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What are specific learning disabilities?

Specific Learning Disabilities may be defined as a disorder in one or more of the basic psychological processes involves in understanding or using spoken or written language.

A person with SLD may have trouble with listening, thinking, reading, writing, spelling, or performing math problems.

What causes specific learning disabilities?

A major cause of SLD is genetics. SLD is affected by a weak and underlying cognitive system.

Tips for teachers:

Team up with the Special Education teacher and see what the best plan is for the student.

Break down long tasks into many shorter tasks.

Use prompts for students with SLD.

Use phonics, site words, and context clues.

https://sites.google.com/a/ucdavis.edu/welcome-to-ms-lane-s-class/idea--disabilities/specific-learning-disabilities

Morgan Thibeau

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Specific learning disabilities may be defined as a disorder in one or more of the basic psychological processes involves in understanding or using spoken or written language. The person with this disorder may have trouble with listening, thinking, reading, writing, spelling, or performing mathematical problems. Specific learning disabilities impact the psychological processes of perception, attention, memory, metacognition, and organization.

What causes specific learning disabilities?

A major cause of specific learning disabilities is genetics. Specific learning disabilities are affected by a weak underlying cognitive system.

The U.S. Department of Education reported that 2.8 million students with specific learning disabilities were receiving special education. This number represents 47.4% of all children who receive special education services.

The classroom teacher should work along with the special education teacher to come up with effective teaching strategies for the student.

The teacher should break long tasks down into many shorter tasks and only present the student with a limited amount of material.

The teacher should use prompts and cues to draw attention to important or new information.

The teacher should be teaching structured analysis skills such as phonics, sight words, and context clues.

The teacher should be using direct instruction with their students who have a specific learning disability.

International Dyslexia Association (formerly the Orton Dyslexia Society) |

Learning Disabilities Association of America (LDA) |

Information retrieved from Project Ideal at www.projectidealonline.org .

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Specific Learning Disabilities - Welcome to Ms. Lane's Class!

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Specific learning disabilities may be defined as a disorder in one or more of the basic psychological processes involves in understanding or using spoken or written language. The person with this disorder may have trouble with listening, thinking, reading, writing, spelling, or performing mathematical problems. Specific learning disabilities impact the psychological processes of perception, attention, memory, metacognition, and organization.

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Intellectual Disability is a term used when there are limits to a person's ability to learn at an expected level and function in daily life. Below average intelligence and set of life skills present before age 18.

Intellectual function can be measured with a test. The main symptom is difficulty thinking and understanding. Life skills that can be impacted include certain conceptual, social, and practical skills. Special education and behavioral therapy can help a person live to his or her fullest.

Tips for teachers

Use short and simple sentences to ensure understanding.

Repeat instructions or directions frequently.

Ask student if further clarification is necessary.

Keep distractions and transitions to a minimum.

Teach specific skills whenever necessary.

https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

Kayla McCullen

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"Deafblindness is a combination of sight and hearing loss that affects a person's ability to communicate, access information and get around.

It's also sometimes called 'dual sensory loss' or 'multi-sensory impairment'."

NHS Choices, NHS, https://www.nhs.uk/conditions/deafblindness/#:~:text=Deafblindness%20is%20a%20combination%20of,%22multi%2Dsensory%20impairment%22.

Brittany Plaisance

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"Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness."

“Sec. 300.8 (C) (2).” Individuals with Disabilities Education Act, 2 May 2017, https://sites.ed.gov/idea/regs/b/a/300.8/c/2.

Brittany Plaisance

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Individuals with Disabilities Education Act

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(2) Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

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Sec. 300.8 (c) (2) - Individuals with Disabilities Education Act

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(2) Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. Severe Discrepancyidea_regulations-template-default single single-idea_regulations postid-56704 wp-custom-logo wp-embed-responsive with-font-selector no-anchor-scroll footer-on-bottom animate-body-popup social-brand-colors hide-focus-outline link-style-standard has-sidebar...

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https://tse1.mm.bing.net/th?id=OIP.1yXdEiuJXX3_ioHDVjL3dQHaFj&pid=Api

Mindy Moore

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Overview

If your child has an intellectual disability (ID), their brain hasn't developed properly or has been injured in some way. Their brain may also not function within the normal range of both intellectual and adaptive functioning. In the past, medical professionals called this condition "mental retardation."

