Download Free Medical Specific Learning Disabilities PowerPoint Presentation

Specific Learning Disabilities PowerPoint Presentation

DOWNLOAD MEDICAL POWERPOINT PRESENTATION

About This Presentation

Description : Check out this medical PowerPoint presentation titled "Specific Learning Disabilities".
This medical PowerPoint presentation talks about Specific Learning Disabilities (SLD).
Specific Learning Disabilities refer to a group of neurological disorders that affect an individuals ability to acquire, retain, and process information. These disabilities typically impact skills related to reading, writing, math, and language.
Some common types of SLDs include Dyslexia, Dysgraphia, Dyscalculia, Auditory processing disorder and Visual processing disorder etc.

Tags : Specific Learning Disabilities, neurological disorders, Dyslexia, Dysgraphia, Dyscalculia, Auditory processing disorder Visual processing disorder, Child Neurology PowerPoint presentation, Neurology PowerPoint presentation

Published on : Mar 21, 2023 | Views : 1789 | Downloads : 0

Shareable Url :

Embed Code :

Comment

Transcript

Slide 1-

Specific Learning Disabilities Overview
Slide 2-

IDEA defines a specific learning disability as: The term means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Slide 3-

Learning Disability Disorders not included. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
Slide 4-

Learning Disability Under the Individuals with Disabilities Education Improvement Act 2004 the definition of “a specific learning disability” is unchanged. However, Section 1414(b)(6) IDEA 2004 states that schools “ shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.”
Slide 5-

Learning Disabilities Learning disabilities can be characterized by a discrepancy between a student’s ability and his or her achievement in areas such as reading, writing, mathematics, or speaking. This option is up to the individual school, or agency doing the assessment.
Slide 6-

Learning Disability Discrepancy Formula EGE = # year in school x IQ 100+ 1.0 EGE = MA + CA + Grade Age / 3 – 5 SD = CA IQ 300+ .17 – 2.5
Slide 7-

Causes learning disabilities. Learning disabilities are presumed to be disorders of the central nervous system and a variety of factors may contribute to their occurrence. Learning disabilities may be due to:
Slide 8-

Causes Heredity. Learning disabilities tend to run in families. It is not unusual to discover that people with learning disabilities come from families in which other family members have reported similar difficulties.
Slide 9-

Causes Problems during pregnancy and childbirth. Learning disabilities may be caused by illness or injury during or before birth. Learning disabilities may also be caused by the use of drugs and alcohol during pregnancy, RH incompatibility with the mother (if untreated), premature or prolonged labor or lack of oxygen or low weight at birth.
Slide 10-

Causes Incidents after birth. Head injuries, nutritional deprivation, poisonous substances, (e.g., lead), and child abuse can contribute to learning disabilities
Slide 11-

Characteristics Students who have learning disabilities may exhibit a wide range of traits, including: problems with reading comprehension spoken language writing reasoning ability Hyperactivity Inattention perceptual coordination problems may also be associated with learning disabilities.
Slide 12-

Characteristics Other traits that may be present include a variety of symptoms, such as: uneven and unpredictable test performance perceptual impairment motor disorders
Slide 13-

Characteristics behaviors such as impulsiveness low tolerance for frustration problems in handling day-to-day social interactions and situations inconsistent school performance
Slide 14-

Characteristics difficulty remembering today what was learned yesterday, but may know it tomorrow short attention span (restless, easily distracted)
Slide 15-

Characteristics letter and number reversals (sees "b" for "d" or "p", "6" for "9", "pots" for "stop" or "post") poor reading (below age and grade level) frequent confusion about directions and time (right-left, up-down, yesterday-tomorrow)
Slide 16-

Characteristics personal disorganization (difficulty in following simple directions/schedules; has trouble organizing, planning, and making best use of time; frequent loss or misplacement of homework, schoolbooks, or other items)
Slide 17-

Characteristics impulsive and/or inappropriate behavior (poor judgment in social situations, talks and acts before thinking) failure on written tests but high scores on oral exams (or vice versa)
Slide 18-

Characteristics speech problems (immature language development, trouble expressing ideas, poor word recall) difficulty understanding and following instructions unless they are broken down to one or two tasks at a time seems immature and has difficulty making friends
Slide 19-

