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Special Education

Notes Problems in Comprehending Communication : Children with this disability have a problem
in communication through writing, speaking, or reading. Those affected by the mild form of
this impairment have difficulty in understanding both the spoken and written words. The
child finds it difficult to understand even signs and gestures. These children can be integrated
if corrective measures are given in time. Otherwise, linguistic problems of articulation and
fluency may develop. The severely affected child is unable to understand speech and written
material, nor can be learn to speak, read and write. He is unable to communicate even through
signs and gestures. Such children are difficult cases for integration. They need intensive remedial
exercises.
(3) Problems of Numerical Ability : The affected child has problems in calculations, even simple
arithmetic, because of an inability’ to manipulate number relationships. Numerical inability is
again of two kinds - mild and severe. Numerical problems seem difficult even if they are very
simple for a normal child to do. Children with the mild form of this disability may-already be
studying in the general classroom. They are not easily identified at pre-primary levels. The
disability becomes obvious when they start learning numbers and simple addition and
subtraction. If identified at pre-primary levels. The disability becomes obvious when they start
learning numbers and simple addition and subtraction. If identified early and with appropriate
correction, they can study in the regular classes. If the problem is severe, the child will not be
able to learn number symbols and their relationships. This is also termed as loss of arithmetic
ability. The severe cases are difficult of integration and will require intensive remedial exercises.
Self Assessment
2. State whether the following statements are ‘True’ or ‘False’:
(i) The LD children have poor receptive auditory ability.
(ii) They have excellent expressive-vocal ability.
(iii) Learner (1985) stated that LD children do dispalce haptic and movements as well as have
defects in social perception.
(iv) The LD children have short attntion span.
(v) They are able to perceive a figure against a background.
(vi) The children with writing disability do not study in general schools.
(vii) The children who are affected by reading disability severaly there is a total loss of the ability
to read.
16.4 Characteristics of LD Children

There have been many attempts to categories the major characteristics of learning disabled children.
One of the earliest attempt was made by Clements (1966) through a Task force on LD. They observed
general characteristics based on the assumption that LD is a neurological impairment :
• Hyperactivity, • General coordination deficits,
• Disorders of attention, • Impulsvity, and
• Disorders in memory and thinking, • Specific learning disability, and
• Equivocal neurological signs.
16.4.1 Language and Speech of LD Children
LD children have difficulty both in expressive and receptive language, and relatively more in case of
the former. They do show difficulty in comprehension of meaning and use of pronouns. They have
difficulties in understanding and using passive tense, negatives contractions and past tense, adjectives
and using passive tense, negatives, contractions and past tense, adjectives and adverbs. They fail to
maintain conversation and can not argue or ask appropriate questions. So far as written language is
concerned they do problems in handwriting, spelling and punctuation LD children have more of
spelling errors than their non-learning disabled peers even when IQ were controlled.

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