Categories of Learning Disabilities
CATEGORIES OF L.D.
LEARNING OUTCOMES
After completing this section, you should be able to:
• describe five categories of learning disabilities, • describe the learning process, • identify accommodations which would be appropriate relating to each category, • recognize and apply appropriate strategies to case studies.
BEFORE YOU BEGIN
Based on information obtained to date in this course, can you group some of the particular learning disabilities into categories? Did you notice any reference to categories during your readings for your literature review, or while viewing the video? As you read the following lectures, it is important for you to relate the information to your previous knowledge and learning, and to begin to add examples of your own to the information given. In this way, the information becomes meaningful and useful.
SECTION INTRODUCTION
Now that you have gained background knowledge and experience in relation to terminology, you will be ready to learn one way that Learning Disabilities can be categorized (the way in which disabilities are categorized varies dependent on the source), and begin to apply these learnings to the use of appropriate teaching methods and strategies.
LECTURE
Part A - Categories of L.D.
As discussed in Section Two, there is NO universally accepted method of classifying or categorizing learning disabilities. For the purposes of this course, and for your future reference, it is helpful to choose a simple method of categorization, in order to begin to look at strategies and modifications to assist the learner with learning disabilities. (We will not be attempting to label every type of learning disability.
Target Literacy, published by the L.D.A.C., refers to five categories of L.D. This lecture is based on an adaptation of information provided in Target Literacy, which would be an excellent resource for further reading. These major categories are:
•
LEARNING OUTCOMES
After completing this section, you should be able to:
• describe five categories of learning disabilities, • describe the learning process, • identify accommodations which would be appropriate relating to each category, • recognize and apply appropriate strategies to case studies.
BEFORE YOU BEGIN
Based on information obtained to date in this course, can you group some of the particular learning disabilities into categories? Did you notice any reference to categories during your readings for your literature review, or while viewing the video? As you read the following lectures, it is important for you to relate the information to your previous knowledge and learning, and to begin to add examples of your own to the information given. In this way, the information becomes meaningful and useful.
SECTION INTRODUCTION
Now that you have gained background knowledge and experience in relation to terminology, you will be ready to learn one way that Learning Disabilities can be categorized (the way in which disabilities are categorized varies dependent on the source), and begin to apply these learnings to the use of appropriate teaching methods and strategies.
LECTURE
Part A - Categories of L.D.
As discussed in Section Two, there is NO universally accepted method of classifying or categorizing learning disabilities. For the purposes of this course, and for your future reference, it is helpful to choose a simple method of categorization, in order to begin to look at strategies and modifications to assist the learner with learning disabilities. (We will not be attempting to label every type of learning disability.
Target Literacy, published by the L.D.A.C., refers to five categories of L.D. This lecture is based on an adaptation of information provided in Target Literacy, which would be an excellent resource for further reading. These major categories are:
•