The ABCs of Learning Disabilities and Adult Literacy Laubach Literacy Ontario Conference 2015

1. The ABCs of Learning Disabilities and Adult Literacy Laubach Literacy Ontario Conference 2015 Lakehead University, Orillia, ON Mary Ann Fuduric, M.Sc., B.Ed., OCT Alicea Fleming, B.A., M.S.W

2. Outline Part One Q & A Learning Disabilities 101 Identification How can we help? Part Two Accommodations Adaptations Compensatory Strategies

3. What do you see?

4. It's all about perception! Problems with the term “learning disability”? Everyone learns differently Education, at any age, should never be one size fits all Sometimes, labels can be harmful How can labels benefit individual learners? Labels can help to externalize the difficulties experienced(“I am not the problem – the current system is not working for me”) Labels allow educators to better understand students' learning needs and ways in which they can help Labels are sometimes necessary to access services

5. Q & A What percentage of individuals are affected by some type of learning disability? It is generally accepted that approximately 10% of people are affected by some type of LD. However, most research will cite lower prevalence rates. Why? Our definition of LD is evolving and the way LDs are diagnosed is still developing.

6. Q & A ReadingSpellingComprehensionOral expressionWritten expressionHandwriting mechanicsProblem solving AttentionOrganizationTime managementSocial skillsSpatial reasoning What are some common difficulties recognized in adults with LD?

7. What are Learning Disabilities? What are Learning Disabilities (LDs)? A variety of disorders that affect how a person takes in, stores, organizes, and uses information. They result from impairments in one or more psychological processes related to learning, in combination with otherwise average thinking/reasoning abilities. language processing phonological processing visual spatial processing processing speed memory attention executive functions (e.g. planning and decision- making)

8. LDs (continued) They are specific impairments, not global difficulties. This is what distinguishes a learning disability from an intellectual disability. LDs are a life-long condition, but their effects may be expressed differently over time LDs range in severity

9. LDs (continued) Specific areas of difficulty: Oral language listening speaking understanding Reading decoding phonetic knowledge word recognition comprehension Written language spelling written expression Mathematics computation problem solving Organizational skills, social perception, and social interaction

10. Identifying Learning Disabilities Psychological Assessment Preferred method of identification Necessary to access most formal supportive services Not covered by OHIP Private assessments are costly Documentation from school boards, treatment facilities, and hospitals may contain psychological assessment reports and can be requested by the individual Older assessments completed in childhood may not be accurate reflection of current abilities, but may still be helpful in guiding your work with that individual

11. Identification (continued) Screening Tools Helpful when psychological assessment is not available Identify strengths and weaknesses/specific areas for development Example: Checklist of Indicators for LD http://www.ldao.ca/introduction-to-ldsadhd/ldsadhs-in-depth/articles/about-lds/checklist-of-indicators-for-ld/

12. Psychological Assessments Things to look for when reading a report: Age of report Type of report (neuropsychological vs. psychoeducational) FSIQ < 70 considered developmental disability 90-110 considered average 130+ considered gifted **Keep in mind that these ranges are not rigid, can sometimes be under/overestimates, and depend on the assessment tools used Discrepancies Focus both on the individual's highlighted strengths and weaknesses Recommendations

13. Maslow's Hierarchy of Needs Why is this important?

14. Maslow’s Hierarchy of Needs • Why is this important? • Things to keep in mind: • Sometimes learners come to us with difficulties meeting basic needs. How can we address literacy skills if basic needs aren't first met? • Are you seeing an increase in the number of individuals who would benefit from additional support to address basic needs? • Are there gaps in available services to assist individuals in meeting these needs? • As literacy practitioners, are you finding yourself working to fill these service gaps? • Sometimes literacy is a gateway to opportunities to meet basic needs. Sometimes, difficulty meeting basic needs can act as a barrier to literacy skill development.

15. How can we help? Accommodations = changes to how the student learns Accommodations include typing on a keyboard or other electronic device instead of writing by hand. Apps can help some stay organized through voice-recorded notes. Modifications = changes to what the student learns Examples of modifications include allowing a student to write shorter papers or answer fewer or different test questions than his classmates. Remediation = targets foundational skills for the student to master Some may practice copying letters, using paper with raised lines to help them write in straight lines. An occupational therapist may provide exercises to build muscle strength and dexterity and increase hand-eye coordination.

16. Break Time!

17. Accommodations for Adults with Learning Disabilities • An accommodation is a different way to do a task. It uses a learner's strengths to work around the learner's areas of need. • Accommodations are not cheating, but a way of making things fair. Remember that "fair is not equal". If a person has a spinal cord injury, it is not unfair for that person to use a wheelchair while others have to walk.

18. Accommodations Continued… • Accommodations do not mean that others do the work. The individual does the work, but in a way that might be different from how others do it. • An accommodation can be as simple as using one’s fingers in math or, using a voice-activated computer that types spoken language. • The key is to match accommodations to the circumstances, to the learner’s needs and abilities, and to the specific learning disability.

