Beruflich Dokumente
Kultur Dokumente
Research Paper by
Maximino Azur
Rodelia Santos
Josefino Javier
Warlito Gogolin
March 2012
ABSTRACT
The prominent features of Learning Disabilities would involve disorders of learning and
cognition that are intrinsic to the individual but are not primarily due to other conditions, such as
mental retardation, behavioral disorders, lack of opportunity to learn, or primary sensory deficit,
and unexpected under achievement and intra individual deficits. This is not to suggest that there
are no problems with identifying students with learning disabilities, but the problems of
assessment and identification should not lead to altering or eliminating the category.
Why students with learning disabilities do not dwell has fascinated and baffled
researchers in the fields of reading, cognition, speech and hearing, neurology, learning, vision,
audition, and special education in general. What is clear is that there is no one cause of
difficulties experienced by all persons who are said to have learning disabilities. There appear to
be multiple causes and not all children with learning disabilities have the same set of deficits.
Most have trouble learning to read and write. Others have trouble with mathematics. Some have
trouble with all the three.
Learning Disability is a hidden disorder or deficit. You cannot see it as you can blindness
or other physical disabilities. It is a disorder in an individuals’ ability to interpret what he or she
sees or hears or to link information from different part of the brain. It can be a narrow or a multi-
faceted disorder and a literacy condition.
CHAPTER 1
INTRODUCTION
Learning disabilities are problems that affect the brain's ability to receive process,
analyze, or store information. These problems can make it difficult for a student to learn as
quickly as someone who isn't affected by learning disabilities. There are many kinds of learning
disabilities. Most students affected by them have more than one kind. Certain kinds of learning
disabilities can interfere with a person's ability to concentrate or focus and can cause someone's
mind to wander too much. Other learning disabilities can make it difficult for a student to read,
The way our brains process information is extremely complex — it's no wonder things
can get messed up sometimes. Take the simple act of looking at a picture, for example: Our
brains not only have to form the lines into an image, they also have to recognize what the image
stands for, relate that image to other facts stored in our memories, and then store this new
information.
It's the same thing with speech — we have to recognize the words, interpret their
meaning, and figure out the significance of the statement to us. Many of these activities take
place in separate parts of the brain, and it's up to our minds to link them all together.
Most people know, or are taught, at an early age, how to process information and develop
an organized plan or strategy when confronted with a problem, whether that problem is social,
academic, or job related. Others find such cognitive processes quite difficult. Learning
disabilities have only recently been recognized as disabilities. This neurological disorder causes
and therefore affects a person's basic function such as reading, writing, comprehension, and
reasoning. However, these students with learning disabilities can be taught effective learning
assignments on time, and they have trouble taking notes and following instructions. They often
have difficulty spelling correctly and have frequent grammatical errors which results in poor
sentence structure and poor penmanship. If the lecturer speaks too fast, they will have difficulty
understanding the lecture and recalling the words. They are usually slow readers and sometimes
have incorrect comprehension and poor retention. Confusion with math symbols is common, as
well as difficulty with concepts of time and money. Realizing their inabilities result in low self-
esteem which greatly affects their social skills. They might have impulsive behavior and
disorientated in time.
This study focuses on the students with learning disabilities inside their class. And this
GENERAL PROBLEM:
The main problem of this study is to find out how a teacher educates his/her
‘
SPECIFIC PROBLEM:
To find out what are these learning disabilities encountered by the Third Year
This study may embrace the area of Third Year students of San Jose Del Monte National
High School.
SCOPE:
LIMITATION:
Faculty Members
The researcher focuses on the learning disabilities encountered by the Third Year
To help the students with Learning Disabilities easily understand their lessons inside their
classroom.
For the Teacher to figure out how should they handle those students with Learning
Disabilities.