There are four levels of ID:

Sometimes, ID may be classified as:

ID involves both a low IQ and problems adjusting to everyday life. There may also be learning, speech, social, and physical disabilities.

Severe cases of ID may be diagnosed soon after birth. However, you might not realize your child has a milder form of ID until they fail to meet common developmental goals. Almost all cases of ID are diagnosed by the time a child reaches 18 years of age.

Symptoms of ID will vary based on your child's level of disability and may include:

failure to meet intellectual milestones

sitting, crawling, or walking later than other children

problems learning to talk or trouble speaking clearly

memory problems

inability to understand the consequences of actions

inability to think logically

childish behavior inconsistent with the child's age

lack of curiosity

learning difficulties

IQ below 70

inability to lead a fully independent life due to challenges communicating, taking care of themselves, or interacting with others

If your child has ID, they may experience some of the following behavioral issues:

aggression

dependency

withdrawal from social activities

attention-seeking behavior

depression during adolescent and teen years

lack of impulse control

passivity

tendency toward self-injury

stubbornness

low self-esteem

low tolerance for frustration

psychotic disorders

difficulty paying attention

Some people with ID may also have specific physical characteristics. These can include having a short stature or facial abnormalities.

ID is divided into four levels, based on your child's IQ and degree of social adjustment.

Mild intellectual disability

Some of the symptoms of mild intellectual disability include:

taking longer to learn to talk, but communicating well once they know how

being fully independent in self-care when they get older

having problems with reading and writing

social immaturity

increased difficulty with the responsibilities of marriage or parenting

benefiting from specialized education plans

having an IQ range of 50 to 69

Moderate intellectual disability

If your child has moderate ID, they may exhibit some of the following symptoms:

are slow in understanding and using language

may have some difficulties with communication

can learn basic reading, writing, and counting skills

are generally unable to live alone

can often get around on their own to familiar places

can take part in various types of social activities

generally having an IQ range of 35 to 49

Severe intellectual disability

Symptoms of severe ID include:

noticeable motor impairment

severe damage to, or abnormal development of, their central nervous system

generally having an IQ range of 20 to 34

Profound intellectual disability

Symptoms of profound ID include:

inability to understand or comply with requests or instructions

possible immobility

incontinence

very basic nonverbal communication

inability to care for their own needs independently

the need of constant help and supervision

having an IQ of less than 20

Other intellectual disability

People in this category are often physically impaired, have hearing loss, are nonverbal, or have a physical disability. These factors may prevent your child's doctor from conducting screening tests.

Unspecified intellectual disability

If your child has an unspecified ID, they will show symptoms of ID, but their doctor doesn't have enough information to determine their level of disability.

Doctors can't always identify a specific cause of ID, but causes of ID can include:

To be diagnosed with ID, your child must have below-average intellectual and adaptive skills. Your child's doctor will perform a three-part evaluation that includes:

interviews with you

observations of your child

standard tests

Your child will be given standard intelligence tests, such as the Stanford-Binet Intelligence Test. This will help the doctor determine your child's IQ.

The doctor may also administer other tests such as the Vineland Adaptive Behavior Scales. This test provides an assessment of your child's daily living skills and social abilities, compared to other children in the same age group.

It's important to remember that children from different cultures and socioeconomic statuses may perform differently on these tests. To form a diagnosis, your child's doctor will consider the test results, interviews with you, and observations of your child.

Your child's evaluation process might include visits to specialists, who may include a:

psychologist

speech pathologist

social worker

pediatric neurologist

developmental pediatrician

physical therapist

Laboratory and imaging tests may also be performed. These can help your child's doctor detect metabolic and genetic disorders, as well as structural problems with your child's brain.

Other conditions, such as hearing loss, learning disorders, neurological disorders, and emotional problems can also cause delayed development. Your child's doctor should rule these conditions out before diagnosing your child with ID.

You, your child's school, and your doctor will use the results of these tests and evaluations to develop a treatment and education plan for your child.

Your child will probably need ongoing counseling to help them cope with their disability.

