1. Lynn Ziraldo, Executive Director, LDAYR 905-884-7933, ext. 25
Learning My Way
Lynn Ziraldo, Executive Director, LDAYR
, ext. 25
Reprinted with Permission from Learning Disabilities Association of York Region
M\LDAYR\PublicRelations\PublicEducationandAwareness\Presentations\2011\Learning My Way

2. Disabilities in Ontario
Just over 15.5% of Ontarians have a disability, or 1 in every 7 people
People with disabilities, along with their families and friends, take part in the everyday activities like everyone else
By providing services that welcome people with disabilities, better service is offered to everyone.
Reprinted with Permission from Learning Disabilities Association of York Region

3. Understanding Disabilities
There are many kinds of disabilities. They can be visible, hidden, permanent or occur only at certain times. Here are some types of disabilities:
Deaf-blind
Developmental
Physical
Hearing
Learning
Speech/language
Intellectual
Mental health
Vision
Disabilities vary. Being hard of hearing is different from being Deaf. Having low vision is different from being blind. A disability can happen to anyone at anytime. Some people are born with a disability. For others, the disability results from an illness or an accident. Sometimes it happens because the person is getting older. In fact, as our population ages, many of us may eventually face some kind of limitation. According to Statistics Canada, by 2031, seniors will account for between 23% and 25% of the total population. That’s double the current senior proportion of 13%.
Reprinted with Permission from Learning Disabilities Association of York Region

4. Learning Disabilities (LDs) in Canada
It is estimated that 5% to 10% of Canadians have a Learning Disability
LDs are lifelong conditions. Also, no two individuals with learning disabilities are identical, nor do they portray identical symptoms.
15-30% of all participants in job training programs have learning disabilities.
 Adults and adolescents with LDs are at risk of developing mental health problems. 74% of people with clinical depression also had significant learning problems.
Reprinted with Permission from Learning Disabilities Association of York Region

5. Myths and Facts
Myth: Accommodations in the workplace give an advantage over other employees and/or candidates. Fact: Accommodations allow employees with learning disabilities to be as successful at their job as others are at theirs. They allow these employees to compete on a level playing field. Fair is not always equal. Myth: People with LDs cannot learn. Fact: People with LDs are smart and can learn. LDs mean learning in different ways. Myth: People with LDs are just lazy. Fact: People with LDs often have to work harder but the results may not reflect their efforts. Some people with LDs may become discouraged because they have struggled so hard, and they may appear unmotivated or lazy. Myth: All LDs are outgrown by adulthood. Fact: LDs tend to be noticed most often in school, but can affect all areas of life.
Reprinted with Permission from Learning Disabilities Association of York Region

6. We may not realize it, but most of us work with someone who has a learning disability. Imagine that you are at a seminar with 100 people. As you look around, 5 to 10 people in this group are likely to have a learning disability.
Reprinted with Permission from Learning Disabilities Association of York Region

7. LEARNING DISABILITIES: a new definition “Learning Disabilities” refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. These disorders result from impairments in one or more psychological processes related to learning, in combination with otherwise average abilities essential for thinking and reasoning. Learning disabilities are specific not global impairments and as such are distinct from intellectual disabilities.
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8. The Simple Answer Learning Disabilities can affect how a person interprets, remembers, understands and expresses information. It’s important to know that 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 LDs can succeed when solid coping skills and strategies are developed.
Reprinted with Permission from Learning Disabilities Association of York Region 8

9. People with LDs are intelligent and can learn!
Learning Disabilities are brain based problems that affect one or more ways that a person takes in, stores or uses information. LDs can interfere with learning basic skills such as reading, writing and math.
They can also interfere with higher level skills such as organization, time management and social skills.
Reprinted with Permission from Learning Disabilities Association of York Region

10. The difficulties they experience are due to impairments in one or more of the psychological processes related to learning:
Phonological processing (identifying and manipulating speech sounds)
Working memory (holding information in mind while also using the information)
Processing speed (speed of taking in, using, or pulling out information)
Language processing (understanding and expressing information using words)
Executive functions (planning and organizing)
Visual-motor processing (carrying out hand-eye activities)
Reprinted with Permission from Learning Disabilities Association of York Region

11. LDs come in many forms and their effects are different from person to person. People with LDs have strengths but also have areas of weakness that affect one or more of the following:
Getting information to the brain (input)
Making sense of this information (organization)
Storing and retrieving information (memory)
Getting information back out (output)
Because LDs do not affect all areas, people with LDs can make up for weaknesses by using strengths in other areas.
Reprinted with Permission from Learning Disabilities Association of York Region

12. What do LDs affect?
No two LDs are the same. LDs vary greatly in form and intensity, and can affect one or more of the following areas:
ACADEMICS
DAILY LIFE
SOCIAL LIFE
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13. Academics Reading (sometimes called dyslexia)
Understanding what is read
Recognizing words
Breaking words down into their individual sounds
Reading fluently
Writing (sometimes called dysgraphia)
Handwriting
Putting thoughts on paper
Organizing written work
Spelling and grammar
Math (sometimes called dyscalculia)
Doing arithmetic and calculation
Using symbols
Understanding visual-spatial relationships
Learning number facts
Reprinted with Permission from Learning Disabilities Association of York Region