Chapter II
Theoretical Framework
RELATED LITERATURE
Most research on learning disabilities (LD) is conducted on relatively small samples, with
the majority of work being focused on school aged populations, and in particular those in the
elementary school age/grade range. Thus, there has been little research available specifically
focused on an adult population (Gottardo, Siegel, & Stanovich, 1997) as illustrated by an attempt
at a meta-analytic review of research on remedial programs for adults that was unsuccessful due
to the small number of studies, differing intervention strategies, different samples used, and
In addition, it has been suggested that those working with the adult literacy community
and those working with the adult learning disability community have typically had different
Scarborough, 1993). However, accumulated evidence from research on children and adults
suggests that this dichotomy may not be a useful approach. In particular, it has been repeatedly
demonstrated within a school aged population that those meeting traditional definitions for
reading disabilities do not differ in meaningful ways from those simply classified as poor
processing, have been identified (Felton, & Wood, 1992; Shaywitz, Fletcher, Holahan, &
Shaywitz, 1992; Siegel, 1989; Vellutino, Scanlon, & Lyon, 2000). Bone, Cirino, Morris and
Morris (2002) replicated this finding with an adult sample. Similarly, there does not appear to be
any significant difference between the two groups, reading disabled and poor readers, with
2000). In essence, there appears to be a point of confluence where poor reading due to poverty of
level. However, to date there have been no large scale investigations designed to evaluate for
meaningful differences between those with low literacy skills and those with a learning
outcomes. It may be that if the same explanatory variables are linked to both LD and low literacy
that these two solitudes may be better considered as a single issue or at least be recognized as
being so closely related that differentiating between them given the current state of intervention
strategies is unnecessary and overly burdensome to both individuals and the larger adult
education system as a whole. This requires acknowledging that poor reading skills may arise for
a myriad of reasons, not just the presence of a LD and that interventions can be successful
literacy scores including such things as: 1) gender, where it has been consistently shown that
females demonstrate higher prose skills compared to males (Desjardins, 2005a), 2) age cohort,
where younger cohorts tend to score higher than older cohorts (Desjardins, 2005a), 3) education
level, where higher levels of education result in better scores (Desjardins, 2005b), 4) income,
where higher income is associated with better scores (Desjardins, Werquin, & Dong, 2005), 5)
parent level of education, where higher levels of parental education are linked to higher scores
and 6) reading practices, where more reading is connected to higher scores (Willms, 2005).
In addition to the influence of LD on prose scores, it is also important to understand
which variables are most strongly associated with LD in an adult population. As noted, there are
relatively few studies focusing on adults compared to what is available in reference to children.
As a result there are a number of unanswered questions and/or contentious issues relating to the
prevalence, distribution and influencing factors associated with the reported presence of a
learning disability, in large part due to the lack of evidence specific to the adult population. Four
key variables can be identified in the research literature that have been relatively widely studied
and yet continue to be debated due to conflicting or limited evidence. These are: gender, age,
attained education level, and income/employment status as adults. The relationship of these
variables to LD is either somewhat contentious or has been generally accepted as a matter of fact
based upon the results of relatively few studies. As such, these four variables were selected for
inclusion in the present study in order to clarify their relationship to self-reported LD in an adult
population.
RELEVANT THEORIES
The following is a brief review of each of these variables and a sampling of the related
research findings:
Gender: For many years the higher prevalence of LD in males was considered to be an
established fact. However, more recently there has been increasing debate regarding this issue.
For instance, Siegel and Smythe (2005) took the perspective that gender differences were an
artifact of the definitional criteria used in diagnosing LD and they supported this perspective by
citing a large scale longitudinal study of school aged individuals who were followed from
kindergarten to grade 5. Their results demonstrated that although some gender differences were
observable in kindergarten and grade 1, after that point there were essentially no measurable
differences between genders. In contrast, Liederman, Kantrowitz, and Flannery (2005), argue
that gender differences are present. They use a review of high quality studies and an associated
critical analysis of these to support the contention that gender differences are not the product of
definitional criteria, ascertainment bias, statistical artifacts and related concerns, but rather reflect
Age: Age, in and of itself, should not be related to the presence of a learning disability given that
learning disabilities by definition are neurologically based and lifelong (Learning Disability
Association of Canada, 2001). However, prevalence rates should rise based upon age cohort
since Learning Disability as a formal diagnostic category was not established until the early
1960's. As such, the number of those over the age of 45 who report a learning disability could be
expected to be significantly lower than those under the age of 45. According to LDAC "The age
of 44 was identified… since 'learning disability' was first applied in the early 1960's, and those
identified by diagnosticians in the late 1960's and early 1970's are now in this age bracket."
