SPECIFIC LEARNING DISABILITIES - SR REKHA

1
SPECIFIC LEARNING DISABILITIES

• By
• Sr.Rekha

2
Learning disabilities

• . A learning disability will be evident from
  childhood and in many cases the cause of the
  learning disability may not be clear. In other
  cases genetics chromosomal abnormalities or
  environmental factors may be cited as the cause.
• The World Health Organization (WHO) has defined
  learning disabilities as a state of arrested or
  incomplete development of mind
• The term learning disorders formally refered to
  as academic skills disorders was introduced by
  the 4th edition of the Diagnostic and Statistical
  manual of Mental Disorders.(DSM.1V)
• DSM.1V includes four diagnostic categories of
  learning disorders Reading disorder Mathematics
  disorder disorder of written expression and
  learning disorder not otherwise specified.

3
READING DISORDERS (ICD-10 and DSM-IV codes
F81.0/315.00)

• Reading disorder is defined as reading
  achievement below the expected level for a
  childs age education and intelligence with the
  impairment interfering significantly with
  academic success or the daily activities that
  involve reading. Reading disorder is
  characterized by an impaired ability to recognize
  words slow and inaccurate reading and poor
  comprehension.
• Dyslexia - learning disorder

4
CACSUL FACTERS

• Reading disorders is a neurobiological disorder
  with a genetic origin.
• Children who struggle with reading have a deficit
  in phonological processing skills.
• Some studies have suggested that the plenum
  temporal in the left brain shows less assmmetry
  than the same site in the right brain in children
  with Learning Disorders.
• Positron Emission Tomographic (PET) studies have
  led some researchers to conclude that left
  temporal
• blood flow patterns during language tasks
  differ between children with and without
  learning disorders.

5
CLINICAL FEATURES

• Many errors in oral reading
• Difficulty in recalling
• Omissions additions and distortions of words.
• Dislike and avoid reading and writing
• Anger depression and poor self esteem

6
PROGNOSIS

• In severe cases and depending on the pattern of
  deficits and strengths remediation may be
  continued in to the middle and high school years.

7
PREVALANCE

• The prevalence of reading disorder in the United
  States is estimated at 4 of school age children.
• From 60 to 80 of individuals diagnosed with
  reading disorder.

8
MATHEMATICS DISORDER(ICD-10 and DSM-IV codes
F81.2-3/315.1)

• Children with mathematics disorder have
  difficulty learning and remembering numerals
  cannot remember basic facts about numbers and
  are slow and inaccurate in computation.
• Poor achievement in four groups of skills have
  been identified in mathematics disorder
  linguistic skills perceptual skills
  mathematical skills and attentional skills.
• A variety of terms used Dyscalculia Acalculia
  Gerstman syndrome.

9
CAUSAL FACTORS

• Mathematics disorder partly caused by genetic
  factors.
• A neurological deficit in the right cerebral
  hemisphere particularly in the occipital lobe
  areas.
• Causes are thought to be multifractorial so that
  cognitive emotional educational and socio
  economic factors account in varying degrees and
  combinations for mathematics disorder.

10
PROGNOSIS

• A child with mathematics disorder can usually be
  identified by the age of 8 years. In some
  children the disorder is apparent as early as 6
  years in others it may not be apparent until
  age 10 or later.
• Children with a moderate mathematics disorder who
  do not receive intervention may have
  complications including continuing academic
  difficulties shame poor self- concept
  frustration and depression. These complications
  can lead to reluctance to attend to school and
  eventual hopelessness about academic success.

11
PREVALANCE

• The prevalence of mathematics disorder alone has
  been estimated at proximately one in every five
  cases of learning disorder.

12
DISORDER OF WRITTEN EXPRESSION (ICD-10 and DSM-IV
codes F81.1/315.2)

• Writing skills that are significantly below the
  expected level for a persons age intellectual
  capacity and education as measured by a
  standardized test are characteristics of disorder
  of written expression.
• The components of writing disability include poor
  spelling errors in grammar punctuation and
  poor handwriting.
• Several decades ago the prevailing view was that
  Dysgraphia did not develop in the absence of a
  reading disorder but it is know that disorder of
  written expression can occur on its own.
• Terms used to describe writing disability
  included spelling disorder and spelling Dyslexia.

13
PROGNOSIS

• In severe cases a disorder of written expression
  is apparent by age 7 in less severe cases the
  disorder may not be apparent until age 10 or
  later.
• Most persons with mild and moderate disorder of
  written expression fare well if they receive
  timely remedial education early in grade school.
  Severe disorder of written expression required
  continual extensive remedial treatment through
  the late part of high school and oven into
  college.
• The prognosis depends on the severity of the
  disorder.

14
PREVALENCE

• The prevalence of disorder of written expression
  is difficult to establish because many studies
  focus on the prevalence of learning disorders in
  general without careful separation into specific
  disorder of reading mathematics or written
  expression. Disorder of written expression is
  rare when not associated with other learning
  disorders.

15
Learning disorders not otherwise specified

• Disorder that do not meet the criteria for any
  specific learning disorder. Eg. Spelling skills
  deficit

16
TREATMENTS

• Reading disorder
• Direct instruction of various components of
  reading that focus a childs attention the
  connection between speech sound and spelling.
• Individual education program.
• Reading instruction program.
• Basic reading program.
• Psychotherapy.

17

• Mathematics disorder
• Teaching mathematics concepts with continuous
  practice in solving problems.
• Flash cards work book computer games can be
  used.
• Mathematic instruction including word problems
  rather than only computation.
• Disorder of written expression
• Direct practice in spelling and sentence writing.
• Continuous administration
• The effectiveness is based on the relationships
  between the child and the writing specialist.

18

• A study conducted by Margai and Henry on people
  living in poverty. The results confirmed that a
  majority of the people with a learning disability
  came from some socio-economic indicator such as
  poverty subdivided housing and lower adult
  educational attainment.
• Researchers believe that there are more boys in
  special education programs compared to girls.
  Oswald found that 73 of learning disabled
  individuals in special education programs were
  boys.
• However the ratio of boys to girls (having a
  learning disability) is equal. In dealing with
  learning disabilities no significant gender
  differences were found in a study of more than
  400 children.

19

• THANK YOU