Deafness and Learning Disability Presentation

1. Deafness and Learning Disability Presentation Jillian Wilczynski CEP 859 Summer 2008

2. What is LD? • Learning Disabilities, or LD, is an umbrella term for neurologically based (nerves and brain) processing problems. There are 4 main types or categories of learning disabilities. • Input • Integration • Memory • Output Taken from: http://www.reference.com/search?q=learning%20disability

3. Input • Getting information to the brain. • Auditory Perception • Visual Perception

4. Integration • Making sense of information. • Sequencing • Organization

5. Memory • There are three types of memory and a student may have trouble with one or all three. • Working memory • Short term memory • Long term memory

6. Output • Communicating information or expressive language • Language Disability • Motor Disability

7. Assessment – General Information • Evaluation teams may include school psychologists, teachers, educational diagnosticians, or occupational, physical, or speech therapists. Teachers and parents can start with a checklist like this one: http://www.ncld.org/images/stories/downloads/parent_center/ldchecklist.pdf • Various assessments can be used when a student is tested for a learning disability. Many formal assessments, especially intelligence tests, will be done by either the school psychologist or a clinical psychologist. It is important to remember that an interpreter will need to be provided. • Other formal assessments used to gather data for a diagnosis of a learning disability can be administered by a teacher or other professional in the school setting. Other assessments are done from or in the student’s home.

8. Types of Assessment Intelligence Tests • WISC – Wechsler Intelligence Scale for Children • *Test of Nonverbal Intelligence (TONI-2) • Stanford-Binet

9. Types of Assessment COGNITIVE ASSESSMENT INSTRUMENTS USED WITH DEAF STUDENTS 1997-98 UPDATE 1. WECHSLER SCALES: WAIS-III, WISC III, WPPSI-R: PERFORMANCE SCALES 2. LEITER INTERNATIONAL PERFORMANCE SCALE - REVISED 3. HISKEY-NEBRASKA TEST OF LEARNING APTITUDE 4. COLUMBIA MENTAL MATURITY SCALE 5. GOODENOUGH-HARRIS DRAWING TEST 6. MERRILL-PALMER SCALE OF MENTAL TESTS 7. SMITH-JOHNSON NONVERBAL PERFORMANCE SCALE 8. BAYLEY SCALES OF INFANT DEVELOPMENT-SECOND EDITION 9. KAUFMAN ASSESSMENT BATTERY FOR CHILDREN 10. TEST OF NONVERBAL INTELLIGENCE - THIRD EDITION 11. RAVEN'S PROGRESSIVE MATRICES 12. CENTRAL INSTITUTE FOR THE DEAF PRESCHOOL PERFORMANCE SCALE 13. MATRIX ANALOGIES TEST 14. STANFORD-BINET INTELLIGENCE SCALE - FOURTH EDITION 15. DIFFERENTIAL ABILITY SCALES 16. COMPREHENSIVE TEST OF NONVERBAL INTELLIGENCE 17. NEW INSTRUMENTS: POTENTIALS FOR THE FUTURE Taken from: http://gri.gallaudet.edu/~catraxle/INTELLEC.html#readiness

10. Types of Assessment Academic Achievement Tests • Woodcock-Johnson III (WJ III) • Weschler Individual Achievement Test II (WIAT II) • Wide Range Achievement Test III (WRAT III) • *Stanford Achievement Test–10th edition. • Peabody Individual Achievement Test

11. Types of Assessment Behavioral Observations and Records Review • Teachers and other school personal need to observe the student in different settings and make notes of what the student struggles with and how they accomplish tasks. This may be social, emotional or academic tasks. • A record review can be used to notice patterns or gain other background information from the school setting. • For the D/HH population this would include looking at an audiogram and vision screening. It would also provide insight into the student’s general communication and language skills.

12. Family is usually interviewed by teacher, social worker or other school personal. This interview or narrative can expose health issues, family issues or other concerns form the home life. • Family is usually interviewed by teacher, social worker or other school personal. This interview or narrative can expose health issues, family issues or other concerns form the home life. Types of Assessment Developmental and Social History • Family is usually interviewed by teacher, social worker or other school personal. This interview or narrative can expose health issues, family issues or other concerns form the home life.

13. Family is usually interviewed by teacher, social worker or other school personal. This interview or narrative can expose health issues, family issues or other concerns form the home life. • Family is usually interviewed by teacher, social worker or other school personal. This interview or narrative can expose health issues, family issues or other concerns form the home life. Types of Assessment Adaptive Behavior • *Vineland Adaptive Behavior Scale • AAMD Adaptive Behavior Scale • Connor’s Rating Scales (CRS-R)

14. Family is usually interviewed by teacher, social worker or other school personal. This interview or narrative can expose health issues, family issues or other concerns form the home life. • Family is usually interviewed by teacher, social worker or other school personal. This interview or narrative can expose health issues, family issues or other concerns form the home life. Types of Assessment Assessments and Tests for Early Childhood • Battelle Developmental Inventory • Wechsler Preschool and Primary Scales of Intelligence (WPPSI) • Bayley Scales of Infant Development • Peabody Picture Vocabulary Test • *Carolina Picture Vocabulary Test (CPVT)

15. Intervention Strategies The Basics • Understand that students with a learning disability progress slower, but will progress. • Model what you want – whether academic or social • Students with a learning disability will need lots of practice and review. • Use small steps. • Probe or give cues or prompts. • Give constant feedback. • Use your bag of tricks: pictures, diagrams, restating a request, etc. • Provide independent practice. • Support your students in every way possible, especially encouragement.

16. Intervention Strategies Common Interventions • Decide what the goal is and how you can modify the task to reach the goal. • If a student is hard of hearing, tape texts and materials to be read to the student. • Provide an outline or PowerPoint for students. • Use videos or the internet to provide visuals. • Use of a calculator or table of facts. • Alpha Smart or other tool to type instead of write. • Increase wait time. • Use of Direct Instruction materials. • Allow for verbal or signed responses. • Provide frequent breaks.

17. Intervention Strategies Strategies and Interventions for Mainstreamed Students • (probably things you already do for your D/HH student in the mainstream) • Use of a note taker. • Alternative tests and/or assignments • Modified testing • Pre and post teaching in D/HH classroom • Proof Readers • Special seating • Electronic speller • Word processor

18. Intervention Strategies Specific Word/Language or Vocabulary Strategies • Pictures and Objects • Color code • General to Specific • Use words with less semantic complexity, then teach words that have larger semantic meaning • Expand concepts • Start with receptive language tasks, then move to expressive language tasks. Taken from: http://clerccenter.gallaudet.edu/SupportServices/series/6002.html

19. Other Resources Pollack, B.J. Educating Children Who Are Deaf or Hard of Hearing: Additional Learning Problems. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education, 1997. ERIC Digest #E548 , ED414666. Soukup, Monica and Feinstein, Sheryl. Identification, Assessment, and Intervention Strategies for Deaf and Hard of Hearing Students With Learning Disabilities. American Annals of the Deaf, Volume 152, No.1, 2007. http://www.ldaamerica.org – Learning Disabilities Association of America http://www.ncld.org/ - National Center for Learning Disabilities http://www.ldonline.org/indepth/aboutld - LD Online