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Learning Differences in the Library Sara Kelley-Mudie

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1 Learning Differences in the Library Sara Kelley-Mudie

2 The Forman School

3 Learning Difference vs. Learning Disability

4 Photo by E.O. Hoppe “I’m sorry Mrs. Einstein, but Albert is not performing to his potential.”

5 What LD is... and isn’t

6  Lion  Green  Tibet  Toyota  Goat  Elephant  Orange  Australia  Pink  Moose  Ford  France  Horse  Chevrolet  Blue  Canada


8  Lion  Green  Tibet  Toyota  Goat  Elephant  Orange  Australia  Pink  Moose  Ford  France  Horse  Chevrolet  Blue  Canada

9 Characteristics of LD Students Academically

10 Executively Characteristics of LD Students

11 Socially Characteristics of LD Students

12 Motivationally Characteristics of LD Students

13 Aspects of Motivation —Carol Dwek  Goal is desirable  Goal is attainable  Goal is attainable without superhuman effort


15 Receptive Language  The issue  Difficulty reading signs, handouts, and other print material  Difficulty with comprehension and recall of lengthy texts

16 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


18 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

19 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

20 Expressive Language  The Solution  Instruction on using a thesaurus to brainstorm (visual thesauri are particularly useful)  Use of clustering search engine (like for searching  For students who struggle with writing, provide opportunities for students to record themselves  Incorporate structured pre-writing activities



23 Sequencing  The issue  Difficulty categorizing information  Difficulty following a process with multiple steps  Limited awareness of deadlines and difficulty pacing work appropriately

24 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



27 Attention  The issue  Easily distracted  Become impatient easily  Difficulty staying in one place  Struggle to follow a process from beginning to end

28 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

29 Audio books and e-text   DAISY (Digital Accessible Information SYstem)  AMIS

30 Resources and information available at: elibrary All photos © Forman School unless otherwise noted. Used with permission. Sara Kelley-Mudie Photo © Sara Kelley-Mudie

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