CHAPTER 5

LEARNING DISABILITIES
ALEXIS PANEPINTO
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A severe discrepancy An exclusion A need for special
between the student’s criterion—the student’s education services
intellectual ability and difficulties are not the
academic achievement result of another known
condition that can cause
learning problems

5.1 LIST THE THREE CRITERIA MOST STATES USE TO IDENTIFY

STUDENTS WITH LEARNING DISABILITIES.
 Reading Problems

5.2 STATE THE Writing Language Deficit

CHARACTERISTIC
THAT Math Underachievement

ENCOMPASSES Poor Social Skills

ALL STUDENTS
WITH LEARNING Attention Deficits and Hyperactivity

DISABILITIES.
Behavior Problems

Low Self-Esteem or Self-Efficacy

5.3 EXPLAIN THE From 2002 to 2011 the number of students served under
POSSIBLE the learning disability category decreased by 18%

REASONS FOR
THE RECENT 1. Expansion of early childhood intervention
DECLINE IN THE
NUMBER OF
STUDENTS 2. Improvements in reading instruction in general
education classrooms
IDENTIFIED WITH
LEARNING
DISABILITIES. 3. The shift in how learning disabilities are identified
5.4 IDENTIFY THREE SUSPECTED CAUSES OF LEARNING
DISABILITIES.

1. Brain Damage or Dysfunction- MRI

have enabled researchers to discover 3. Environmental Factors- Those who
specific regions of the brains of some received infrequent communication
2. Heredity- Children of people with
individuals with reading and language exchanges with their parents were
reading disabilities have a slightly
disabilities show activation patterns more likely to show deficits in
greater than normal likelihood of
during phonological processing tasks vocabulary, language use, and
having reading problems.
that differ from the patterns found in intellectual development before
the brains of people without entering school.
disabilities.

The quality of instruction they

Problems can be remediated by
receive contributes to children's
intensive doses of explicit instruction
learning problems
5.5 DESCRIBE ASSESSMENTS USED TO IDENTIFY STUDENTS WITH
LEARNING DISABILITIES AND MONITOR THEIR PROGRESS.
Intelligence and Achievement
Test
Are typically administered during the referral
process to determine eligibility for special
education services under the learning disabilities
category.
Widely used as diagnostic tools
Criterion-Referenced Tests
Child’s score on a criterion-referenced test is
compared with a predetermined criterion, or
mastery level, rather than with normed scores of
other students.
They identify the specific skills the child has
already learned and the skills that require
instruction
Curriculum-Based
Measurement
Entails measuring the growth of students’
proficiency in the core skills that contribute to
success in school
Formative & summative assessments
Entails multiple, ongoing measures of student
performance over time and visual inspection of
graphed student data as the basis for
instructional decision making
5.6 DESCRIBE EVIDENCE-BASED STRATEGIES FOR TEACHING READING,
WRITING, AND MATH TO STUDENTS WITH LEARNING DISABILITIES.

READING WRITING MATH

• Comprehensions • Narrative Writing • Addition with Regrouping
• A.R.T • C-S.P.A.C.E. • R.E.N.A.M.E.
• Ask (generate two questions before • Character • Read the problem
reading) • Setting • Examine the ones column (10 or
• Read (stop at the end of each more, go next door)
• Problem
paragraph to check comprehension) • Note ones in the ones column
• Action • Address the tens column (10 or
• Tell (answer the two questions) • Conclusion more, go next door)
• Decoding • Emotion • Mark tens in the tens column
• D.I.S.S.E.C.T. • Editing • Examine and note hundreds; exit
with a quick check
• Discover the context • C.O.P.S.
• Isolate the prefix • Capitalization
• Story Problems
• Separate the suffix • Overall • R.I.D.E.
• Say the stem • Read the problem correctly
• Appearance
• Examine the stem • Identify the relevant information
• Punctuation • Determine the operation and unit
• Check with someone • Spelling for expressing the answer
• Try the dictionary • Enter the correct numbers and
calculate
5.7 COMPARE AND CONTRAST TYPICAL PLACEMENTS AND
SUPPORTS FOR STUDENTS WITH LEARNING DISABILITIES.

Advocates of full inclusion for

students with learning Others found a slight superiority of
Some studies have reported better
Other studies have reported disabilities content that pull-out the more inclusive programs with
learning outcomes for students with
disappointing achievement results services such as resource rooms and respect to peer acceptance, number
learning disabilities in general
for students with learning disabilities special class placement of friends, self-perceptions of math
education classrooms than in pull
in the general education classrooms. stigmatize students, damage their competence, and behavior
out programs.
self-concept, and limit opportunities problems.
to develop relationships with peers.

Important for general education

Each students social and emotional
needs should be taken into account
Special educators should teach
teacher classroom: following
students with learning
directions in class, coming to class
disabilities behaviors that are valued
prepared, treating teachers/peers
by general ed teachers.
with courtesy.