Interestingly, Mellard and Patterson (2008) in a study using 311 Adult Development Education
(ADE) participants in the Midwestern states to identify differences between those reporting a LD
with those who did not, found that those reporting LD were more likely to be in the 46-55 year
Education: Given the educational struggles typically faced by those with LD it would be
expected that academic outcomes would be lower as compared to peers. In particular it would be
anticipated that fewer individuals with LD would graduate from high school and fewer still
would go on to post-secondary education. Levine and Nourse (1998) in a review of the literature
related to LD, gender, education and employment reported a number of methodologically sound
studies that demonstrated that LD students were less likely than their peers to pursue post-
secondary education. However, Mellard and Patterson (2008) found in a sample of adult
education learners that those with LD were more likely to complete high school compared to
those without LD. Though this tends to contradict most other studies it was suggested that those
with a formal diagnosis may have received greater support from the school system that allowed
Income and Employment Status: As with educational outcomes it would be anticipated that
those with LD would be more likely to be unemployed and if working would be in either
relatively low paying/skill jobs and/or perhaps face wage discrimination. Again Levine and
Norse's (1998) review of the literature suggest that unemployment and low paying/skill jobs
were present to a higher degree in those with LD, though significant methodological issues were
identified in the research reviewed. Mellard and Patterson (2008) noted that participants in ADE
programs with and without LD tended to demonstrate similar employment rates and similar
status jobs. This would suggest that educational attainment and basic literacy skills may be the
key factor in these issues as opposed to LD status per se. In addition, Dickinson and Verbeek
(2002) analyzed a data set to determine if there was a wage differential between college
graduates with and without a LD. Results showed a wage differential was present that did not
appear to be related to overt discrimination, but rather the authors attributed the difference to
Additional variables, variables of interest, were also identified since they have been associated
with educational outcomes generally or they have been linked to LD but have been considerably
less studied in reference to LD. These variables of interest include: 1) parents' education level -
separated for father and mother, 2) self-reported co-occurring disabilities - hearing, speech,
vision, and other lasting more than six months, 3) remedial reading activities while in school, and
4) reading practices at home. The rationale for identifying each of these as variables of interest is
as follows:
Parents' level of education: First, it has been clearly established that genetics play a role in the
between the level of education attained by parents and that attained by offspring. In addition, if
clear gender differences in prevalence rates do exist in favour of males having higher rates of LD
it would be expected that father's level of education would be a stronger predictor of LD status
than mother's level of educational attainment. In addition, parental level of education has been
shown to be a significant factor related to literacy levels, such that those with more highly
educated parents tend to have higher literary scores (Kaplan, & Venezky, 1993; Willms, 2005).
Interestingly, Mellard and Patterson (2008) found no difference between mothers' high school or
post-secondary completion between those reporting, and those not reporting a LD.
Co-occurring disabilities: A number of research studies have demonstrated that those with
learning disabilities are more likely compared to those in the general population to have or to
have had other disabilities, with speech and hearing disabilities being commonly identified. This
is illustrated by Vogel and Holt (2003) who reviewed results from the first IALS (1994) survey
and noted that within Canada 18% of those with a LD compared to 8.37% without reported a
hearing disability and 11% versus 2.96% reported a speech disability. Similarly, Shapiro
(undated) indicated that the presence of a hearing or speech impairment was a risk factor
associated with reading disability. The co-occurrence of visual disabilities is less commonly
reported, though Stein (2001) has theorized that a visual issue may underlay reading impairment,
Solan, Shelly-Tremblay, Hnason and Larson (2007) concluded given the results of their study
"… that a common linkage exists between reading comprehension, visual attention, and
magnocellular processing." (p. 270), and a significantly higher rate of visual difficulties was
noted in one study of ADE learners (Mellard, & Patterson, 2008). The "other disabilities"
category was included given the range of disabilities that have been linked to LD and the
observation by Vogel and Holt (2003) that 26% of LD compared to 10.98% of non-LD
Remedial reading: Reading disabilities are the most common LD accounting for 80% of those
reported (Shaywitz, & Shaywitz, undated). In addition, those with LD would tend to experience
greater difficulty with academic material compared to the general population. As such, it was
expected that those with a LD would be more likely to have been enrolled in remedial reading
programs while in school. Such findings were noted by Mellard and Patterson (2008) where 75%
of those with LD reported participating in remedial or special programs while in school. This
translated into those with a LD being nine times more likely to have undergone such programs.
literacy skill attainment and retention in the adult population (Willms, 2005) and were included
HYPOTHESIS
1. NULL – There is no significance between the Students with Learning Disabilities and the
Classroom Teacher.
