Learning

Disabilities
History of Learning Disability
History of Learning Disability

• This timeline tracks the History of Learning

disabilities from its discovery to its recent
laws and findings
1877- A German neurologist, Adolf Kussamaul,
coined the term “word blindness” in
describing a person with complete text
blindness though he has the power of sight
and his intellectual and speech powers are
intact.
1887 - A German physician, Rudolf Berlin,


used the term “dyslexia” to describe a very

great difficulty in interpreting written and
 History of Learning Disability

 or printed symbols
1895- Ophthalmologist James Hinshelwood
describes in medical journal, The Lancet, a
case of a 58 year old man who acquired
word blindness when he woke up one
morning.
1897- Dr. W. Pringle Morgan writes in a British
Medical Journal a case about a 14 year old
boy who seemed to have a word blindness
since birth.
1905 – The first U.S. report of childhood reading


difficulties is published by Cleveland

ophthalmologist Dr. W.E . Burner
History of Learning Disability

1963- Samuel A. Kirk is the first person to use

the term “learning disability” at a conference
in Chicago
1970- The congress passes the Children with
Specific Learning Disabilities Act, which
included in the Education of the
Handicapped Act of 1970 (PL 91-230). This
is the first federal law mandates support
services for students with learning
disabilities.
1975 - The Education for All Handicapped


Children Act (PL 94-142), which mandates a

free, appropriate public education for all
students,
History of Learning Disability

1987- A report released by the Interagency

Committee on Learning Disabilities calls for
the establishment of Centers for the Study
of Learning and Attention, whose sole
purpose is to expand research and
understanding of this issue.
1991- The IDEA renames and changes PL94-
142. The term disability replaces handicap
and the new law requires transition services
for students.
History of Learning Disability

1996- Dr. Guinevere Eden and her research

team at the National Institute of Mental
Health used MRI (functional magnetic
resonance imaging)
1997- IDEA is reauthorized. Regular teachers are
included in the IEP process, students have
more access in the general curriculum and
included in state wide assessments, ADHD
is added to the list of conditions that could
make a child eligible for services under the
category “other health impairment”
History of Learning Disability
2004- IDEA is authorized again. School
personnel now have more authority in
special education placement decisions and
the new law is better aligned with NO CHILD
LEFT BEHIND ACT
2005 - Dr. Jeffrey Gruen and his research team


at Yale University identified a gene that had

patterns and variations that were strongly
associated with dyslexia
What do you notice about
them?
What do you notice about
them?
What do you notice about
them?



The world wouldn’t have
been the same without these
people?
 What is common in all of them?
 What exactly is a disability?

•Disability: a physical or mental/brain

problem that has a large and long-
term bad effect on the ability to carry
out normal day-to-dayactivities:
reading, behavior, speech, mobility
(ability to move), hearing, spelling,
memory, and math are a few
examples. (IDEA)
Meaning of Disability

• inability to engage in any substantial gainful

activity by reason of any medically
determinable physical or mental impairment
which can be expected to last or has lasted
for a continuous period of not less than 12
months (Federal Government of USA)
• A disadvantage or deficiency, especially a
physical or mental impairment that prevents
or restricts normal achievement. (American
Heritage Medical Dictionary)
Dyslexia
• Dyslexia is an impairment in the brain's ability to
translate written images received from the eyes
into meaningful language. Also called specific
reading disability, dyslexia is the most
common learning disability in children.