Characteristics trouble remembering what someone just told him or her poor coordination (in gross motor activities such as walking or sports and/or in fine motor activities such as tying a shoelace, holding a pencil, or handwriting - inconsistent, slow, messy, or illegible)
Slide 20-

Characteristics difficulty interpreting body language, facial expression, or tone of voice difficulty with development of sound/symbol correspondence
Slide 21-

Learning Disabilities Learning disabilities may occur in the following academic areas: Spoken language: Delays, disorders, or discrepancies in listening and speaking; Written language: Difficulties with reading, writing, and spelling;
Slide 22-

Learning Disabilities Arithmetic: Difficulty in performing arithmetic functions or in comprehending basic concepts; Reasoning: Difficulty in organizing and integrating thoughts; and Organization skills: Difficulty in organizing all facets of learning.
Slide 23-

Learning Disabilities Some of these problems can be found in all children at certain stages of development. When a child has a cluster of symptoms that do not disappear as she/he gets older, you might suspect learning disabilities.
Slide 24-

Common Types I-Dyslexia - a language-based disability in which a person has trouble understanding words, sentences, or paragraphs.
Slide 25-

Symptoms of Dyslexia Symptoms in preschoolersSome of the symptoms of dyslexia or SLD in a preschooler could include: Delayed speech. Problems with pronunciation. Problems with rhyming words and learning rhymes. Difficulty with learning shapes, colors and how to write their own name. Difficulty with retelling a story in the right order of events.
Slide 26-

Symptoms of Dyslexia Symptoms in primary school childrenSome of the symptoms in a primary school age child could include: Problems with reading a single word. Regularly confuses certain letters when writing, such as 'd' and 'b' or 'm' and 'w'. Regularly writes words backwards, such as writing 'pit' when the word 'tip' was intended.
Slide 27-

Symptoms of Dyslexia Problems with grammar, such as learning prefixes or suffixes. Tries to avoid reading aloud in class. Doesn't like reading books. Reads below their expected level.
Slide 28-

Symptoms of Dyslexia Symptoms in high school childrenSome of the symptoms in a high school student could include: Poor reading. Bad spelling, including different misspellings of the same word in one writing assignment. Difficulties with writing summaries. Problems with learning a foreign language.
Slide 29-

Types II-Dyscalculia - a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts.
Slide 30-

Dyscalculia-Symptoms Normal or accelerated language acquisition: verbal, reading, writing. Poetic ability. Good visual memory for the printed word. Good in the areas of science (until a level requiring higher math skills is reached), geometry (figures with logic not formulas), and creative arts.
Slide 31-

Dyscalculia-Symptoms Difficulty with the abstract concepts of time and direction. Inability to recall schedules, and sequences of past or future events. Unable to keep track of time. May be chronically late.
Slide 32-

Dyscalculia-Symptoms Mistaken recollection of names. Poor name/face retrieval. Substitute names beginning with same letter.
Slide 33-

Dyscalculia-Symptoms Inconsistent results in addition, subtraction, multiplication and division. Poor mental math ability. Poor with money and credit. Cannot do financial planning or budgeting. Checkbooks not balanced. Short term, not long term financial thinking. Fails to see big financial picture. May have fear of money and cash transactions. May be unable to mentally figure change due back, the amounts to pay for tips, taxes, etc
Slide 34-

Dyscalculia-Symptoms When writing, reading and recalling numbers, these common mistakes are made: number additions, substitutions, transpositions, omissions, and reversals.
Slide 35-

Dyscalculia-Symptoms Inability to grasp and remember math concepts, rules, formulas, sequence (order of operations), and basic addition, subtraction, multiplication and division facts. Poor long term memory (retention & retrieval) of concept mastery- may be able to perform math operations one day, but draw a blank the next! May be able to do book work but fails all tests and quizzes.
Slide 36-

Dyscalculia-Symptoms May be unable to comprehend or "picture" mechanical processes. Lack "big picture/ whole picture" thinking. Poor ability to "visualize or picture" the location of the numbers on the face of a clock, the geographical locations of states, countries, oceans, streets, etc.
Slide 37-