19. Adaptations/Accommodations for Task-oriented Goals: Goal: Complete job application Accommodation: Use an online dictionary to identify unknown words on job applications Goal: Write customer orders for chef at restaurant (waiter) Accommodation: Create card with shorthand spellings of “problem” menu items and share with chef Goal: Do handwritten cost estimates for carpentry work Accommodation: Create a form with common materials and costs preprinted (circle only), and calculate with a calculator

20. Accommodations for Learning-oriented Goals: Goal: Increase sight word vocabulary and reading fluency Accommodation: Tape readings for home study, replaying as needed while reading and rereadingto allow more independent reading practice Goal: Improve writing and/or spelling Accommodation: Make word cards for commonlymisspelled words; use foam letters to spell words as teacher sounds them out slowly; highlight problem word parts with a colored marker when studying

21. Compensatory Strategies Learner Difficulty: Perseveration; has trouble moving onto new tasks Strategy: • Specify time limitation for each activity • Have individual check off tasks completed and keep charts of tasks to do

22. Compensatory Strategies (continued…) Learner Difficulty: Easily distracted; cannot focus attention on task Strategy: • Ensure a stimulus-free environment; small office away from others • Wear earplugs or headphones • Provide learner with a checklist • If possible, do one step of a task at a time

23. Compensatory Strategies (continued…) Learner Difficulty: Easily frustrated; lacks self-confidence Strategy: • Assign short tasks • Have learner keep track of work productivity • Provide feedback on activity and an overview of progress to date from beginning of program • Repeat work the learner enjoys and can succeed in doing

24. Compensatory Strategies (continued…) Learner Difficulty: Directionality confusion (e.g. left vs. right) Strategy: • Motivate learner to ask questions when confused with directions • Show model; then have learner copy it • Use distinguishing feature as a landmark (e.g. “R” in the upper right hand corner of desk)

25. Compensatory Strategies (continued…) Learner Difficulty: Poor spatial judgment (interferes with focusing on key reading material) Strategy: • Have individual use ruler as guide to hold place • Use highlighters to outline specific information to focus on • Use color transparency overlays that will reveal needed information while blocking background data

26. Compensatory Strategies (continued…) Learner Difficulty: Impulsive; rushes through task making many errors Strategy: • Emphasize intent of task, such as accuracy being more important than time • Break assignments into more manageable tasks

27. Compensatory Strategies (continued…) Learner Difficulty: Difficulty reading directions Strategy: • Tape or read written directions • Demonstrate work and have learner model demonstration

28. Compensatory Strategies (continued…) Learner Difficulty: Difficulty remembering basic math facts Strategy: • Learner should use calculator when required to do basic math functions • Utilize a math “fact sheet”

29. Compensatory Strategies (continued…) Learner Difficulty: Lacks social judgment Strategy: • Use group activities, like role-playing, to reinforce positive behavior • Whenever possible, give immediate gratification to reinforce positive behavior

30. Compensatory Strategies (continued…) Learner Difficulty: Poor visual memory Strategy: • Explain written directions orally • Present information orally, not only visually • Have learner use talking calculator check accuracy of work • When required to perform a task, have the model of the finished product available to the person

31. Compensatory Strategies (continued…) Learner Difficulty: Poor auditory memory Strategy: • Draw or write directions • Tape directions if visual presentation is unavailable • Simplify oral directions

32. Modified Electronic Text

33. Changing Fonts Some fonts (such as Verdana 14pt) may be easier for learners to read than others. Dyslexie Font • (http://www.dyslexiefont.com/) • Free to download and use • Research based https://vimeo.com/85075132

34. Enlarging Font Changing font size can be helpful for some learners. Changing font size can be helpful for some learners.

35. Spacing Having more spacing between words may assist those students with “word boundary” problems who have difficulty seeing where one word stops and the other begins. This sample inserted two spaces between words. Having more spacing between words may assist those students with “word boundary” problems who have difficulty seeing where one word stops and other begins. This sample inserted two spaces between words.

36. Spacing (continued…) Add spaces between sentences to allow for better readability by learner.

37. Spacing Adding wider margins places less words per line and can make reading easier. Adding wider margins places less words per line and can make reading easier.

38. Modifying Paper Text Changing font size can be helpful for some learners. Use the photocopier to enlarge text.

39. Deleting Text Use correction tape to delete difficult words or part of text to make reading easier for learner.

40. Highlighting • Highlighters can be used to make specific letters or words stand out. • Students should be taught strategies for highlighting. Students can highlight new vocabulary, key words, dates, important people or facts, definitions.

41. Transparent Colour Overlays Some students experience a significant improvement in their reading when the standard white background is changed to a contrasting color.

42. Colored Reading Strips • These coloured strips can be use to separate the text, and highlight sentence by sentence what is being read.

43. Wrap-Up Can anyone briefly share an experience working with an LD (or suspected LD) learner? Please remember to respect confidentiality! What have you learned today that would have changed the way you supported the individual? What do you still need to know more about?

44. Thank you!