ld/adhd

learning disabilities

• varity of disorders that affect the aquistition, retention, organization, use of knowledge

• also called invisible/hidden disability

• categorized as communication exceptionality (ome) - 5 exceptionalities in total

characteristics of an LD

interefre w aquistition and use of at least 1: (dx criteria has 6 areas)

• oral language (listen, speak, understand)

• reading (decode, comprehend)

• written lang (spelling, written expression- grammar, punctuation, org)

• math (computation, problem solve, any math skills or understanding)

• can also affect org skills, social percpetion + interaction

diagnositic criteria LD

• academic skills substantially below expected for age and cause problems in school, work, or everyday activities

• difficulties start during school age even if some ppl dont exp sig porblems until adulthood (when demands greater)

• not due to other conditions

6 areas in diagnostic criteria of lds

Difficulty reading

• Difficulty understanding the meaning of what is read.

• Difficulty with spelling.

• Difficulty with written expression (grammar, punctuation or organization).

• Difficulty understanding number concepts, number facts or calculation.

• Difficulty with mathematical reasoning (e.g., applying math concepts or solving math problems).

how is doagnosis of ld mad e

• combo of observation, interviews, fam history, school reports

• neuropsych testing may be used to find best way to help

• dx made in either accomodation or observation

levels of seveirty of ld

3

mild: some difficulties in 1-2 academic areas, may be able to compensate - emphasis on compensation strategies

mod: sig diffuculties w learning, require some specialized teaching, accomodations, supportive services

severe: severe difficulties w learning, affect several academic areas and requiring ongoing intestive specialized teaching

common types of ld

dyslexia- most prev and well-known; reading

dyscalcula; number patterns, sequencing, operations

dysgraphia; writing, spelling

dyspraxia; specific to fine and gross motor, not necessarily an LD

commonly associated infomation processing disorders

• Auditory Processing Deficit

• Visual Processing Deficit

• Non-Verbal LD

• Executive Functioning Deficits

• ADHD (we will discuss this in greater detail)

prevalence of ld

3.2% of students dx’ed w it

• most pevalent exceptionality in ontario school system

• 2x common in boys

• not related to low iq

• huge subjective feature to dx process

at-risk syudents and ld - disproportionality

far more likely to be diagnosed w ld

• poverty/low income

• foster care/homeless (2x)

etiology of LDs, adhd

• latent effect

• little known abt what causes

• appears to be clear genetic link (both, endo, exo)

• often co-occur

program/policy memorandum 8/ PPM 8

focuses on LDs and supports:

• enhanced teachers, support staff, school and system leaders’ capacity to understand learning disabilities and deliver effective special education programs and services

• timely and accurate identification of students with learning disabilities

• higher levels of academic achievement by ensuring that educators have precise information on the cognitive and learning profile of their students so that instructional approaches and practices are responsive to their intellectual potential

• improved mental health and well-being as persons with learning disabilities are more likely to struggle with mental health issues

• increased levels of public confidence inpublic educatiion

LDs and MH overlap

• modelled after what works after maj, leaves out minority

LDMH:

• can lead to similar challenges in/out of school.

• complicates diagnosis and treatment

MH vs LD

MH:

• low self esteem

• experiential avoidance

• stress

• behaviour

• anxiety

• depression

LD:

• exec function

• diff types of processing

• memory

• processing speed

• attention

why every educator needs to know abt LD

• 1-3 students in every class has one

• some diagnosed, many not

• 35% of students w LD drop out of school

• 62% unemplyed a yr after grad

• 50% of adolescent suicides have LD diagnosis

what is ADHD

• one of the most common neurodeveopmental disorders of childhoos

• usually first diagnosed in childhood, often lasts into adulthood

• may have trouble paying attn, controlling impulse behvaiours (may acr without thinking what the result may be), be overly active

3 types/presentations of ADHD

inattention (prev add): common in females

combined

hyperactivity&impulsivity: distracts learning envrio, common in males

diagnostic criteria: inattentive adhd

6 (5 for ppl 17+) symptoms must occur frequently (can be mitigated over time)

• doesnt pay close attn/makes careless mistakes in school/job tasks

• has problems staying focused on tasks

• does not seem to listen when spoken to (elsewhere)

• does not follow through in instructions/complete duties such as chores or hw (may start but quickly loses focus)

• problems organizing tasks or work (ex: time management, messy work, missed deadlines)

• avoid/dislike tasks that need sustained mental effort like reports and forms

• easily distracted

• forgets daily tasks like keeping appointments, bills, emails, chores

• often loses things needed for tasks or daily life

emphasis on organization, sustained attention, focus.

troubles w forgetfulness, distraction, losing things, time

diagnostic criteria: hyperactive/impulsive adhd

• 6 (5 if over 17) symptoms must occur frequently

• fidgeting, squirming, tapping

• not able to stay seated

• runs/climbs when innapropriate

• unable to play/leisure quietly

• always on the go as if driven by a motor

• talks too muhc

• interupts- blurting answers, finishes setences, cant wait to speak

• difficulty waiting for turn

• interupts or intrudes on others (ex: convos, using things without permission)— older teens/adults may take over what others doing

who can diagnose adhd

• psychiatrist

• psychologist

• fam doc

• paediatician

• dx based on info from interviews, questionaires, observations, and behaviour rating scales completed by parents, teachers, support staff

prevalence of ADHD

5.4% of children in ON - 2.7% of all females, 7.9% of all males

3x more likely in boys

girls more likley to go undiagnosed for longer

anxiety 4x more prev among youth w adhd

12% recieve antipsychotics but ¼ had no other mh diagnosis

what type of adhd most common

majority have combined type

strategies for ld and adhd

• meet students where they are using learming profiles, iep, udl

• assistive tech such as speech to text, text to speech

types of assistive tech

no tech: braille, big text, magnifying glass

low tech: switch controlled devices, taping lectures, captions

high tech: speech recognition software, computerized testing, touch screens, e-readers

teaching self advocasy

teaching self-advocay thru inclusivity

• help students know themselves as learners

• help them identifiy the supports they need to be sucessful

• teach students ways to communicate their needs

self-esteem and academic frustration

students who struggle can become disengaged

challenges associated w exceptionality esasperated by psychological factors:

• industry vs inferiority

• attribution error (internal, stable, uncontrollable)

• fixed mindset

• low self efficacy and self-fulfilling prophecy

• pygmalion effect (low expectations = low outcome, experiment w teachers and students)

what can u do for ld/adhd

operate in the zpd

teach growth mindset - plasticity of the brain (includes eqao)

support meaningful connections

dont determine connections

dont give up on students

see the person first

zpd

space btwn things u can do independantly and things u can do w support

local resources of ld/adhd

• ld association of ON

• ld association of win-essex

• center for adhd awareness CAN

what does ldawe stand for

learning disb associating of win-essex

• supports ppl w ld and caregivers

  
  

mission and values of ldawe

Mission:“A leader committed to investing inindividuals affected by learning disabilities so theyare accepted, supported, and empowered.”

Vision:“Create inclusive opportunities in all areasand stages of life for people with LearningDisabilities.”

Values:Collaboration, accessibility, accountability,leadership, and a strength-based approach.

services provided by ldawe

Tutoring,

Literacy and Transition Supports

assistive tech support

child programs,

youth programs (thrive)

scholarships

system navigation

• self-advoacy, ect
  

why this matters for psych students

Real-world application of developmental theory.
- Bronfenbrenner:ecological systems ofdevelopment.
- Positive Psychology:focus on strengths andresilience.
- Resilience Theory:adaptive coping and self-efficacy.
- Lifespan Development:LDs are lifelong;supports must evolve