• A learning disability is a condition that produces

a gap between someone's ability and his or her
performance. Most people with dyslexia are of
average or above-average intelligence, but read
at levels significantly lower than expected.
Dyslexia

• Other types of learning disabilities include

attention difficulties, an inability to
perform well at writing skills and an
inability to perform well at math skills.
•
• Dyslexia occurs in Individuals with normal
vision and normal intelligence. Such
individuals usually have normal speech
but often have difficulty interpreting
spoken language and writing.
•
•
Dyslexia


• Dyslexia seems to be caused by a malfunction in

certain areas of the brain concerned with
language. The condition frequently runs in
families.
•
• Treatment may involve a multisensory education
program. Emotional support of your child on
your part also plays an important role.
•
Dyslexia
Signs and Symptoms of Dyslexia


• Dyslexia can be difficult to recognize,

but some early clues may indicate a
problem.
• If you have a problem with new
words,
 and add them slowly
• and have difficulty rhyming, you
may be at increased risk of
dyslexia.
Dyslexia

• Signs and symptoms of dyslexia may

become more apparent as children
go through school, including:
•
• The inability to recognize
words and letters on a
printed page
• A reading ability level much
below the expected level for
the age of your child

 16-year-old boy writing

• "We set out early with Intent to Run round the sd.
Land but being taken in a Rain &it Increasing very
fast obliged us to return. It clearning about one
o'Clock & our time being too Precious to Loose we
a second time ventured out & Worked hard till
Night & then returned to pEnningtons we got our
Suppoers & was Lighted in to a Room & I not
being so good a Woodsman as the rest of my
Company striped my
•
• slef very orderly & went in to the Bed as they
call'd it when to my Surprize I found it to be
northing but a Little Straw-matted together
without Sheets or any thing else but only on
Thread Bear blanket with double its Weight
of Vermin such as Lice Feas & c. Had we not
have been very Tired, Ia, sure we should not
have slep'd much that night. I made a
Promise not to Sleep so from that time
forward chusing rather to sleep in the open
Air before a fire as will Appear hereafter."
George Washington
Dysgraphia

• "Dysgraphia" is a learning disability resulting

from the difficulty in expressing thoughts in
writing and graphing. It generally refers to
extremely poor handwriting.


• Problems arise because "dysgraphia" has no

clearly defined criteria. A student with any
degree of handwriting difficulty may be
labeled "dysgraphic" by some educational
specialists, but may or may not need special
education services.
•
•
•
Dysgraphia

• Most learning disabled students experience

difficulty with handwriting and probably could
be considered "dysgraphic". However, the
term is seldom used within public schools
because of the lack of any generally
recognized or measurable criteria.
•
 Dysgraphia

 Underlying Causes
• Students with dysgraphia often have sequencing
problems.


• Studies indicate that what usually appears to be a

perceptual problem (reversing letters/numbers,
writing words backwards, writing letters out of
order, and very sloppy handwriting) usually seems
to be directly related to sequential/rational
information processing.
Dysgraphia
• They also tend to intermix letters and numbers
in formulas. Usually they have difficulty even
when they do their work more slowly. And by
slowing down or getting "stuck" with the
details of writing they often lose the thoughts
that they are trying to write about.
•
• These students often have difficulty with the
sequence of letters and words as they write.
As a result, the student either needs to slow
down in order to write accurately, or
experiences extreme difficulty with the
"mechanics" of writing (spelling, punctuation,
etc.).
•
•
Dysgraphia
SYMPTOMS


• Students may exhibit strong verbal but particularly

poor writing skills.
• Random (or non-existent) punctuation. Spelling errors
(sometimes same word spelled differently);
reversals; phonic approximations; syllable
omissions; errors in common suffixes. Clumsiness
and disordering of syntax; an impression of
illiteracy. Misinterpretation of questions and
questionnaire items. Disordered numbering and
written number reversals.
• Generally illegible writing (despite appropriate time
and attention given the task).
Dysgraphia

SYMPTOMS


• Inconsistencies : mixtures of print and cursive,

upper and lower case, or irregular sizes,
shapes, or slant of letters.
• Unfinished words or letters, omitted words.
• Inconsistent position on page with respect to
lines and margins and inconsistent spaces
between words and letters.
•
Dysgraphia
SYMPTOMS


