1. Read the Chapter in the textbook.
2. Review the Essential Concepts below.
3. Answer and submit the Chapter Outline and Objectives
Remember to include the assignment or question statement before you write your answer.
Essential Concepts
Learning disabilities is often called the Òinvisible disabilityÓ because there are no physical signs associated with the diagnosis, yet ironically, it is by far the largest IDEA category in terms of children served in special education.
There is no standard, universally accepted definition of what constitutes a learning disability. However, the fundamental, defining characteristic of studentsÕ with learning disabilities is: Specific and significant achievement discrepancy in the presence of adequate overall intelligence.
The causes of a specified learning disability are often unknown. Nevertheless children with LD frequently display reading problems, deficits in written language, academic underachievement, social skills problems, and are sometimes inattentive and hyperactive.
Assessment is essential to planning an instructional program to teach the skills a child needs to acquire. Using assessment information to improve instruction is at the heart of "best practice" in educating students with learning disabilities. Educational approaches should focus on the childÕs specific skill deficit. Approaches such as; curriculum based measurement, Precision Teaching, explicit instruction, content enhancement, and learning strategies have been empirically supported as effective teaching strategies for students with LD
All children have difficulty learning at one time or another or to one degree or another. In addition, most students with LD spend at least part of the day in the general education classroom. Therefore, an understanding of LD is important for all teachers, because they are likely to meet children with some type of learning problem in their own classroom one day.
Chapter Outline and Objectives
DEFINITIONS
1. List the components of the ffederal (IDEA) definition of LD.
2. List the components of the proposed of the NJCLD definition of LD.
3. Compare (similarities) and contrast (differences) between the two definitions.
4. List the three criteria the most states use to identify children with LD.
CHARACTERISTICS OF STUDENTS WITH LEARNING DISABILITIES
1. Describe the academic and social skills deficits associated with LD.
2. Identify the Òdefining characteristicÓ of children with LD.
PREVALENCE
1. List the prevalence estimates for children with LD.
CAUSES OF LEARNING DISABILITIES
1. Describe the four hypothesized causes of LD.
2. List the three reasons why educators should not place too much emphasis on theories linking LD with brain dysfunction.
ASSESSMENT
1. Compare and contrast the various types of assessment for LD.
2. Discuss the advantages of direct daily measurement.
EDUCATIONAL APPROACHES
1. Define and describe the major principles of effective instructional design.
2. List the characteristics of explicit instruction.
3. Provide examples of content enhancements for children with LD.
4. Provide examples of learning strategies for children with LD.
EDUCATIONAL SERVICE ALTERNATIVES
Identify and describe the various placement alternatives for students with LD.
CURRENT ISSUES AND FUTURE TRENDS
1. Discuss the two issues concerning the continuing debate over defining LD.
2. Discuss the need for the continuum of services for children with LD.
3. Describe the reasons for maintaining a positive focus when educating children with LD.