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Learning Differences in the Library Sara Kelley-Mudie sara.kelley-mudie@formanschool.org
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The Forman School
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Learning Difference vs. Learning Disability
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Photo by E.O. Hoppe “I’m sorry Mrs. Einstein, but Albert is not performing to his potential.”
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What LD is... and isn’t
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Lion Green Tibet Toyota Goat Elephant Orange Australia Pink Moose Ford France Horse Chevrolet Blue Canada
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Lion Green Tibet Toyota Goat Elephant Orange Australia Pink Moose Ford France Horse Chevrolet Blue Canada
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Characteristics of LD Students Academically
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Executively Characteristics of LD Students
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Socially Characteristics of LD Students
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Motivationally Characteristics of LD Students
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Aspects of Motivation —Carol Dwek Goal is desirable Goal is attainable Goal is attainable without superhuman effort
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Receptive Language The issue Difficulty reading signs, handouts, and other print material Difficulty with comprehension and recall of lengthy texts
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Receptive Language The solution Screen readers/audio books Add images to signs and instruction Flowcharts (also helpful for students with executive functioning issues) Provide templates and guided notes Keep copies of assignments available in the library/online
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Graphic Organizers Learning Differences Are “invisible disabilities” There’s still a powerful stigma about being LD UDL provides opportunities for LD students to demonstrate their intelligence Become more of a problem in high school Can cause problems in non- academic areas as well People with LD are often more creative—either as a cause or result of their LD
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Expressive Language The issue Difficulty brainstorming keywords/terms for searching Struggle with articulating abstract or complex concepts May struggle with both written and oral language, or only one area of expressive language
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Expressive Language The Solution Instruction on using a thesaurus to brainstorm (visual thesauri are particularly useful) Use of clustering search engine (like Clusty.com) for searching For students who struggle with writing, provide opportunities for students to record themselves Incorporate structured pre-writing activities
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Sequencing The issue Difficulty categorizing information Difficulty following a process with multiple steps Limited awareness of deadlines and difficulty pacing work appropriately
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Sequencing The solution Lots of signs Map of the library Graphic representations of processes Color code the steps in a process Walk students to shelf when locating a book
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Attention The issue Easily distracted Become impatient easily Difficulty staying in one place Struggle to follow a process from beginning to end
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Attention The solution Frequent redirection Allow small breaks when you notice attention lagging Handouts to guide each step of the research process Allow gum-chewing and doodling Tasks where students can move
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Audio books and e-text Bookshare.org DAISY (Digital Accessible Information SYstem) AMIS
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Resources and information available at: http://formanlibrary.wikispaces.com/ldinth elibrary http://kmthelibrarian.blogspot.com/ All photos © Forman School unless otherwise noted. Used with permission. Sara Kelley-Mudie sara.kelley-mudie@formanschool.org Photo © Sara Kelley-Mudie
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