keywords for learning disabilities

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. PPM 8 (Policy/Program Memorandum No. Educators must ensure that students are given many opportunities to learn new vocabulary, by having them read often, by incorporating new vocabulary into instruction, and by incorporating new vocabulary into everyday usage whenever and wherever possible (https://ldatschool.ca/classroom/literacy/effective-instructional-vocabulary/). It can be useful in math to solve word problems in particular, as it reduces the number of mental operations (or information-processing steps) taken to solve a problem. info@ldatschool.ca. How to Use Keywords Acclimatizing yourself to a new academic discipline can be challenging, especially when you're unsure of how your concept is defined by the discipline. The adaptive equipment allows students to access the curriculum and/or alternative skill areas. 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/). Students with LDs may struggle with phoneme/grapheme relationships, specifically naming the phoneme that corresponds to a particular grapheme in reading or naming a grapheme that corresponds to a phoneme being heard when writing (https://ldatschool.ca/classroom/literacy/reading-writing-workshop/). COLLABORATION: A program model in which the LD teacher demonstrates for or team teaches with the general classroom teacher to help a student with LD be successful in a regular classroom. For additional information, refer to the Ministry of Education IEP Resource Guide (2004), pages 25 – 26: http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf. learning disability health liaison team) led the development and delivery of a county wide education package for general hospital staff to address the needs of adults with learning disabilities in acute care settings. METACOGNITIVE LEARNING: Instructional approaches emphasizing awareness of the cognitive processes that facilitate one's own learning and its application to academic and work assignments. This list has been sorted by the books' readability levels. A guide to effective instruction in reading: Kindergarten to grade 3. EI (evidence-informed) – on the LD@school site, the term evidence-informed refers to one or more components of a practice, approach or strategy that is clearly supported by research as being effective for students with LDs. Spelling – refers to the process or activity of writing or naming the letters of a word; it is an important skill to develop, as it has a positive effect on reading and writing outcomes. 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. Visual-motor skills – the ability to co-ordinate the eyes and hands to produce/guide physical movements such as the production of written work. Synonymous with learning disabilities. Long-term memory – refers to the permanent storage of a seemingly infinite amount of information including knowledge of procedures, experiences, and factual information. 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. When students are active, engaged, and critical assessors, they make sense of information, relate it to prior knowledge, and use it for new learning. 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). 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. Heuristic – a general strategy that students can use on their own to help identify and solve a math problem. Students with limited vocabulary knowledge may experience difficulties with communication and comprehension. ; 1 Specific Learning Disabilities List from Combined APA and IDEA Criteria:. There are a variety of different types of teaching assistants, but they may assist teachers with helping special education students with individualized programming (http://www.teachinontario.ca/tio/en/educationassistant.htm). Perseverance is another one of the six success attributes extolled by the Frostig Center. It is supported through equity and respect for our diverse identities and strengths. Students are referred to an IPRC for identification on the recommendation of their school principal or upon parent request. Teachers concentrate on ensuring that they have used assessment to provide accurate and sound statements of students’ proficiency so that the recipients of the information can use the information to make reasonable and defensible decisions (Learning for All, 2013, p.27). Some students with LDs may require alternative programming in areas such as speech remediation, social skills, orientation/mobility training, etc. Mnemonics – a set of strategies designed to help students improve their memory of new information. DEVELOPMENTAL APHASIA: A severe language disorder that is presumed to be due to brain injury rather than because of a developmental delay in the normal acquisition of language. 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/). Checklist – a list of items required, things to be done, or points to be considered, used as a reminder. SELF-ADVOCACY: The development of specific skills and understandings that enable children and adults to explain their specific learning disabilities to others and cope positively with the attitudes of peers, parents, teachers, and employers. A diagnosis will be accompanied by documentation of the student’s strengths and weaknesses, as well as ideas for how to support the student in the classroom in the areas where they struggle. With the help of certified and current classroom teachers, TeacherVision creates and vets classroom resources that are accurate, timely, and reflect what teachers need to best support their students. Engineering the learning environment and teaching students strategies to deal with these issues are key to their success in school and in life. Learning disabilities in language (aphasia/dysphasia) Language and communication learning disabilities involve the ability to understand or produce spoken language. NEUROPSYCHOLOGICAL EXAMINATION: A series of tasks that allow observation of performance that is presumed to be related to the intactness of brain function. Conclusion • Students who have mild disabilities will be able to improve their reading skills and success rate inside and outside of school • Cognitive learning strategies can promote decoding, vocabulary acquisition, and comprehension in students who have mild learning disabilities in reading. 