Specific Learning Disabilities Unit 4 Students with specific

Specific Learning Disabilities Unit 4

• Students with specific learning disabilities have average to above average intelligence but may have difficulties acquiring and demonstrating knowledge and understanding. • This results in a lack of achievement for age and ability level and a severe discrepancy between achievement and intellectual abilities.

• According to the National Joint Committee for Learning Disabilities (University of Washington), specific learning disabilities are a group of disorders shown by significant difficulties in the acquisition and use of listening, speaking, writing, reasoning or mathematical abilities. • The specific causes of these disabilities are not clearly understood. However, these disorders are related to the central nervous system as in the case of dyslexia where research has found that a gene attached to chromosome 6 may be responsible for this difficulty.

• The effects of a learning disability can range from mild to severe. • Children with specific learning disabilities may also be present with other disabilities such as mobility or sensory impairments. • Often children with Attention Deficit Disorder also have learning disabilities.

Dyslexia • A child with dyslexia may mix up letters within words and sentences while reading. • He may have difficulty spelling words correctly while writing. • Letter reversals are common. • Some children with dyslexia have a difficult time with completing simple directional tasks as they are easily confused by directions and spatial information such as left and right.

• Dysgraphia A child with dysgraphia has a difficult time with the physical task of forming letters and words using a pen and paper and has difficulty producing legible handwriting. • Dyscalculia A child with Dyscalculia has difficulty understanding and using math concepts and symbols. • Dyspraxia (oral) A person with dyspraxia may mix up words and sentences while talking. There is often a discrepancy between language comprehension and language production. •

Dyslexia • This is a learning disorder that affects some 8% of the school population in Ireland today. • Due to lack of awareness it is often, and wrongly, confused with being lazy, having below average intelligence or being disruptive. • This is largely an inherited condition that affects people from all walks of life and many of whom are very intelligent and even gifted some of whom include; • Richard Branson, Thomas Edison, Alexander Graham Bell, Tommy Hilfiger, Pablo Picasso, Henry Ford, George Washington, Agatha Christie, W. B. Yeats, John F. Kennedy, Walt Disney, and Hans Christian Anderson.

• The Report of the Task Force on Dyslexia (2001) suggests the following more scientific definition: • Dyslexia is manifested in a continuum of specific learning difficulties related to the acquisition of basic skills in reading, spelling and/or writing, such difficulties being unexplained in relation to an individual's other abilities and educational experiences. • Dyslexia can be described at the neurological, cognitive and behavioural levels. • It is typically characterised by inefficient information processing, including difficulties in phonological processing, working memory, rapid naming and automaticity of basic skills. • Difficulties in organisation, sequencing and motor skills may also be present.

Causes • There are many different theories into the cause of dyslexia, at the biological, cognitive and behavioural level. • Within these areas of research three prominent factors have been found. • The first is that it has a hereditary component. • Secondly, research has found that a gene on chromosome 6 is responsible for the learning difficulty, • and thirdly, evidence from brain imaging suggests that children with dyslexia do not activate the left hemisphere (the language side) in the brain as much when reading. • As a result, dyslexic children are not using the same consistent part of the brain when reading thus language acquisiton being lost to a large extent during reading tasks.

Diagnosis • Testing for Dyslexia does not usually take place until a child has reached the age of 7 as it is believed that it is not until reading and writing activities have been taught in school that this difficulty can be assessed clearly. • However, there are now formal assessment methods for children from the age of 4. • One such assessment which is used by many schools, is called Dyslexia Screening Test – Junior (DST-J) by Dr. Angela Fawcett and Prof. Rod Nicolson.

• This test focuses on many skills, not alone on literacy acquisition, skills such as motor and balance skills. • With the differing components in this test the student who is at risk of reading failure can be clearly identified. • Through early screening tests children can be identified if difficulties present at an early stage of learning and procedures can be put in place educationally thus focusing on literacy acquisition skills ensuring success for the learner.

• Parents who suspect a problem can also take action. • If left untreated, a Specific Learning Disability can stop a child from mastering the basics of reading, writing and arithmetic, damage selfesteem and self-confidence and have negative long-term effects.

• The following steps can be taken: • Contact the child's school, which may agree that a problem exists. • Have the child's hearing and sight tested to ensure that there are no problems. (This step is essential as if a hearing/sight problem exists it would hinder the learning process and may have caused the difficulty within the classroom itself). • Arrange for an assessment with a qualified psychologist. This should describe the nature and extent of the problem and offer specific advice on specific educational help required.

