All About Learning Disabilities and Supporting Students with Learning Disabilities
What are Learning Disabilities?
Learning Disabilities are highly unique to each individual therefore there are many ways to define a Learning Disabilities; the following definitions are from the BC Ministry of Education as they adopted these from the Learning Disabilities Association of Canada and the BC Association of School Psychologists in 2002.
"Learning disabilities refers to a number of disorders that may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information." (BC Ministry of Education, 2016)
"Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning." (BC Ministry of Education, 2016)
"Learning disabilities may also involve difficulties with organizational skills, social perception, social interaction and perspective taking." (BC Ministry of Education, 2016)
"Learning disabilities are due to genetic and/or neurological factors or injury that alters brain function in a manner that affects one or more processes related to learning." (BC Ministry of Education, 2016)
Learning Disabilities are highly unique to each individual therefore there are many ways to define a Learning Disabilities; the following definitions are from the BC Ministry of Education as they adopted these from the Learning Disabilities Association of Canada and the BC Association of School Psychologists in 2002.
"Learning disabilities refers to a number of disorders that may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information." (BC Ministry of Education, 2016)
"Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning." (BC Ministry of Education, 2016)
"Learning disabilities may also involve difficulties with organizational skills, social perception, social interaction and perspective taking." (BC Ministry of Education, 2016)
"Learning disabilities are due to genetic and/or neurological factors or injury that alters brain function in a manner that affects one or more processes related to learning." (BC Ministry of Education, 2016)
What are the various Learning Disabilities?
Arithmetic Disorder (Dyscalculia) Writing Disorder (Dysgraphia) Reading Disorder (Dyslexia) Spelling Disorder (Dysorthographia) Auditory Processing Disorder Visual Processing Disorder Sensory Integration or Processing Disorder Organizational Learning Disorder Social Cue Disorder (BC Ministry of Education, 2011) |
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How are Learning Disabilities identified?
"Learning disabilities are often identified once a child is in school" (NIH, 2018) Usually the first step when you notice that a child or student is struggling with his or her academics is to begin RTI (Response to Intervention). - monitor the student's progress closely to identify any possible areas of difficulty - use various supports and interventions as needed - ensure the child or student receives additional support if he or she does not show progress Always ensure you have open communication with the student's parents. If you notice a child or student is not making any progress please have them evaluated for a learning disability. Review the student's progress academically and socially at an SBT meeting. An evaluation is made by the child's family doctor as well as school professionals. A family doctor will evaluate the child to rule out possible causes of the child's difficulties. Discuss the family history with the child's parents/guardians. (NIH, 2018) Learning disabilities are highly individual and unique to each child. Once a learning disability has been identified please ensure an IEP is developed for the student. An IEP will help ensure appropriate supports are given to the student to help him or her reach their full potential. |
Image retrieved from: https://childrensupportsolutions.com/learning-disability-awareness-month/
Image retrieved from: https://www.istockphoto.com/ca/vector/dyslexia-brain-gm524725646-92267195
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Examples of Learning Disabilities
Auditory Processing DisorderDefining an Auditory Processing Disorder: An Auditory Processing Disorder does not necessarily mean that the person will have hearing loss. A person may have adequate hearing but have difficulty processing or interpreting what he or she hears (BC Ministry of Education, 2011). Identifying an Auditory Processing Disorder: Students with an Auditory Processing Disorder may show the following signs: - is easily distracted or has trouble staying focused - gets overwhelmed in noisy environments - has trouble following instructions or directions - has difficulty following conversations - has difficulty understanding what has been said - may have difficulty with reading comprehension, vocabulary, and basic literacy (BC Ministry of Education. 