Working with Students with Learning Disabilities Part I

1. Working with Students with Learning DisabilitiesPart I

2. Incidence 5 – 20% of the general population That’s 5 – 30 million adults Variance due to misidentification African Americans and Hispanics are often inappropriately diagnosed with learning disabilities

3. What a Learning Disability Isn’t Not mental retardation Not a homogeneous group of disorders Not the result of: • Poor academic background • Emotional disturbance • Lack of motivation • Socio-economic deprivation • Visual-hearing acuity • English as a second language • Physical disability

4. What a Learning Disabilities Is Inconsistent Permanent A pattern of uneven abilities Only present if the individual has average to above average intelligence (not necessarily “measurable” average to above average intelligence)

5. Learning Profiles Average

6. Learning Disabilities 20 main types - but only 5 main issues • Receiving information (input) • Storing information (memory) • Getting information back (retrieval or recall) • Doing something with it (process) • Giving information back (output)

7. Specific Learning Disabilities Abstract Reasoning Disorder Functional Limitations Difficulty/Inability to make inferences Difficulty/Inability to generate creative solutions Difficulty/Inability to transfer generalization Difficulty/Inability to understand relationships Difficulty/Inability to work algebra

8. Abstract Reasoning Disorder Strategies Provide training on transferring general information to specific situations Help develop “creative” solutions to learning tasks Explain relationships using multi-modal methods Provide extensive training in the area of “cause and effect”

9. Auditory Processing Disorder Functional Limitations • Difficulty/Inability to take information in through the sense of hearing and/or in processing auditory information • Difficulty/Inability to take notes Difficulty/Inability to discriminate between similar sounds Difficulty/Inability to spell correctly consistently

10. Auditory Processing Disorder Functional Limitations Difficulty/Inability to listen and remember information Difficulty/Inability to hear sounds over background noises Difficulty/Inability to learn foreign languages Easily fatigued when listening to a lecture Difficulty/Inability to hear sounds in the correct order Has problems taking phones messages

11. Auditory Processing Disability Example

12. T e e s a l gple n he m dle of c rcu r awn. f t e is ance om th fl g ol t e si e alk ar nd t e ge f th l w s o e hu d e f e , hat i te Di ta ce a o nd the l n?

13. Auditory Processing Disability Activity

14. Familiar Things, Places, People, and Sayings 1) Uke Ant An Dell Tat Ruth 2) Lee Hone Art Dough Dove Inch He 3) Dough Ford Ella Wear 4) Hang Herman It Mint 5) Shatter Nougat Any Sea 6) Ice Peed Gun Hex Shun

15. Familiar Things, Places, People, and Sayings 7) Ha Leep Air He 8) June How Hull Ask Her 9) Plea Sway Tube Ease Heated 10) Caress Peak Reamed Hone Huts 11) Jaw Nan Bah Beak Hen Eighty 12) Skoal Elastic Hap Tee Tude Taste

16. Familiar Things, Places, People, and Sayings 13) Poor Toe Reek Hoe 14) Hat Ten Shunned Deaf Asset Hoarder 15) Sayer Hutches Hiccup Ark Her 16) Plea Center Europe As Ward 17) Huge Act Men 18) Oz Tin Tech Sass

17. Auditory Processing Disorder Strategies This student is usually a visual learner – be sure to always “show and tell” Have student use a tape recorder to record sessions as a self-checking device Clearly and slowly pronounce complex or difficult words Give, prompt, constructive feedback

18. Auditory Processing Disorder Strategies Encourage student to repeat verbal information back to you Work with student in a quiet, non-distracting environment Always face student when talking to him/her Almost always need to work with this student one-to-one

19. Constructional Dyspraxia Functional Limitations Difficulty/Inability to sequence letters, numbers, words, sentences, paragraphs, steps, etc. Difficulty/Inability to construct written papers in the correct order Poor speller Difficulty/Inability to work math problems in the correct order

20. Constructional Dyspraxia Strategies Use a computer when working on written assignments Always help student outline written assignments before starting papers Always utilize spellcheckers Use color-coding when working on math problems Use graph paper when working math problems

21. Dyscalculia: Math Disability Functional Limitations Difficulty with mathematical reasoning Difficulty/Inability to understand numerical concepts Difficulty/Inability to read and comprehend math word problems Difficulty/inability to understand math terminology