• Before attending for assessment, make a list of the child's earlier and current problems and take it along. • A teacher's report is always very helpful in this process. • School-going children may be tested free by the Department of Education and Science's Psychological Service, the National Educational Psychological Service (NEPS), where such a service exists. School principals will have information on this.

• Sometimes the above process can be very lengthy due to the difficulty in acquiring the services of NEPS quickly and parents can arrange to have an assessment done privately, outside of school. • This panel of psychologists can be sourced through www. irlgov. ie/educ/panel • After this assessment is complete the parent can bring this assessment directly to the principal of the school • For the child to be afforded any of the provisions provided by the Department of Education and Science the special need must first be diagnosed.

characteristics • The child becomes visibly tired after reading a short piece • The child experiences difficulty in tying shoe laces • Confusion over right and left • Inability to rhyme by age 4 • Problem with letter/number reversal (e. g. b/d) • Mixing sounds (e. g. lawn mower becomes mawn lower) • Misreading, omitting or adding words when reading • Misspelling even when copying from the text or board

• Written work showing signs of spelling uncertainty (crossing out or rubbing out) • Poor short term memory (difficulty remembering lists, dates and instructions) • Tires more easily than a normal child would as greater concentration needed • Will take longer to complete assignments due to uncertainty • Disorganisation (lockers, office space, car etc) • Concepts of time a difficulty (days of the week etc. as difficulty with sequencing) • Difficulty learning to type

Associated conditions • Dyslexia may occur with other learning or emotional problems. Below are some co-existing conditions which may be present for a child with dyslexia. • Attention deficit hyperactivity disorder (ADHD) • Some children with dyslexia also have A. D. Here the child may show signs of overactivity, impulsiveness, may have some behavioural difficulties and have difficulty sleeping.

Memory Difficulties • Difficulties in the ability to listen, remember, and repeat phonemes or words that are heard are associated with dyslexia. • Many times these children have problems remembering the sounds in words long enough to match them with letters for spelling. • Often they cannot remember even a short list of instructions.

• Difficulties with Mathematics • Some children with dyslexia have problems learning mathematical concepts and vocabulary. Solving maths problems that are presented in sentence form may be especially challenging because of difficulty with language. • Emotional and Behavior Disorders • Children with dyslexia are at increased risk for conduct and anxiety disorders, withdrawal, poor self-esteem, and depression.

School life • Children diagnosed with dyslexia are not currently afforded the help of a Special Needs Assistant, so what supports can be put in place for this child? • Within the school system • Support from the class teacher • This teacher can use praise and encouragement as much as possible • Allow the student to have more time to complete tasks or have those tasks broken up into smaller chunks • Help with reading can be provided by paired/shared reading programmes

• Help the child to pronounce words correctly breaking them up and by using word attack skills • Ensure the child always has a notebook to write in important notes on equipment needed etc. • The child can be allocated resource/learning support hours

• Special Reading Schools • Special reading schools are present throughout the country to a limited degree. • They usually allow the child to attend for a minimum of 6 months. They are available at primary level. • The full curriculum is followed with the exception of Irish. Application is through the psychologist. • The criteria may vary but usually there needs to be a delay of two years in reading age to allow acceptance to these schools. Places are limited. • An example of one of these schools is Oliver Plunkett School in Monkstown, Dublin.

Dyslexic Association of Ireland • This association provides help for those with dyslexia by providing a list of trained teachers who have also taken a course in teaching children with a specific learning disability. • They also provide referral when there has been a report from a psychologist • They provide assessments for those who wish to be tested for dyslexia • Their teaching method is based around the report given by the psychologist and is tailored to meet the needs of the individual • The association provides Saturday seminars for students sitting state examinations • The provide advice and coping strategies for parents

• There is currently no “cure” for dyslexia. • We have discussed the educational treatments/ help which can be given to the child. Non-teaching treatments would include the use of fish oils in the daily diet, Brain Gym and Neuro-Physiological theory/Primary Movement

Movement Theories • Educational kinesiology, neuro-developmental therapy, primary movement and brain gym theories suggest that learning difficulties can be caused by primitive reflexes remaining active in the body. • Some research on dyslexia by Firth et al would back up this area of treatment. Attainment of balance, handeye co-ordination, motor control and perceptual skills may be delayed or inhibited as a result. • This condition is said to be corrected by a programme of exercises designed to inhibit primary reflexes and thus develop and improve balance, co-ordination, etc.

Fish Oils • Essential fatty acids (Omega 3 and Omega 6 oils) are said to help maintain eye and brain function. These essential fatty acids are found in oily fish (e. g. salmon, tuna, and mackerel) and in vegetable oils and seeds (e. g. sunflower, flax, pumpkin and sesame). • Nutritional supplements are also available in pharmacies and health food stores. • This is also an alternative treatment recommended for children with attention difficulties.

