Transcript Learning disabilities in schools: The role of the educator
Learning disabilities in schools: The role of the educator
Dr. Carla DiGiorgio Faculty of Education, UPEI May 30, 2009
What are learning disabilities?
• • • • a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. impairments in one or more psychological processes related to learning, otherwise average or above average abilities essential for thinking and reasoning. specific not global impairments and as such are distinct from intellectual disabilities.
What are they not?
• • • Not ADHD Not due to general developmental disadvantage Not due to cultural or linguistic, or medical difficulties
Information processing
• • • • getting information into the brain (INPUT), making sense of this information (INTEGRATION), storing and later retrieving this information (MEMORY) or getting this information back out (OUTPUT).
Psychological processes:
• • • • • • • phonological processing; memory and attention; processing speed; language processing; perceptual-motor processing; visual-spatial processing; executive functions; (e.g., planning, monitoring and metacognitive abilities).
Common learning disabilities:
• • • • • • Dyslexia – a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder. Dyscalculia – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts. Dysgraphia – a writing disability in which a person finds it hard to form letters or write within a defined space. Auditory and Visual Processing Disorders person has difficulty understanding language despite normal hearing and vision. – sensory disabilities in which a Nonverbal Learning Disabilities – a neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions. (ADD/ADHD) interferes with a person’s ability to sustain attention or focus on a task and to control impulsive behaviour (30-40% of people with LD also have ADHD)
Signs of reading disability:
• • • • • Slow reading rate and/or difficulty in modifying reading rate in accordance with the material's level of difficulty Uneven comprehension and retention of material read Difficulty identifying important points and themes Incomplete mastery of phonics, confusing similar words, difficulty integrating new vocabulary Skips words or lines of printed material, and has difficulty reading for long periods of time
Sings of writing disability:
• • • • • • • • Difficulty planning a topic and organizing thoughts on paper Difficulty with sentence structure (e.g., incomplete sentences, run-ons, poor use of grammar) Frequent spelling errors (e.g., omissions, substitutions, transpositions) Difficulty proofreading written work and making revisions Essays are often limited in length Slow writing Poor handwriting (e.g., poorly formed letters, trouble with spacing, overly large handwriting) Inability to copy correctly from a book or the blackboard
Oral language:
• • • • • • Inability to concentrate on and comprehend spoken language when presented rapidly Difficulty orally expressing concepts that they seem to understand Difficulty speaking grammatically correct English Difficulty following or having a conversation about an unfamiliar idea Trouble telling stories in sequence Difficulty following oral or written directions
Math:
• • • • • • • Incomplete mastery of basic facts Reverse numbers (e.g., 123 to 321) Confused by symbols, especially + and x Copy problems incorrectly from one line to another Difficulty recalling the sequence of operational concepts Difficulty comprehending word problems Difficulty understanding key concepts and applications to aid problem solving
Organization/study skills:
• • • • • • • • Difficulty with organizational skills Time management difficulties Slow to start and complete tasks Inability to recall what has been taught Lack of effective notetaking abilities Difficulty interpreting charts or graphs Inefficient use of library or reference materials Difficulty studying for and taking tests
Attention and concentration:
• • • Trouble sustaining attention on school related tasks Fluctuating attention span/easily distracted by outside stimuli Difficulty juggling multiple tasks and overloads quickly
Things to remember:
• • • • Learning disabilities can affect the way in which a person takes in, remembers, understands and expresses information. People with learning disabilities are intelligent and have abilities to learn despite difficulties in processing information. Living with a learning disability can have an ongoing impact on friendships, school, work, self-esteem and daily life. People with learning disabilities can succeed when solid coping skills and strategies are developed.
Teaching strategies: what do students with LD need:
• • • • • specific skill instruction; the development of compensatory strategies; the development of self-advocacy skills; mentoring; appropriate accommodations.
What can all students benefit from?
• • • • • • • • Learning styles** Variety of teaching, learning modes Variety of assessment tools: assessment should tie directly to learning goals Model appropriate skills Let students teach Encourage and reward student collaboration One-on-one conferencing Bloom’s taxonomy**
Presentation options:
• • • • • Provide on audio tape Provide in large print Reduce number of items per page or line Provide a designated reader Present instructions orally
Response options:
• • • • • Allow for verbal responses Allow for answers to be dictated to a scribe Allow the use of a tape recorder to capture responses Permit responses to be given via computer Permit answers to be recorded directly into test booklet
Timing:
• • Allow frequent breaks Extend allotted time for a test
Setting:
• • • • • Provide preferential seating Provide special lighting or acoustics Provide a space with minimal distractions Administer a test in small group setting Administer a test in private room or alternative test site
Tests scheduling:
• • • Administer a test in several timed sessions or over several days Allow subtests to be taken in a different order Administer a test at a specific time of day
Other:
• • • Provide special test preparation** Provide on-task/focusing prompts Provide any reasonable accommodation that a student needs that does not fit under the existing categories
Assistive technology:
• Word processing software eg Co-writer • Voice recognition software eg. Dragon naturally speaking • Text-to-speech software eg. Kurzweil • Visual mapping software eg. Inspiration
Some great websites:
www.ldac-taac.ca
www.ldonline.org
www.ldao.ca
www.ldapei.ca
Thank you!