Specific Learning Disorders Case Study Summary

Learning disabilities are defined as the inability to process information and the inability to communicate effectively. This can cause problems during the child’s years in school. It is often characterized by as having a below average intellectual functioning level as well as below average adaptational skills.

Head injuries is defined as any external structural damage or functional impairment of the cranial contents. In the United States, it is estimated that there are 1.7 million head injuries, in which 275,000 are admitted to the hospital and 52,000 in deaths. However, many individuals do not seek medical attention when having an injury thus affecting the actual number of reported cases. When a patient has had a head injury, the health care practitioner needs to collected information that will guide him/her to utilized the appropriate diagnostic test. The information that needs to be collected include a description of injury from the patient or witness of the traumatic event while identifying the cause of the head injury, how it occurred (direct or indirect injury), and what type of force was exerted. Also, confirm the patient’s level of consciousness at the time of the injury and after

In K.M v. Tustin Unified School District (2013), the plaintiffs were high school students with hearing disabilities and received services associated with special education under the Individuals with Disabilities Education Act (IDEA). This eligibility implied that they were eligible for free appropriate public education (FAPE). The plaintiffs alleged that they were entitled to a word for word transcription service by their school districts under Title II of the Americans with Disabilities Act (ADA). The plaintiffs had requested their schools to provide communication access real-time translation to enable them understand their teachers and fellow students without undue strain. Their requests were denied by school districts but they were offered alternative accommodations. The plaintiffs had unsuccessfully challenged the decision to deny the service in state administrative proceedings. Their claims were that the denial violated IDEA and title II of the ADA.

Jennifer is a 2nd grader being referred for possible learning disabilities in reading. Jennifer has always attended Sand Hill Elementary and has not repeated a grade. She is eight years old. She has been screened for vision and hearing problems and was found to have normal vision and hearing. Her teachers have described her as cooperative and likable. She does not exhibit behavioral problems.

Adam diagnosed with a learning disability. Communicate with educators to comprehend his disability. Parents attending meeting with school personnel. Educators communicate with his parents regarding is learning disability.

TT: “Today we are going to practice adding one digit numbers. I am going to demonstrate on the board. 9+1 = 10, 5+3 = 8.” The numbers will have the same number of animals on each number. Example, the number 9 will have animals on it. The number 1 will have 1 animal. The teacher will show flash cards with 2 numbers. The teacher then calls on students randomly and asks students to answer the flash cards. Students will be reminded that they cannot use fingers and are to try to know the answers from memory. If students get the answer wrong the teacher will tell each student to count the number of animals. This activity can be differentiated to meet the needs of students with specific learning disabilities by providing additional visual cues to help with the addition. I anticipate the animals will help all students but particularly students with specific learning disabilities. Additionally, students with specific learning disabilities will be provided items they can physically move (example 9 beans and 1 bean) to help them learn the concept

Learner X has been diagnosed with moderate learning difficulties, poor short-term working memory and dyslexia. Learner X also suffers from classroom anxiety as has been reported in his Education, Health and Care Plan (EHCP). School X has recognised the needs to Learner X and has certain measures in place to ensure Learner X has the same access to education as the other pupils. One of these measures is extra-allowed time during any form of examination or assessment, in addition to the use of a ‘C-PEN’. This is a ‘scanning pen that displays a word definition and reads text aloud to support dyslexic children and adults with reading difficulties’. As Learner X has his GCES’s coming up in the summer, provisions are being put in place for a possible

The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.

Anthony’s diagnosis would be that he has a specific learning disorder, with great impairment in reading impairment. According to the DSM-V criteria, Anthony has difficult in his reading comprehension as when he was prompted to recall what he read, he was unable to do so. Likewise, when taking his achievement test, he had trouble reading the scripts involved and comprehending the information presented in those passages. The school psychologist also noted that he struggled with the reading comprehension portion of the achievement test but did well in the math portion. It also took Anthony two minutes to read the first sentence of the confidentiality form, which demonstrates a poor reading rate for him.

Does he suffer from any kind of mental disability?”. Sarah was total disbelief that they couldn’t possibly be talking about her son. During the meeting the principle found out that her son couldn’t follow basic directions because he did not speak English because she depended on the school system to teach him and because she did not want him to forget his native language. She only spoke that language at home. Many parents like Sarah deals with situations or similar ones on a daily.

I think that Attention Deficit Hyperactivity Disorder (AD/HD) has an overall impact on life because it comes naturally in some cases and it is a medical disorder, it can be caused by a number of factors that affect how the brain develops and functions. AD/HD has an impact on multiple things including your home life, school, work, and sometimes even your relationships. It is common in children, adolescents, and adults. Some other impact on people with AD/HD would be inattention, hyperactivity, and impulsivity. In each stage of life varying aspects of the disorder being more prominent at different stages. ADHD could persist into adulthood and causing disruptions in everyday life. It has been associated with increased healthcare costs for patients

Due to parents concern of dyslexia, Joseph Kadinger was evaluated and qualified for special education under Specific Learning Disability in April 2013 with a related service of Occupational Therapy. In April of 2014, Joseph applied to the Vitual School in Northern Ozaukee School District. Joseph attended the Rocky Branch Elementary in the River Falls School district during the 2014-2015 school year. In the fall 2014, River Falls School did a re-evaluation and at that time Joseph did not meet the criteria for special education services as of 12/5/2014. He was dismissed from OT and Specific Learning Disability (Parents did not agree with that determination.) In the fall 2015, Heather Kadinger (mom) requested to evaluate his academic needs

Identifying information. Inna Doe is a 16-year-old from Chicago, Illinois who currently attends Eagle Hill School in Hardwick, Massachusetts, a boarding school for students with learning disabilities and ADHD, since September 2015. Inna is a female who is white and is of Eastern European decent. Inna did not identify her sexuality or religious preferences. Inna began living in a Russian orphanage at 2 years old and was adopted from the orphanage at 3.5 years of age by her parents John and Jane Doe. There is no known information about Inna’s birth parents. Inna has lived most her life in an affluent Chicago suburb.

The biggest obstacle that I have encountered in my ability to read and write are my learning disabilities. I’ve went through 18 years of my life before they were identified, and they have caused me so much frustration. I couldn’t understand why other kids could read out loud so well and I couldn’t. I couldn’t understand why it took me so long to read only a few pages of a book when other kids were at the end of the chapter. I had no idea why I couldn’t even sit down to write a single paper when other kids were doing their essays in a span of a couple hours.

Growing up with two siblings who are both handicapped has influenced me most as a person and student. My older sister Alex, who is 31, has cerebral palsy which impairs her both mentally and physically. This disability leaves her unable to care for herself and makes it hard to accomplish the most basic tasks that some take for granted like eating a meal or holding a conversation. My younger brother Harry, age 27, was diagnosed with severe learning disability as a child. He lives in Boston and works a part time job (stop and shop) but is heavily dependent on my parents to support him. Additionally, his potential for higher learning and employment is bleak.