Learners+with+Disabilities

Learning disabilities are problems that affect the brain's ability to receive, process, analyze, or store information. It can make it difficult for a student to learn as quickly as someone who isn't affected by learning disabilities. There are many kinds of learning disabilities. Most students affected by learning disabilities have more than one kind. || || [|Learning Disabilities] || These are students requiring significant education adjustments as a result of having a severe ongoing primary spoken communication disorder. There are four generally recognized types of speech or language impairments:Fluency disorder means the intrusion or repetition of sounds, syllables, and words; prolongation of sounds; avoidance of words; silent blocks; or inappropriate inhalation, exhalation, or phonation patterns. These patterns may also be accompanied by facial and body movements associated with the effort to speak.Voice disorder means the absence of voice or presence of abnormal quality, pitch, resonance, loudness, or duration.Articulation disorder means the absence of or incorrect production of speech sounds or phonological processes that are developmentally appropriate (e.g. lisp, difficulty articulating certain sounds, such as l or r). Language disorder means a breakdown in communication as characterized by problems in expressing needs, ideas, or information that may be accompanied by problems in understanding. Speech-language impairment may impact the student's ability to:understand and express information; relate to others, including teachers and peers;express needs, abilities and interests;acquire adequate literacy and numeracy skills;participate in group activities;develop a positive self-concept;learn appropriate behaviour and social skills;problem-solve;acquire and demonstrate knowledge in key learning areas. ||
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 * Sober, Miranda L. || Learners with specific learning disabilities 46%
 * Thompson, Colleen A. || Learners with speech impairments: 17.4%

|| [|Speech Impairments] || The American Association on Mental Retardation (AAMR), offered the following definition of mental retardation in 2002 in its 10th edition of the AAMR reference manual on definition and terminology (Luckasson, Borthwick-Duffy, Buntinx, Coulter, Craig, Reeve, et al.): // Mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. // //This disability originates before age 18.// An accurate diagnosis of mental retardation requires three components: //IDEA// entitles every child with mental retardation from age 3 through 21 to a free appropriate public education through an individualized education program (IEP). Students diagnosed with mental retardation and receiving special education services should be provided with access to the general education curriculum, so they can interact with and learn from and alongside typical classmates. This can be achieved through accommodations and modifications to the classroom's curriculum and instruction. Special attention should be given to the development of functional academic skills for these students. Functional academics refer to reading and mathematics skills that are used frequently in everyday life (e.g., reading signs or instructions, counting change, or taking measurements). || || [|Mental Retardation] || Some of the characteristics and behaviors seen in children who have an emotional disturbance include: Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings. || || [|Emotional Disturbance] || Learners with either Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) usually have difficulty remaining focused and are easily distracted by the environment and conditions surrounding them. This inability to remain focused results in these learners missing information being taught because their minds were elsewhere. ADHD has the added component of hyperactivity. These learners are usually fidgety, impulsive, exhibit behaviour problems, and often suffer from more serious social, academic, and emotional problems than those having ADD without hyperactivity. Learners with ADHD may seem like normal, active learners outside the classroom, but are viewed as troublesome when required to sit still and listen. When these learners reach adulthood and are free from the restrictions of the classroom, they are often seen as "go-getters". They are, typically, highly active in their pursuits and have little difficulty learning when motivated by their own needs or desires. || || [|ADD/ADHD] ||
 * Thompson, Patrice R. || Learners with some degree of mental retardation: 9.7%
 * An IQ score of approximately 70 or below
 * A determination of deficits in adaptive behavior
 * Origins of the disability prior to age 18
 * Trapp, Jeffrey L. || Learners suffering from severe emotional disturbance: 7.6%
 * Hyperactivity (short attention span, impulsiveness);
 * Aggression or self-injurious behavior (acting out, fighting);
 * Withdrawal (not interacting socially with others, excessive fear or anxiety);
 * Immaturity (inappropriate crying, temper tantrums, poor coping skills); and
 * Learning difficulties (academically performing below grade level).
 * Vander Brink, Alisha J. || Leaners with ADD/ADHD
 * Willson, Todd R. || Learners with Autism: is a developmental disorder that appears in the first 3 years of life, and affects the brain's normal development of social and communication skills. It is a physical condition linked to the abnormal biology and chemistry in the brain. Genetic factors seem to be very important. Interesting facts that autism affects boys 3-4 times more often than girls. Their are some treatments to help children with autism: applied behavior analysis, medications, occupational, physical and speech therapy. || [[image:http://www.nurturedecatur.org/wp-content/uploads/2010/09/autistic_child.jpg width="270" height="198"]] || [|Austim] ||
 * Wilson, Alisha N. || Learners with Hearing Impairments: Hearing impairment is the educational term for individuals who are deaf or hard of hearing to the extent that they require special services to achieve optimally in the school environment. Individuals who are deaf are unable to process linguistics with or without a hearing aid. Individuals who are hard of hearing use linguistic information with the use of a hearing aid. The age of hearing loss and the severity of the loss impact the individual's ability to use language. || [[image:imagesCA2LODIZ.jpg]] || [|Hearing Impaired Students] ||