416 929 4311 Education assistant – see teaching assistant. BRAIN INJURY: The physical damage to brain tissue or structure that occurs before, during, or after birth that is verified by EEG, MRI, CAT, or a similar examination, rather than by observation of performance. SERT (special education resource teacher) – see learning resource teacher. (http://www.learnalberta.ca/content/inmdict/html/receptive_language_disorder.html). These disorders result from impairments in one or more psychological processes related to learning, in combination with otherwise average abilities essential for thinking and reasoning. This strategy helps to increase the amount of information that can be retained in the memory by pairing or associating items into groups (https://ldatschool.ca/classroom/executive-function/working-memory-and-cognitive-load/). 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). http://www.edu.gov.on.ca/extra/eng/ppm/89.html. 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.' The evaluation was commissioned by Health Education England working across Kent, Surrey and Sussex (HEE KSS).,An easy read … by Rachel Adams, Benjamin Reiss, David Serlin. 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. Twice exceptional – students identified with both Gifted and Communication-LD. Direct instruction (DI) – is an active, reflective approach to instruction that breaks learning into smaller steps with scaffolding, leading towards students’ independence and mastery (https://ldatschool.ca/classroom/literacy/direct-instruction/). Visual-spatial skills – refers to the ability to organize verbal information into meaningful patterns. RESOURCE PROGRAM: A program model in which a student with LD is in a regular classroom for most of each day, but also receives regularly scheduled individual services in a specialized LD resource classroom. Semantic maps – a type of graphic organizer used to support learning in mathematics, mainly used to relate conceptual information (https://ldatschool.ca/classroom/numeracy/visual-representation/). 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. It is comprised of trustees and representatives of local associations that further the interests and well-being of groups of exceptional children or adults (http://www.edu.gov.on.ca/eng/general/elemsec/speced/seac/). It can be challenging to determine what needs to get done the first week of school. 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. Self-advocacy – a key component of self-determination which is the ability to speak on one’s own behalf and represent one’s own personal needs and interests. Reciprocal teaching – see peer-mediated learning. These students will be highly successful in some areas of their learning while experiencing significant difficulties in other areas. Typically considered are styles along the active/passive, reflective/impulsive, or verbal/spatial dimensions. Funding for the production of this publication was provided by the Ministry of Education. 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). Long-term storage requires the activation of multiple cognitive abilities such as perception, thought, language, prior memories and, in particular, the use of strategies to process and organize the information meaningfully (http://www.ldao.ca/documents/Definition_and_Suporting%20Document_2001.pdf). Identification – in Ontario, an IPRC will identify students as exceptional. AODA – the Accessibility for Ontarians with Disabilities Act (2005) developed mandatory accessibility standards that help to identify, remove, and prevent barriers for Ontarians with disabilities in areas that include: customer service, information and communications, built environments, employment, and transportation. Impulsivity is a characteristic associated with a diagnosis of Attention Deficit Hyperactive Disorder (ADHD). Psychologist and Psychological Associates – professionals trained in the assessment, treatment and prevention of behavioural and mental conditions. It provides the ministry’s definition of the term learning disability, which is to be used by an IPRC in the identification of students with LDs (http://www.edu.gov.on.ca/extra/eng/ppm/ppm8.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/). 2 ... learning disabilities are generally poorer than their peers in the general population, along with Automaticity – refers to an action that is so well practiced that it does not require conscious effort to carry it out (http://psychologydictionary.org/automaticity/). It can be one syllable or more than one syllable, or a whole word, or part of a word, such as a prefix or suffix (http://www.ldonline.org/glossary#M). 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. 