Melissa Rowbotham, M.Ed
mrowbotham@integra.on.ca
Copyright © 2010 by Integra Foundation

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_ to _% of children/youth have a LD
___% of children who have an LD also have a social, emotional or behavioural problem
_ to _ % of kids with ADHD also have a
LD
___% of children with ADHD who also have anxiety
1 in __ children and youth in Canada have a mental health disorder (which includes anxiety and depression)

Learning Objectives:
 To introduce the concepts of Learning
Disabilities (LDs)
 To experience what it might feel like to have LDs
 To talk about resources around anxiety and depression

What are learning disabilities?
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Neurologically based disorders
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Affect the ability to take in, understand, remember or express information.
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Specific, not global impairments
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Found in individuals who possess average to above average thinking and reasoning skills
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Lifelong disorders

What are learning disabilities?
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LDs reflect neurobiological factors, including genetics, congenital or acquired conditions
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LDs are not due to differences in culture, language, SES, motivation

What are learning disabilities?
Impairments in one or more of the following psychological processes:
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Language processing
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Phonological processing
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Visual-spatial processing
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Processing Speed
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Memory & attention
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Executive functioning

What are learning disabilities?
Impairments may affect learning in the areas of:
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Reading
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Oral language
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Written language
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Math

LDs come in many forms & affect everyone differently
 Possible problems in social situations:
 Understanding sarcasm
 Figuring out how someone is feeling from their body language or facial expressions
 Understanding the unwritten social rules
 Participating in groups

If a large solid-hoofed mammal becomes available to you without compensation, refrain from casting your faculty for seeing into the oral cavity of such a creature.

Term Description Application
Verbal
Reasoning
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Verbal
Comprehension
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General Verbal
Ability
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Ability to think through problems using words
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Ability to understand words and connected language
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Understanding instructions, lessons, stories
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Logical thinking and problem-solving
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Understanding word meanings
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Expressing ideas in words

Term Description Application
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Perceptual processing
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Visual-spatial
• Ability to make sense of what one sees
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Putting together visual information
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Noticing & understanding facial expressions
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Understanding a chart or graph
Reading a map

Term Description Application
Non-Verbal
Reasoning
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Perceptual reasoning
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Visual-spatial
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Perceptualorganizational
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Performance
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Visual problemsolving
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Ability to organize, put together or orient visual information
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Ability to form and mentally manipulate images
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Understanding concept words related to time, space
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Building according to a plan or model
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Judging space and distance
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Math (geometry, shapes, measurement)
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Following sewing patterns,
IKEA instructions

What symbol has to come next in the sequence of the five symbols on the left? Can you sketch this sixth figure?

What symbol has to come next in the sequence of the five symbols on the left? Can you sketch this sixth figure?

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Frustration at not being able to do what child knows he/she should be able to do
Feelings about having a “disability”
Sense that others’ expectations are not being met (parents, teachers)
Peers’ responses
Lack of others’ understanding/responses
Responses to others’ feelings & anxieties

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Neurobiological impairments are invisible.
Mental Health Issues are invisible
Behaviour may be are only clue.
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Where else can we look?
OSR, past reports, grades, parents, teachers and kids

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Diffuse uncomfortable sense of apprehension, often accompanied by autonomic symptoms” (Barlow, 2002)
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Basic human emotion
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Part of normal development
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Can be adaptive

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Symptoms interfere with the youth’s ability to function in everyday life
Persistent
Intensity of reactions is severe
Anxiety disorders are relatively common in childhood: Prevalence rate of >10%
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Can look like skipping, lack of motivation, withdrawal, externalizing behaviour,
“aggressive avoidance”

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Generalized Anxiety Disorder (GAD)
Social Phobia
Specific Phobia
Post-traumatic Stress Disorder (PTSD)
Panic Disorder
Obsessive-Compulsive Disorder (OCD)
Separation Anxiety Disorder (SAD)

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Always associated with a trigger, event or situation
Will improve with environmental accommodation or removal of stressor
Functional impairment usually mild
Professional psychiatric treatment not usually necessary
Counselling and therapy will often help
Social supports (friendships and family) will often help
Medications would not be normally used

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Referred to as Major Depressive Disorder -MDD
Characterized by:
Feelings of hopelessness, sadness
Loss of interest in activities
Vegetative signs: change in eating or sleeping, low energy or fatigue
Poor concentration, difficulty making decisions
Persistent
Interferes with daily living
Rare in children under 12 years old

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Diagnosis of Depression is often overlooked in childhood:
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Some symptoms are more typical of children than of adults (e.g., irritability)
High co-occurence with other disorders (such as ADHD & behavioual issues) may mask the symptoms
Certain features of Depression are more typical at different ages

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When you are concerned about safety or well being of student
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Watch for obvious indicators of mood issues:
Crying, shaking, avoidance
Freezing in classroom situations
Angry Outbursts & Increased Irritation
Physical Evidence of Self-Harm or Decline
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Watch for changes:
In behaviour
In Hygiene
In peer interactions
In interactions with teachers and school staff

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What would help worry/distress at school?
Involve student in problem-solving process (they have great ideas!)
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Acknowledge effort even if output is weak
Encourage & support accountability
Address barriers caused by LD, ADHD, OT,
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Note taking
Scheduling
Planning & Organizing (Support Self-Reliance)

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What would help worry/distress at school?
Make sure learning style is understood
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Are accommodations appropriate and sufficient?
Watch for bullying or peer difficulties
Teach pro-social skills to entire class and be clear about classroom expectations
Discuss Fair versus Equal

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What would help worry/distress at school?
Find out what is overwhelming them in the school setting & accommodate
Set up student for success and mastery to build self-esteem
Watch for activities/subjects/projects that are “too hard”
Empower them by encouraging and being receptive to attempts at self-advocacy

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Reach Out - Ask student if they’re alright
Ask about any changes in their life
Check in with other teachers, peers, their family
Be Real about limits of confidentiality
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Always encourage parental involvement
May chose to state policy outright
Never promise you won’t tell anyone

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In school support
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School Team (rule out learning issues, bullying, or situation within class)
Social Workers
Guidance
Special Education
Administrators

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Inform family and student of your concern
Enlist the help of your team
Encourage a thorough assessment
Be open to school involvement in treatment
Outside Referral for Assessment &
Treatment:
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Hospital Clinic or Program
Children’s Mental Health Clinic
GP

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GP’s will know local referral sources:
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Hospital Clinics
Children’s Mental Health Clinics
Specialty Clinics (Integra, Sick Kids Anxiety
Groups, CAMH First Episode Clinic)
Pediatricians and specializing psychiatrists and psychologists
Private practitioners (play therapists, social workers, therapists) – only after a thorough assessment

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 www.aboutkidshealth.ca
Sick Kids – Information and Resources – “Trusted Answers” www.kidsmentalhealth.ca
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Information on Referral Sources
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Resources for Teachers
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TeachADHD
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The ABCs of Mental Health – A Teacher Resource
Orientation to Children’s Mental Heath – Teachers Guide www.ldao.ca
Learning Disability Association of ON