Post on 07-Apr-2018
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Learning diabilities
Arinanda Pamungkas
Arinanda.pamungkas@gmail.com
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Class Objectives
1. Belajar definisi dari Specific Learning Disabilities (IDEAdefinition)
2. Kriteria IDEA untuk specific learning disabilities3. Memahami kesulitan yang dialami orang dengan LD.
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Learning
Disabilities
Causes
characteristics
definition
types
interventions
internal
eksternal
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Learning disabilities
� IDEA's Definition of Spesific Learning Disability"
". . . a disorder in one or more of the basicpsychological processes involved in
understanding or in using language, spoken orwritten, that may manifest itself in an imperfectability to listen, think, speak, read, write, spell, ordo mathematical calculations, including
conditions such as perceptual disabilities, braininjury, minimal brain dysfunction, dyslexia, anddevelopmental aphasia."
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� However, learning disabilities do 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." 34 Code of Federal
Regulations §300.7 (c)(10 )
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Key points LD
� Disorder in one or more of the basic
psychological processes of understanding and
using language.
� Students with LD do not achieve at their age
and ability levels in one or more sepesific
areas.(discrepancy)
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Risk factors have identified to cause LD
-Heredity- Stress before or after birth- Treatment for cancer or leukemia- Low birth weight, prematurely- Birth trauma, distress- Infections in the central nervous system- Severe head injuries- Poor nutrition- Chronic medical illnesses (Diabetes & asthma)
There are many other factors that can affect the development of the brainlike, genes, substance abuse, pregnancy problems and toxins.
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Characterristics of LD
Having trouble:
Processing information
Organizing information
Applying information
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Difficulties in the following areas may by
symptomatic of a learning disability:
Attention
Processing Time
Reasoning
Memory
Oral Communication
Reading
Writing & Spelling Mathematics Motor Skills
Social Skills and Abilities
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Apsects
influenced
Inteligences
Writing & drawing
General academic
Visual & auditorybehavior
arthimatic
physical
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Spesific LD
Dyslexia
A language and reading disability
Dyscalculia
Problems with arithmetic and
math concepts Dysgraphia
A writing disorder resulting in
illegibility
Dyspraxia (Sensory Integration
Disorder)
Problems with motor coordination
Central Auditory ProcessingDisorderDifficulty processing andremembering language-relatedtasks
Non-Verbal Learning DisordersTrouble with nonverbal cues, e.g.,body language; poor coordination,clumsy
Visual Perceptual/Visual MotorDeficit
Reverses letters; cannot copyaccurately;
Language Disorders(Aphasia/Dysphasia)Trouble understanding spokenlanguage; poor readingcomprehension
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Daftar Pustaka
� Hunt, N. & Marshall, K.(1994).Exceptional
Children. An Introduction to Special Education.
New York: Houghton Mufflin.
� Kaplan, Harold I., Sadock, Benjamin J, Grebb, Jack
A. (2002). Sinopsis psikiatri ilmu pengetahuan
psiatri klinis. Jakarta : Binarupa Aksara.
� Nevid, Jeffrey S., Rathus, Spencer A., Greene,Beverly. (2002). P sikologi abnormal jilid dua edisi
kelima. Jakarta : Erlangga.
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Tipe-tipe gangguan belajar
� Ada beberapa tipe gangguan menurut Nevid (2002) :
Gangguan matematika
Anak dengan gangguan ini, memiliki masalah dalam memahamiistilah matematika dasar atau belajar operasi penjumlahan,pengurangan, perkalian, pembagian, serta simbol-simbol dalammatematika.
� Gangguan menulis
Anak dengan gangguan ini memiliki keterbatasan menulis, mengeja,tata bahasa, tanda baca, kurang dapat memahami kalimat danparagraf.
� Gangguan membacaAnak dengan gangguan ini memiliki perkembangan keterampilanyang buruk dalam mengenali kata-kata dan memahami bacaan.
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Tipe-tipe gangguan belajar
Kaplan (2002) menggambarkan gangguan belajar sebagai berikut
� Gangguan membaca
Gangguan membaca ditandai oleh gangguan kemampuan untukmengenali kata, membaca yang lambat dan tidak tepat, danpemahaman yang buruk tanpa adanya kecerdasan yang rendah, dandefisit sensorik yang bermakna.
� Gangguan matematik
Gangguan matematika sebernarnya adalah suatu ketidakmampuandalam melakukan keterampilan aritmatika yang diharapkan untukkapasitas intelektual dan tingkat pendidikan anak.
� Gangguan ekspresi tulisanGangguan ini ditandai keterampilan menulis yang secara bermaknadi bawah tingkat yang diharapkan menurut usianya.