3 Complete all questions and get 100% = A To get a B you must complete all the questions and score 29/30To get a C you need to get 28/30YOU FAIL IF YOU GET LESS THAN 28 QUESTIONS RIGHTYou have 2 minutes to complete this important exam.GO!!!!!!
4 How did that make you feel? This is how someone with a Learning Disability might feel when facing a high stakes test or exam.
5 Characteristics of a Learning Disability It is a neurological disorderAn LD student is as smart or smarter than their peers, yet they often do not achieve at the same academic level as their peers. There is a distinct gap between the level of achievement that is expected and what is actually being achieved.Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following:oral language (e.g. listening, speaking, understanding);reading (e.g. decoding, phonetic knowledge, word recognition, comprehension);written language (e.g. spelling and written expression); andmathematics (e.g. computation, problem solving).A Learning Disability can't be cured or fixed; it is a lifelong issue.Few individuals exhibit LD in only one domain. More prevalent are clusters of disabilities that reflect underlying differences in neurological functioning.Difficulties can become apparent in different ways with different people.
6 Learning Disability Disorders result from impairments in one or more cognitive process.These Include:PerceptionMemory ( Working Memory)Language processing (receptive and expressive language)Visual spatial processing (spacing, puzzles)Executive Functions (attention, decision making, organization and behaviour)Phonological processing (sound/symbol relationships)Processing speed (time it takes to respond/retrieve information)Auditory processing (to listen and understand)When a student is designated with a Learning Disability, their specific impairments are identified and assessed in a Psycho-Educational Assessment Report.
7 What causes these impairments? Experts are not exactly sure what causes learning disabilities.Some research suggests that LDs may be attributed to:Heredity - Learning disabilities often run in familiesProblems during pregnancy and birthillness or injury during or before birth.drug and alcohol use during pregnancylow birth weightlack of oxygenpremature or prolonged labourIncidents after birthhead injuriesnutritional deprivationexposure to toxic substances (i.e. lead)
8 Learning Characteristics As a result, children may need support in the following areasWord RecognitionComprehensionSpellingWritten ExpressionMathematical ComputationsProblem SolvingOral LanguageLearning Disabilities may also cause difficulties with:organizational skillsdecision makingsocial perception / social interaction.Learning Disabilities may coexist with other conditions including:attention, behavioural and emotional disorderssensory impairmentsmedical conditions
9 Don’t Get Confused A Learning Disability is NOT: Low intelligence Mental illness Mental RetardationAutismA Learning Disability does NOT result from:A lack of educational experiences(attendance issues, frequent school changes)Inadequate or inappropriate instructionSocio-economic statusLack of motivationCultural or Second Language Learning*although any one of these and other factors may compoundthe impact of a learning disability.
10 Incidence in Population Statistics Canada reports that,3.2% of Canadian children have a learning disability
11 Incidence in Population According to a Statistics Canada report on the 2006Participation and Activity Limitation Survey (PALS):More children in this country have a learning disability than all other types of disabilities combined.Of all the children with disabilities in this country, more than half (59.8%) have a learning disability.More than 500,000 adults in this country live with a learning disability, making it more challenging for them to learn in universities and colleges, and on the job.Difficulty with basic reading and language skills are the most common learning disabilities. As many as 80% of students with learning disabilities have reading problems.
12 History of Learning Disabilities in Canada Statistics Canada reports that as children make the transition from home to school, the number diagnosed with a learning disability grows by nearly 25%Learning disabilities increased considerably between 2001 and 2006 among Canadians aged 15 and over by almost 40 per cent to 631,000 people, making it one of the fastest growing types of disabilities in Canada that isn’t related to aging.
13 Physiological Characteristics There are no physical characteristics typically found in aperson with a Learning DisabilityPeople you would least expect can have a learning disabilityDid you know that Albert Einstein couldn't read until he was nine?Walt Disney, General George Patton, and Vice President Nelson Rockefeller had trouble reading all their lives.Whoopi Goldberg and Charles Schwab and many others have learning disabilities which haven't affected their ultimate success.
14 Identifying LD students Identification of an LD student can be difficult because:Their needs are not always obvious due to their ability to perform well in some areasAcademic difficulties may be misunderstood and viewed as lack of motivationA person with an LD has no distinct physiological featuresDue to the variations and severity, learning disabilities may be identified at a various stages of the student’s school lifeEarly identification can facilitate early intervention and may minimize ongoing learning difficultiesLate identification frequently leads to secondary emotional and behavioural difficulties
16 Identifying LD Students Specialized assessment is required for formal diagnosis of learning disabilities.Level B and Level C assessments must be conducted by appropriately qualified professionals who can interpret results considering the student’s opportunities for learning, learning patterns, approach to tasks and response to instruction.
17 Identifying LD Students A process of systematic and standardized assessment and documentation identifies students with learning disabilities based on their:1. Persistent difficulty learning AND2. Average or above average cognitive ability AND3. Weaknesses in cognitive processing in one or more area
18 High Incidence Category Ministry Category QHigh Incidence funding is included in student allocation-each student generates $5,700No Supplemental funding for Learning Disabilities
19 Please explore the 6 stations set up around the room
21 Intervention / Adaption Strategies A learning disability can't be cured or fixed; it is a lifelong issue.With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life.