• 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.
• Talking to self while writing, or carefully
watching the hand that is writing.
• Slow or labored copying or writing - even if it is
neat and legible
•
Dysgraphia

• Writing just one key word or phrase for each

paragraph, and then going back later to fill
in the details may be effective.
• Multisensory techniques should be utilized for
teaching both manuscript and cursive
writing. The techniques need to be
practiced substantially so that the letters
are fairly automatic before the student is
asked to use these skills to communicate
ideas.
Dysgraphia

• Have the students use visual graphic

organizers. For example, you can
create a mind map so that the main
idea is placed in a circle in the center
of the page and supporting facts are
written on lines coming out of the
main circle, similar to the arms of a
spider or spokes on a wheel.
• Do papers and assignments in a logical
step-wise sequence. An easy way to
remember these steps is to think of
the word POWER.
Dysgraphia

•
• P - plan your paper
• O - organize your thoughts and ideas
• W - write your draft
• E - edit your work
• R - revise your work, producing a final draft
•
 Dysgraphia

If a student becomes fatigued have



them try the following:

• Shake hands fast, but not violently.
• Rub hands together and focus on the
feeling of warmth.
• Rub hands on the carpet in circles (or, if
wearing clothing with some mild texture,
rub hands on thighs, close to knees)
Dysgraphia

• Use the thumb of the dominant hand to click

the top of a ballpoint pen while holding it
in that hand. Repeat using the index
finger.
• Perform sitting pushups by placing each
palm on the chair with fingers facing
forward. Students push down on their
hands, lifting their body slightly off the
chair.
• Allow student to tape record important
assignments and/or take oral tests.
•
Dysgraphia

• Prioritize certain task components during a

complex activity. For example, students
can focus on using descriptive words in
one assignment, and in another, focus on
using compound sentences.
• Reinforce the positive aspects of student's
efforts.
• Be patient with yourself
•
Dyscalculia
•
• The word "dyscalculia" means difficulty
performing math calculations. In other
words, it just means "math difficulty".
And specifically, it means a learning
disability which affects math.
Sometimes confusion arises when we
start dealing with the term
"dyscalculia" as it relates to "special
education services".
•
•
Dyscalculia

• When a student's math difficulties are

severe enough to meet this criteria,
special education services are
indicated. On the other hand,
"dyscalculia" has no clearly defined
criteria. A student with any degree of
math difficulty may be considered to
have "dyscalculia" by some
educational specialists. This frequently
occurs when a student receives an
educational evaluation outside of the
public school system.
•
 Dyscalculia
Strategies for students with dyscalculia:


• Work extra hard to "visualize" math problems.

Maybe even draw yourself a picture to help
understand the problem.
• Take extra time to look at any visual
information that may be provided (picture,
chart, graph, etc.).
• Read the problem out loud and listen very
carefully. This allows you to use your
auditory skills (which may be a strength).
Dyscalculia

• Ask to see an example.

• Ask for or try to think of a real-life
situation that would involve this type of
problem.
• Do math problems on graph paper to
keep the numbers in line.
• Ask for uncluttered worksheets so that
you are not overwhelmed by too much
visual information.
• Spend extra time memorizing math facts.
Use rhythm or music to help memorize
•
 Some of the causes of LD
•
• Birth trauma: Sometimes before or during
the birth process babies lose blood, are
deprived of oxygen, or get chemicals into
their blood. When a baby's brain is given
certain kinds of chemicals or does not get
enough blood or oxygen, permanent brain
damage can occur.
•
Some of the causes of LD

• Heredity:LD tends to "run" in families. A

parent who has difficulty processing
information may simply pass this along
genetically. This seems to be the most
common cause of LD.
• Lead poisoning:When young children
eat, drink, or breathe anything that
contains lead (old paints, car exhaust,
old plumbing, etc.), brain damage (and
a learning disability) can develop.
•
Some of the causes of LD
• Incomplete programming: Research is
beginning to suggest that the brain needs
to be "programmed" in much the same way
as a computer. It is suggested that this
"programming" must take place very early
in life and involve all of the various forms of
information processing. Not enough
opportunity to practice processing a certain
type of information at an early age, the
brain may always struggle with that type of
processing.
Some of the causes of LD

