7. Visual processing disorder
 Problems include missing subtle
differences in shape, reversing letters or
numbers, skipping words and lines, and
having problems with eye-hand
coordination.
 ACCOMMODATION
These following accommodations can help
children with learning disabilities in order for
them to learn:
 Classroom and Assignment Accommodation
o Provide feedback and assistance
o Assist student in planning the workflow of

assignments
o Provide students with a copy of your lecture

notes or outline
 Examination Accommodation
o Extend exam time
o Take exams in a room with reduced distraction

 Response Accommodation
o Give responses in a form (oral or written)
that’s easier for them
o Use a spelling dictionary
 Setting Accommodation
o Take a test in small group setting
o Sit where he learns best
o Proper lightning and acoustic
o Take a test in different setting

 Timing Accommodation
o Take more time to complete a task or a test
o Have an extra time to process oral information

and directions
 Scheduling Accommodation
o Take a test at a specific time of day
o Take more time to complete a project

 Organization Skills Accommodation

o Receive study skills instruction
o Mark texts with a highlighter
PROGRAMS
 In-Class Options

1. Teacher-Directed
 Students with learning disabilities who
served in regular classroom settings
receive the same basic curriculum as
other students in the classroom
2. Peer-Focused
 Models of peer-tutoring and cooperative
learning strategies suggested as means of
integrating students with disabilities.
 Multimedia Programs
A. Writing instruction
 Incorporate visual and auditory to assist in
writing
B. Reading comprehension
 Present text with visual and auditory clues to
enhance comprehension
C. Cooperative Learning
 Provide students opportunities to work
together to solve problems and assist one
another in learning new information.
REFERENCES:
http://www.washington.edu/doit/academic-
accommodations-students-learning-disabilities
http://www.understood.org/en/learning-attention-
issues/treatments-approaches/educational-
strategies/common-classroom-accommodation-and
-modification
Exceptional Children and Youth, 3rd Edition by Nancy
Hunt and Kathleen Marshall
Exceptional Children and Youth, 5th Edition by Nancy
Hunt and Kathleen Marshall
 THANK You FOR
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