Tutoring Students with Learning Disabilities

1. Tutoring Students with Learning Disabilities Characteristics of LDs & Strategies to Help Students with LDs in Their Learning Presenter: Mike Walker, Learning Strategist Presented to Peer Tutor Session September 2002

2. September 2002 Tutor2.ppt General Learning Outcomes(Presentation Objectives) Define the term learning disability. Describe how a LD might affect learning. Examine non-academic affects of LDs. Explore what you can do as a tutor. Discuss effective instructional strategies for tutoring all students, including students with LDs.

3. A quick overview . . . What is a Learning Disability?

4. What is a Learning Disability? A new definition from the LDAO

5. September 2002 Tutor2.ppt In brief… Learning Disabilities …refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information.

6. September 2002 Tutor2.ppt These disorders …result from impairments in one or more psychological processes related to learning in combination with otherwise average abilities essential for thinking and reasoning.

7. September 2002 Tutor2.ppt These psychological processes are phonological processing memory and attention processing speed language processing perceptual-motor processing visual-spatial processing executive functions (e.g., planning, monitoring and metacognitive abilities)

8. September 2002 Tutor2.ppt Learning disabilities …range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:

9. September 2002 Tutor2.ppt These skills are oral language (e.g., listening, speaking, understanding) reading (e.g., decoding, comprehension) written language (e.g., spelling, written expression) mathematics (e.g., computation, problem solving) organizational skills social perception social interaction

10. September 2002 Tutor2.ppt What a LD is Not! IT IS NOT: low intelligence/an intellectual disability mental illness/emotional disturbance autism visual or auditory acuity problems laziness/lack of motivation a way to avoid other issues a physical handicap the result of a poor academic background

11. So, a Learning Disability is an Information Processing Impairment It is like having too many bridges out as well as too many overlapping pathways along the “information highways” of the brain. Dale R. Jordan U. of Arkansas

12. September 2002 Tutor2.ppt A Simple Model of Learning & Information Processing Attention Sensory Input Decoding Processing May include Storage and/or Retrieval processes Encoding Physical Output

13. September 2002 Tutor2.ppt Where can IP break down? Dr. Allyson G. Harrison, Queen’s University 1. Frontal lobe functioning deficits - abstract and conceptual thinking 2. Memory impairment - Short term memory - Working memory-mental blackboard; dynamic process - Long term memory - Storage vs retrieval issues 3. Sequencing deficits (visual or auditory)

14. September 2002 Tutor2.ppt Breakdown continues Dr. Allyson G. Harrison, Queen’s University 4. Speed of information processing 5. Attention - Selective (cannot choose/focus) - Sustained (cannot maintain) - Divided (cannot shift/hyperfocus) 6. Narrow processing style - can’t simultaneously attend to & process multiple aspects of a stimulus field

15. September 2002 Tutor2.ppt Still breaking down Dr. Allyson G. Harrison, Queen’s University 7. Poor scanning resolution-miss relevant data 8. Right hemisphere dysfunction: good at details but not global picture. Gets lost in details, easily overloaded. Can’t make sense of holistically presented information. Poor ability to interpret visual cues. 9. Faulty output mechanism - interferes with demonstration of adequate information processing.

16. Diagnosing a Learning Disability The Criteria

17. September 2002 Tutor2.ppt Average StudentAptitude vs Achievement – normal differences

18. September 2002 Tutor2.ppt Student with a LD (Reading)Aptitude vs. Achievement – significant differences

19. September 2002 Tutor2.ppt Visual LD (Dyslexia) Aptitude, Achievement & Info Processing

20. September 2002 Tutor2.ppt Aptitude, Achievement, Info Processing Auditory (CAPD)

21. So how might an LD affect a Learner? A Couple of Examples . . .

22. September 2002 Tutor2.ppt Can’t you read this? Myle arn in gdisa bi LI tyma kesit dif Ficu ltform eto re Adi tslo wsm edo wnwh eniha veto re AdmYte xtbo Ok sbu twhe nius Eboo kso Nta peo rco mpu Teri zedsc ree nrea Din gsof twa Reto lis tent Om yte xtbo ok sith elp sal Ot.

