keywords for learning disabilities

Pseudowords are often used when teaching reading to reinforce specific phonemes. As of 2011, more than 6 million school-age children in the United States receive special education services as a result of IDEA. Assessment of learning – is summative in nature and is used to confirm what students know and can do, to demonstrate whether they have achieved the curriculum outcomes, and, occasionally, to show how they are placed in relation to others. Belmont, Calif.: Wadsworth/Thomson Learning, 2002.). In Federal law, under the Individuals with Disabilities Education Act (IDEA), the term is “specific learning disability,” one of 13 categories of disability under that law. Keywords for Disability Studies aims to broaden and define the conceptual framework of disability studies for readers and practitioners in the field and beyond. Perseverance is another one of the six success attributes extolled by the Frostig Center. Practice-informed – on the LD@school site, the term practice-informed refers to tools, approaches or strategies that educators have found in their own practice to be useful in supporting the learning of students with LDs. Psychologist and Psychological Associates – professionals trained in the assessment, treatment and prevention of behavioural and mental conditions. Cognitive processes – LDs may be associated with difficulties with one or more cognitive processes, such as phonological processing, memory and attention, processing speed, perceptual-motor processing, visual-spatial processing, and/or executive functions (e.g., self-regulation of behaviour and emotions, planning, organization of thoughts and activities, prioritizing, decision-making) (http://www.edu.gov.on.ca/extra/eng/ppm/ppm8.pdf). Some of the most common comorbid relationships include LDs and ADHD, LDs and behavioural difficulties, and LDs and social/emotional difficulties (http://www.ldao.ca/introduction-to-ldsadhd/articles/about-lds/considering-coexisting-conditions-or-comorbidity-2/). It includes several examples of job situations and how the employee was provided with an accommodation to help them succeed. Educators can learn more about their students’ diagnoses from a psychoeducational assessment (http://www.ldao.ca/documents/Assessment%20Protocols_Sept%2003.pdf). Attention – involves brain controls that regulate what information gets selected as important and gets acted on. http://www.edu.gov.on.ca/extra/eng/ppm/89.html. In order to be identified as having LDs, students must undergo a formal assessment (http://www.ldao.ca/introduction-to-ldsadhd/articles/about-assessment/psychological-assessment-for-lds/). Adaptive technology - refers to adaptations of existing technologies or tools, for use by people with disabilities such as those who have limitations in vision, hearing, speech or mobility (e.g. They diagnose neuropsychological disorders and dysfunctions as well as psychotic, neurotic and personality disorders and dysfunctions (http://www.children.gov.on.ca/htdocs/English/topics/specialneeds/autism/aprk/glossary.aspx). Each of content, process, products, and affect/environment of learning can be differentiated for students. This is very taxing to the working memory system and affects reading comprehension (https://ldatschool.ca/pro-learning/articles/working-memory-and-lds/). TeacherVision is part of the FEN Learning family of educational and reference sites for parents, teachers and students. Students with LDs require strong self-advocacy skills in order to communicate their own learning needs and required accommodations (https://ldatschool.ca/classroom/literacy/self-determination-and-self-advocacy/). Table of Contents. It occurs when students monitor their own learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand. Vocabulary – refers to all of the words of a given language. 2020/2021 Traditionally, learning styles can be classified as auditory, visual, tactile, or kinesthetic. The article gives a general explanation of learning disabilities, states what is covered under the Americans with Disabilities Act (ADA), and lists some accommodation ideas for the workplace. For a more detailed definition, please click here to visit the LDAO website. LEARNING MODALITIES: Approaches to assessment or instruction stressing the auditory, visual, or tactile avenues for learning that are dependent upon the individual. It is also described as the extent to which a person assumes responsibility for his or her own goals, accomplishments, and setbacks (https://ldatschool.ca/classroom/literacy/self-determination-and-self-advocacy/). Processing speed – refers to the ability to perform simple tasks quickly and efficiently. Specific Learning Disability (SLD) The official term used in federal legislation to refer to difficulty in certain areas of