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Reading and Math

Reading and Math

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Reading and Math

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  1. Reading and Math

  2. Learning Disabilities • Categories that may be affected • Spoken language—listening and speaking. • Written language—reading, writing, and spelling. • Arithmetic—calculation and mathematical concepts. • Reasoning—organization and integration of ideas and thoughts. Learning Disabilities may also be present along with other disabilities such as mobility and sensory impairments, brain injuries, Attention Deficit Disorder/Attention-Deficit Hyperactivity Disorder (ADD/ADHD), and psychiatric disabilities.

  3. Deficit areas • Auditory perception and processing—difficulty processing information communicated through lectures or class discussions; difficulty distinguishing subtle differences in sound or knowing which sounds to attend to. • Visual perception and processing—difficulty distinguishing subtle differences in shape (e.g., the letters b and d), deciding what images to focus on when multiple images are present, skip words or repeat sections when reading, or misjudge depth or distance; difficulty processing information communicated via overhead projection, through video, in graphs and charts, by email, or within web-based distance learning courses.

  4. Deficit areas • Information processing speed—process auditory and visual information more slowly than the average person; may be a slow reader because of the need for additional time to decode and comprehend written material. • Abstract reasoning—difficulty understanding the context of subjects such as philosophy and logic, which require high level reasoning skills. • Memory (long—term, short-term)-difficulty with the storing or recalling of information during short or long time periods.

  5. Deficit areas • Spoken and written language—difficulty with spelling (e.g., mixing up letters) or with speaking (e.g., reversing words or phrases). • Executive functioning (planning and time management)—difficulty breaking larger projects into smaller sub-projects, creating and following a timeline, and meeting deadlines. • Mathematical calculation—difficulty manipulating numbers, may sometimes invert numbers, and may have difficulty converting problems described in words to mathematical expressions.

  6. UDL Accommodations • define requirements, announce the dates of exams, and tell students when assignments are due; Avoid last-minute readings or additional assignments and provide advance notice of changes in assignments and due dates. • multi-modal methods to present classroom material, in order to address a variety of learning styles and strengths (e.g., auditory, visual, kinesthetic). Provide important information in both oral and written formats. • When teaching a lesson, state objectives, review previous lessons, and summarize periodically • Read aloud what you write on the board or present on an overhead visual.

  7. On-line Resources • On-line videos to engage students and give background knowledge • • • • •

  8. On-line Resources • Reading/Writing • • Provides ready made resources for kids with low incidence or complex needs • • Allows you to create books, including a glossary that will read aloud to student/could be used to adapt materials in general ed. • • Quick way to add visuals • • Ready made books (and you can make your own) that read aloud on various topics • • • Grade leveled books online that can be read aloud

  9. On-line Resources • • Word searches, crossword puzzles to build background and teach vocabulary • • Graphic organizers • • virtual environment, giving the ability to post classroom or school oriented information, keeps parents on same page; free • • Co-teaching connection-lesson plans •