Learning Disability and Supports

1. Accommodations Learning Disability and Supports Tanya Lyons-Belt, M.Ed. Registered Psychologist

2. If life hands you melons…. ………you might have dyslexia

3. Our time today…… • Reading Disorder= Dyslexia • Dysphonetic • Dyseidetic • Mixed • + • Mathematics Disorder= Dyscalculia • Disorder of Written Language= Dysgraphia • The “Soft Signs” of LDs

4. 2 Main Reading Disorders (Dyslexia) • Dysphonetic Dyslexia: Also called Auditory Dyslexia because the disability is caused by the way the person processes auditory information. Individuals with this type of dyslexia are often diagnosed with an Auditory Processing Disorder as well. • Problems pairing letters and sounds (phonemic awareness issues). These people learn to read by memorizing words as a whole instead of sounding out letters individually. They may make mistakes like: • Lemon for Melon • Brain for Brian • Mixing up “b” and “d”

5. What is going on? • Student often is seeing words as Gestalt wholes- pictures essentially. May be three-dimensional in their head and move around. • They usually are good at: Block Design, Map reading, building things, puzzles. • Good at design, engineering, architecture, mechanics. • Often “think outside of the box”. • May be memorizing words because they cannot clearly see every letter. Do they have visual processing issues?

6. Remediation Techniques • This is often a teacher, SLP, curriculum consultants area of expertise, but: • Try Earobics • Writing with Symbols • More phonics skills practice • Play dough letters or Writing Without Tears • Use large muscles to create letters first on a big slant board or white board- muscle memory.

7. Accommodations • Visual cues in spelling tests dog • Use sight word memorization (Dolch Words); flash cards for learning. • Writing might be easier than printing because the letters become “one”. • Break down a new word, look it up, try “Google Images” to pair it with a visual. • Extra time for exams.

8. Spell checker – Franklin Word Master, Apps, Kurzweil 3000; Read and Write Gold, Wynn. • Reader/Scribe if needed • Coloured overlays/paper • Word Art bed

9. Dyseidetic Dyslexia: Completely opposite issue. Trouble remembering words as a whole (trouble with the rules of language such as silent letters and different sounds that one vowel can make- they sound everything out). They may make mistakes like: • Spelling hole for whole • Gurl for girl

10. What is going on? • The completely opposite issues with reading. Seeing parts, but not the whole. • Don’t remember words from one page to the next or sight words as well. • Sounding out everything they see. • Often don’t remember the rules of the English language (silent letters).

11. Remediation • Extra help with Dolch Word recognition- memorize in more than one physical area. • Work on Working Memory Skills- is this the cause of the difficulty? • Focus on the rules of the English language and rhymes/memory techniques to go with the rules (When 2 vowels go walking, the first one does the talking). • Writing with Symbols or draw a picture to go with a word/Google Image.

12. Accommodations • Do not penalize for spelling mistakes unless it is the focus of the test/assignment • Have the student read their work aloud or into a digital recorder. Audacity, Dragon Naturally Speaking. • Type rather than write so mistakes are highlighted. • Reader/Scribe for exams if needed

13. Accommodations • Accommodations used with EAL learners may also work with these students. • Allow student to hand in a rough draft, gather feedback/editing and then hand in a final copy. • NOTE: • Individuals can also have a Reading Comprehension Disorder and/or Mixed Dyslexia

14. Individuals with Reading Disorders often… • Have trouble with left and right orientation. It does not come natural to them to read from left to right and top to bottom. One indication of this is that they create letters from bottom to top and circles counter-clockwise. • The extra energy remembering to do this can exhaust them quickly.

15. Accommodations • Have the student practice “left and right” with a mini-car giving them directions, blind fold, etc. • Give students less to read independently and less homework. Homework can often take more than double the amount of time it takes the average student.

17. Students with Reading Disorders • Often think in pictures, which is more efficient than words (a picture is worth a 1000 of them!). So they often leave out specific words when reading and writing. These are words that are difficult to create a visual image for and therefore are easily forgotten.

18. Accommodations • Get the student to draw, create, think about, google or look on “Writing with Symbols” so that they can have a visual attached.

19. More Ideas • Forget about learning letter names and focus on their sounds. • Develop rhyme awareness. • Segment and blend (pull apart and put together words) • Separate syllables into phonemes. • Learn letters in several different fonts. There are specific ones for students with dyslexia. • Allow students to enjoy stories by hearing e-books and following along. • FM System utilized in the classroom • Make use of your Speech Language Pathologist.

20. Math Disorder • Often these individuals have a negative reaction to numbers (math anxiety). Better their relationship with numbers by making them fun again. • Sudoku • Playing cards (cribbage) • Workbooks in area of interest • Logic puzzles

21. Math Accommodations • Calculator • Apps • Multiplication table • Formula sheets • Provide manipulatives • Math done on graph paper to keep numbers lined up (can get graph paper with various sized squares). Fold paper into four or six and have one problem per box.