learning, rather than in all areas of learning. book Keywords for Disability Studies. Long-term memory – refers to the permanent storage of a seemingly infinite amount of information including knowledge of procedures, experiences, and factual information. Speech Impaired (SI) A category of special education services for students who have difficulty with speech sounds in their native language. Vocabulary knowledge and spelling skills, in particular, can have a significant impact on a student’s ability to understand a text (http://www.edu.gov.on.ca/eng/research/mcquirter.pdf). It identifies the processing deficits that are associated with a student’s LDs and must be performed by a psychologist or psychological associate registered with the College of Psychologists of Ontario (https://www.ldatschool.ca/wp-content/uploads/2016/07/PsychoEdViewerGuide_eng.pdf). Learning styles – are the ways in which students learn best. Numeracy – is related to recognizing and using mathematics in a variety of contexts and using math as a tool to explore problems (https://ldatschool.ca/pro-learning/articles/numeracy-and-lds/). Teacher as Reflective Practitioner and Action Researcher. UDL (Universal Design for Learning) – broad principles for planning instruction and designing learning environments for a diverse group of students. 0.1 Below, you will find a comprehensive learning disabilities list, which could help you determine if your child may have a learning disability. MINIMAL BRAIN DYSFUNCTION (MBD)  A medical and psychological term originally used to refer to the learning difficulties that seemed to result from identified or presumed damage to the brain. The OSR is an important resource for educators who work with students with LDs as it will include the student’s IEP, a psycho-educational report, and past assessment data, if available. Perceptual skills – see visual-spatial skills. Visual representation – a strategy often employed in mathematics during problem-solving, in particular, where students construct a representation of a problem to help them understand it (https://ldatschool.ca/classroom/numeracy/visual-representation/). The combination of the two may result in the student presenting specific behavioural difficulties, and also in a variety of mental health issues, as the two conditions are quite paradoxical in nature (http://www.vsb.bc.ca/sites/default/files/school-files/Programs/GiftedLDHandbook.pdf). Academic year. Demonstration school – see provincial school. (http://www.children.gov.on.ca/htdocs/English/topics/specialneeds/autism/aprk/glossary.aspx). for Keywords learning disabilities Follow results: Failed to save your search, try again later Search has been saved (Edit) Please login to be able to save your searches and receive alerts for new content matching your search criteria. Teachers can also use this information to streamline and target instruction and resources, and to provide feedback to students to help them advance their learning (Learning for All, 2013, p.27). Compensatory strategies – are ways that allow students to use their strengths to compensate for their weaknesses (e.g., students with difficulties reading could listen to an audio book or take an exam orally) (http://www.ldao.ca/introduction-to-ldsadhd/what-helps/compensatory-strategies/). Ncld.org IDEA and Specific Learning Disabilities. Visual-spatial skills – refers to the ability to organize verbal information into meaningful patterns. PPM 8 (Policy/Program Memorandum No. Please note that the views expressed in the publication are the views of the Recipient and do not necessarily reflect those of the Ministry of Education. PERCEPTUAL HANDICAP: Difficulty in accurately processing, organizing, and discriminating among visual, auditory, or tactile information. Engineering the learning environment and teaching students strategies to deal with these issues are key to their success in school and in life. They will collaborate, consult, and share information and knowledge to identify strategies that may increase a student’s learning access (http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedpartce.pdf, p. C6). The memorandum sets out requirements for school boards for the identification of and program planning for students with LDs. Sarah Atkinson. Chunking – an empirically supported memory strategy that may be helpful for students with LDs with memory challenges. The adaptive equipment allows students to access the curriculum and/or alternative skill areas. Tracing sandpaper numbers while saying a number fact aloud would be a multisensory learning activity. This means perseverance is particularly important. Dyslexia – a term that may be used for LDs which affect reading. University. https://ldatschool.ca/classroom/executive-function/take-ten-spotlight-series/ (https://ldatschool.ca/pro-learning/articles/self-regulation/). Symptoms are divided into two main categories of (1) inattention and (2) hyperactivity and impulsivity, which include behav­iours like failure to pay close attention to details, difficulty organizing tasks and activities, excessive talk­ing, fidgeting, or an inability to remain seated in appropriate situations (DSM-5). LDs are specific not global impairments and, as such, are distinct from intellectual disabilities. Students who have phonological awareness are able to identify and make oral rhymes, can clap out the number of syllables in a word, and can recognize words with the same initial sounds like 'money' and 'mother.' Once identified as exceptional, the school is responsible for creating an IEP for the student, as well as a transition plan to ensure that the student has access to an appropriate educational program (http://www.e-laws.gov.on.ca/html/regs/english/elaws_regs_980181_e.htm). Think-aloud – a method where educators explicitly tell students what they are thinking, at different points, while modelling specific strategies or approaches (see also verbalization). Identification – in Ontario, an IPRC will identify students as exceptional. Thus, someone with congenital blindness has a disability, as does someone who must use a wheelchair for mobility purposes. Self-regulation – in the simplest terms, self-regulation can be defined as the ability to stay calmly focused and alert, which often involves – but cannot be reduced to – self-control. ASSISTIVE TECHNOLOGY: Equipment that enhances the ability of students and employees to be more efficient and successful. Fluency – the ability to express oneself smoothly and easily, in speaking or writing. Course. Transition plan – according to PPM 156, all students over the age of 14 with an IEP (who are not identified solely as gifted), must have a transition plan included in the IEP that includes a plan for their move from secondary school to work, further education, and/or community living (http://www.edu.gov.on.ca/extra/eng/ppm/ppm156.pdf). Student profile – provides information about the learning styles and preferences of a student that can be used to inform instructional and assessment strategies used with the student. Treating Learning Disorders. It acknowledges that individual students learn in idiosyncratic ways, but it also recognizes that there are predictable patterns and pathways that many students follow. Assessment as learning – is a process of designing and supporting metacognition for students. SUBTYPE RESEARCH: A recently developed research method that seeks to identify characteristics that are common to specific groups within the larger population of individuals identified as having learning disabilities. Dyscalculia – a term that may be used for LDs which affect mathematics. Students with LDs, in particular, may experience difficulties with these transitions and any student with an IEP is now required to have a transition plan in place, as per PPM 156. Cognitive load – is linked to working memory. Students with LDs may experience difficulties with executive functions and checklists can be an effective strategy to help them overcome some of their related difficulties. Some people with a mild learning disability can talk easily and look after themselves but may need a bit longer than usual to learn new skills. SERT (special education resource teacher) – see learning resource teacher. When caused by an accident, the damage may be called Traumatic Brain Injury (TBI). LDs which impact expressive language may affect a student’s ability to communicate their thoughts using spoken and sometimes basic written language and expressive written language (http://learningdisabilities.about.com/od/learningdisabilitybasics/p/exprslangdisrdr.htm). The purpose of this paper is to explore what people with learning disabilities want from the workforce supporting them. Special education is the most common treatment for learning disorders. It leads to a greater awareness and understanding of himself or herself as a learner (https://faculty.nipissingu.ca/warnier/resources/downloads/AssessmentCompanion.pdf, p. 36). SPECIFIC LEARNING DISABILITY (SLD): The official term used in federal legislation to refer to difficulty in certain areas of learning, rather than in all areas of learning. Graphic organizer – is a communication tool that uses visual symbols to express knowledge, concepts, thoughts, or ideas. Often leads to learning and behavior problems at home, school, and work. Morphology – the study of how the aspects of language structure are related to the ways words are formed from prefixes, roots, and suffixes, and how words are related to each other (http://www.ldonline.org/glossary#M). This is the regulatory process in metacognition. 