Ld Presentation

8/6/2019 Ld Presentation

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Learning Disabilities:A Community Presentation

Brought to you by the LearningDisabilities Association of Alberta


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Learning Disabilities:The Hidden Disability

Can you guess who has a learning disability?


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Famous People With Learning

Disabilities

Albert Einstein

Leonardo da VinciSir Winston ChurchillTom CruiseCher

Robin WilliamsAgatha Christie


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Learning Disabilities in Canada

1 in 10 people has alearning disability in

Canada

That meansapproximately 3 millionpeople in Canada mayhave a learningdisability (2 00 3)


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Learning Disabilities in Alberta

o 300 000 people havelearning disabilities inA

lberta (200

3)o There are 6 00 000

school aged children inAlberta

o 60 000 of thesechildren may havelearning disabilities.


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What is a Learning Disability?The official definition

Learning disabilities refer to a number of difficulties wh ich impact t h e abilities of individuals w it h average to above averageintelligence.

T h e impact affects: AcquisitionOrganization

RetentionUnderstandingUse of verbal and non-verbalinformation


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Having a Learning Disability meansthat the brain processes information

differently than most people.

Information processing refers to how our brain: Receives information Uses this information Stores the information in memory

Retrieves the information from memory, and Communicates or conveys the information


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Clarification of

Learning DisabilitiesThe following conditions are NOT considered learningdisabilities:

Cognitive delay

AutismDeafnessBlindnessBehavioural disorders

Note that similarcharacteristics may beobserved in individualswith learning disabilities .


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The Main Areas Impacted By

Learning Disabilities

Visual processingAuditory processingMotor coordinationskillsOrganizational skills

ConceptualizationSocial skills


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Differences in Visual Processing

Visual memorye.g. remembering faces, sight words

Recognizing similarities and differencese.g. b vs. d, horse vs. house

Visual trackinge.g. left to right, vertical columns in math

Figure ground discriminatione.g. control of near/far focus


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Differences in Auditory ProcessingR emembering verbalinformatione.g. directions, rules,

instructionsDiscriminating betweensimilar sounds and wordse.g. d vs. g, still vs. sill

R ecalling number sequencese.g. phone numbers,

addressesHearing sounds over background noisee.g. arenas, parks, pools,

gym


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Differences in Motor Skills

H and/eye coordinatione.g. catching,

throwing, copying

off the boardFine motor controle.g. printing, tying

shoes, buttons,

scissorsGross motor controle.g. running,

swimming, riding abike


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Differences in

Organizational SkillsSense of timee.g. minutes, hours, days, calendar use

Task completion planninge.g. school reports, cleaning bedroom, long term

projectsOrganization of personal materials

e.g. binders, clothes, CDs, deskOrganization of spacee.g. bedroom, locker, book bag


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Differences in Conceptualization

Understanding abstract and complex languagee.g. idioms, metaphors

Interpreting non-verbal languagee.g. body language, reading environmental signals

Rigid thinking and limited flexibilitye.g. thrives on routine and predictability

Correctly interpreting and using complex language

e.g. slang, sarcasm, abstract conceptsUnderstanding cause and effect of actionse.g. consequences, danger


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Differences in Social Skills

Interpreting facial expressionse.g. smiles, frowns, wincing

Recognizing body languagee.g. foot tapping, slouching

Reading social cuese.g. funerals, plays, restaurants

Anxiety in social settinge.g. parties, class, buses

Establishing and keepingrelationships


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Possible Causal Factorsof a Learning Disability

We just dont know!

Complications during pregnancyGenetics (Learning Disabilities may run in thefamily)Environmental substancesNeurological factors combined with environmentalfactorsTraumatic brain injury


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Common Signs of a

Learning DisabilityPr eschool

Trouble learning numbers, alphabet, days of theweek, colors, shapes

Extremely restless and easily distractedExaggerated response to excitement or frustrationH as difficulty seeing and predicting patterns

Remembering words to songsSpeech or other developmental delays


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Common Signs of aLearning Disability

Gra des K-4Reverses and confuses words or letterse.g. was vs. saw, bed vs. deb, this vs.that vs. they