• Accident:If a person experiences a

head injury, brain damage can occur
which leads to a learning disability.
•
 ASSISTIVE

TECHNOLOGY
 Definitio
n :
-also known as adaptive technology and
AT
-application or device that is used to
increase, maintain or improve physical
ability or academic performance
Assistive
Technology
for

Dyslexic
Notetake
r
Highlighting Pen
Spell
Checkers
Assistive Technology
for

Dyscalculia
Assistive
Technology
for

Dysgrapia
Pencil
Grip
Benefits:
-Gives chances to an individual
with LD to be more independent
-Helps people of all ages
-can increase confidence and
self-esteem
-improves quality of life and
removes barriers providing the
tools for possible employment
and educational opportunities
PROGRAMS FOR LEARNING
DISABILITY
 The Individualized Education
Program (IEP)
• This requirement became a part of PL 94-142 (1977) for several
important reasons:
• Many students were assigned to special programs without specific,
individualized planning and were provided with
“standard/special” program.
• According to federal regulations the IEP must include the following:
a. Child’s present levels of educational performance.
b. Annual goals, including short-term instructional objectives.
c. Specific special education and related services to be provided to the
child.
d. The projected dates and duration of the services.
e. Appropriate objective criteria and evaluation procedures and
schedules for determining whether the short-term instructional
 objectives are being achieved.

OBJECTIVE: A specific, individual plan be developed for each student

whose educational needs are so different that special education services
are required.
Content of the Individualized
Educational Program (IEP)
 I. Identification and background information
 II. Participants in the IEP conference
 III. Assessment information
 IV. Other information
 V. Statement of annual goals
 VI. Statement of short-term objectives
 VII. Specific Educational services provided
 VIII. Placement recommendations
 IX. Significant time frame
 X. Signatures



 The Placement
•
• Decision
•

• The decision as to were a given student should be placed

is affected by several variables.
• The first is the IEP
• Next is the less restrictive educational alternative
requirement of PL 94-142 which requires that
 “ handicapped children should be educated together with
children who are not handicapped. Special classes,
separate schooling and removal of handicapped children
from the regular school occurs only if the severity of the
handicap in the regular classes cannot be achieved
satisfactorily.”


•
 The Placement
• Decision
• We should attempt to keep a learning disabled child in
the regular classroom, but if more extensive,
segregated service is required, it must be provided.
• After passage of the PL 94-142, the law requires that we
provide continuum of placement possibilities and that
we utilize the one (for any given student) that is the
least restrictive, given that student’s special needs.
• The third variable is the available programs or facilities.
•


•
•
A CONTINUUM OF EDUCATIONAL PLACEMENT
ALTERNATIVES
• Regular class with consultative assistance from
special education personnel
• Regular class and consultation plus special
materials from special education
• Regular class plus special education itinerant
teacher service
• Regular class plus assistance from special
education teacher in a resource room.
A CONTINUUM OF
EDUCATIONAL PLACEMENT
ALTERNATIVES
• Regular class (approx. ½ time) plus special
class (approx. ½ time)
• Special class in regular school
• Special class in special (separate) day school
• Home or hospital programs (temporary
measures)
• Residential schools
•
CONSULTIVE OR SPECIAL
MATERIALS PROGRAMS
• Often called “indirect.”
• Consultative service – the specialist goes from
school to school, almost invariably teachers
ask for assistance with the materials, the
function becomes consultative-special
materials
• In contrast, the resource and itinerant programs
involve direct contact with children.
• Most useful with mild learning problems.
ITINERANT TEACHER PROGRAM

