Transcript Chapter 1

Chapter 9
Specific Learning Abilities and Strategies
Specific Learning Abilities
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Specific learning abilities are:
Attention
 Perception
 Memory
 Processes of receiving, associating, and
expressing information
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Eligibility for Learning
Disabilities
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Includes:
Gathering information about learning
strategies used by students
 Consideration of whether appropriate
learning experiences have occurred
 Determining difficulties are not the result of
environmental, cultural, or economic
disadvantage
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Issues and Trends
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Historical approaches not supported by
research:
Preferred modality method
 Deficit remediation method
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Newer approaches focus on:
Performance problems in basic skills
 Learning strategies
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More Issues and Trends
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Phonological awareness training supports
Decoding
 Spelling
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Movement away from the use of the
discrepancy concept in the identification
of students with learning disabilities
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Responsiveness to Instruction concept
Current Practices
Learning abilities and strategies are a
concern to both general and special
educators
 Major concern with technical qualities of
assessment tools
 Some states continue to use discrepancy
model
 Discrepancy systems include WoodcockJohnson and Wechsler Tests
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Sources of Information
School records
 Observations
 Individual tests
 Interviews
 Teachers
 Parents
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Screening for Sensory
Impairments
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Refractive disorders
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Myopia, hyperopia, astigmatism
Muscle disorders
 Restricted peripheral vision
 Color vision impairments
 Snellan chart is most often used for vision
screening
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Hearing Impairments
Conductive hearing losses responsive to
medical treatment
 Sensorineural losses caused by damage
to inner ear
 Screening instrument is audiometer
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Screening for Learning
Disabilities
Learning Disability Evaluation Scale–
Renormed (LDES–R)
 Learning Disabilities Diagnostic Inventory
(LDDI)
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Both use screening questionnaire
completed by teachers
Tests of Perception
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Evaluate
Visual discrimination
 Figure-ground discrimination
 Spatial relationships
 Form perception
 Auditory discrimination
 Auditory blending
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Tests of Perception
Developmental Test of Visual Perception
(2nd ed.) (DTVP–2)
 Motor-free Visual Perception Test (3rd
ed.) (MVPT–3)
 Goldman-Fristoe-Woodcock Auditory
Skills Test Battery
 Goldman-Fristoe-Woodcock Test of
Auditory Discrimination
 Auditory Discrimination Test
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Tests of Motor Skills
Purdue Perceptual-Motor Survey
 Bruininks-Oseretsky Test of Motor
Proficiency
 Test of Gross Motor Development (2nd
ed.) (TGMD–2)
 Developmental Test of Visual-Motor
Integration (4th ed.) VMI
 Test of Visual Motor Integration (TVMI)
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Measures of Memory and
Attention
Assess short-term recall in the serial
mode
 Test of Memory and Learning (TOMAL) is
comprehensive
 Wechsler Memory Scale–Third Edition is
designed for adolescents and adults
 Observation is the major technique for
assessing attention
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Tests for Specific Abilities
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Detroit Tests of Learning Aptitude (4th
ed.) (DTLA–4)
Scores for Linguistic, Attentional, and Motoric
domains
 Hammill Multiability Intelligence Test (HAMIT)
is shorter version of DTLA–4
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Tests for Specific Abilities
Wechsler Intelligence Scale for
Children–IV subtests
 Woodcock-Johnson III Tests of Cognitive
Abilities
 Kaufmann Assessment Battery for
Children (K-ABC)
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Assessment of Learning
Strategies
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Use of ineffective or inefficient learning
strategies
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Reliance on informal approaches
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Study Skills Counseling Evaluation
(SSCE) identify weaknesses in high
school and college students
Answering Assessment
Questions
Different procedures yield varied results
 Technical quality should be documented
 Assessment devices measure the same
skills with different strategies
 Assessment team must document specific
learning abilities and strategies
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