Frequent reading and writing errorsTransposes number sequences, confuses arithmeticsignsConfuses the difference between up & down, top& bottom, in & out, in front of & behind

Difficulty seeing patterns in reading and mathTrouble printing on the lines and spacing mathcolumnsAvoidancee.g. acting out, crying, stomach aches


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Gra des 5-8

Reverses letter sequences

- e.g. soiled vs. solid, left vs. feltTrouble with word problemsDifficulty with handwritingLack of fluency when readingStruggles with multi-syllabic wordsLimited vocabulary understanding and usageResistant to writing assignmentsIncreasing signs of withdrawal from activities


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High School Students

Continues with inaccurate spellingFrequently spells the same word differently in asingle piece of writingWritten communication is challengingVulnerable to peer pressure, often thescapegoat in situationsTend to be passive readers without self-monitoring


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A dults

Excellent verbal ability but often challenged toclearly express thoughts in writingMay feel anxious, tense, depressed and may havepoor self-conceptH as difficulty organizing belongings, time, activities

or responsibilitiesCan present with learned helplessnessOften reluctant to seek help when needed


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E ffective Strategies =

Confident & CapableLearners


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E ffective Strategies

As Students

Develop self-advocacy skills learn to ask for whatyou needUnderstand and be involved in your IndividualizedProgram Plan ( I.P.P.)Identify and develop your interests and strengthsRecognize that effort brings about achievementBelieve in yourself


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E ffective Strategies As Parents

Acknowledge your child's strengths and weaknessesKnow your rights and understand the IPP process http://www.education.gov.ab.ca/k_ 1 2/specialn

eeds/Establish and maintain a positive relationship withall school professionalsKeep a comprehensive record of all tests andreports

Promote self-advocacy in your childBecome an informed parentSupport the teacher by making sure assignments arecomplete and your child goes to school ready tolearn


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E ffective Strategies As Teachers

Recognize each students strengths and weaknessesDevelop a positive relationship with the parentsCreate and use a wide repertoire of teaching

strategiesWelcome parent input and be receptive to theirideas about how their child learnsEncourage parent involvement throughout the IPP

processSupport and encourage self-advocacy in yourstudentsEducate yourself about learning disabilities andeffective strategies that support learning


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Adults in the WorkforceEstablish a support network to help understand thejob cultureIdentify and use your support system

Know your strengths and weaknessesReflect on the effectiveness of your personalstrategiesAsk for what you need in a timely manner

Develop a history of work experiencesTake advantage of training opportunities(workshops, seminars, conferences)


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As Employers or Co-workersEncourage each employee to identify his or herstrengths and weaknesses and supports neededIllustrate concepts graphically, break downproblems into componentsEncourage people who have communicationdifficulties to check their information with thesource every timeDuring meetings, use handouts and visual chartsto support oral information when possibleUse role-playing, videotapes, hands-onexperience to teach and offer support onassignments


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People with Learning Disabilities:

will have a learning disability all their livesare intelligent and have abilities to learn despitetheir difficulties in processing informationAre highly capable of learning and succeeding withsupport and interventionsCan develop solid coping skills and strategies thatenable them to succeed in school, and in life


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About the Learning DisabilitiesAssociation of Alberta

Our Mission:To support people with

learning disabilities achieve their fullpotential.

As the provincial office of the Learning DisabilitiesAssociation, we work with Learning Disabilities on aprovincial-wide scale.

Our provincial chapters provide community programsand services within the province.


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Our Chapters

Calgary ChapterThe Kahanof Centre340 , 1 20 2 Centre St.

Calgary, AlbertaT2G 5 A5

Ph: 4 0 3-283-66 0 6Fax: 4 0 3-27 0 -40 43

Email: [email protected]: www.ldaa.net

E dmonton Chapter 5540-106 Avenue

E dmonton, Alberta

T6A 1G3

Ph:780-466-1011Fax: 780-466-1095

E mail:[email protected]

Red Deer Chapter2nd floor, 5 01 7-5 0 St.

Red Deer, Alberta

T4N 1Y 2

Ph: 4 0 3-34 0 -3885Fax: 4 0 3-352- 0099

Email:[email protected]

Web: wwwldaard.ca

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