What are the theories of learning disabilities?
What are the theories of learning disabilities?
There are three general theories that relate to learning difficulties and learning disabilities: the deficit model, the inefficient learner model, and the instructional setting explanation.
What assessments are used to diagnose learning disabilities?
Intelligence tests (often called IQ tests) most commonly used to diagnose a learning disability include the Wechsler Preschool and Primary Scale of Intelligence (WIPPSI), Wechsler Intelligence Scale for Children (WISC), and the Wechsler Adult Intelligence Scale (WAIS).
Why is theory important in the study of learning disabilities?
Through theory-based and programmatic research, important knowledge will accrue to our understanding of the causes of learning disabilities. This knowledge will enable us to serve the learning disabled more profitably.
What are the theories of learning that are related to special and inclusive education?
Some of the theories that apply to special education classrooms are: Gestalt, Connection Theory, L. Atincronbsch and R. Snow, Component Display Theory, Gagne’s Conditions of Learning, Cognitive Load Theory, and Sign Learning Theory.
How would Piaget explain learning disabilities?
According to Piaget theory, intellectual disability can be defined by unfinished operative building. During ontogenesis, the child with intellectual disabilities is only capable to execute concrete operations, as opposed to normal one, which, at the age of 14-15 years old, already has a formal operative structure.
How do you assess students with learning difficulties?
The options for assessing students with disabilities include:
- Regular grade-level assessment based on the state’s academic content and achievement standards.
- Regular grade-level assessment with accommodations.
- Alternate assessment based on grade-level academic content and achievement standards.
How does a psychologist diagnose learning disability?
Diagnosis of SpLD can only occur if academic skills are substantially and quantifiably below levels expected for the person’s age and when the academic difficulties have persisted since the individual’s early years.