22. Math Accommodations • Give reminders to, “Watch the Signs” or have student colour code the signs with a highlighter before starting. • Give feedback/check after the first three or so questions, so the student doesn’t complete the whole assignment incorrectly. • Real-life applications of problems if possible. • Provide a visual summary of each step. • Learn concepts using as many senses as possible (Math rap, body movements, math keys- Home and School Connection).

23. Math Accommodations • Avoid having the student copy the question from a textbook. • Avoid the “only do every second column” worksheets. Instead, cut out the two columns and photocopy them (preferably enlarged) onto a sheet. • Large font and less on a page is better for math anxiety, visual processing issues and organization. • Encourage playing an instrument. • Touch Math

24. Math Accommodations • Teach the “tricks” for multiplication tables. • Avoid timed math tests (Mad Minutes). • Student with LD may take longer to learn a concept. Lots of practice, but once they have it- they usually have it for good. Therefore, more time on initial learning and less on practicing and review. • Write out the steps. • Allow use of erase-able pen if sensory issues

25. Disorder of Written Expression • Dragon Naturally speaking or other Speech to Text software and apps. • Digital voice recorder/Audacity • Notetaker; Live Scribe Pen • Pencil weights and grips- encourage tripod grasp • Graph paper, lined paper, ridged lined paper. • Dirt, Grass, Sky- brown, green, blue lines • Allow cursive or printing. • Provide students lecture notes before a lecture (blanks to fill in). • Provide laptop/netbook for use in class

26. Accommodations: • Alternate format assignments (dioramas, presentations, posters). • Put agenda notes on a tab sticker and print off for the students needing it. This ensures accuracy and timely wrap up of the day. • Have student work on mazes and connecting the dots. • If gross motor skills are problematic, gym accommodations may be necessary.

27. Accommodations • Consult an Occupational Therapist and recommend a visual processing assessment. • Extra time to complete written assignments, allow point form, only focus on one aspect of the written work at a time rather than all (e.g., punctuation only). • Multiple choice, short answer, true and false tests- allow extra time. • Stress accuracy, not speed. • Allow free writing in journals

28. People with LDs often have… • Anxiety • Lower self esteem • Social issues • Slower processing speed • Sequencing, organizational and conceptual issues • Attentional issues • …you may need to accommodate for these as well.

29. Overall, try to… • Have student acquire information through as many senses as possible. This stores the information in several “filing cabinets” in the brain. • Give students more time to process information. • Have students paraphrase instructions • Allow alternate format of assignments (choice). • Allow quiet space to work or write exams/study carrels/ear plugs.

30. Reinforce consistent effort. • Alternate tasks that are easy/difficult • Incorporate student’s interests • Encourage communication between teacher, students, and parent • Ask the student what they need • Teach organization, colour coding, calendars, reminders, alarms (iPod)sync with parents. • Break assignments and goal down into segments • Teach acronyms and mneumonics

31. Encourage structure, consistency and predictability. • Encourage students to fully engage in activities in which they are successful to maintain self esteem (e.g., need to quit hockey to focus more on math tutoring is likely to make student bitter and unhappy). • May need social skills practice with typical students. • Allow white noise on ear buds during class (www.simplysound.com)

32. Dyslexics Untie! • Remember that students are all unique. Talk to the student and learn more about their issues and what works for them. They may need some help to self advocate. • Talk to teachers, SLPs and OTs to learn from their perspective… a team is essential! Remember parents are part of the team. • Learning disabilities are lifelong. The way in which they are expressed may vary over an individual’s lifetime, depending on the interaction between the demands of the environment and the indivuduals strengths and needs.

33. Promoting A Sense Of Community And Social Acceptance • Teach learning strategies and organizational skills. • Encourage students to use self-checking methods to evaluate their work. • Ensure all children in the classroom to recognized and understand that all people are different. A safe and caring environment is important for all children. • Encourage students to celebrate strengths and challenges to build resiliency within the entire class.

34. Big Ideas to share with the classroom teacher.. • Share positive beliefs about collaboration and inclusion • Encourage the teacher to plan thoroughly and implement their plans with flexibly • Always consider teaching strategies that engage ALL students • Remember caring and respectful classroom supports • Focus class time on learning • Are positive about including ALL students in their classes • Work collaboratively with parents and other professionals

35. Further Information • Understanding Learning Disabilities: How Difficult can this be? (video) Richard Lavoie • Beyond FAT City (video)Richard Lavoie • When the Chips are Down? (video) Richard Lavoie • It’s So Much Work to Be Your Friend (video)by Richard Lavoie • The Motivation Question (video) Richard Lavoie • Mind Magic by John Laurence • The Gift of Dyslexia by Ron Davis • The Source for Dyslexia and Dysgraphia by R. Richards