Transcript Introducing a New Product

Sandanona 2009
How to be a Learning Difference
Detective in ESOL.
Thinking about including students with
learning disabilities / differences.
Colleen P. Garrett
[email protected]
Feel free to ask and answer
questions at any time.
Teaching all Learners
Research Note

Very little research.

Almost none about young children

Could not find anything outside native English
Countries.
Learning Disability / Difference

Why give a student a label?

What does a label mean to students?
Labels

everyone has potential
So why think about it?
If only so-n-so would concentrate harder
or listen better, they might learn
something.
~
How do we know if it's a L1 transfer?
Is it a normal language learning difference?
What does a learning disability /
difference look like?
A Specific Learning Disability (SLD) is a disorder
in one or more of the basic psychological
processes involved in understanding or using
language, spoken, or written, which disorder may
manifest itself in the imperfect ability to listen,
think, speak, read, write, spell, or do
mathematical calculations. ~ IDEA 2004, sec. 602
“ I pity the man that doesn't know 10 different
ways to spell a word.” ~ Mark Twain
Clues

Has difficulty following directions

Loses place on page

Unable to link concepts

Has difficulty with pronunciation

Lacks phonetic awareness

Shows sporadic, irregular performance

Has difficulty remembering class material
A few differences...



Perceptual and
speech related
learning issues.
Dyslexia differences
AD / ADHD
Perceptual Disorders


vision

picking up
cues?

noticing details?
hearing

response?

(fine) motor skills

speech

clear?
glasses and hearing aids

One in four
Americans do not
have health
insurance...
Dyslexia Variety
Looks like...


There are vast
differences in
severity.
Dyslexics learn to
compensate, often
very quickly ~ they
are smarties!
AD / HD

is not always a
disability. ~ Depends on
severity, and how much it
interferes with learning


affects all ages
three characteristics:

inattention

hyperactivity

impulsiveness
Diversity
“two human characteristics that account for much of the
increased diversity in the schools – bilingualism and
disability.” (Gonzalez, Brusca-Vega, Yawkey, 1)
Is
Thanks to Globalization, this is true everywhere.
Why worry?



Learners need
teachers that care
In the US the law
says we have to
worry.
Learning students
equal happy
teachers!
US Law


Title IV of the Civil Rights Act (1964)

Prohibits discrimination on the basis of race or
national origin.

Requires schools to take affirmative steps to rectify
the language deficiency of students with limited
English proficiency.
Board of Education v. Rowley (1982)

Students with disability are entitled to a “free and
appropriate public education.”

Schools must provide individualized education
programs
US Law Cont.


Individuals with Disabilities Education Act,
(1997) IDEA
Individuals with Disabilities Education
Improvement Act (still IDEA) (2004)

ensuring services to children with disabilities
throughout the nation.

governs how states and public agencies
provide early intervention, special education
and related services
Excluding
… if the determinate factor is 
(a) lack of appropriate instruction in reading

(b) lack of appropriate instruction in math

(c)Limited English Proficiency
What can I do?
I'm no expert.
Attitude is everything
&
Language matters
Be Aware
ESOL students make errors that are systematic,
because of gaps in inter-language development
or L1 transfers.
Learning Disabled / Different students may
exhibit errors that are not systematic in nature.
Know thy student!
“The most obvious disabilities are not
always the most severe. An individual who
cannot read or write due to a learning
disability may be more limited in her/his
capacity to earn a decent salary than
someone with a prosthetic arm.”
(Gonzalez, Brusca-Vega, Yawkey, 1)
Keep Track of Students



Keep notes of
difficulties
Collect a portfolio of
student work.
Talk to students and
their families
Lucky!
Really →

focus the learner

clarity

routine

organization
Analysis


A diagnosis of learning difficulties requires a
language sample (oral and/or written) of
adequate length to be definitive.
Anxiety, stress, and confidence issues
significantly reduce the production of language
samples (oral and/or written) that can be used
for analysis
What might help?
Approaches...
You are not alone

The World Dyslexia
Network Foundation
web.ukonline.co.uk
provides a forum for
sharing information
and international
contacts
Resources

The Learning Disabilities Association of
America


The British Institute of Learning Disabilities


www.ldanatl.org
www.bild.org.uk
The Australian Learning Disability Association

www.adcet.edu.au
The Responsive Classroom®

An Approach

Knowledge of child development

Explicit teaching of social as well as
academic skills.

Facilitation of positive community
membership
www.responsiveclassroom.org
Universal Instructional Design
An Approach

Fair is not the same.

Fair is not equal.

Fair is what works for each person.
http://ds.umn.edu/faculty/teaching.html
SIOP®

Making Content Comprehensible for English
Learners

Looks at Issues



Disproportionate representation
Referral, Assessment and Placement
Site-based Intervention teams
www.siopinstitute.net
Happy Students
Questions?