Learning Disabilities
A learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, write, spell, or perform mathematical calculations. The term includes such conditions as perceptual disabilities, minimal brain dysfunction, dyslexia, developmental aphasia, and attention deficit disorder.
POSSIBLE BEHAVIORAL CHARACTERISTICS
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Significantly different behaviors such as difficulty in beginning or finishing tasks, organization, consistency in behavior, or peer relationships |
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Below average auditory comprehension, listening, and spoken language |
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Academic problems |
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Orientation difficulties including time concept and poor directionality relationships (i.e., south, north, far, near, under, behind, on, or close) |
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Motor difficulties, including poor coordination, clumsiness, very poor balance, awkward movements, poor manual dexterity, and lack of rhythm in movements |
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Impulsiveness and poor decision making skills |
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Inability to sit or stand in one place for extended periods of time and hyperactivity |
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Difficulty with visual-motor movements |
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Delayed bilateral coordination (using both sides of the body together) |
COMMONLY USED MEDICATIONS
Ritalin
Cylert
Dexadrine
Benzadrine
Methedrine
POSSIBLE SIDE EFFECTS OF MEDICATIONS
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Depressed appetite |
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Sleeplessness |
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Balance and coordination may be affected |
TEACHING TIPS
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Increase alternative ways to get positive attention from peers or teachers. |
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Instruct the individual to continue with the easier part of a task or do a substitute task while waiting for the teacher's help. |
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Inform the individual with a learning disability in advance of anticipated difficult tasks or situations where extra control will be needed. |
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Decrease the length of the task and make lessons brief. |
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Provide short, clear instructions. |
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Break lessons into shorter segments (task-analysis). |
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Present new information in small quantities. |
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Allow the individual with a disability a “mini-break” when his/her tension level appears to be building. |
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Deliver reinforcements immediately and more frequently than usual. |
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Repeat directions to the individual with a learning disability. |
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Have the individual with a learning disability repeat/explain the task back to you. |
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Obtain frequent responses and input from the individual with a learning disability. |
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Avoid changing the learning environment frequently (use routines). |
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Eliminate distractions (visual and auditory). |
Links
Learning Disablities Association of America
National Center for Learning Disabilities
Information on this sheet contains only suggested guidelines. Each person must be considered individually, and in many cases, a physician's written consent should be obtained. Developed by Texas Woman's University Graduate Adapted Physical Education Program in cooperation with Denton ISD (French, 1997).