23. September 2002 Tutor2.ppt Can’t you see this? Can’t you see the _________?

24. September 2002 Tutor2.ppt IP impairments may cause academic difficulty with… * Alphabet/Penmanship Copying/Note-Making Reading, Writing, Spelling & Math Listening & Speaking Expressing what is Known & Understood Attention & Memory Personal Organization Time and Sequence Slow Work Speed (*See Appendix A)

25. Social & Emotional Aspects* of a Learning Disability *From Introducing Learning Disabilities to Postsecondary Educators The Meighen Centre for Learning Assistance and Research, Mount Allison University

26. September 2002 Tutor2.ppt A Tough Fact 50% of adolescent suicides had previously been diagnosed as having learning problems. The single most commonly cited factor for this desperate act was low self-esteem arising from school failure.

27. September 2002 Tutor2.ppt Possible Academic Problems silent reading/reading aloud writing/spelling learning languages/math expressing what is known and understood having to re-do school work at home having no time off since everything takes longer dropping out

28. September 2002 Tutor2.ppt Possible Social/Emotional Problems feeling dumb, stupid, embarrassed, frustrated, anxious, lonely, isolated being called stupid, lazy; being put down by teachers, friends, and even parents feeling nobody understands feeling need of help fearing rejection & failure always having to cover up, act a role

29. September 2002 Tutor2.ppt Possible Career/Vocational Problems lack of basic skills lack of social skills “It’s never cured”, “It never goes away” having to cover up never feeling adequate low expectations jobs don’t last

30. Meeting Their Needs . . . Typical accommodations available to students with learning disabilities at the post-secondary level

31. September 2002 Tutor2.ppt Test/Exam Accommodation Common extra time spell checker use of a computer distraction-free environment leniency towards spelling & grammar Less Common reader scribe e-reader voice dictation

32. September 2002 Tutor2.ppt Classroom/Lecture Accommodation Common tape recorder note-sharer/taker use of overheads/ visual organizer Alpha-Smart/lap-top computer/Pocket PC Less Common FM system wait time when called upon lecture notes on reserve/on web lecture outline in advance

33. September 2002 Tutor2.ppt Personal Study Accommodation master notebook organizer talking spell checker texts on tape tape/digital recorder computer scanner e-reader/e-texts voice dictation reduced course load study buddy mentor academic skills peer tutor professional tutor technology training targeted learning strategy training based on LD assessment

34. September 2002 Tutor2.ppt Despite accommodation… Direct instruction in the area of weakness is extremely valuable; hence, the value of the tutor in the learning process.

35. What you can do . . . How can you support a student with a learning disability?*

36. September 2002 Tutor2.ppt General principles . . . Learning disabilities are permanent ? you aren’t going to “fix” the disability You have to use strategies to “work around” or compensate for the disability Learning disabilities are heterogeneous; each learner has a unique profile ? you must be flexible in your approach Remember, you are tutoring in your area of strength, and as such the content may seem intuitive to you – this is not so with the student!

37. September 2002 Tutor2.ppt General Strategies Give student time (practice patience) Tutor in a quite environment (visual noise, too) Present info in small, manageable steps Restate/present info in a variety of ways (text, graphs, charts, drawings – multi-sensory) Write out instructions – or tape instructions Give examples, lots of practice, test knowledge Allow frequent breaks (cognitive load) Teach strategies for reading, note taking, study, etc.

38. September 2002 Tutor2.ppt Math & Science Use colour coding Memorize/drill (rote learning) while walking or exercising Use flowcharts, diagrams Use flashcards Use graph paper instead of lined Create simulations Provide hands-on materials and hands-on activities when possible

39. September 2002 Tutor2.ppt Reading Discuss key terms & unfamiliar vocab/jargon Use colour/highlighting Read aloud Help student outline lessons, new material Teach a reading strategy (SQ3R, SQRW) Discuss the material Probe for information; get the student to clearly define and elaborate (avoid yes/no questions) Use sketches, mind maps, flowcharts…

40. September 2002 Tutor2.ppt General tips when tutoring students with LDs Be patient (disability slows certain processes) Do not rely solely on language to explain Teach the process – don’t skip steps Encourage independence Respect student’s confidentiality Get help from professor, Georgia, learning strategist Ask the student what he/she needs

