What are Learning Disabilities
This disorder can make it problematic for a person to learn as quickly or in the same way as someone who isn't affected by a learning disability. Learning disability is not indicative of intelligence level. Rather, people with a learning disability have trouble performing specific types of skills or completing tasks if left to figure things out by themselves or if taught in conventional ways.
Learning disabilities fall into broad categories based on the four stages of information processing used in learning: input, integration, storage, and output.
Input: This is the information perceived through the senses, such as visual and auditory perception. Difficulties with visual perception can cause problems with recognizing the shape, position and size of items seen. There can be problems with sequencing, which can relate to deficits with processing time intervals or temporal perception. Difficulties with auditory perception can make it difficult to screen out competing sounds in order to focus on one of them, such as the sound of the teacher's voice. Some children appear to be unable to process tactile input. For example, they may seem insensitive to pain or dislike being touched.
Integration: This is the stage during which perceived input is interpreted, categorized, placed in a sequence, or related to previous learning. Students with problems in these areas may be unable to tell a story in the correct sequence, unable to memorize sequences of information such as the days of the week, able to understand a new concept but be unable to generalize it to other areas of learning, or able to learn facts but be unable to put the facts together to see the "big picture." A poor vocabulary may contribute to problems with comprehension.
Storage: Problems with memory can occur with short-term or working memory, or with long-term memory. Most memory difficulties occur in the area of short-term memory, which can make it difficult to learn new material without many more repetitions than is usual. Difficulties with visual memory can impede learning to spell.
Output: Information comes out of the brain either through words, that is, language output, or through muscle activity, such as gesturing, writing or drawing. Difficulties with language output can create problems with spoken language, for example, answering a question on demand, in which one must retrieve information from storage, organize our thoughts, and put the thoughts into words before we speak. It can also cause trouble with written language for the same reasons. Difficulties with motor abilities can cause problems with gross and fine motor skills. People with gross motor difficulties may be clumsy, that is, they may be prone to stumbling, falling, or bumping into things. They may also have trouble running, climbing, or learning to ride a bicycle. People with fine motor difficulties may have trouble buttoning shirts, tying shoelaces, or with handwriting.
'Interventions include:'
Mastery model:
Learners work at their own level of mastery.
Practice
Gain fundamental skills before moving onto the next level
Note: this approach is most likely to be used with adult learners or outside the mainstream school system.
Direct Instruction:
Highly structured, intensive instruction
Emphasizes carefully planned lessons for small learning increments
Scripted lesson plans
Rapid-paced interaction between teacher and students
Correcting mistakes immediately
Achievement-based grouping
Frequent progress assessments
Classroom adjustments:
Special seating assignments
Alternative or modified assignments
Modified testing procedures
Quiet environment
Special equipment:
Electronic spellers and dictionaries
Word processors
Talking calculators
Books on tape
Computer
Dictation programs
Classroom assistants:
Note-takers
Readers
Proofreaders
Scribes
Special Education:
Prescribed hours in a resource room
Placement in a resource room
Enrollment in a special school for learning disabled students
Individual Education Plan (IEP)
