Disability Comparison Templatedirectionsreview The Topic Study Materi ✓ Solved
Disability Comparison Template Directions: Review the topic study materials and conduct your own research to complete the chart below. Learning Disability Definition Characteristics Causes Prevalence Potential Effect on Learning Dyscalculia Dysgraphia Dyslexia Dysphasia/Aphasia Dyspraxia Specific Learning Disability © 2020. Grand Canyon University. All Rights Reserved. image1.jpg {"":"WARNING! DO NOT EDIT THIS FILE! ANY CHANGES MADE WILL BE LOST!","doc_id":"1tOYKf859Eo7uRScUUpAkzPQv_wCbxzAlujb-X95_gYk","resource_key":"","email":" [email protected] "}
Paper for above instructions
Disability Comparison Template
This comparative analysis aims to explore various learning disabilities, especially focusing on dyscalculia, dysgraphia, dyslexia, dysphasia/aphasia, and dyspraxia. Each section will include the definition, characteristics, causes, prevalence, and potential effects on learning.
| Learning Disability | Definition | Characteristics | Causes | Prevalence | Potential Effect on Learning |
|-----------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------|
| Dyscalculia | A specific learning disability that hinders an individual’s ability to understand numbers and perform mathematical calculations (Butterworth, 2005). | Difficulty with number sense, memorizing mathematical facts, and poor problem-solving skills (Mazzocco & Thompson, 2005). | May involve genetic factors, non-verbal learning disabilities, or environmental influences (Geary, 2004). | Approximately 3-6% of the population (Dyscalculia.org, 2021). | Struggles with math-related tasks, which can lead to difficulties in subjects heavily reliant on mathematics, such as science and economics (Shalev, 2006). |
| Dysgraphia | A learning disability that affects writing abilities, resulting in difficulty with handwriting, spelling, and organizing ideas (Kushnir, 2017). | Inconsistent handwriting, misspelling, and challenges in organizing thoughts on paper (Reid, 2009). | May be caused by neurological factors, fine motor control issues, or difficulties in language processing (Jiang & Zhang, 2018). | It is estimated to affect 4-20% of school-age children (Berninger et al., 2006). | Affects the ability to produce written work efficiently, potentially impacting performance in all subjects requiring written expression (Graham & Harris, 2000). |
| Dyslexia | A common learning disability characterized by difficulties with reading, spelling, and writing, arising from a deficit in the phonological component of language (Lyon, 2003). | Difficulty with phonemic awareness, reading fluency, and comprehension (Vellutino et al., 2004). | Genetic predisposition combined with environmental factors, such as exposure to a rich language environment (Snowling, 2000).| Affects approximately 5-10% of the population (International Dyslexia Association, 2020). | Reading difficulties may hinder overall academic performance, particularly in language-rich subjects such as literature and social studies (Torgesen, 2000). |
| Dysphasia/Aphasia | A communication disorder that affects an individual's ability to produce or understand language, it can arise from brain injury or developmental issues (McGregor & Tingley, 2014). | Difficulty in speaking, listening comprehension, reading, and writing (Patterson et al., 2007). | Often caused by brain damage due to stroke, injury, or neurodegenerative diseases (Fridriksson et al., 2006). | Estimated to affect around 1 in 250 people (Blacker, 2015). | Impacts communication skills which are crucial for all areas of learning, as effective communication is vital in classroom settings (Holland, 2014). |
| Dyspraxia | A neurological disorder affecting movement and coordination, leading to difficulties with fine and gross motor skills (Piek et al., 2008). | Issues with motor skill development, balance, and coordination, and problems with spatial awareness (Body & Poulin, 2018). | Causes encompass genetic factors and developmental processes, often presenting alongside other learning disabilities (Miller, 2005). | Affects 5-10% of children (American Psychiatric Association, 2013). | Challenges with physical tasks can result in difficulties in sports and activities requiring coordination, affecting social interactions and participation (Piek et al., 2008). |
| Specific Learning Disability| An umbrella term encompassing various learning disabilities, characterized by difficulties in academic skills that are not due to other disabilities or factors (National Center for Learning Disabilities, 2015). | Vary widely based on the type of learning disability; however, common signs include poor academic performance despite average intelligence (APA, 2013). | Can result from genetic, neurological, and environmental influences, often co-occurring with other disorders (Ramus, 2003). | Approximately 5-15% of children are diagnosed with a specific learning disability (LDA, 2017). | Students may struggle with assignments, tests, and overall academic achievement, leading to issues with motivation and self-esteem (Miller, 2005). |
Conclusion
Learning disabilities form a complex constellation that encompasses various challenges affecting academic performance. Dyscalculia, dysgraphia, dyslexia, dysphasia/aphasia, dyspraxia, and specific learning disabilities each exhibit unique characteristics, causes, and effects on learning. As educators and caregivers strive to create inclusive educational environments, understanding these disabilities' nuances, prevalence, and potential impacts is paramount. Integrative approaches tailored to individual needs can significantly enhance learning experiences and outcomes for those affected by these disorders.
References
1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
2. Berninger, V. W., Abbott, R. D., & Vermeulen, K. (2006). Longitudinal predictors of writing problems in a elementary school-age population. Journal of Learning Disabilities, 39(3), 211-225.
3. Blacker, D. (2015). The neurological basis of dysphasia and aphasia. Alzheimer's & Dementia, 11(7), 1013-1027.
4. Body, A., & Poulin, C. (2018). "The challenges of dyspraxia: Understanding the impact on learning." International Journal of Developmental Science, 12(1), 56-67.
5. Butterworth, B. (2005). Dyscalculia: A very short introduction. Oxford University Press.
6. Fridriksson, J., et al. (2006). "Aphasia and its impact on everyday communication." Cognitive Neuroscience, 17(4), 427-432.
7. Geary, D. C. (2004). "Mathematical cognition." Journal of Learning Disabilities, 37(4), 276-287.
8. Graham, S., & Harris, K. R. (2000). "The role of self-regulation in writing and the need for self-regulated learning." Theory into Practice, 39(4), 227-234.
9. Holland, A. (2014). "Understanding the communication needs of a child with aphasia." Child Language Teaching and Therapy, 30(3), 265-273.
10. Jiang, Y. & Zhang, Y. (2018). "Exploring the relationship between motor skills and dysgraphia in children." Journal of Educational Psychology, 110(5), 701-715.