• Direct service provided by a traveling teacher

who goes from school to school on a
scheduled basis usually 3 to 5 days a week.
• Certain conditions lead to adoption of this
program:
 1. In sparsely populated areas, where
schools tend to be quite small in total pupil
enrolment.
 2. In larger population centers
 3. Part-time itinerant service, in
combination with the consultative and materials
assistance.
•
 THE RESOURCE ROOM
PROGRAM
• The role of the teacher is to provide assistance
to children who have been identified as
learning disabled but do not require more
intensive assistance.
• Her function becomes dual: (1.) to initiate
remediation
 (2.) to provide suggestions to the regular
classroom teacher

THE RESOURCE ROOM
PROGRAM
• To be most effective, time should be set aside
each week for discussion between the
resource room teacher and teachers who
send children in the resource room.
• The most popular of the instructional service
arrangements that may be used as an
alternative to the regular classroom.
•
SPECIAL (SELF-CONTAINED)
CLASSES
• Limited to 6-12 children per class are found at
various grade levels.
• Limited to hyperactive children with severe
learning problems.
• Among the less common methods of providing
services to learning disabled children and
should be used only when it seems
absolutely certain that less restrictive setting
will not achieve the desired results
RESIDENTIAL SETTING OR
SEPARATE
SPECIAL SCHOOL

 Few were being required by some schools.

 Children enrolled in such schools may have other
disabilities.
 Operates in a contractual basis

Learning Disabilities of Primary Pupils at Tahanan
Special School – Hiyas
Mila M. Olea (October 1975)
• The research work of Ms. Mila M. Olea in 1975 entitled “Learning Disabilities
of Primary Pupils at Tahanan Special School – Hiyas” is particularly
concerned with the child with learning disability, who is not an educable
mentally retarded with sensory deficits and brain dysfunction, but the child
whose school achievement is way below par, despite his normal and
intellectual make up.”
• The writer prepared this study to be aware of the existence of learning
disability which is also to be concerned with the need for an in depth
study of such learning disability among school age children since this has
became a an international and national health and educational problem of
considerable magnitude, which can no longer be ignored.
• After using Valett’s Psychoeducational Inventory of Basic Learning Abilities
which is aptly based on the operational analysis of behavioral tasks of
children, the writer was able to find out, among 19 subjects, ages 6-16,
from economically deprived homes and adoption centers, majority boys
with behavior disorders, as indicated by a battery of personality tests
given to students from Tahanan Special School – Hiyas, various learning
disabilities that should be the basis of making the adjustments on the
school curriculum and program.
• It was suggested by the researcher that the efficacy must be investigated and
adjustments must be made in the programs and curriculum development
in order to fully use the best effort of general and special education in
making the school program more relevant to all.

•
Researches: Learning
Disability
Students with Learning Disabilities: Written
Output, Academic Performance, Attitudes and
Writing Support System
Rebecca P. Ong (May 2008)

• This work of Ms. Rebecca P. Ong was to determine the effects of a writing
supports system (WSS) on the written output, academic performance
and attitudes of four (4) previously diagnosed high school students with
learning disability and have issues related to written expression.
• Ms. Ong decided to use Vygotsky’s theory of instruction and his idea of
scaffolding on this study and the single-subject research design was
followed in the conduct of this research.
• The results showed the strong evidence supporting the effectiveness of
using the writing support system to the four participants of the study as
revealed in their improved output, increased academic performance and
positive attitude toward the writing support system especially after the
intervention.
• It was recommended that the results of this study serve as a guide to all
teachers of students with learning disabilities to scaffold learning
anchored on the belief that all students deserve the best help and
humane treatment that the school can possibly provide.


