2. • Difficulties with academic achievement fall
under a broad category of learning
problems
• The cause or influencing factors can be
biomedical, developmental, behavioral,
emotional, social, environmental, and
family issues
3. • The problem may be in the area of reading,
math, written expression, motor skills, and
communication disorders
• Attention deficit, anxiety, and behavioral
disorders must be ruled out.
8. Auditory Perception
• Characterized by difficulty distinguishing
between similar sounds or words
• This includes the inability to process the
sounds into words that have a meaning at a
rapid enough rate to be able to follow
conversations.
9. Visual Perception
• Visual perception difficulties involve
problems interpreting what is seen
• This may include problems recognizing
shapes and positions of letters or words
• Depth perception may pose a problem to
some children with visual perception
disorders.
10. Integrative Processing
• Integrative processing disabilities
encompass, to varying degrees, the inability
to sequence events or facts; comprehend
abstract ideas or implied meanings; and
organize learned information and apply it
to what has been previously acquired
11. Memory
• Disabilities generally affect short-term
memory, which stores information that has
just been perceived for a brief period before
it is either discarded or stored in the long-
term memory.
12. Expressive Language
• Affects the child's verbal communication
• Characteristics depend on the child's age
and the severity of the disorder
• Language skills in terms of vocabulary,
grammatical content, fluency, and
language formulation can be affected
13. Motor
• Motor disabilities can affect either gross
motor or fine motor muscle groups
• A disability affecting the gross motor
development can cause children to be
“clumsy.”
14. • These children have a tendency to fall or
bump into things and have difficulty
running and playing sports.
• Fine motor disabilities affect muscles for
detailed tasks, such as writing, using
scissors, and painting.
16. • For visual perceptual deficit—present
material verbally; use hands-on experience;
tape-record teaching sessions
• For auditory perceptual deficit—provide
materials in written form; use pictures;
provide tactile learning
17. • For integrative deficit—use multisensory
approaches; print directions while you
verbalize them; use calendars and lists to
organize tasks and activities
• For highly distractible child—provide a
structured environment; have child sit in
the front of the class; place child away from
doors or windows; decrease clutter on his
desk.
18. • For motor and expressive deficits—break
down skills and projects into their multiple
component parts; verbally describe the
component parts; provide extra time to
perform; allow the child to type work
rather than use cursive writing.