Dyscalculia-Symptoms Poor memory for the "layout" of things. Gets lost or disoriented easily. May have a poor sense of direction, loose things often, and seem absent minded. (Remember the absent minded professor?)
Slide 38-

Dyscalculia-Symptoms May have difficulty grasping concepts of formal music education. Difficulty sight-reading music, learning fingering to play an instrument, etc.
Slide 39-

Dyscalculia-Symptoms May have poor athletic coordination, difficulty keeping up with rapidly changing physical directions like in aerobic, dance, and exercise classes. Difficulty remembering dance step sequences, rules for playing sports.
Slide 40-

Dyscalculia-Symptoms Difficulty keeping score during games or difficulty remembering how to keep score in games, like bowling, etc. Often looses track of whose turn it is during games, like cards and board games. Limited strategic planning ability for games, like chess.
Slide 41-

Types III-Dysgraphia - a writing disability in which a person finds it hard to form letters or write within a defined space.
Slide 42-

Dyscalculia-Symptoms Generally illegible writing (despite appropriate time and attention given the task) Inconsistencies: mixtures of print and cursive, upper and lowercase, or irregular sizes, shapes, or slant of letters Unfinished words or letters, omitted words
Slide 43-

Dyscalculia-Symptoms Inconsistent position on page with respect to lines and margins. Inconsistent spaces between words and letters Cramped or unusual grip, especially: Holding the writing instrument very close to the paper, or Holding thumb over two fingers and writing from the wrist
Slide 44-

Dyscalculia-Symptoms Strange wrist, body, or paper position Talking to self while writing, or carefully watching the hand that is writing
Slide 45-

Dyscalculia-Symptoms Slow or labored copying or writing - even if it is neat and legible Content which does not reflect the student's other language skills
Slide 46-

Types IV-Dysorthographia: Individuals with this disorder have difficulties utilizing clues from several sources that aid in deciding on the correct spelling of a word. It is a specific learning disability that involves an inability or delay in learning to properly spell words from letters
Slide 47-

Dysorthographia-Symptoms Dysorthographia involves persistent problems with symbol recognition and ordering that are essential for proper spelling.
Slide 48-

Dysorthographia-Symptoms People who are poor spellers typically have trouble analyzing the sounds, syllables, and meaningful parts of words in both spoken language and written language.
Slide 49-

Dysorthographia-Symptoms . In addition, they often have trouble learning other types of symbolic codes such as math facts and math operation signs
Slide 50-

Types Auditory and Visual Processing Disabilities - sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision. HANDOUT
Slide 51-

Prevalence As many as 1 out of every 5 people in the United States has a learning disability. Almost 3 million children (ages 6 through 21) have some form of a learning disability and receive special education in school.
Slide 52-

Prevalence In fact, over half of all children who receive special education have a learning disability
Slide 53-

Gender Differences LD is twice as common in males as in females, Males are significantly more likely than females to fall within each major disability group.
Slide 54-

Co-morbidity Co-morbidity means that certain diseases and disorders tend to occur together In 25% of the cases of Learning disabilities, a co-morbid condition is Attention Deficit/Hyperactive Disorder-AD/HD
Slide 55-

Educational Implications Supports or changes in the classroom (sometimes called accommodations) help most students with LD.
Slide 56-

Educational Implications Specifically, technology can help individuals with disabilities become more efficient and effective learners
Slide 57-

Other Facts Learning disabilities should not be confused with other disabilities such as mental retardation, autism, deafness, blindness, and behavioral disorders.
Slide 58-

Other Facts New statistics indicate that about 47.5% of the disability population are individuals with learning disabilities
Slide 59-

Other Facts Approximately 85% of all individuals with learning disabilities have difficulties in the area of reading.
Slide 60-

Other Facts 44% of parents who noticed their child exhibiting signs of problems with learning waited a year or more before acknowledging their child might have a serious problem.
Slide 61-

Other Facts 35% of children with learning disabilities drop out of high school. This is twice the rate of students without learning disabilities. Of those who do graduate, less than two percent attend a four-year college, despite the fact that many are above average in intelligence.