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Chapter 5

Chapter 5. Understanding Students with Learning Disabilities. Chapter 5 Objectives. At the end of this chapter you should be able to: Identify and define the characteristics of students with learning disabilities.

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Chapter 5

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  1. Chapter 5 Understanding Students with Learning Disabilities

  2. Chapter 5 Objectives At the end of this chapter you should be able to: • Identify and define the characteristics of students with learning disabilities. • Explain the procedures and models for identifying students with learning disabilities. • Articulate strategies for teaching students with learning disabilities in the general curriculum. • Explain progress monitoring techniques for students with learning disabilities using curriculum-based measurements.

  3. Defining Learning Disabilities • IDEA definition • Specific learning disability • Two criteria for classification • Inclusionary standard • Exclusionary standard

  4. Academic Achievement Characteristics Reading Written Language Mathematics Memory Executive functioning Metacognition Social, Emotional, and Behavioral Characteristics Self-Concept Negative emotions Perceiving feelings and emotions Finding solutions to social dilemmas Interpersonal skills Describing the Characteristics

  5. Determining the Causes • Neurological mechanisms • Brain abnormalities found • Genetics • Strong evidence • Environmental causes • Teratogens

  6. The Discrepancy Model • Intelligence Tests • Bell curve (See Figure 5.3) • WISC-IV • Achievement Tests • WIAT-II • The discrepancy model compared two norm-referenced test scores: • Aptitude-achievement • Intracognitive • Intra-achievement • States each had different criteria • Criticisms of the IQ-Achievement discrepancy

  7. Response-to-Intervention Process A problem-solving approach that involves multiple tiers of increasingly intense, research-based interventions matched to student’s needs.

  8. Explicit, intensive, and/or Supportive instruction • Explicit instruction involves the systematic teaching of critical skills that enable the student to be more successful in mastering a subject • Intensive instruction involves a higher frequency of instructional opportunities than is typically provided in general education classrooms • Supportive instruction involves more precise scaffolding in order to sequence skills and provide more precise prompts to use necessary learning strategies

  9. Determining the Nature of Specifically Designed Instruction and Services • Achievement tests vs. Intervention and instruction • Phonological processing

  10. Partnering for Special Education and Related Services • Include the child with a disability in planning • Student involvement can take many different forms: • Self-directed IEP • Self-Advocacy Strategy • Self-Determined Learning Model of Instruction

  11. Curriculum Mapping Educators collect information about each teacher’s curriculum, using the school calendar as an organizer They then can determine what they are teaching Can identify where students can receive instruction on content from the general curriculum Determining Supplementary Aids and Services

  12. Advance Organizers Graphic Organizers lesson organizers chapter survey routines unit organizers course organizers Planning for Universal Design for Learning

  13. Transition Success Skills for College (in priority order) Understanding their disability Understanding their strengths and limitations Learning to succeed despite their disability and what accommodations facilitate learning Setting goals and learning how to access resources Problem-solving skills Self-management skills Forming relationships with university personnel, peers, and mentors Planning for Other Educational Needs

  14. Early Childhood Students • Embedded Learning Opportunities (ELO) • Practiced in context of daily activities • Can be used in inclusive environments • Capitalizes on child’s interest and motivation • Is available to parents, teachers, therapists, and peers • Is compatible with a wide range of curricular models

  15. Elementary and Middle School Students • Differentiated Instruction • Provide visual or graphic organizer • Incorporate models, demonstrations, or role play • Using teacher presentation cues to emphasize key points • Scaffolding key concepts • Involving students by implementing every-pupil response techniques or incorporating manipulatives for students to use

  16. Secondary and Transition Students • Learning Strategies • Assess how well a student can perform the skill • Point out the benefit of using learning strategies • Explain specifically what students will be able to accomplish once they know the skill • Types of Learning Strategies • Acquiring information • Storing information and remembering

  17. Measuring Students’ Progress • Curriculum-Based Measurement • Chart a student’s progress in the general curriculum • Brief timed samples or probes of academic material directly from curriculum • Probes given under standardized conditions • Scored on speed or fluency or accuracy • Can be given repeatedly since quick and easy to score • Progress for other educational needs such as social skills are measured using rating scales or sociometrics

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