LEARNING DISABILITY

Dr.P.N.Narayana Raja

Learning is:
1.

a persisting change in human performance or performance potential . . (brought) about as a result of the learners interaction with the environment(Driscoll, 1994)

2. the relatively permanent change in a persons knowledge or behavior due to experience (Mayer, 1982).

Learning as a Black Box

INPUTS OUTCOMES

INPUTS

Learning

OUTCOMES

So whats happening inside the box?

Classical Conditioning Theory

General model: Stimulus (S) elicits >Response (R) Classical conditioning starts with a reflex (R): an innate, involuntary behavior. This involuntary behavior is elicited or caused by an antecedent environmental event. For example, if air is blown into your eye, you blink. You have no voluntary or conscious control over whether the blink occurs or not.

Classical Conditioning Theory

The specific model for classical conditioning is:

A stimulus will naturally (without learning) elicit or bring about a reflexive response.
Unconditioned Stimulus (US) elicits >

Unconditioned Response
(UR)

Classical Conditioning Theory

The specific model for classical conditioning is:

Neutral Stimulus (NS) --- does not elicit the response of interest This stimulus (sometimes called an orienting stimulus as it elicits an orienting response) is a neutral stimulus since it does not elicit the Unconditioned (or reflexive) Response.

Classical Conditioning Theory

The Neutral/Orienting Stimulus (NS) is repeatedly paired with the Unconditioned/Natural Stimulus (US).

Classical Conditioning Theory

The Neutral Stimulus (NS) is transformed into a Conditioned Stimulus (CS). That is, when the CS is presented by itself, it elicits or causes the CR (which is the same involuntary response as the UR.) The name changes because it is elicited by a different stimulus.

This is written CS elicits > CR.

Classical Conditioning Theory

In the area of classroom learning, classical conditioning is seen primarily in the conditioning of emotional behavior. Things that make us happy, sad, angry, etc. become associated with neutral stimuli that gain our attention.

Classical Conditioning Theory

For example, the school, classroom, teacher, or subject matter are initially neutral stimuli that gain attention. Activities at school or in the classroom automatically elicit emotional responses and these activities are associated with the neutral or orienting stimulus After repeated presentations, the previously neutral stimulus will elicit the emotional response

Classical Conditioning Theory

Example:

Child is harassed at school

Child feels bad when harassed Child associates being harassed and school Child begins to feel bad when she thinks of school

Classical Conditioning Theory

In order to extinguish the associated of feeling bad and thinking of school, the connection between school and being harassed must be broken.

USE SYSTEMATIC DESENSITIZATION TECHNIQUE TO REMOVE SCHOOL PHOBIA

A LEARNING DISABILITY IS A LIFELONG DISORDER WHICH AFFECTS THE MANNER IN INDIVIDUALS WITH NORMAL OR ABOVE AVERAGE INTELLIGENCE SELECT, RETAIN, AND EXPRESS INFORMATION WHICH MAY BECOME SCRAMBLED AS IT TRAVELS BETWEEN THE SENSES AND BRAIN.

Learning problems due to biological factors

Such children can be broadly grouped into 4 categories:

Group 1: Problem with general abilities.

Group 2: Problem with attention.

children have low intellectual abilities compared to average children and are known as slow learners.
children are restless and some are hyperkinetic. They have Attention Deficit Hyperactive Disorder (ADHD) or Attention Deficit Disorder (ADD).

Group 3: Problems with visual & auditory perceptions. Some of these children may read or write 'b' as 'd'.
They also manifest soft neurological signs such as difficulty in motor coordination or clumsy behaviour.

Group 4: Problems with spelling, writing and matethemtics:These children are quite intelligent but have
specific problems in spelling or writing or mathematics.

NEEDS OF CHILDREN

Physical needs: food, clothing, shelter, protection from pain and sickness, time to play. Psychological needs: acceptance as an individual, emotional satisfaction, reassurance, warmth, love and affection. Educational needs: warm and understanding atmosphere at school, encouragement for new learning and achievement, education to meet life's challenges. Deprivation can seriously affect the students physical, emotional, social and mental development.

Categories of Learning disabilities

Developmental speech and language disorders Academic skills disorders "Other," a catch-all that includes certain coordination disorders and learning handicaps not covered by the other terms

L D Characteristics

There is no such thing as a typical profile of students with learning disabilities But they often face common challenges related to learning, behavior, and social/emotional skills

L D characteristics

Generally have average or above-average intelligence Most fundamental characteristic is poor academic achievement in one or more of 6 academic areas: 1.Reading, 2.Writing 3. Mathematics 4.Memory 5.Metacognition 6. Behavioural

1. Reading

Most of the most significant problems Related to deficient language skills Especially important is phonological awareness recognizing sound segments in spoken words

1. Reading (continued)

Word recognition errors are common omit, substitute, insert, and/or reverse words Problems with comprehending what they read because of problems with recalling or identifying basic facts, sequence, or themes Lose their place, read in a choppy manner, struggle with comprehension Frustration often occurs

1. Reading (even more stuff)

Dyslexia refers to a severe reading problem Much worse than just a poor reader who needs remedial help Severe problems with reading, writing, spelling, speaking, or listening Neurological basis??