Assistive Technologies • • • Recent developments in computer technology have made life much easier for children with dyslexia. It is now possible to function quite well without high levels of reading or spelling. Printed information can be scanned into a computer which will read the information back while showing it on screen at the same time. Voice operated systems allow for information to be dictated to a computer which will print it up in the correct spelling. Software packages can predict words and make suggestions. The word processor with spell check is a very useful tool for the person with dyslexia. Kurzweil 3000 is a package which will read aloud printed material which has been scanned onto a computer. Text. HELP is designed to help with typing, reading, spelling and sentence construction, vision and speech difficulties. Workshark is a programme which improves spelling and word recognition through enjoyable games.

• When working with a child with dyslexia you should • Read as often as possible as in this way you will increase the child’s vocabulary as they hear words pronounced correctly and will learn to enjoy books. • They will also keep up to date with what others are reading. • With this activity they can enjoy reading without the pressure. • You could incorporate the paired reading system here when the child has become confident working with you on reading programmes.

• Play “I Spy” games, memory games, draughts, Monolopy etc. as in this way you are increasing concentration and memory abilities. • Tapping out rhymes for younger children and singing memory songs are excellent ways to improve memory.

• • Department of Education and Science accommodations: Reader during state examinations Extra allocation of time during examinations Exemption from spelling and grammatical components in language subjects (waiver) Acknowledgement of difficulties when exams are given to “correctors” on other subjects Use of tape when completing exams instead of writing examination Students with dyslexia as a diagnosed condition are exempt from Irish Please note that when the above accommodations are given in state examinations an annotation is written on the certificate of the student to state what allowances were given during examinations.

Dysgraphia • This is also known as “visual motor integration problem”. • The child with this difficulty will often have poor, nearly illegible handwriting. • Characteristics • Unusual pen grip (often having the thumb on top) • Pen grip is very low and thus head is on the table watching when writing • Write only very short sentences • Writing letters is a very slow process • It takes a long time to write anything • Many words are misspelt • Difficulty with geographic directions such as east and west • Light Sensitivity (Scotopic Sensitivity) • A small percentage of children with dysgraphia will also have this sensitivity (3/8%).

Characteristics • This is a difficulty in seeing small black print on white paper. (It shimmers and moves thus not allowing the child clear visibility to read information from a page). • They tend to dislike fluorescent lights. • The child shades the page while reading

• Treatment • The use of coloured lenses can eliminate this problem as it eliminates the movement but will not eliminate the dyslexia.

Dyscalculia • Dyscalculia is a collection of symptoms of learning disability involving the most basic aspect of mathematics. • On the surface, these relate to basic concepts such as: telling the time, calculating prices and handling change, and measuring and estimating things such as temperature and speed. • Dyscalculia is an individual's difficulty in conceptualizing numbers, number relationships, outcomes of numerical operations and estimation what to expect as an outcome of an operation.

Characteristics • Difficulty with mathematical concepts, counting and calculating, spatial awareness and organisation difficulties. • Difficulty dealing with money, whether counting out or understanding change required • Difficulty with concepts of time and direction / schedules, telling and keeping track of time, and the sequence of past and future events. • Difficulty with spatial orientation/space organisation / direction, easily disoriented (including left/right orientation)

• Difficulty learning musical concepts, following directions in sports that demand sequencing or rules, and keeping track of scores and players during games such as cards and board games. • Difficulty following sequential directions sequencing (including reading numbers out of sequence, substitutions, reversals, omissions and doing operations backwards), organising detailed information, remembering specific facts and formulas for completing their mathematical calculations

• A link between dyslexia and dyscalculia hasn't been proved. • The International Dyslexia Association has suggested that 60% of dyslexics have some difficulty with numbers or number relationships • . Of the 40% of dyslexics who don't have mathematics difficulties, about 11% excelled in mathematics. • The remaining 29% have the same mathematical abilities as those who don't have learning difficulties.

• Diagnosis • This can be done through the school system by simple screening tests. • An example of this would be the Dyscalculia Screening Test 2003.

• How can the Teacher and SNA be of help to this child Avoid rote learning Use concrete materials and avoid abstract terms where possible Use illustrations when explaining Ensure your language is clear and you explain all terms clearly Continually refer back to terminology learned to ensure you are keeping these terms within the cognition of the child • Ensure you work with small chunks of work one step at a time • Ensure revision is always encompassed within the school day to keep this new learning fresh in the child’s mind. • • •