Prof-Ed3-3 MODULE 6 EVAL

Republic of the Philippines
Province of Leyte
Municipality of Abuyog
ABUYOG COMMUNITY COLLEGE
PROFESSIONAL EDUCATION 3
FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
Module 6: Students with Learning Disabilities
Learning Activities
Evaluation
1. How much did you learn about learning disabilities? Find out by answering the
following questions.
a. What are the major concepts in the NJCLD definition of learning
disabilities? Explain each of them.
 Learning disabilities is a general term that refers to a
heterogeneous group of disorders manifested by significant
difficulties in the acquisition and use of listening, speaking, reading,
writing, reasoning, or mathematical skills.
b. In what way or ways is learning disabilities different from mental
retardation?
 An intellectual disability describes below-average IQ and a lack of
skills needed for daily living. This condition used to be called
“mental retardation.” A learning disability refers to weaknesses in
certain academic skills. Reading, writing and math are the main
ones.
c. Enumerate the learning and behavior characteristics of students with
learning disabilities.
 Low Academic Achievement Despite Adequate Intelligence. The
main trait of students with learning disabilities is having significant
deficits in academic performance despite having an adequate
intelligence
 Poor decoding skills.
 Poor reading fluency.
 Slow reading rate.
 Lack of self-monitoring reading skills.
 Poor comprehension and/or retention.
 Difficulty identifying important ideas in context.
 Extreme difficulty building ideas and images.
d. What are the causes of learning disabilities? Explain each of them.
 Family history and genetics. A family history of learning disorders
increases the risk of a child developing a disorder.
 Prenatal and neonatal risks. …
 Psychological trauma. …
 Physical trauma. …
 Environmental exposure.
e. What are the assessment procedures for learning disabilities? Explain
each of them.
 Intelligence Tests
Intelligence tests (often called IQ tests) most commonly used to diagnose a learning
disability include the Wechsler Preschool and Primary Scale of Intelligence
(WIPPSI), Wechsler Intelligence Scale for Children (WISC), and the Wechsler Adult
Intelligence Scale (WAIS).
Other common intelligence, or cognitive, tests include the Stanford-Binet Intelligence
Test, Differential Abilities Scales (DAS), the Woodcock Johnson Test of Cognitive
Abilities, and the Comprehensive Test of Nonverbal Intelligence (CTONI). Findings from
these tests can help pinpoint areas of strength and weakness. With this information,
schools can often suggest educational options or offer special support.
 Types of Intelligence Tests
Achievement Tests
Common achievement tests used to diagnose a learning disability include the
Woodcock-Johnson Tests of Achievement (WJ), the Wechsler Individual Achievement
Test (WIAT), the Wide Range Achievement Test (WRAT), and the Kaufman Test of
Educational Achievement (KTEA).
These tests focus on reading, writing, and math. If your child has fallen behind in a
particular academic area, schools can offer remedial support, tutoring, and other tools
to help your child catch up.
 Visual Motor Integration Tests
Common visual motor integration tests include the Bender Visual Motor Gestalt Test
and the Developmental Test of Visual Motor Integration. Findings from these tests may
help to determine if a child's brain is properly connecting visual cues to motor
coordination.
In other words, are they able to draw what they see? If they are having a difficult time
integrating visual and motor skills, it will be very tough for them to learn to write or draw
properly without special support.
 Language Tests
Common language tests used in the diagnosis of learning disabilities include the Clinical
Evaluation of Language Fundamentals (CELF), the Goldman Fristoe Test of
Articulation, and the Test of Language Development. These tests explore your child's
ability to understand spoken and written language and to respond verbally to questions
or cues.
f. What are the special education programs for children with learning
disabilities? How do the methods of teaching differ from those used in
teaching average students?
 Education for All Handicapped Children Act, 1975
In 1975, Congress enacted Public Law 94-142, more commonly known

as the Education for All Handicapped Children Act (EHA). The goal of
EHA was to ensure children with disabilities gained access to a free
and appropriate public education. This law provided local and
statewide support and protection to children and youth with
disabilities, as well as their families.
 Individuals with Disabilities Education Act (IDEA)
The Education for All Handicapped Children Act (EHA) was amended in
1997 and is now known as the Individuals with Disabilities Education
Act (IDEA). The amendments made in IDEA provide children and youth
with disabilities access to a higher quality of education-related
services, ensuring all students the complete access to the most
appropriate education within the least restrictive environment.

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Prof-Ed3-3 MODULE 6 EVAL

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Republic of the Philippines

Module 6: Students with Learning Disabilities

 Education for All Handicapped Children Act, 1975

In 1975, Congress enacted Public Law 94-142, more commonly known

 Individuals with Disabilities Education Act (IDEA)

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