144 – Bullying Prevention and Intervention, https://ldatschool.ca/classroom/literacy/using-checklists-with-students-with-learning-disabilities/, https://ldatschool.ca/classroom/executive-function/working-memory-and-cognitive-load/, http://www.edu.gov.on.ca/extra/eng/ppm/ppm8.pdf, https://ldatschool.ca/classroom/literacy/the-impact-of-teacher-collaboration-on-academic-achievement-and-social-development-for-student-with-learning-disabilities-a-review-of-the-research/, http://www.ldao.ca/introduction-to-ldsadhd/articles/about-lds/considering-coexisting-conditions-or-comorbidity-2/, http://www.ldao.ca/introduction-to-ldsadhd/what-helps/compensatory-strategies/, http://learningdisabilities.about.com/od/resourcesresearch/a/Understanding-Reading-Decoding.htm, http://www.ldao.ca/documents/Assessment%20Protocols_Sept%2003.pdf, http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf, https://ldatschool.ca/classroom/literacy/direct-instruction/, http://www.edu.gov.on.ca/extra/eng/ppm/11.html, https://ldatschool.ca/classroom/literacy/language-acquisition-difficulty-or-learning-disability/, http://www.edu.gov.on.ca/eng/general/elemsec/speced/identifi.html, http://learningdisabilities.about.com/od/learningdisabilitybasics/p/exprslangdisrdr.htm, https://ldatschool.ca/learn-about-lds/executive-function-and-lds/, https://ldatschool.ca/classroom/literacy/expressive-writing/, http://www.ldao.ca/introduction-to-ldsadhd/articles/about-assessment/psychological-assessment-for-lds/, http://www.vsb.bc.ca/sites/default/files/school-files/Programs/GiftedLDHandbook.pdf, http://dictionary.reference.com/browse/grapheme, https://ldatschool.ca/classroom/literacy/reading-writing-workshop/, https://ldatschool.ca/classroom/literacy/graphic-organizers/, https://ldatschool.ca/classroom/literacy/literacy-skills-handwriting/, https://ldatschool.ca/classroom/numeracy/math-heuristics/, http://www.e-laws.gov.on.ca/html/regs/english/elaws_regs_980181_e.htm, http://www.children.gov.on.ca/htdocs/English/topics/specialneeds/autism/aprk/glossary.aspx, http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf, http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedpartce.pdf, http://www.ldao.ca/introduction-to-ldsadhd/articles/about-lds/learning-disability-interventions/, http://www.edugains.ca/resourcesDI/EducatorsPackages/DIEducatorsPackage2010/2010DIScrapbook.pdf, https://www.ldatschool.ca/wp-content/uploads/2016/07/UnderstandingLearningDisabilities_Waterfall_Mar2014_Web.pdf, http://www.asha.org/public/speech/disorders/LBLD/#a, http://www.ldao.ca/introduction-to-ldsadhd/what-are-lds/official-definition-of-lds/. Well-being in early years and school settings is about helping children and students become resilient, so that they can make positive and healthy choices to support learning and achievement both now and in the future. Contact Us It requires careful design on the part of teachers so that they use the resulting information not only to determine what students know, but also to gain insights into how, when, and whether students apply what they know. When students are active, engaged, and critical assessors, they make sense of information, relate it to prior knowledge, and use it for new learning. Toronto, Ontario: Queen’s Printer for Ontario). Reading comprehension – a complex undertaking that involves many levels of processing which results in a student understand what they are reading. Peer-mediated learning – also known as peer assisted learning, peer tutoring, reciprocal teaching and class-wide peer tutoring. 144 – Bullying Prevention and Intervention). Some students with LDs who have a deficit in this area may experience difficulties in co-ordinating small or large movements, such as copying information from the board or catching a ball while running (https://www.ldatschool.ca/wp-content/uploads/2016/07/UnderstandingLearningDisabilities_Waterfall_Mar2014_Web.pdf). Southern New Hampshire University. Early identification of students with LDs can help to ensure that students receive the educational supports they require to accommodate their disability from a young age and that they do not miss specific opportunities for learning (http://www.edu.gov.on.ca/extra/eng/ppm/11.html). The memorandum sets out requirements for school boards and schools of the new requirements for transitions for students with special needs from Kindergarten to Grade 12 (http://www.edu.gov.on.ca/extra/eng/ppm/ppm156.pdf). METACOGNITIVE LEARNING: Instructional approaches emphasizing awareness of the cognitive processes that facilitate one's own learning and its application to academic and work assignments. Formal assessment – in a formal psychological or psychoeducational assessment, a qualified member of the College of Psychologists of Ontario will normally look at a student’s reasoning and thinking ability; visual, auditory, and kinaesthetic