2. NULL – There is no significance between the Third Year students of San Jose Del Monte
Classroom Teacher”, follows the procedure called IPO which stands for Input-Process-Output,
which illustrates the information needed in the process or phases on how to develop the system,
and its output which is specifies as the proposed systems. Figure 1.1 shows the IPO of the
proposed system.
FIGURE 1.1
FEEDBACK
Chapter III
Methods of Research
The researcher used descriptive method as their method of research. This method deals
with the discovering relationships and explaining things using the gathered data. This method is
used to find out what are the characteristics of the students with learning disabilities.
RESEARCH INSTRUMENT
Campus library. And uses questionnaires to gather data and went to San Jose Del Monte High
School to conduct surveys and get the opinions, feelings, and beliefs of the students involved and
The survey sheet was made possible through the help of books and some questions
derived from the ideas of the researcher. The survey sheet is a one-page questionnaire which
contains 10 questions that deals with the characteristics of the students with learning disabilities.
To mention also to the help of the internet where the researcher surfed and collect
The respondent of the study are the twenty students of San Jose Del Monte High School
with Learning Disabilities in their class. Male and Female, ages 14-17 years of age.
All the questionnaires will be collected, and then the responses will be tallied to find out
the frequency of each item. The data that will be obtained will be subjected to the following
statistical treatment.
To obtain the percentage to be conducted, frequency of each item will be divided by the
P=f/nx100
Where:
P= Percent average
- Shows the difficulty of the students in learning new skills, relying on memorization.
Question No. 2
Question No. 3
Question No. 4
Question No. 5
Question No. 6
- Shows the difficulty having hard time learning the connection between letters and
sounds.
Question No. 7
Question No. 8
Question No. 9
Question No. 10
- Shows the difficulty in transpose number sequences and confuses arithmetic signs.
Chapter IV
CROSS CLASSIFICATION
In this study the researcher have used only the twenty third year students of San Jose Del
Monte High School as her respondent. They have been given out questionnaires in concern with
the Learning Disabilities of the students. The answers they have given in each question were
TABLE 1
memorization.
YES = 15 NO = 5
This reveals that 75% of the students has difficulty on learning new skills and
TABLE 2
YES = 15 NO = 5
This reveals that 75% of students have difficulty on Time Management, and the
TABLE 3
YES = 14 NO = 6
This reveals that 70% of students with Learning Disabilities have difficulty in
remembering facts and only 30% of them don’t have this difficulty.
TABLE 4
words
YES = 8 NO = 12
This reveals that only 40% of the students experiencing this difficulty and the
TABLE 5
YES = 12 NO = 8
This reveals that 60% of the students encountering this poor coordination and
TABLE 6
YES = 10 NO = 10
This reveals that 50% of the students having a hard time learning the connection
between letters and sounds and the other 50% doesn’t have this.
TABLE 7
errors.
YES = 15 NO = 5
This reveals that 75% of the students suffering this difficulty in spelling and
TABLE 8
YES = 12 NO = 8
This reveals that 60% of the student has this difficulty and only 40% does not
have.
TABLE 9
YES = 12 NO = 8
This reveals that 60% of the students have this impulsive behavior and the 40% of
TABLE 10
QUESTION NO. 10 = shows the students difficulty in transposing number sequence and
YES =14 NO = 6
This reveals that 70% of the students has difficulty in transposing number
sequence and confuses in arithmetic signs and only 30% understood this.
Chapter V
SUMMARY
This study aims to find out the Learning Disabilities encountered by the twenty third year
FINDINGS
1. In the survey 75% of the students have difficulty on learning new skills and other
2. In the survey 75% of students have difficulty on Time Management, and the 25 %
remembering facts and only 30% of them don’t have this difficulty.
4. In the survey only 40% of the students experiencing this difficulty and the other
5. In the survey 60% of the students encountering this poor coordination and only
6. In the survey 50% of the students having a hard time learning the connection
between letters and sounds and the other 50% doesn’t have this
7. In the survey 75% of the students suffering this difficulty in spelling and reading,
8. In the survey 60% of the student has this difficulty and only 40% does not have.
9. In the survey 60% of the students have this impulsive behavior and the 40% of the
10. In the survey 70% of the students has difficulty in transposing number sequence
CONCLUSION:
certain that many students, who would otherwise have failed or dropped out of school, are being
helped by teachers who have discovered students’ disabilities early enough and have provided
appropriate remedial teaching. Alert teachers have recognized that anything which interferes
with reception of stimuli, the pupil responses or with motives and energy interferes with feeling.