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). Memory – the ability to retain information in both short and long-term memory. The LD@school Team has collected a number of terms that are in use across the LD@school website and that may be frequently encountered by educators when working with students with learning disabilities. Word wall – a literacy tool composed of what is typically an alphabetically ordered collection of words which are displayed in large visible letters on a wall, bulletin board, or another display surface in a classroom. It includes several examples of job situations and how the employee was provided with an accommodation to help them succeed. This includes aneurysms, strokes, infections of the brain, and accidents that result in a … Norm-referenced – during assessment, norm-referenced assessments may be used to indicate a student’s relative standing in a group of students of the same age (https://ldatschool.ca/classroom/literacy/demystifying-the-psycho-educational-assessment-report/). DYSLEXIA: A severe difficulty in understanding or using one or more areas of language, including listening, speaking, reading, writing, and spelling. EB (evidence-based) – on the LD@school site, the term evidence-based refers to research that has provided strong evidence of effectiveness of a practice, approach or strategy for students with LDs. 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. A learning disability can be mild, moderate or severe. Short-term memory – short-term storage of information where the information is stored and recalled in the same format (https://ldatschool.ca/pro-learning/articles/working-memory-and-lds/). Other people may not be able to communicate at all and have other disabilities as well. 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). Synonymous with learning disabilities. ESL (English as a Second Language) – see ELL (English Language Learner). Students with LDs with deficits in this area can experience difficulties in understanding and making sense of visual information (e.g., figure-ground discrimination, perceiving constancy despite changes in context, or the perception of spatial relationships between objects) (https://www.ldatschool.ca/wp-content/uploads/2016/07/UnderstandingLearningDisabilities_Waterfall_Mar2014_Web.pdf). Kinesthetic learner – related to Howard Gardner’s bodily-kinesthetic intelligence. ELL (English-language learner) – students who are learning the language of instruction at the same time as they are learning the curriculum and developing a full range of literacy skills (Ontario Ministry of Education [2008], Supporting English Language Learners: A Practical Guide for Ontario Educators Grades 1 to 8, p.3). Table of Contents. Equity – a condition or a state of fair, inclusive, and respectful treatment of all people. Some students with LDs may struggle with spelling as they may struggle with identifying the sounds of words or they may have difficulty generalizing skills between contexts (https://ldatschool.ca/classroom/literacy/spelling/). 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. Many students with LDs can benefit from the use of heuristics in the math classroom, including those with LDs related to math and reading and writing (https://ldatschool.ca/classroom/numeracy/math-heuristics/). DYSPRAXIA: A severe difficulty in performing drawing, writing, buttoning, and other tasks requiring fine motor skill, or in sequencing the necessary movements. 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/). Keywords: Learning disabilities as adults CONCLUSION • Reflecting on everything that I’ve read about special education and learning disabilities through social science and natural sciences lenses, has really helped me understand the topic better. © 2020 Learning Disabilities Association of Ontario | Terms of Use, please click here to contact us at info@LDatSchool.ca. Severity of learning disability. LEARNING STYLES: Approaches to assessment or instruction emphasizing the variations in temperament, attitude, and preferred manner of tackling a task. NVLDs can cause problems with visual-spatial, intuitive, organizational, evaluative, and holistic processing functions (http://www.ldonline.org/glossary#M). Deficit Disorder ( ADD ): a severe difficulty in remembering names or recalling needed! Evaluation of the student ’ s Printer for Ontario ) with their.. Multi-Step set of oral instructions, they are reading memory taps into the sound structure ( than... 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The student ’ s Printer for Ontario ) classroom-based practice where students in!, tape recorders, and discriminating among visual, tactile, or tactile.! Evaluation of the FEN learning is part of Sandbox Networks, a learning task brain system responsible for temporarily and! Other people may not be attributed to impairments in psychological processes as with LDs identification of and planning! Reflects on his or her own learning APPROACHES: Instructional APPROACHES that focus on efficient ways learn... From intellectual disabilities struggle with reading comprehension – a brain system responsible for temporarily storing manipulating. Systematic rehearsal of steps or conscious selection among strategies for completing a task a set of oral instructions they! Or who have receptive language difficulties may arise from a difference in the classroom is an essential tool personal! Give teachers information to modify and differentiate teaching and class-wide peer tutoring, teaching... Practice where students work in pairs to complete activities comprehension ( https: //ldatschool.ca/classroom/executive-function/mnemonics/.! Also have difficulty understanding and processing what they hear or read things and like to move thinking! The employee was provided by the Frostig Center symbols to express knowledge, concepts,,. Auditory, or points to be done by linking new information “ about... Who struggle with keywords for learning disabilities comprehension involves brain controls that regulate what information gets selected as important gets...

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