Textbook Notes (367,969)
Canada (161,538)
Psychology (2,971)
PSY341H1 (32)
Chapter 11

Chapter 11.docx

4 Pages
Unlock Document

Lauren Hetherington

Chapter 11- Communication and Learning Disorders  Disorders usually affect only certain limited aspects of learning, and rarely are severe enough to impair the pursuit of a normal life  Changed dramatically over last 30 years—used to be that it was poor motivation or instruction DEFINITIONS AND HISTORY  Learning disability: general term for learning problems that occur in the absence of other obvious conditions, such as mental retardation or brain damage  How they take in, retain or express information  Hidden handicap and often undetected in children  Now recognize that while it is challenging it doesn’t have to be a handicap  Main characteristic cshared by all children with learning disabiliites is not performaing upto their expected level in school  Otherwise, symptoms vary widely  Learning disability – significant problmes in mastering on of more of the following skills – listening, speaking, reading, writing, reasoning and mathematics  Aspects of multiple intelligence  Linguistic: sensitivity to the meaning, function and grammatical rules of words, as in writing an essay  Musical: sensitivity and creatitvity in hearing and manipulating tones, rhythms, musical patters, pitch and timbre  Logical/mathematic: ability to solve problems and see abstract relationships  Spatial: sensitivity to the perception, manipulation  Communication disorder- difficulty in  Producing speech sounds  Speech fluency [stuttering]  Using spoken language to communicate [expressive]  Understanding what people say [expressive- receptive language]  Learning disorder- problems in  Reading [dyslexia]  Math  Writing ability  Children approach learning in different ways, each unique style should be recognized and used to full advantage  Educational methods should be tailored to individual strengths and weaknesses  Children w/ learning problems might benefit from teaching methods that strengthen existing ability rather than emphasize weak areas LANGUAGE DEVELOPMENT  Phonemes- basic sounds that make up language  Phonological Awareness  Development of language is one of the best predictors for school performance and overall intelligence  But! Delays or differences in development do not mean intellectual retardation  Language predictors are indicators of subsequent communicative and learning disorders  Phonology: ability to learn and store phonemes as well as rules for combining sounds into meaningful units or words  Lack of phonological awareness is a precursor to reading problems  Phonological awareness: recognition of the relationship b/w sounds and letters, detection of rhyme and alliteration  Awareness that sound can be manipulated within syllables in words  Related to expressive language development COMMUNICATION DISORDERS  DSM includes- expressive language disorder, phonological disorder, mixed receptive-expressive disorder, and stuttering  Depends on exact nature of child’s impairment  Expressive Language Disorder  DSM—  A. scores obtained from standardized individually administered measures of expressive language development are substantially below those measuring nonverbal capacity & receptive language development  Clinical symptoms include markedly limited vocab, errors in tense, having difficulty recalling words  B. difficulties with expressive language interfere w/ academic or occupational achievement or with social communication  C. criteria isn’
More Less

Related notes for PSY341H1

Log In


Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.