Any such interference whether it is a speech defect, a slight loss of hearing or a feeling of
rejection, must be recognized and treated before the students’ full potential is released. Remedial
teaching begins with a discovery of students who are having or apt to disabilities.
achievement test, diagnostic and cues which the teacher may notice in observing pupils at work.
The causes of disabilities are found through a more intensive analysis which includes the use of
diagnostic tests, interview and case studies. It is important in this step that teachers study the
process which pupil use in solving problems or in going about their work.
RECOMMENDATIONS:
o Seat the student in your direct line of vision where you can easily assist them. Also
consider seating them next to students who will be willing to assist them.
o Seat the student near the focal point of the lesson, near the teacher, presenter, or
audiovisual equipment.
o Before beginning a lesson, list and highlight what students should learn from the lesson.
At the end of the lesson, review these points. Photocopy any notes presented during the
lesson for the students (enlist another student in the class to serve as the notetaker).
o Encourage students to work in small groups for in-class assignments and allow for peer
tutoring.
o Present information aurally, visually, and tactilely at the same time to assist with
encoding. For example, present instructions visually on an overhead while you review
o Condense instructions into small, understandable units; keep them brief and concise.
o Highlight or boldface key words. Whenever possible, demonstrate the tasks that will be
performed.
o Have the students paraphrase your instructions back to you to test for comprehension.
instructions needed to complete the assignments. Do not make the students copy these
o Mark on their assignments using a highlighter where they are expected to begin and end.
In some instances, it may be helpful to include markings that remind the students to work
o Print class/homework assignments for different subjects on paper colored to represent the
paper.
o Photocopy instructions that are adequately spaced and in large, readable fonts.
o Include check boxes at the end of each step of the instructions so that he students can
o For more disorganized students, develop homework assignment sheets that the students’
parents and teachers sign to ensure that they know their assignments and complete them.
Work with the students and their parents to develop a daily routine.
o Design a personal toolkit for the students that contain all of the materials they frequently
use throughout the school day. Reinforce them for having their toolkits with them and
being prepared.
o Emphasize instant letter recognition whenever possible. For example, write a letter on
the board and tell students to line up if their names begin with that letter.
o Teach the student to understand the relationship between how a word looks and how it
sounds—i.e., teach phonetic rules. Teach the student to apply phonetic rules to words by
having them manipulate the syllables and phonemes within the words (use omission,
o Teach students to break down multi-syllabic words. Have them read syllables written on
individual cards and arrange them into words. Then have them read the words aloud.
o Begin teaching the students words that are phonetically correct before progressing to
words that do not follow phonetic rules. Expose students to new words gradually.
students with dyslexia learn to keep track of their understanding while reading. For
example, point out how they can use pictures and context cues to assist their reading
comprehension.
o Create story maps to help students integrate concepts and events in the story, understand
o Build background knowledge and set a purpose for reading to strengthen their
comprehension.
o Encourage regular reading practice in class and outside of class with others (e.g., friends,
parents).
o Provide opportunities for peer reading so that they can follow along as others read.
o When possible, read passages with the student and then have the student reread the same
passage to you.
o Provide the student with access to books on tape and encourage them to follow along in
the text with the narrator (this will help increase reading fluency).
o Inform parents and students about oral reading assignments in advance so that they have
o Following a reading assignment, ask students specific questions about the reading to test
for comprehension.
o When presenting the students with decimal problems, highlight the decimal point.
o Teach for mastery of mathematical terminology (sum, difference, multiple, etc.) using
multi-sensory techniques.
o Have the students create a reference sheet that contains several key terms or concepts
o When performing mental arithmetic, let the students write down the sign used in their
Have each student dictate aloud how they are solving a problem as they solve it.
o Provide the students with reference sheets demonstrating the correct way to write cursive
letters. Provide the students with a reference sheet of common handwriting mistakes.
Allow the students to critique their own handwriting and have them identify areas where
o Encourage the students to use electronic spell checkers to proofread their work.
o For students with extremely poor handwriting (dysgraphia), allow them to word process
o Teach students to proofread their work and identify grammatical mistakes they frequently
make as well as words they frequently misspell. Have them record their mistakes on a
reference sheet and allow them to refer to the list. Have the alphabet posted clearly in the
o Do not have the students repetitiously re-write words they spell wrong; rather, teach them
o Follow the criteria outlines in the students’ IEPs and when appropriate, allow for the
o When applicable, use oral testing to supplement or replace written tests and assignments.