2011) and (Morlet, 2014) Does your child or student have difficulty hearing or understanding speech? If you think your child or student has an Auditory Processing Disorder please have them examined by an Audiologist. Audiologists look for five main areas when examining a child: 1) If a child struggles to pay attention with background noise 2) If a child struggles to remember information such as directions or instructions 3) If a child struggles at distinguishing words that sound similar to one another 4) If a child cannot stay focused on listening long enough to complete a task 5) If a child struggles to understand higher-level listening such as drawing inferences or understanding riddles (Morlet, 2014) Strategies to Support a Student with an Auditory Processing Disorder: - have preferential seating and let the student sit near the front of the classroom to minimize distractions - use study aids such as a tape recorder - use visual aids - chunk tasks into smaller steps - slow your speech and emphasize key words - preload the student with important information - use transition words such as "first" "next" "then" (Miller, 2020) |
Writing Disorder (Dysgraphia)Defining a Writing Disorder: A person may have a Writing Disorder if they have difficulty with illegible printing, spelling, and putting their thoughts down onto paper (NCLD, 2007) A person may have a Writing Disorder if they struggle to complete words or letters and experience fine motor difficulty (BC Ministry of Education, 2011) "The process of writing actually interferes with learning." (Richards, 2007) Identifying a Writing Disorder: A person may have a Writing Disorder if they show the following signs: - illegible printing and messy papers - they may avoid or get upset when asked to do a writing assignment - if they frequently have unfinished words or letters - if they tire quickly while writing - if they have difficulty organizing their thoughts onto paper - if they have difficulty with sentence structure and grammar (NCLD, 2007) Strategies to Support a Student with a Writing Disorder: - let the student copy and write simple sentences - encourage the student to use a pencil grip - let the student use assistive technology such as a talk-to-text laptop or spell check. - let the student have writing breaks - provide the student with the notes for a lesson in advance - encourage the student to be patient with himself or herself - have younger students use graph paper to keep their writing straight (Richards, 2007) - be supportive - let the student use a tape recorder - give the student additional time to complete a task - let the student have alternatives to assignments such as doing an oral report instead of a written report - encourage the student to develop his or her fine motor skills by creating letters out of clay or tracing letters (Edutopia, 2019) |
Arithmetic Disorder (Dyscalculia)Defining an Arithmetic Disorder: A person with an Arithmetic Disorder may have difficulty understanding mathematical concepts. They may have difficulty understanding, manipulating and using numbers (BC Ministry of Education, 2011). An Arithmetic Disorder has also been referred to as "number dyslexia" (Frye, 2019) Identifying an Arithmetic Disorder: A person may have an Arithmetic Disorder if their mathematical skills are significantly lower than the expected base for age/skill. - a person with an Arithmetic Disorder may have difficulty recalling basic math facts - may have difficulty making sense of money and time - may use mathematical strategies that are not age/skill appropriate such as counting on their fingers long after their peers have stopped using this method - may have difficulty recognizing and sorting patterns - may have difficulty understanding and retaining basic mathematical concepts - may have difficulty sequencing numbers - may show an aversion or disinterest in mathematics (Frye, 2019) Strategies to Support a Student with an Arithmetic Disorder: - use a hands on approach to mathematical skills - avoid using worksheets often - use concrete manipulatives and tools (Frye, 2019) - use repetition, teach rhymes and songs to align with sequencing - teach the student life skills with numeracy such as money math or telling time (Henderson, 2012) - use fingers as a strategy. If students are successful using this strategy then please encourage them to use it - play math games to engage students and peak their interest (Agustin, 2015) |