2. Written Language-1
May be OK in reading Hard time getting started Overwhelmed Struggle to organize and use mechanics Struggle to develop ideas fluently

2. Written Language -2
Difficulties with spelling and constructing written products in a legible fashion, Submit work that is too brief Dysgraphia refers to handwriting problems partial inability to remember how to make certain alphabet or arithmetic symbols in handwriting

2.Written Language -3
Reasons for dysgraphia: 1. Poor fine motor coordination 2. Failure to attend to the task 3. Inability to perceive or remember visual images accurately 4. Inadequate handwriting instruction in the classroom

2.Written Language -4

Also may have problems with spelling 1. Addition of unneeded letters 2. Omission of needed letters 3. Reversals of vowels 4. Reversals of syllables 5. Phonemic spelling of nonphonemic words

3. Mathematics
Hot area during past 10 years 2nd to reading problems for LD kids Can be mild to severe Dyscalculia: lack of ability to perform math functions

1. Mathematics difficulties:
Visual perception (numbers and shapes) Memory (recalling math facts) Motor functions (writing numbers) Language (relating arithmetic terms to meaning; using math vocabulary) Abstract reasoning (solving word problems; making comparisons

4. Memory
Short- and long-term memory STM: Problems in comparing, organizing, processing, and storing LTM: Problems creating and using a permanent store of info for later use

4. Memory

Both STM and LTM problems mean: 1. Deficient strategies to assist in memorizing information 2. Insufficient metacognitive skills to assist in recall of information 3. Possess limited semantic memory capabilities

What does dyslexia look like?....1

What does dyslexia look like?....2

What does dyslexia look like?....3

5. Metacognition
Awareness of how one think, and the monitoring of ones thinking Students with LD have trouble here

5. Metacognition
students with learning disabilities may involve: 1.Knowing a large number of strategies for acquiring, storing, and processing information 2.Understanding when, where, and why these strategies are important 3.Selecting and monitoring the use of these strategies wisely and effectively

6. Behavioral, Social, and Emotional Characteristics

The processing problems experienced by LD kids can also create difficulty with understanding social cues and behaving in socially acceptable ways Frustration with not being able to learn like other kids You could do it if you would only try!

6. Behavioral, Social, and Emotional Characteristics

1. Interpersonal skills: fewer friends, more rejections, seen as socially troubled, impulsive, etc. 2. Motivation and Self-Concept: Years of frustration and poor achievement will take a toll. Learned helplessness can result why try?

What causes learning disabilities?

1.

Neurological Causes This has been the presumed cause for 100 years Many terms for central nervous system dysfunction (CNS) Lots of interesting findings, but still more questions than answers And does it help the teacher?

2. Heredity or genetic causes Appears to be good evidence for family history of disabilities of a severe nature, such as dyslexia Also speech and language disorders, spelling, math

3.

Teratogenic and Pollution Factors

Well-established links here FAS (Fetal alcohol syndrome) Crack Cocaine Lead Mercury

What is Dyslexia?

Dyslexia is a specific learning difficulty in learning, in or more of reading, spelling and written language. It may be accompanied by difficulty in number work, short term memory, sequencing, auditory and/or visual perception and motor skills; it is particularly related to mastering and using written language, alphabetic, numeric and musical notation. In addition, oral language is often affected to some degree.

SYMPTOMS OF DYSLEXIA -1
READING/ SPELLING: missing/adding in words/letters transposing words/letters( changing the position of a word or a letter e.g. Saying 'lots' for 'lost' reads/spells words back to front
READING: repeat phrases/words when reading even though it was read correctly the first time reverse words/letters misreads the first word in a sentence struggle with a word even though it may have been read correctly seconds before lose place when reading dislike/avoid reading and missing out lines of text

SYMPTOMS OF DYSLEXIA -2
SPELLINGS: have difficulties in learning spellings unless taught using specialist teaching methods WRITINGS: Write letters/numerals back to front and upside down which causes many confusions between letters numerals e.g b d p q h y, 69 25 u n m w.

