Considering how mild general learning difficulties can be assessed, this paragraph will explore what criteria is needed for a diagnosis of MGLD and the flaws, if any, associated with this set of criteria. Firstly, it is important to look at why there is a need for a diagnosis. Webb and Whitaker (2012) feel that “diagnoses of learning disability have real-life impact, in terms of service review”. Put simply, a diagnosis of a learning disability will have an affect on the level of resourcing and the support that a child will receive. In terms of access to supports, the need for a diagnosis is understandable. Internationally, before a learning disability can be identified there are three criteria that must be met. These criteria are intellectual …show more content…
“Adaptive behaviour is a person’s functioning in daily life activities, including communication, social participation, progress at school or preschool and personal independence at home or in the community.” (NCSE 2014) Early onset means they are present from an early age and are not as a result of an accident or an illness later in life. (Enable Ireland, 2012:16) Similarly, another article outlines that to meet the diagnostic criteria of a learning disability “depends on having an impairment of intellectual functioning, typically measured as an IQ below 70, along with a significant impairment of adaptive or social functioning.” (Webb and Whitaker 2012) They argue the point of how reliable it is to have a diagnosis based on IQ scores. Their opinions based on the validity of the current criteria for the diagnosis of a learning difficulty made for very interesting reading, leading to an exploration into what is known as the Flynn effect and therefore, the quality of IQ testing. Flynn 1987, reveals that evidence exists that the intellectual ability of the population from one generation to the next has increased. This is not only evident in the general population but also for those presenting with low intellectual ability (Flynn, …show more content…
The argument which they put forward is that there is no evidence that people with an IQ score of below 70 are significantly less able to cope than those with a measured IQ of above 70. On the contrary, they state that their clinical experience “suggests that there are also a significant number of people with measured IQs over 70 who cannot cope without the support of specialist
“Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage” (Special Education Guide, 2017).
Indeed, some research indicates that if a child who reads slowly has IQ scores that are above average, that child might receive services under IDEA based on the discrepancy between the IQ scores and the reading ability. On the other hand, another child who also reads slowly but has IQ scores that are average may not receive any services because of the lack of a significant discrepancy. Such approaches to assessment may clearly result in some children who need services not getting them while others who do not need them will receive them” (Pasternack, 2002).
Given the varying methods used to determine the presence of a specific learning disability, what conclusions might the team draw from the Response to Intervention description and the
The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas
Learning disabilities are a life long struggle but if caught at a young age and early intervention takes place. The stress on the child and family is greatly reduced. Learning disabilities spread to every part of a child’s life affecting them socially. Teachers must remain professional and refrain from calling students lazy as in Adams case. A good teacher or specialist can demystify a learning disability and help a child’s
Sir Francis Galton (1869, 1883) quantified traits that were assumed to be correlated, and developed the first comprehensive test of intelligence. By the end of the 19th century, the foundation was laid for modern day intelligence testing (Wicket, 1998). In 1905, the French psychologist Alfred Binet published the first modern intelligence test to identify students who needed special help in coping with the school curriculum (Neiser, et al. 1996). Shortly thereafter in 1908 and 1911, Alfred Binet and Theodore Simon published revisions of the Binet intelligence test (Wicket). The mental age concept was adopted to express the results in adequate units. The concept is based on an individual’s performance in comparison to the average performance of individuals in a specific chronological age group (Kaplin, & Saccuzzo).
An intellectual disability, like the one had by Roland Johnson and about one percent to three percent of people, is defined as “a disability that is present at birth or occurs in the developmental period (before the age of 18) and is characterized by significant sub-average intellectual functioning, existing concurrently with related limitations in 2 or more areas of adaptive functioning” (Daul). Roland Johnson, though his life was hard, did not let his “limitations” limit him.
There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)
In order for an individual to be recognised as having a learning disability, during their assessment three core criteria must be identified. The individual must present with; a significantly lower than average intellect, a reduced ability to function in, and adjust to, their environment, or the inability to interrelate with others. Whilst diagnosis can take place at any age, these difficulties must arise during childhood.
Some of these include but are not limited to any sort of confusion in any new experiences or encounters, and children often display shorter attention spans. Often times they display limited skills in communicating with others (Siskin). The IQ categorization for the severity of the learning disabilities is broken up into four parts, with each categorization increasing in the severity of the symptoms presented. The first is Mild which is represented at levels between 50 and 70. The second is Moderate being represented at 35-55. The next is Severe at 20-40. The final categorization is Profound at levels 20 and below
Passion and determination towards long term goals (otherwise known as ‘grit’) are parts of cognitive development. (Kantrowitz 2016). Grit is seen to be necessary for academic expertise in all fields ranging from sciences to the arts. (Ericsson, Prietula and Cokely 2007). Natural born Intelligence Quotient, also known as ‘IQ’, is described as a person’s ability to complete problems and understand concepts. This is compared across the population to give an average IQ score (Latham 2006). However, can this number accurately measure whether a human will become an expert in a field sooner than a grittier person? The focus of this essay is to evaluate whether grit or IQ has the most positive effect on cognitive development.
The first step in any research is to accurately define the population of interest. Intellectual Disability (ID) has been called by many different terms: mental retardation, learning disability, mental handicap, and developmentally delayed. Generally, these terms are accepted as interchangeable (Schalock, Luckasson & Shogren, 2007). However, over time some of the characteristics required to receive a diagnosis of ID has changed. In the recent past, the Diagnostic Statistical Manual of Metal Disorders Text Revised (DSM IV TR) identified three criteria necessary to be diagnosed with ID. This included: impairments of intellectual functioning (IQ<70) are not necessarily excluded from the diagnosis. By deemphasized the importance of low IQ the as a defining feature of ID the diagnosis expanded its definition to include individual assessed with borderline intelligence and above (fact sheet reference).
The average IQ score is 100, a score above 130 is labelled as extremely smart while a score below 70 is labelled as developmental delays.
I have a learning disability called ADD. Or as one doctor put it, high functioning inattentive disorder. This causes me to be a intellectual outlier in comparison to most people. Due to this disorder, I have a deficiency of dopamine in my brain. This deficiency leads me to search for stimulating activities at all times. When my brain ends up finding this stimulation it's in the form of thinking and discovery. This is why I have been attracted to learning topics such as physics and math. This thought process is great because I think so much that I am able to process complex issues and information at levels that are astonishing to most. However, there is also a downside to this way of thinking. In our society individuals are expected to communicate
In an attempt to explain the level of Kelly’s disability, an in-depth explanation of the various levels of learning disabilities will now be examined. These can be grouped into four categories; Mild, Moderate, Severe and Profound.