Learning disability clinical psychology

Talks about learning disability and intervention

1. LEARNING DISABILITY

2. Learning Disability Learning is a multidimensional phenomenon. There tends to be a relationship between the information processing and functioning of the system to enable a child to learn.

3. Why do children fail? Let us compare the human being to a computer Input Channels Keyboard Mouse Brain OUTPUT Channels Monitor Five Senses CPU Motor Systems

4. Input CPU Output Sensation Vision Hearing Smell Touch #Memory Taste Verbal Non-Verbal Conceptualization # Expressive #Receptive Perception Imagery Attention Symbolization

5. Learning problem at each stages of:- Sensation Attention Perception Imagery Symbolization Conceptualization

6. Sensation Signs of problem in auditory acuity and visual acuity are to be observed by the class teacher and referred for medial experts.

7. Attention After receiving information through the senses, one should attend to the stimuli to make meaning out of it.

8. Perception Perception is basically the ability to discriminate, It makes sensation meaningful. Sub Category:- Discrimination Figure ground Closure

9. Imagery Imagery is essentially memory, where the child is expected to retain that which he had heard, seen or felt and recall when needed. It includes long term and short memory.

10. Symbolization This is otherwise known as language, which can be verbal and nonverbal. This is essential for communication. Problems in receptive, expressive or inner language can lead to problems in learning.

11. Conceptualization This is dependent upon the integrity of all the above mentioned stages of learning. It is essential to find out at what conceptual level a child is functioning. The three levels are:- Concrete level-Plate is round Functional Level-Plate is used for dining Abstract Level Plate is a utensil

12. Sign of Reading Disability Known as Dyslexia Error in reading at primary level may include:- Omission of letters, syllables, words or word endings (sed for said.) Addition of sounds, or words in sentences( ischool /school.) Substitution of words/letters/(home)/house, ise cream/ice cream.)

13. Mispronouncing words/letters( joo /zoo). Reversing whole word/syllable/letters(b/ d,u / n,w / m,now / won,cat / tac ). Transposing order of words in a sentence ( I a bus saw /I saw a bus). Ignoring punctuation.

14. Sign of Writing Disability Slow in writing Improper posture Illegible shabby handwriting. Awkward pencil grip. Variable letter sizes. Poor right/left orientation Inability to maintain line Mixing of capital and small letters. Reversal of letters b/ d,m /w,3/E,9/6).

15. Sign of problems in mathematics Difficulty in pointing to small/big, more/ less, tall/short when asked. Difficulty to show that parts put together make whole. Difficulty to demonstrate that adding more objects results in increase in quantity, taking away results in decreasing. Difficulty in arranging / grouping objects by size / shape/ colour.

16. Difficulty in relating number of objects to its symbol, written or verbal. Difficulty in pointing to the numeral when named. Difficulty in naming numerals. Reversal of numbers (45/54,503/305). Difficulty in copying numerals. Inability to apply computational skill to daily activity (difficulty in doing “story sums”). Difficulty in understanding concepts of units/tens/hundreds. Difficulty in mathematical judgement and reasoning.

17. Thank you