You will get a family service plan that describes your child's needs. The plan will also detail the services that your child will need to help them with normal development. Your family needs will also be addressed in the plan.

When your child is ready to attend school, an Individualized Education Program (IEP) will be put in place to help them with their educational needs. All children with ID benefit from special education.

The federal Individuals with Disabilities Act (IDEA) requires that public schools provide free and appropriate education to children with ID and other developmental disabilities.

The main goal of treatment is to help your child reach their full potential in terms of:

Treatment may include:

behavior therapy

occupational therapy

counseling

medication, in some cases

When ID occurs with other serious physical problems, your child may have a below-average life expectancy. However, if your child has mild to moderate ID, they will probably have a fairly normal life expectancy.

When your child grows up, they may be able to work a job that complements their level of ID, live independently, and support themselves.

Support services are available to help adults with ID live independent and fulfilling lives.

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What You Should Know About Intellectual Disability

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Overview If your child has an intellectual disability (ID), their brain hasn't developed properly or has been injured in some way. Their brain may also not function within the normal range of both intellectual and adaptive functioning. In the past, medical professionals called this condition "mental retardation."

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https://www.clipartmax.com/middle/m2i8G6N4d3i8m2K9_disability-awareness-clipart-multiple-disabilities/

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Have a plan, start by developing short-term, mid-term, and long-term learning goals for your learners. (classful.com)
Emily Rodriguez

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The learner’s ability to effectively communicate with peers, teachers, and support staff

Putting in place a setting that best suits the learner’s intelligence level

Assessing the learner for visual and hearing challenges

The student’s overall ability to function in the classroom

https://classful.com/students-with-multiple-disabilities/
Emily Rodriguez

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Students with Multiple Disabilities: The Individuals with Disabilities Education Act (IDEA) defines multiple disabilities as a concomitant or simultaneous impairments such as intellectual disability combined with orthopedic impairment or intellectual disability combined with blindness.

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Students with multiple disabilities need our help

These combinations tend to cause such severe educational needs that the learner in question cannot be accommodated in special education programs that are designed solely for a single impairment. This term, however, does not include deaf-blindness. In other words, learners whose special needs are classified under multiple disabilities require coinciding adoptions for more than a single disability.

Educational challenges associated with students with multiple disabilities.

Without a doubt, disabilities can cause numerous learning challenges. For instance, a learner who is prone to seizures does pose a safety concern both within and outside the classroom environment.

Some of the common educational challenges associated with learners with multiple disabilities revolve around the following issues:

The learner's ability to effectively communicate with peers, teachers, and support staff

Putting in place a setting that best suits the learner's intelligence level

Assessing the learner for visual and hearing challenges

The student's overall ability to function in the classroom

Teaching tools for students with multiple disabilities

Some of the most effective tools for engaging learners with multiple disabilities include technologies and augmentative communication resources. A few options are available for learners with speaking or moving challenges.

These include:

Gadgets with text-to-voice and picture selection applications or other forms of communication

Special keyboards with interfaces that support users with motor difficulty

Simple picture cards

Alongside these, learners with multiple disabilities can also benefit from a range of teaching tools.

Here are some of them:

Education applications that support the pre-writing and writing process

Speed-to-text technology

A curriculum that offers differentiated options for learners with varying learning abilities and styles

Tips for handling students with multiple disabilities

Very often, learners with multiple disabilities tend to have very severe limitations to their ability to talk, walk and engage with teachers and their peers. Some may also have severe cognitive challenges. This requires that they are taught by specially trained teachers using a range of special resources. Some may also benefit from peer tutoring by peers.

Additionally, where possible, they should be encouraged to participate in the school's events and activities. Here are eight tips that can help you engage productively with learners with multiple disabilities.

1. Believe in your learners!

As a teacher, it is important that you believe in your student's ability to acquire new skills. While this may sound easy, it can be very challenging, especially if you have tried lots of things but none seem to be working.

Hang in there and remind yourself that they can do it! After all, some of mankind's biggest failures often turn out to be their greatest successes!