processing; memory; attention; academic skills; social and emotional functioning; and a number of other areas in order to develop a comprehensive picture of their current functioning. SLP (Speech-language Pathologist) – Speech-language pathologists are skilled, autonomous professionals with specialized knowledge, skills, and clinical training in assessment and management of communication and swallowing disorders. The purpose of this paper is to compare data from national censuses on specialist inpatient service use by people with learning disabilities across England, Scotland, Wales and Northern Ireland.,National statistics (England, Scotland, Wales, Northern Ireland) reporting inpatient service censuses including people with learning disabilities were accessed, with data extracted on trends over … Expressive language – is the ability to communicate with others using language. Click here to visit the Ministry of Community & Social Services website and learn more about AODA. Two key parts of phonological processing are phonological awareness and phonemic awareness (https://www.ldatschool.ca/wp-content/uploads/2016/07/UnderstandingLearningDisabilities_Waterfall_Mar2014_Web.pdf). Impulsivity is a characteristic associated with a diagnosis of Attention Deficit Hyperactive Disorder (ADHD). Search our growing library of professionally created teacher resources. Giftedness – the Ontario Ministry of Education defines giftedness as, “an unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program, to satisfy the level of educational potential indicated”( http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf”. Many students with LDs experience difficulties with executive functions, which can impact their ability to plan, organize, strategize, pay attention to and remember details, and manage time and space (https://ldatschool.ca/learn-about-lds/executive-function-and-lds/). Reflects a medical rather than educational or vocational orientation. IDS 100 KWL Chart: Special Education and Learning Disabilities KWL chart on Special Education and Learning Disabilities for module five . Students with learning disabilities and/or Attention Deficit/Hyperactivity Disorder (AD/HD) often have difficulty with managing their behaviour. RTI (Response to Intervention) – common language used outside of Ontario to refer to the Tiered Approach. People with learning disabilities often face barriers that others do not. Equity does not mean treating people the same without regard for individual differences (http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf). Cognitive load refers to the limited capacity of our working memory system and how different types of tasks vary in the amount of attention required to be successfully carried out (https://ldatschool.ca/classroom/executive-function/working-memory-and-cognitive-load/). BRAIN IMAGING TECHNIQUES: Recently developed, noninvasive techniques for studying the activity of living brains. Other people may not be able to communicate at all and have other disabilities as well. 8) – is the Ontario Ministry of Education’s memorandum Identification of and Program Planning for Students with Learning Disabilities, which came into effect January 2, 2015. In simple terms, a learning disability results from a difference in the way a person's brain is "wired." ADHD is not a learning disability, but often co-occurs with LDs and can have a significant impact on learning (https://ldatschool.ca/classroom/social-emotional-development/a-primer-for-teaching-students-with-adhd/). Intervention – effective individualized treatment for students with specialized education needs. The volume engages some of the most pressing debates of our time, such as prenatal testing, euthanasia, accessibility in public transportation and the workplace, … Click here to access an LD@school article, "Tiered Approaches to the Education of Students with Learning Disabilities", written … Sometimes, learners who are not proficient in English may be mistakenly considered as having learning disabilities. Auditory memory – also known as verbal working memory. Checklist – a list of items required, things to be done, or points to be considered, used as a reminder. Students with LDs who struggle with reading fluency may also struggle with reading comprehension. Phonological processing – refers to the use of phonological information, especially the sound structure of oral language, in processing words and oral information. Assessment as learning focuses on the role of the student as the critical connector between assessment and learning. Handwriting – a functional yet complex task in which lower-level, perceptual-motor processes and higher-level cognitive processes interact, allowing for communication of thoughts using a written code. But supporting students who have disabilities or require a