Social Cue DisorderDefining a Social Cue Disorder: A person with a Social Cue Disorder may have difficulty behaving in a socially accepted way. They may struggle with basic social skills and have difficulty understanding social cues (BC Ministry of Education, 2011) Identifying a Social Cue Disorder: Students with a Social Cue Disorder may show the following signs: - difficulty solving social problems - easily frustrated - more likely to choose inappropriate or unacceptable behaviour in social situations (Tenenhouse, 2015) -has poor impulse control - may have difficulty understanding social conventions - may have difficulty interpreting social cues (BC Ministry of Education, (2011) Strategies to Support a Student with a Social Cue Disorder: - teach the student how to make eye contact - teach the student how to identify their own emotions (Brain Balance Program, 2019) - use a program such as Zones of Regulation - providing positive role models - provide clear and consistent expectations - have a solid day-to-day routine (BC Ministry of Education, 2011) - practice social skills with role-play - review your child or student's social interaction with them - help your child or student interpret abstract meanings in language (show the child a movie and help them decipher body language and subtle language) (Tenenhouse, 2015) |
References
Agustin, Jillian (2015). Dyscalculia: Tips and Tricks to Help Students. Retrived from: https://www.youtube.com/watch?time_continue=200&v=EYIGzqE5IMc&feature=emb_logo
BC Ministry of Education (2011). Supporting Students with Learning Disabilities. A Guide for Teachers. Retrieved from: https://onq.queensu.ca/content/enforced/363458-CONT904002FW19/20/Readings/learning_disabilities_guide.pdf?ou=363458
Brain Balance Program, (2019). Social Tips for Children Who Don't Make Friends Easily. Retrieved from: https://blog.brainbalancecenters.com/2014/11/learning-social-cues
Thierry Morlet (2014). Auditory Processing Disorder. Retrieved from KidsHealth: https://kidshealth.org/en/parents/central-auditory.html
Edutopia (2019). Supporting Students with Dysgraphia. Retrieved from: https://www.youtube.com/watch?time_continue=108&v=HPMaxsSJMwI&feature=emb_logo
Frye, Devon (2019). What is Dyscalculia? Article Retrived from: https://www.additudemag.com/what-is-dyscalculia-overview-and-symptom-breakdown/
Miller, Caroline (2020). Help for Kids with Auditory Processing Disorder: How to Build Listening Skills. Retrieved from the Child Mind Institute: https://childmind.org/article/help-for-kids-with-auditory-processing-disorder/
NCLD National Center for Learning Disabilities (2007). What is Dysgraphia? Article from LD Online: http://www.ldonline.org/article/12770/
NIH National Institute of Child Health and Human Development (2018). How are learning disabilities diagnosed? Retrieved from: https://www.nichd.nih.gov/health/topics/learning/conditioninfo/diagnosed
Richards, Regina G (2007). Strategies for Dealing with Dysgraphia. Article from LD Online Retrieved from: http://www.ldonline.org/article/5890/
Tenenhouse, Dena (2015). Social Skills and Learning Disabilities. Article retrieved from Learning Disabilities Association of Ontario. Website: http://www.ldao.ca/introduction-to-ldsadhd/articles/about-parenting/social-skills-and-lds/
Agustin, Jillian (2015). Dyscalculia: Tips and Tricks to Help Students. Retrived from: https://www.youtube.com/watch?time_continue=200&v=EYIGzqE5IMc&feature=emb_logo
BC Ministry of Education (2011). Supporting Students with Learning Disabilities. A Guide for Teachers. Retrieved from: https://onq.queensu.ca/content/enforced/363458-CONT904002FW19/20/Readings/learning_disabilities_guide.pdf?ou=363458
Brain Balance Program, (2019). Social Tips for Children Who Don't Make Friends Easily. Retrieved from: https://blog.brainbalancecenters.com/2014/11/learning-social-cues
Thierry Morlet (2014). Auditory Processing Disorder. Retrieved from KidsHealth: https://kidshealth.org/en/parents/central-auditory.html
Edutopia (2019). Supporting Students with Dysgraphia. Retrieved from: https://www.youtube.com/watch?time_continue=108&v=HPMaxsSJMwI&feature=emb_logo
Frye, Devon (2019). What is Dyscalculia? Article Retrived from: https://www.additudemag.com/what-is-dyscalculia-overview-and-symptom-breakdown/
Miller, Caroline (2020). Help for Kids with Auditory Processing Disorder: How to Build Listening Skills. Retrieved from the Child Mind Institute: https://childmind.org/article/help-for-kids-with-auditory-processing-disorder/
NCLD National Center for Learning Disabilities (2007). What is Dysgraphia? Article from LD Online: http://www.ldonline.org/article/12770/
NIH National Institute of Child Health and Human Development (2018). How are learning disabilities diagnosed? Retrieved from: https://www.nichd.nih.gov/health/topics/learning/conditioninfo/diagnosed
Richards, Regina G (2007). Strategies for Dealing with Dysgraphia. Article from LD Online Retrieved from: http://www.ldonline.org/article/5890/
Tenenhouse, Dena (2015). Social Skills and Learning Disabilities. Article retrieved from Learning Disabilities Association of Ontario. Website: http://www.ldao.ca/introduction-to-ldsadhd/articles/about-parenting/social-skills-and-lds/