2. Have a plan
Start by developing short-term, mid-term, and long-term learning goals for your learners. What would you want your students to be able to do after, say, three months, one year, and four years?
Be functional and realistic when setting these goals, and do not underestimate your students either. Goals are key to guiding the direction of the learning programs you develop. Give your students adequate time to learn and make progress because new skills are often acquired at a very slow pace.

3. Learn to work together with team members

It's important that you consistently share updates with other teachers, parents, and therapists on the learners' progress. By working together, you will definitely find novel solutions to challenges that pop up along the way. No one has the monopoly of knowledge and solutions, and it is only by engaging everyone's skills and observations with respect to the learner's progress that there will be enough resources to realize the desired success. Of course, finding ways to keep in touch with everyone involved in your students' lives can be challenging.

However, you can always figure out how to stay in constant contact. Take advantage of any and all the available means of keeping in touch: from emails to phone calls, home and school notebooks, as well as home visits. You can schedule bi-weekly or monthly meetings with the learner's parents or therapist.

4. Directly work with your students' paraprofessionals

Consider working with the learners at least once or twice per week, even if you are not their teacher on a day-to-day basis. Come up with a model on how you will incorporate your strategies and activities with the paraprofessional that is working with the student.

Regularly keep in touch with the paraprofessional for feedback on the learner's progress, as well as for ideas on how to solve problems that arise.

5. Wait for the learner's response

Give your learners adequate time when expecting their response. Remember, depending on the nature of the disability, some learners require more than 45 seconds to assess the situation, figure out what they are required to do, and then do it.

Additionally, most students with multiple disabilities develop learned helplessness over time, knowing that if they just sit back then someone will step up and complete the task for them. Avoid being the Magic Fairy!

6. Make decisions based on the type of communicators your students are
With the help of a Speech and Language Therapist, find out the type of communicator your student is.
Are they intentional but informal, unintentional, or a symbolic communicator? When you have an unintentional communicator, you can focus on how you will respond to their unintentional communications, including how you can introduce points during your conversation with them.

If they are intentional but informal then you can figure out how to set up a plan that will help them become symbolic communicators. And if they are already symbolic communicators, then figure out how to take things to another level.

7. Make decisions based on the learning medium

Make use of the student's learning medium to arrive at decisions about the kind of abstract symbol system you will use with them. Students gather information using different Learning Mediums. These include auditory medium, visual medium, or tactful information learning.

How your students learn drives the type of Communicative Symbol System that will deliver the best possible outcome. The Speech and Language Therapist need to work closely with the TVI in determining the most appropriate symbol system for communication. The way the learner communicates will then inform the choice of a symbol system to be used for communicating with them as well as the literacy system.

This process takes time and will require multiple trials over a time period before selecting the most appropriate method. For instance, if the student is primarily an auditory learner, then they are less likely to register significant progress with visual-based learning system like Boardmaker Symbols.

8. Determine how the student will respond

Work closely with other team members like the Special Education teacher, S&L, and OT to determine how the learner will indicate their response. Will they respond with their hand or other body part using visually guided reach, use eye gaze, apply tactile skills to search and select, or pick an item from an auditory list by responding with a sound and/or body movement.

You can determine this by combining the student's Preferred Learning Medium with their functional motor and visual skills. Once you have determined how the learner responds, be sure to pass this information to everyone who works with the student.

Summary

Students with multiple learning disabilities require unique adaptations, instructional approach, and a tailor-made learning environment. It is important for these learners to participate in a functioning curriculum that capitalizes on their skills and the need to be as independent, active, and engaged as possible. Learning must be tailored to focus on the student's current and future life quality, ensuring that the focus is realistic and capable of delivering the skills that will help them successfully interact with the world.

While setting up the learning environment, it is also important to provide learners with sensory areas that meet their unique visual needs. If you have students who are on positioning equipment like wheelchairs, be sure to set up activities that they can easily interact with.

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Students with Multiple Disabilities - Classful

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Students with Multiple Disabilities: The Individuals with Disabilities Education Act (IDEA) defines multiple disabilities as a concomitant or simultaneous impairments such as intellectual disability combined with orthopedic impairment or intellectual disability combined with blindness. These combinations tend to cause such severe educational needs that the learner in question cannot be accommodated in special education programs that are designed solely for a single impairment.