SLIDES SHOWN BY ABDULLA SIR ON 29/10/2019

THE DISABILITIES INCLUDED IN RPWD ACT 2016

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The disability conditions included in the RPWD 2016●

THE LEARNING DISABILITY

The term means a disorder in one or more the basic psychological process involves in understanding or in using language, spoken or written that may manifest itself in an imperfect ability to listen ,speak , read , write , spell , or to do mathematics , think calculations including conditions such as perceptual disability, brain injury, minimal brain dysfunction , Dyslexia an developmental aphasia.

Specific Learning disability does not include learning problems that are primarily the result of visual, hearing , or motor disabilities or mental retardation or emotional disturbance of environmental , cultural or economic disadvantage.

CHARACTERISTICS OF LEARNING DISABILITY CHILDREN 

The LD children constitute a heterogenous group.

 The most frequently mentioned characteristics of LD children are following

Ability level :The ability level of LD children varies from near average to above average.

Activity level:The LD children may be either hyperactive or hypoactive. If they are hyperactive they show the following behaviors – constant motor activity, restlessness,tapping of finger or foot, jumping out of seat, skipping from task ,etc. If they are hypoactive they fail to react or

Attention problems

The LD children have short attention span; they are easily distractible;they are unable to concentrate on any task for a very long time. Their attention becomes over and over.

Motor problems

The LD children are generally clumsy or awkward with poor, fine and gross coordination. They demonstrate poor tactile discrimination, excessive need to touch , poor writing and drawing performance

Visual perceptual problem

The LD children are unable to distinguish between visual stimuli(visual discrimination). They are unable to fill missing pars when only part of a word or object is seen(visual closure).They are also unable to remember and revisualise images or sequences very

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Auditory perceptual problem

The LD children are unable to distinguish between sounds (auditory discrimination). They are unable to obtain meaning from the spoken word or environmental sounds (auditory comprehension). They are unable to fill in missing sounds when only parts of the word

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Language problems

The LD children demonstrate delayed or slow development of speech articulation , and an inability to organize words to from phrases, clauses or sentences.

Social- emotional behaviour problems

The LD children are impulsive in nature. They fail to think about consequences of behavior . At times they exhibit explosive behavior They lack social competence . Their social competence of often below the average for their age and ability. Th bl t dj t h

Orientation Problems

● The LD children possess poorly developed concept of space,and a distorted body image they have difficulty in judging distance and size and discriminating figure from ground, parts from the whole and left from right they are desoriented in time and experience trouble relating to concepts like before and after now and then today and tomorrow.

Work habits

● The LD Children organize work poorly they works slowly and frequently confuse directions and work carelessly

Academic disabilities

● The LD children have problems in reading, writing, arithmetic, spelling, comprehension, telling time, and even locating places on the map.

TYPES OF LD

BY STAGE OF INFORMATION PROCESSING

BY FUNCTION IMPAIRED

READING DISORDER

INTEGRATION

DISORDER OF WRITTEN EXPRESSION

STORAGE

MATH DISABILITY

CAUSES OF LEARNING DISABILITY(ETIOLOGY) 

The causes of learning disability could be organized under organic,environmental and genetic.

Organic Causes

Learning disability arises mainly because of Minimal brain Dysfunction(MBD).The dysfunction occurs in central nervous system which consists of brain and spinal cord. The malfunctioning is not due to:

a. cerebral hemorrhage, cerebral disease because of high fever, head injury

b. Intra-uterine environment , premature birth, anoxia, physical trauma etc.

c. Constitutional -genetic- neurochemical dysfunction

It must be noted that all brain dysfunctions are not associated with leaning disability and all types of learning disability and all types of learning disability donot arise due to brain dysfunction. Hypoglycemia or low blood sugar is a cause of learning problem. Any factor that ca cause neurological damage

Genetic causes

Leaning problem and hyperactivity run in families. Nearly 20% of hyperactive children had one parent hyperactive.

Environmental causes

Maternal factors known to have a negative effect include the use of drugs, the consumption of alcohol and rubella. Complications during pregnancy such as anoxia (loss of oxygen), birth injury causing brain damage and children who receive neo-natal intensive care may subsequently develop LD.

ASSESSMENT

1. ● IQ- ACHIEVEMENT DISCREPANCY
2. ● RESPONSE TO INTERVENTION
3. ● LATINO ENGLISH LANGUAGE LEARNERS
4. ● SPANISH SPEAKING ELL
5. ● WOODCOCK JOHNSON IV
6. ● WECHSLER INDIVIDUAL ASSESSMENT TEST II
7. ● WIDE RANGE ACHIEVEMENT TEST III
8. ● STANFORD ACHIEVEMENT TEST 10^th EDITION
9. ● GRAY’S DIAGNOSTIC READING TEST-2^{nd EDITION}
10. ● STANFORD DIAGNOSTIC READING ASSESSMENT
11. ● GRAY ORAL READING TEST-4^{th EDITION}
12. ● GRAY SILENT READING TEST
13. ● COMPREHENSIVE TEST OF
14. MANAGEMENT MASTERY MODEL
15. ● Learners work at their own level of mastery
16. ● Practice
17. ● Gain fundamental skills before moving onto the next level
18. DIRECT INSTRUCTION
19. ● Emphasizes carefully planned lessons for small learning increments
20. ● Scripted lesson plans
21. ● Rapid-paced interaction between teachers and students
22. ● correcting mistakes immediately
23. CLASSROOM ADJUSTMENTS
24. ● Special seating assignments
25. ● Alternative or modified assignments
26. ● Modified testing procedures
27. ● Quiet environment
28. SPECIAL EQUIPMENT
29. ● Word processors with spell checkers and dictionaries
30. ● Text-to-speech and speech-to-text programs
31. ● Talking calculators
32. ● computer-based activities
33. SPECIAL EQUIPMENT ∙ Word processors with spell checkers and dictionaries ∙ Text-to-speech and speech-to-text
34. programs ∙ Talking calculators ∙ computer-based activities
35. CLASSROOM ASSISTANTS
36. ● Note-takers
37. ● Readers
38. ● Proofreaders
39. ● Scribes
40. SPECIAL EDUCATION
41. ● Prescribed hours in a resource room
42. ● Placement in a resources room
43. ● Enrolment in a special school for learning disabled students
44. ● Individual education plan (IEP)
45. ● Educational therapy

Abdulla K P Braillist Special educator S.L.D Special Trainer KITE Mob: 906