Learning+Disability+Fact+Sheet

**Definition: ** A disorder in one or more of the basic psychological processes that affects the ability to initiate, organize, monitor, assess and adapt in order to accomplish a task. Affects the ability to analyze situations, plan and take action, focus and maintain attention and adjust actions as needed. Also, affects the ability to recall skills and apply them appropriately. **Characteristics: **  · Unable use skills across various settings.  · Difficulty solving simple problems. Ex: How to continue working even though my pencil broke.  · Difficulty communicating plans or events in correct sequence.  · Difficulty with sorting, organizing and prioritizing information  · Difficulty adapting to new demands or requirements.  · Appears to get the concept but cannot apply it appropriately. **Prevalence: ** <span style="font-family: 'Times New Roman','serif';">Just over 5% of school-age students are identified with learning disabilities. <span style="font-family: 'Times New Roman','serif';">About 45% of all school age students who have a disability have a learning disability. **<span style="font-family: 'Times New Roman','serif';">Types: ** <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">Language and Math (Dysgraphia (written expression), Dyslexia (reading), Dyscalculia(math), Dypraxia (hand writing) <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">Social and Emotional (Coping skills)  <span style="display: block; line-height: normal; margin: 0in 0in 10pt 0.5in; mso-list: l2 level1 lfo3; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">Executive Functioning (Memory and Self Monitoring)   **<span style="font-family: 'Times New Roman','serif';">Causes: **  <span style="font-family: 'Times New Roman','serif';">In most circumstances the cause is unknown. Research has pointed toward hereditary factors and environmental factors such as lack of exposure or opportunity to learn. **<span style="font-family: 'Times New Roman','serif';">Identification: ** <span style="font-family: 'Times New Roman','serif';">Teachers use the response to intervention process to identify students with learning disabilities. The child does not have to show extreme discrepancy in capability and academic progress. The lack of academic progress must not be the cause of a disability other than a learning disability. Early Identification follows the process of screenings, examination of risk factors or protective factors, systematic observations and comprehensive evaluations. **<span style="font-family: 'Times New Roman','serif';">Instructional Strategies and Tips: ** <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">Break large tasks into step-by-step mini tasks <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">Use auditory cues such as: timers, watchers or alarms <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">Incorporate visual schedules <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">Leave room for transitioning from one activity to the next discuss what is needed for the next activity. <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">Differentiated Instruction, Collaboration, Co-teaching, Cooperative Learning <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">The regular use of probes. <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">Quiet and organized work space <span style="display: block; line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">Study skills and organization instruction <span style="display: block; line-height: normal; margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif';">Frequent use of highlighters, tabs and post-its **<span style="font-family: 'Times New Roman','serif';">Key Resources: ** Mooney, Jonathan, and David Cole. //Learning Outside The Lines: Two Ivy League Students With Learning Disabilities and ADHD Give You Tools//. New York: Fireside, 2000. Print.
 * <span style="font-family: 'Times New Roman','serif';">Specific Learning Disability: Executive functioning **

<span style="color: windowtext; font-family: 'Times New Roman','serif';">Council for Learning Disabilities (CLD) <span style="font-family: 'Times New Roman','serif';"> provides services to professionals who work with individuals with learning disabilities. <span style="color: windowtext; font-family: 'Times New Roman','serif';">@http://www.cldinternational.org/ <span style="color: windowtext; font-family: 'Times New Roman','serif';">National Association of School Psychologists <span style="font-family: 'Times New Roman','serif';"> represents and supports school psychology through leadership to enhance the mental health and educational competence of all children. <span style="color: windowtext; font-family: 'Times New Roman','serif';">@http://www.nasponline.org/ __<span style="font-family: 'Times New Roman','serif';">Differentiating Instruction: A Modified Concerto in Four Movements, __<span style="font-family: 'Times New Roman','serif';"> Rick Wormmeli, (2003) an article about how teachers can reach all students through this instructional strategy. **<span style="font-family: 'Times New Roman','serif';">References: ** <span style="font-family: 'Times New Roman','serif';">Learning Disabilities of America, (2006) <span style="font-family: 'Times New Roman','serif';">Website: [|www.ldaamerica.org] <span style="font-family: 'Times New Roman','serif';">Great Schools website, (2010) <span style="font-family: 'Times New Roman','serif';">Website: [|www.greatschools.org] <span style="font-family: 'Times New Roman','serif';">Council for Exceptional Children website, (2010) <span style="font-family: 'Times New Roman','serif';">Website: [|www.cec.sped]. <span style="font-family: 'Times New Roman','serif';">LD Online: Information on learning disabilities and ADHD <span style="font-family: 'Times New Roman','serif';">Website: [|www.ldonline.org] <span style="font-family: 'Times New Roman','serif';">US Department of Education <span style="font-family: 'Times New Roman','serif';">Website: [|www.ed.gov] <span style="font-family: 'Times New Roman','serif';">McLeskey, J., Rosenberg, M., & Westling, D. (2010). Inclusion: Highly effective practices for all students. NY: Merrill