INDICATORS TO SPOT THE DYSLEXIC CHILD-1

A difference between their oral and written ability A difference between the knowledge that they possess and their ability to communicate it on paper. Confusions as to which is left and right Difficulties in understanding, following or duplicating a sequence e.g tying show laces, learning tables/months of year/days of the week. Work erratically - one minute he can do it and the next he can't. (adult may feel that he is lazy) Has a reading age below of his peers Is under stress which can be shown in many different ways, stomach aches, irritable bowl syndrome, aggression, temper tantrums etc all of which are less noticeable when not in a school or the child may become totally passive in school situation

INDICATORS TO SPOT THE DYSLEXIC CHILD-2 Written work can have words missed out, sentences that barely make sense and incorrect use of tenses: Their written work can follow any one of the following three patterns: 1) they work very slowly and very neatly, produce less work than you would expect for their ability 2) slowly and very untidily with hardly any work to show for an hour's effort 3) they work fast, very untidily and will often pour out their thoughts in a tangled mess Poor short term memory, but often able to remember what they did on holiday last year. Untidy rooms/ desks or the place where they keep their belongings.

INDICATORS TO SPOT THE DYSLEXIC CHILD-3

Unable to make a start Poor ability to read the time accurately and/or poor time sense Difficulties in processing their thoughts. Difficulties in copying accurately from a black board and/or from worksheet. Difficulties in proof reading their work they cannot see their mistakes even if their work is read out to them Likelihood of having any of the following i.e allergies, hay fever, asthma.

Dyslexia is NOT.
a result of low intelligence based on class or ethnic origin merely concerned with" difficulties with reading" a result of poor eyesight or hearing a result of an emotional problem an impediment to an academic career a middle class excuse for poor academic attainment a mental handicap

Dyslexia is among other things:

a discrepancy between evident intelligence and actual performance a problem with processing language quickly a difficulty with auditory processing a difficulty with visual processing a directional problem - confusion of left and right a weakness of short term memory a difficulty with fine motor co-ordination a difficulty with sequencing an organizational difficulty Dyslexia means having to work ten times as hard.

main ways of helping dyslexic students to learn and study:

encourage them to use aids and equipment, modify the way you teach and conditions for tests and exams and offer specialist learning support which will enable student to achieve their full academic potential

AIDS FOR LEARNING

Micro-cassette Tape recorder: File dividers and organizers: Taped books:Video / film/ educational discs: Electronic Typewriter or A microcomputer:

TEACHERS' HELP IN THE CLASSROOM

1.

2.

3.

by the way the teachers' present their teaching material by talking about the learning process by giving help with specific skills

Presenting material
1)The selection of these materials depends on the background of the student and the skills of the teachers. 2)with images - pictures, diagrams, colour, good quality well laid out handouts,practical demonstrations 3)with sounds - explanations, repetition, discussions, tapes, dialogue, role play. 4)with movement & doing - practical activities, three dimensional illustrations,excursions and outings, making things, tactile experience andexploration, 'right brain learning strategies such as imagery,metaphor, drawing. 5)encourage 'hands on' activities 6)develop visualization skills 7)encourage imagination

introducing 'holistic' ways of presenting subject matter

1. introduce the 'whole picture' and then the

parts within it 2. make explicit links from particular examples to the general overall idea 3. give concrete examples (using audiovisual aids or demonstration where possible) to build up to abstract ideas

The Learning Process-1

Discuss the learning process with your students. explain why you are doing a particular activity explain skills you are hoping to develop -discuss with students how they intend to go about learning something explore which strategies have worked for them encourage students to share strategies which have been successful develop students' analytic skills to decide why certain strategies work and others are less successful help them to realize the necessity and value of practice to consolidate learning in order to acquire a new skill

The Learning Process-2

discuss how memory works relate new learning to successful learning in the past use 'mind mapping' use mnemonics Encourage students to take charge of their own learning. offer a variety of methods and approaches for them to select or discover which works best for them set up situations where they can explain or demonstrate things to each other, work in pairs or groups, select activities or projects, set goals stress self-checking and give plenty of opportunity for self Assessment

Specific Skills-1
Technical vocabulary Teachers shall discuss and explain the jargon of their subject area encourage students to compile their own glossaries help them focus on learning spellings of important technical vocabulary Note taking Teachers shall make their own notes available to the students write main points and terminology on board when using OHPs - type information, summarize points, don't put too much information onto sheet make handouts clear and easily accessible

Specific Skills-2
Reading provide reading list with selected articles and clearly structured and presented material offer audio-visual sources on subject matter (e.g. Open University programmes, TV documentaries or discussions, video courses which often give structure to material which student can use to help written texts). Writing - Offer models of written work: essays reports, projects - explain the structure - give outline plan and guide

POINTS TO REMEMBER IN TEACHING DYSLEXIC

Some students can only generalize from lots of specific concrete examples and practice When a student makes an error in a sequence you may need to retrace all the steps with them rather than just point out where they went wrong Some students may be easily distracted by noise, activity or visual 'clutter' Dyslexic students may need more time to absorb information try to break-up learning sessions, discussions etc. to allow this processing to happen The final stage of learning is being able to 'teach' someone else -make opportunities for students to do this (through talking, writing, demonstrations)

THANKS