Application of Montessori-based Activities in
Teaching Fractions to Intermediate Students
with Learning Disabilities
Careza P. Reyes (October 2008)
•
• The researcher, Ms. Careza P. Reyes, stated that the primary objective of
this study is to find out whether the Montessori-based activities and the
use of its materials are effective in teaching fractions to intermediate
students with learning disabilities and aims to answer various questions.
• The study was conducted in World Lab in Quezon City where it offered
school instruction, individualized reading instruction, reading
assessment as well as training of teachers and parents and used
various research designs and instruments such as combination of
qualitative and quantitative, observations, checklist interview, schedules
accomplished by the teachers including the students portfolios aided the
data analysis and lesson plans used were based in the Montessori’s
Mathematics Curriculum.
• The results of the data proved that there is a significant difference in the
pretest and post test scores of the participant after they were taught
fractions using the Montessori-based Math Curriculum.
• The suggestion was to apply Montessori Philosophy and the use of its
didactic materials which are effective in teaching elementary students
with and without Learning Disabilities.

•
The Library Needs of the Students of World
Lab School (WLS), a School for Dyslexia
Rajnna G. Cuadra (April 2003)
• The thesis of Ms. Rajnna G. Cuadra in 2003 stated that even those bright
people are facing learning difficulties as a challenge on a day to day
basis since people do not understand what dyslexia is, a person who is
not able to read well even though that person is innately intelligent, will
be judged as ‘lacking” in intelligence such as the former Presidents
George Bush, John F. Kennedy, inventor Thomas Edison, Scientist
Albert Einstein, Writer Winston Churchill, actors George Burns and Tom
Cruise, actresses, Whoopi Goldberg and Susan Hampshire, singers
Cher and Elton John ( British Dyslexia Association 1995).
• As per the writer, dyslexic librarianship is one area that needs to be
addressed and this study is pioneering in that area and aimed to find
out what particular information that dyslexics need and what they would
like to do most when these kids are in the library by writing objective
techniques, step by step data gathering and used books and other
materials related to library and dyslexia particularly at the Worldlab
School (WLS), the pioneering school for Dyslexia in the Philippines.
• The results of the study revealed that the characteristics, interests, needs
and lifestyles of dyslexic students are different from that of normal
persons but they still have the desire to use the library and want to learn
and learn how to read which an important part of an education.
• The writer suggested for a big move if there is a dyslexic friendly library that
will support the academic pursuit of these individuals with learning
disabilities.
Articulation, Language and Reading Skills of
Filipino Children with Dyslexia
Ma. Rowena A. Ynion ( 2007)
• In 2007, Ms. Ma. Rowena A. Ynion presented her research work on dyslexia as
one of the most common causes of reading and writing difficulties in children
and the research for the last 10-15 years has sought to specify more clearly
the nature of the early language problem associated with dyslexia and to
answer whether articulation is correlated with reading skills among children
with learning difficulty.
• The grade two to four students at Worldlab School in Manila were used as the
subjects for the study in investigating the different articulation, language and
reading skills of school-aged children with dyslexia and correlational research
method and investigation was used to gather data.
• After analyzing the data gathered, it was confirmed that the observation of
children with dyslexia generally do not exhibit any articulation problems but
there were evidences to language-based difficulties and better performance
in decoding in isolation and spelling than in vocabulary, reading
comprehension and oral reading fluency. The results are also in line with the
findings of the previous studies and negated others and assert that there is
no significant relationship between articulation and the different reading skills
but it was found that specific language skills are correlated with specific
reading skills among children with dyslexia.
• For future research studies, the writer suggested to illustrate the need for an early
intervention for children with difficulties, development of intervention
strategies and activities to help develop literary, to demonstrate the need to
probe language skills that may have a direct effect on the children’s reading
skills and to guide in writing and designing of other assessment materials for
the Filipino Child with dyslexia .
References

• Hardman, M. & et.al.

Human Exceptionality School, Community, and F
. 2004. IDEA
• http://www.dyscalculia.org/
• www.CartoonStock.com
• www.hwtears.com/inro.htm
• http://dyslexiamylife.org/who_els.html
•
•