41. Be a GREAT teacher Use multi-modal teaching techniques, and remember . . .

42. September 2002 Tutor2.ppt We Learn... William Glasser 10 % of what we read 20 % of what we hear 30 % of what we see 50 % of what we both see and hear 70 % of what is discussed with others 80 % of what we experience personally 95 % of what we teach someone else

43. September 2002 Tutor2.ppt Or Simply Tell me and I will forget Show me and I may remember Involve me and I will understand Ancient Chinese proverb

44. September 2002 Tutor2.ppt So remember . . . See Listen Say Model Do Do again The list goes on . . .

45. September 2002 Tutor2.ppt and . . . These strategies should work for all students. With non-LD students, you are still teaching to an area of weakness. Using these strategies will make you an awesome teacher. And, unfortunately, even awesome teachers may not reach all students ?

46. September 2002 Tutor2.ppt To review . . . Raise self-esteem by staying positive – you may be the person who makes a difference Include the student in the process – ask “How can I help you?” Focus on strengths, accommodate for weaknesses (sensory, cognitive, MI) Teach learning strategies (or refer for direct instruction) Use the resources of the learning strategist Encourage/teach social skills Offer positive, realistic feedback

47. September 2002 Tutor2.ppt What did we learn? Learning disabilities are caused by information processing deficits Students with LDs are heterogeneous with unique profiles LDs are lifelong and can affect a person socially, emotionally, vocationally as well as academically Direct instruction (tutoring) can be a valuable learning tool Know your student; ask for help; use multi-modal instructional strategies

48. September 2002 Tutor2.ppt More Info . . . On learning disabilities www.schwablearning.org www.ldonline.org www.ldpride.net www.ldao.on.ca www.ldrc.ca http://specialed.about.com/cs/learningdisabled Mike’s Learning Resources site www.nipissingu.ca/faculty/mikew/resource

49. Questions? . . . our thanks for this opportunity!

50. Appendix: LDs & Academic Performance *Specific Deficits which may occur in Adolescents and Young Adults with Learning Disabilities *From Introducing Learning Disabilities to Postsecondary Educators The Meighen Centre for Learning Assistance and Research, Mount Allison University

51. September 2002 Tutor2.ppt Reading word reversals, confusion of similar words, difficulty applying phonics problems reading multi syllable words slow or uneven reading, difficulty adjusting speed poor comprehension and retention of material

52. September 2002 Tutor2.ppt Writing problems with forming letters, spacing, capitals, and punctuation spelling errors, inconsistent spelling, letter reversals, word reversals difficulty with sequencing difficulty with sentence structure, poor grammar, omitted words difficulty copying from board, overhead, or textbook

53. September 2002 Tutor2.ppt Listening & Speaking difficulty extracting meaning from oral language difficulty "reading" subtle messages in body language, facial expressions, tones of voice, sarcasm, irony, understatement or overstatement difficulty expressing orally ideas which the student seems to understand problems describing events or stories in proper sequence problems with grammar and inflectional or derivational endings

54. September 2002 Tutor2.ppt Math difficulty memorizing basic facts confusion or reversal of numbers, sequences, or operational symbols difficulty copying problems, aligning columns difficulty reading or comprehending word problems problems with reasoning and abstract concepts

55. September 2002 Tutor2.ppt General Knowledge lack of basic foundations in any discipline lack of the background to understand common cultural references unawareness of these gaps in general knowledge, or reluctance to acknowledge them ** as a teacher, please carefully assess the value/timing of withdrawal

56. September 2002 Tutor2.ppt Attention difficulty in turning attention to a task difficulty in maintaining attention difficulty attending to spoken language, inconsistent concentration difficulty in switching from one task to another

57. September 2002 Tutor2.ppt Memory difficulty remembering material presented through only one channel (visual or auditory) need for far more work and time than usual to store material in long-term memory short term memory may be limited and subject to overload

58. September 2002 Tutor2.ppt Organization/Time Management frequent lateness and disorganization apparent inattention, asking the question that was just answered slowness in getting things down, difficulty following instructions need for more time to complete assignments confusion in spatial orientation, getting lost easily, difficulty following directions