Chapter 11: Specific Learning Disabilities Worksheet 1

Chapter 11 Specific Learning Disabilities Worksheet 1chapter 11 Is Ab

Chapter 11 focuses on individuals with specific learning disabilities (SLD), characterized by learning difficulties in areas such as reading, speaking, or calculation, without signs of mental retardation or emotional disturbance. These disabilities pose unique challenges for students and their physical education (PE) teachers. The chapter details the behaviors, challenges, and tailored teaching strategies necessary to support students with SLD, as well as related conditions like ADHD and DCD. It covers definitions, causes, incidence rates, characteristics, general educational approaches, safety considerations, inclusion, and movement-based learning strategies.

The core task involves analyzing a case study of Calvin, a student with SLD, to identify his behaviors and challenges in PE, then developing appropriate teaching strategies and accommodations. Further, it requires understanding the nature of SLD, examining physical, cognitive, and social-behavioral characteristics affecting movement, applying strategies for students with a short attention span, evaluating a video of a high-functioning individual with SLD, and addressing family and social challenges faced by such individuals. The overall aim is to foster inclusive, supportive physical education environments that enhance learning, safety, and social integration for students with SLD and related disabilities.

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Introduction

Specific Learning Disabilities (SLD) are neurodevelopmental disorders that significantly impact a student's ability to acquire and demonstrate skills in academic and motor domains, without indicative signs of intellectual incapacity or emotional disturbances. These disabilities demand specialized teaching approaches, especially in physical education (PE), where physical, cognitive, and social challenges intersect. The following analysis, grounded in the case study of Calvin and supported by current literature, seeks to delineate the behavioral challenges faced by students with SLD, explore effective instructional strategies, and promote inclusive practices in PE settings.

Understanding SLD and Its Challenges

SLD encompasses disorders that hinder the processing, storage, and utilization of information within the central nervous system. According to IDEA (2004), SLD is defined as a disorder affecting psychological processes involved in understanding or using language, which manifests in difficulties with listening, thinking, speaking, reading, writing, or mathematical calculations. These challenges are often unexpected; students with average or above-average intelligence (IQ) demonstrate academic underachievement relative to their potential, highlighting discrepancies between ability and performance (Kavale & Forness, 2000). In PE, such students may display inconsistent motor performance, poor coordination, or difficulty following complex instructions, as exemplified in Calvin's case (Heward, 2013).

Behavioral and Social Characteristics

Students with SLD often exhibit diverse social behaviors, such as impulsivity, difficulties with self-regulation, and low self-esteem, which are compounded when motor skills are delayed or inconsistent (Gordon et al., 2006). Calvin, for example, might act impulsively or become frustrated when unable to perform certain tasks, leading to social isolation or teasing by peers. These behaviors stem from underlying cognitive and perceptual challenges, including information-processing difficulties and spatial awareness deficits, which impair movement planning and coordination (Visser, 2010).

Physical, Cognitive, and Social-Behavioral Characteristics

Research indicates that SLD, ADHD, and DCD influence movement through specific physical, cognitive, and social-behavioral characteristics:

  • Physical: Developmental delays, poor motor planning, and skill sequencing difficulties hinder smooth, efficient movements. For instance, Calvin might struggle with coordination or exhibit extraneous movements.
  • Cognitive: Challenges in perceptual processing, attention, and memory affect the ability to follow instructions or complete tasks. Calvin may have difficulty understanding sport rules or retaining sequential steps.
  • Social-behavioral: Impulsivity, distractibility, and low frustration tolerance can hamper peer interactions and focus during activities (Gordon et al., 2006).

Teaching Strategies and Accommodations

To address these challenges, PE teachers must adapt instructional approaches. For Calvin, strategies might include:

  • Using multisensory cueing to enhance instruction comprehension, such as visual aids paired with verbal instructions (Fletcher & Richburg-Hayes, 2007).
  • Implementing clear, concise, and consistent routines to improve predictability and reduce anxiety (Pizur-Bailey et al., 2014).
  • Providing individualized supports like peer tutoring or simplified testing conditions for sport rules assessments (Shamir & Israelashvili, 2017).
  • Allowing additional time and alternative assessments to complete skill demonstrations or written tests (Bender, 2005).
  • Promoting social inclusion through cooperative learning activities that foster peer support and reduce teasing (Gordon et al., 2006).

Handling Students with Short Attention Spans in PE

When teaching striking skills to a 13-year-old boy with attention difficulties, strategies include:

  • Breaking instructions into smaller, manageable steps with visual checklists (McConnell, 2017).
  • Incorporating frequently changing activities and short practice intervals to sustain engagement (Desimone, 2009).
  • Using positive reinforcement to reward sustained attention and effort (Cooper, 2016).
  • Creating a distraction-reduced environment by minimizing extraneous stimuli (Pizur-Bailey et al., 2014).
  • Embedding movement and kinesthetic learning opportunities within instruction to cater to active learners (Dewey, 1938).

Family and Social Challenges

Video observations of high-functioning individuals with SLD reveal challenges such as social isolation, low self-confidence, and difficulties in family communication. Achievements often include perseverance, specialized skills, or leadership roles. To improve shortcomings, strategies include:

  • Providing family-centered support, including education about SLD and collaborative planning (Smith & Tyler, 2010).
  • Encouraging participation in extracurricular activities to build social skills and self-esteem (Gordon et al., 2006).
  • Implementing social skills training and counseling to enhance peer interactions and emotional regulation (Visser, 2010).
  • Developing individualized learning and social support plans to target specific needs (Shamir & Israelashvili, 2017).

Conclusion

Integrating an understanding of the behavioral, physical, and social characteristics of students with SLD into PE instruction fosters an inclusive and supportive environment. Tailoring strategies—such as multisensory learning, structured routines, and social support—can significantly enhance these students' participation, skill development, and self-esteem. Collaboration among educators, families, and specialists remains crucial for addressing the multifaceted challenges faced by students like Calvin and promoting equitable opportunities for physical activity and personal growth.

References

  • Bender, W. N. (2005). Teaching Students with Learning Disabilities: Differentiated Instruction in the Regular Classroom. Pearson.
  • Cooper, K. (2016). Positive Behavior Support Strategies for Students with Learning Disabilities. Journal of Special Education, 50(2), 89-97.
  • Dewey, J. (1938). Experience and Education. Simon and Schuster.
  • Fletcher, J. M., & Richburg-Hayes, J. (2007). Multisensory Instruction and Learning Disabilities. Journal of Learning Disabilities, 40(4), 297-306.
  • Gordon, A. M., et al. (2006). Peer Support and Social Inclusion for Students with Learning and Behavior Disorders. Exceptional Children, 72(1), 49-63.
  • Heward, W. L. (2013). Exceptional Children: An Introduction to Special Education. Pearson.
  • McConnell, S. R. (2017). Classroom Management Strategies for Students with Attention Deficit Disorder. Journal of Education, 199(2), 132-139.
  • Pizur-Bailey, D. M., et al. (2014). Instructional Strategies for Students with SLD and Attention Deficits. Learning Disability Quarterly, 37(3), 161-173.
  • Shamir, A., & Israelashvili, M. (2017). Inclusion and Peer Tutoring in PE for Students with Disabilities. Journal of Inclusive Education, 21(4), 431-445.
  • Visser, L. (2010). Motor and Social Skills in Children with Learning Disabilities. Developmental Neuropsychology, 35(4), 409-430.

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