22. Dyscalculia: Math Disability Functional Limitations Difficulty/Inability to align numbers Number reversals Difficulty/Inability to process math facts rapidly Difficulty with the concepts of time and money

23. Dyscalculia: Math Disability Strategies Give the student real-life exposure focusing on how math is part of everyday life Match activities to learning style of student Communicate frequently with the student as to what is needed to complete each mathematical problem Use manipulatives Do not teach math in a void

24. Dyscalculia: Math Disability Strategies Use graph paper Fold math paper so that only the line of problems being worked is visible Put a ruler under the row of problems being worked Always provide extra examples Teach strategies for working out unknowns

25. Dyscalculia: Math Disability Strategies Highlight operation signs. Use colored chalk, board markers, etc. (+) = Green (-) = Blue (x) = Orange (÷) = Purple Color-code problem to help the student follow the proper order of operations Green = Starting PointRed = Ending Point

26. Dyscalculia: Math Disability Strategies Always use a calculator – but also teach the student the “process” for working the problem so he/she can check their answer Use a “talking” calculator for students with visual processing deficits Have the student read an applied math problem out loud while also writing it down and then “talk” him/her through the problem step-by-step

27. Dysgraphia: “Hand” Writing Disability Functional Limitations Extremely poor handwriting; handwriting frequently appears to be very immature Difficulty with the physical act of writing • Will almost always print, since “cursive/script” writing requires a great deal more eye-hand coordination

28. Dysgraphia Example

30. Dysgraphia: “Hand” Writing Disability Strategies Encourage student to use felt-tip pens, fountain pens, pencils when writing – these create “drag” on the paper Encourage student to never use a “rollerball” or “gel” pens Have student use a computer for all writing assignments

31. Dyslexia: Reading Disability Functional Limitations Difficulty/Inability to perform any task in which reading is an essential function Difficulty/Inability to interpret charts, graphs, and other visual aids Slow reading rate Difficulty/Inability to decode (sound-out) new words Poor comprehension and retention of reading material

32. Reading Disability Examples

34. HOWEVER,BYTHEEND OFTHEDAY DEHAD DECIDEDTHAT THISSCHOOL WAS BETTER THAN THE LAST ONEEVENTHOUGH HE DIDN’TLIKEIT. NOBODY HAD OFFEREDTO PULLHISHEADOFFRIPHISCOAT ORTHROW HISSHOES OVERTHEROOF. ON THEOTHERHAND, NOBODY HADSPOKEN TOHIMEITHER BY THURSDAYAFTER NOON, NOTHINGHAD CHANGEDBILLWAS NOTENTIRELY SUURPRISEDNOONESPOKE TOHIMBECASUE NO ONEKNEWHE WASTHEREEVERYDAYHEWAS WITH HIS CLASS TOGETHER AFTER REGISTRATIONAFTERTHATTHEYWERESPLITUPFORALL

35. Reading Disability Activity

37. Dyslexia: Reading Disability Strategies Allow student to use colored transparencies when reading Utilize text-to-speech technology Review for meaning and understanding Material should be relevant, interesting, and familiar

38. Dyslexia: Reading Disability Strategies Allow the student to use a dictionary or word list during all exams and quizzes Teach student to be an “active” reader instead of a “passive” reader Graphic organizers should be used

39. Dyslexia: Reading Disability Strategies One-to-one reading tutoring is very helpful Teach student to question material as he/she reads Provide all assignments and course expectations and test directions in both written and oral form Break difficult concepts into steps and/or parts

40. Language Comprehension Disorder Functional Limitations Difficulty with vocabulary Difficulty/Inability to answer factual questions Difficulty/Inability to concentrate during lectures Poor or low reading comprehension Difficulty with oral language

41. Language Comprehension Disorder Functional Limitations Understands what he/she hears, but not necessarily what was said Difficulty/Inability to use prior knowledge to perform activities Poor written expression Low knowledge in content areas

42. Language Comprehension Disorder Strategies Explicitly teach vocabulary words both orally and in written form Have student paraphrase what he/she heard Using text-to-speech conversion software is helpful

43. Language Comprehension Disorder Strategies Have student tape record learning sessions for later use Use talking spell checkers Use text-to-speech reading pens