On non-spelling tests, grade for content and comprehension instead of deducting points
o Construct tests to include a variety of items from different domains; use multiple choice,
matching, short answer, true/false and essay questions. Group similar test items together
o Print the students’ tests in large readable fonts and provide adequate spacing.
o Allow opportunities for the students to study before the test session and provide the
o Let the student’s record their answers directly on the test form. Do not make them
to help you if aware of your particular needs. You should plan a carefully balanced course
schedule so that you’re not overloaded with courses requiring heavy reading, large amounts
2. To the extent that you can, choose small, structured classes with professors who use
multi-sensory methods of instruction (e.g., seeing, hearing and doing), provide a detailed
syllabus, present information in an organized manner, and use various ways to evaluate
student performance.
3. Register with Disability Support Services (DSS). The office offers an array of
accommodations and services to assist students with documented disabilities. Even if you
choose not to use accommodations immediately, it is advisable to register with DSS to ensure
4. Be knowledgeable about your disability and comfortable describing it so you can
advocate effectively for yourself with your professors. DSS can help you with this if
needed. Be sure to inform your professors of your needs early in the semester so they can
accommodations.
5. Organize your learning materials and establish a set time and place to study. Estimate
ahead of time how long a given class assignment will take. Generally plan on at least two
hours of study time outside of class for every hour in class. Study more difficult subjects
when your energy levels are highest. Build in study breaks; fatigue is a big time waster.
6. Use a calendar for planning rather than trying to keep a schedule in your head. Keep a
monthly calendar with semester assignments, quizzes, exams, and special occasions, such as
holidays. Then fill out a weekly calendar with slots for each hour that includes all your
classes, tutoring appointments, work schedule, study time, etc. From the weekly calendar,
7. Attend all of your classes, take notes and participate in class discussions. This will get
you involved, and if your professor gives credit for participation, it can bring up your grade if
8. Sit toward the front of the classroom to minimize distractions and help you focus on
the professor.
9. If you have questions about course material or trouble structuring an assignment do
not hesitate to talk with your professors, preferably during their scheduled office hours. It is
important to seek help as soon as you need it so you do not fall behind.
10. If you don’t understand, ask your professor to rephrase the information rather than
merely repeating it. Also ask for examples or applications of the material.
11. Preview lecture topics prior to class discussion. Using the course syllabus, look over
the assigned textbook chapter headings, familiarize yourself with new vocabulary and
preview the information to be covered before the class lecture. This will provide you with a
frame of reference to help you understand and remember information later presented in class.
12. Keep up with reading assignments and use reading strategies that promote
comprehension and efficiency. Such strategies include previewing new material by looking
over the section headings and reading the end-of-chapter summaries and questions,
highlighting important text information, and relating new material to what you already know
13. Attend all review sessions offered by your professors. If you learn well by studying
with others, join or start a study group to discuss and review material for your courses. You
can share notes, ask each other questions, and work out problems as a group.
14. Index cards are good aids for memorization of terms and facts. Use them like flash
cards, writing the key word on the front of the card and the definition or fact on the back.
After you have learned them, return to them later to review for tests.
15. Use resources available on campus if you have trouble with the content of a course.
Both the Academic Achievement Center and Writing Lab provide tutoring support. It is
important to seek help early in the semester rather than waiting until you are having serious
difficulty in a course.
16. Make an appointment to talk with a counselor if you’re experiencing trouble with
emotions such as anxiety and depression, which can interfere with your academic success.
The Counseling Center provides a variety of services, including individual, group and career
counseling to help students resolve problems. Help is also available to improve attention,
organization and time management skills.
BIBLIOGRAPHY
http://www.readingrockets.org/article/202/
http://nichcy.org/wp-content/uploads/docs/bib12.pdf
http://www.ldonline.org/article/5791/
http://www.cedu.niu.edu/~shumow/itt/LDStudents.pdf
http://www.as.wvu.edu/~scidis/learning.html
http://kidshealth.org/teen/diseases_conditions/learning/learning_disabilities.html
APPENDICES
Name: Gender:
Year and Section: Age:
Direction: Check () if you exhibit some of the following characteristics below:
9. Impulsive behavior.