22 Reading Phonemic awareness Comprehension Spelling Constructing meaning Word RecognitionComprehensionDecoding ThinkingPhonemic awareness ComprehensionSpelling Constructing meaningVocabularyFluency
23 Word Recognition is…A students ability to decode words accurately when presented out of contextThis skill is assessed through the use of word lists and non-sense word lists
24 Strategies to Support Word Recognition Provide instruction and prompting in the use of meaning, structure and visual sources of information when solving unknown words.Does it make sense? (meaning)Can you say it that way? (structure)Does it look right? (visual)Teaching common word parts and spelling patterns and develop word identification strategies including the use of analogy, cross-checking, letter-sounds and chunkingDo you know a word that looks like that? (analogy)Can you see something that might help you? (letter-sounds and chunking)Check it! Does it look right and sound right to you? (cross-checking)
25 Strategies ContinuedWork toward fast and accurate recognition of high-frequency vocabularyFlash cardsFamiliar readingModel oral reading and provide daily opportunities to read and re-read easy materials independentlyJust-right book bin in the classroomSend home new book for a second read at home
26 Reading Comprehension Means… A students ability to recall information, make connections, ask questions, visualize, infer, analysis and synthesize information before, during and after reading.This skill is assessed through oral retell activities and comprehension questions after a student has completed a reading passage.
27 Strategies to Support Reading Comprehension - from Adrienne Gear’s “Reading Power” Through class instruction, guided reading and graphic organizers provide direct instruction in the following strategies to improve comprehension:Making ConnectionsWhat does the student already know about the topic?What personal experiences do they have with the topic?Asking QuestionsModel and support students to ask questions before, during and after reading to clarify meaning and deepen understanding
28 Reading Comprehension Continued VisualizingEncourage students to create multi-sensory images while reading to help make sense of the textDrawing InferencesHelp students develop the ability to “fill in”, and predict based information not in the text based on what they have readAnalyzing and SynthesizingProvide instruction in how to break down information and draw conclusions
29 Strategies to Support Spelling Skills Development Develop students knowledge of common letter sequences and patternsProvide opportunities to learn high frequency/everyday wordWord workModified spelling programProvide instruction in the use of spelling reference materials/resourcesSpell check and predictive text technology - Kursweil, Clicker 5Dictionaries and word lists
30 A Learning Disability in Written Expression means… The inability to form letters and numbers correctly.The inability to write words spontaneously or from dictation.The inability to organize words into meaningful thoughts.
31 What to look for: poor or illegible handwriting poorly formed letters or numbersexcessive spelling errorsexcessive punctuation errorsexcessive grammar errorssentences that lack logical cohesionparagraphs and stories that are missing elements and that do not make sense or lack logical transitionsdeficient writing skills that significantly impact academic achievement or daily life.
32 Strategies to Support skills in Written Expression Use of word processor (Spell check, grammar check)Use of a scribe (Dragon Naturally Speaking)Prewriting activities (to focus the writing process)Extra help (Learning Assistance or Resource Room)Practice with specific skills (spelling ,grammar, punctuation etc.)
33 A Learning Disability in Math refers to problems with… Math Computation SkillsPerforming basic mathematical operations (+, -, x, ÷).Understanding the relationship between numbers and the quantities they represent.Problem Solving Skillsdifficulty solving math problems that involve using math computation to solve real world problems.
34 What does a Math Learning Disability look like? Students have trouble with:unable to memorize many basic math factsNot understanding the relationship between numbers and quantities (to real life objects)They may misread signs or carry numbers incorrectlyDifficulty with time conceptsDifficulty organizing by number or quantityDifficulty performing practical math tasks such as measuring for recipesReading Disability = Math Disability (Problem Solving)Inability to visualize mathematical concepts (Behavioural: frustration due to extreme effort
35 Intervention Strategies for Math Computation… Regular diagnostic testing – to target specific problemsDifferentiated Instruction of basic skillsHands on materials (math manipulatives, real-life objects (blocks, coins), models, etc.)Repeated reinforcement and specific practice of straightforward ideas can make understanding easier.Use graph paper for students who have difficulty organizing ideas on paper.Work on finding different ways to approach math facts (Van De Walle)Practice estimating as a way to begin solving math problems.Introduce new skills beginning with concrete examples and later moving to more abstract applications.
36 Intervention strategies for Problem Solving… Review Problem Solving Strategies:find a pattern, make a table, draw a picture, guess and check, make a list, write a number sequence, logical reasoning, work backwardsHelp the Student visualize the problemUse hands on materials“Chunking” problems and working step by step through question.Extra time to work through strategies
37 October is LD Awareness Month! “The October 2010 theme for LD Awareness Month is to increase national awareness of learning disabilities by changing the perceptions of learning disabilities and provide hope and optimism. When we support people with learning disabilities, everyone wins!” For more information, go to:Learning Disabilities Association of Canada Website
38 Resources and LinksStatistics Canada report on the 2006 Participation and Activity Limitation Survey (PALS).Learning Disabilities Association of CanadaLD ONLINELD RESOURCESLearning Disabilities Association –South Vancouver Island ChapterSpecial Education Services: A Manual of Policies, Procedures and Guidelines