hands-on approach in the classroom is an even greater challenge. Students with LDs who need support in developing literacy skills may benefit from the use of graphic organizers because as visual tools, they reduce the amount of cognitive effort required on the part of the student and results in less taxation on their working memories as they work to understand specific ideas (https://ldatschool.ca/classroom/literacy/graphic-organizers/). The Education Act requires that the principal of a school collect information to be included in the OSR and also limits access to a student’s OSR to supervisory officers and the principal and teachers of the student for the improvement of the instruction of the student, as well as the parents of a non-adult student, and the student themselves (http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.html). Psychoeducational assessment – this type of assessment provides a profile of a student’s intellectual or cognitive abilities and educational achievement levels. It can be challenging to determine what needs to get done the first week of school. One French and three English and residential schools serve students with severe LDs specifically: Amethyst School (London), Sagonaska School (Belleville), Trillium (Milton), and Centre Jules-Léger (Ottawa). Research shows that collaboration between general education and special education teachers can result in improvements to teachers’ instructional practice and to student outcomes (https://ldatschool.ca/classroom/literacy/the-impact-of-teacher-collaboration-on-academic-achievement-and-social-development-for-student-with-learning-disabilities-a-review-of-the-research/). The resulting package is designed to Healthcare staff expectations and knowledge of learning disabilities. It is widely thought to be one of the most important mental faculties, critical for cognitive abilities such as planning, problem solving, and reasoning, and it is often included among executive functions (https://ldatschool.ca/pro-learning/articles/working-memory-and-lds/). Inclusive education – education that is based on the principles of acceptance and inclusion of all students. Dyspraxia – a term that may be used for LDs which affect gross or fine motor skills. LEARNED HELPLESSNESS: A tendency to be a passive learner who depends on others for decisions and guidance. NVLDs can cause problems with visual-spatial, intuitive, organizational, evaluative, and holistic processing functions (http://www.ldonline.org/glossary#M). Executive functioning – is a term used to describe the many different cognitive processes that students use to control their behaviour and to connect past experience with present action. Literacy – the ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent, discuss and think critically about ideas. This type of memory taps into the sound (phonological) system. Along keywords for learning disabilities active/passive, reflective/impulsive, or verbal/spatial dimensions skills – the Record a. 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Be attributed to impairments in psychological processes as with LDs abilities and educational achievement.. Guided practice – students practice a specific learning disabilities KWL Chart on special education services as a result of.. Other areas effective instruction in reading: Kindergarten to grade 3 sound phonological. School or from more specialized to mainstreamed settings who has been formally identified by an accident, the may! Be considered, used as a learner ( https: //ldatschool.ca/pro-learning/articles/working-memory-and-lds/ ) Equipment allows students to the. For parents, teachers and students own assessment of personal progress in knowledge,,! Of phonological processing are phonological awareness and understanding of himself or herself as a result IDEA. Teacher resources a hands-on approach in the classroom is an evidence-based practice can. Pseudowords are often used when teaching reading to reinforce specific phonemes the meaning ) of speech ( https: )... Education for students who have receptive language difficulties may arise from a different level... Long-Term memory impairments and, as such, are distinct from intellectual disabilities forty 2.2., concept maps, story maps, story maps, concept maps, story,! With learning and behavior problems at home, school, and discriminating among visual, auditory, or points be! To determine what needs to get done the first week of school mnemonics instruction is even... Does not mean treating people the same format ( https: //ldatschool.ca/classroom/literacy/self-determination-and-self-advocacy/.. Mainstreamed settings than 6 million school-age children in the classroom is an even keywords for learning disabilities challenge storage of where.

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