14. Daily Life Social Life Organizing and prioritizing
Planning and decision making
Learning to drive
Finding the way in an unfamiliar environment
Following multi-step instructions
Finding things on a cluttered desk
Interpreting graphs, charts or maps
Seeing the ‘whole picture’ or knowing what details are important
Understanding sarcasm
Figuring out how someone is feeling from their body language or facial expressions
Understanding the unwritten social rules
Taking part in groups
Understanding tones of voice
Taking turns in conversation
Reprinted with Permission from Learning Disabilities Association of York Region

15. What can it feel like to have LDs?
LDs can affect people differently. People may struggle with:
Their work not reflecting their effort
Keeping up with work colleagues or friends
Being seen as lazy and not trying hard enough
Feeling frustrated
Feeling a lack of confidence
Feeling stupid even though they are intelligent
Feeling that people in their lives don’t understand them
Not wanting to look different from their colleagues or peers
Feeling shame (about having a disability)
Being the target of bullies
Feeling isolated and lonely
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16. These situations may lead to:
Low self-esteem
Lack of confidence
Feeling dumb
A sense of failure
Appearing less motivated
Loneliness
Social withdrawal
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17. Learning Disabilities
Learning disabilities can result in a host of different communication difficulties for individuals. They can be subtle, as in having difficulty reading, or they can be more pronounced. They can interfere with a person’s ability to receive, express or process information.
You may not be able to know that someone has a learning disabilities unless you are told.
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18. Visual Perception What is this a picture of?
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19. Does it help if the photo is in more detail?
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20. Does it help if the image is blackened-out?
We all look at the same image but may not all process the information in the same way. Looking at the image “in different ways” allows everyone an opportunity to process the image of the Dalmatian.
Reprinted with Permission from Learning Disabilities Association of York Region

21. Reprinted with Permission from Learning Disabilities Association of York Region

22. From the previous slide…
One in ten people have a Learning Disability.
It can be hard to diagnose because you can’t see it. It’s invisible.
It’s a lifelong condition.
A child with LD grows into a youth with LD who then becomes an adult with LD.
Reprinted with Permission from Learning Disabilities Association of York Region

23. Guess Who? Clue 1: Has a trade mark for his dancing skills
Clue 2: The only person that knows how to bring “Sexy Back”
Clue 3: Dated Britney Spears in his younger years
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24. Justin Timberlake Revealed he has ADHD
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25. Guess Who?
Clue 1: an American actor that was popular in the 1980’s for his roles in teen movies
Clue 2: Well known for his role as neurosurgeon Dr. Shepherd (Dr. McDreamy) on the medical drama Grey’s Anatomy
Clue 3: He has appeared in several film roles, including The Emperor’s Club, Freedom Writers, Enchanted and Made of Honor.
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26. Patrick Dempsey Diagnosed with Dyslexia as an adult
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27. Guess Who? Clue 1: The star of the movie HANCOCK
Clue 2: Rose to fame as a rapper under the name of the Fresh Prince in the late 1980’s, when he starred in The Fresh Prince of Bel-Air
Clue 3: Other notable roles include Agent J in Men in Black, Detective Del Spooner in I-Robot, and starred in The Pursuit of Happiness
Reprinted with Permission from Learning Disabilities Association of York Region

28. Will Smith Revealed he has ADHD
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29. Guess Who?
Clue 1: Stared in hilarious movies like, Old School, Wedding Crashers and Dodge ball
Clue 2: Is one of the tallest actors in Hollywood at 6 foot 5 inches
Clue 3: established himself as one of Hollywood’s biggest names in comedy
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30. Vince Vaughan Diagnosed with ADHD
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31. Famous People with LDs and/or ADHD
Actors & Movie
Industry Figures:
Jim Carey
Tom Cruise
Patrick Dempsey
Walt Disney
Whoopi Goldberg
Dustin Hoffman
Jack Nicholson
Ty Pennington (Extreme Makeover Home Edition)
Daniel Radcliffe (Harry Potter)
Will Smith
Steven Spielberg
Sylvester Stallone
Robin Williams (Happy Feet)
Henry Winkler (The Fonz)
Athletes:
Bruce Jenner
Magic Johnson
Carl Lewis
Greg Louganis (Olympic Diver)
Nolan Ryan (MLB All Star Pitcher)
Pete Rose (Baseball)
Babe Ruth (Baseball)
Reprinted with Permission from Learning Disabilities Association of York Region

32. Famous People with LDs and/or ADHD
Musicians:
Christina Aguilera
Beethoven
Harry Belafonte
Cher
John Lennon (The Beetles)
Tony Bennett
Politicians:
Winston Churchill
Benjamin Franklin
John F. Kennedy
Robert Kennedy
Scientists:
Alexander Graham Bell
Thomas Edison
Louis Pasteur
Others:
Hans Christian Anderson
Leonardo da Vinci
Henry Ford
Tommy Hilfiger
Rodin
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33. These individuals all have a learning disability!
They all state that they have been successful because of their learning disability
“A Different Way of Learning Can Lead to Success”
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34. DON’T THE LETTERS SEEM TO FLOAT ALONG THE PAGE?!
Can You Read This?
Does some brave sole want to attempt to read this passage?
Can you imagine what it feel like for someone who sees this every time they look at written material?
Would you want to read if this is what you saw every time you looked at a paper?
DON’T THE LETTERS SEEM TO FLOAT ALONG THE PAGE?!
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35. How Many Faces?
11 faces
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36. Find Seven Dolphins
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37. A LITTLE HELP CAN MAKE A DIFFERENCE!
Now Find Them…
A LITTLE HELP CAN MAKE A DIFFERENCE!
Not being able to find the Dolphins does not mean that you have a learning disabilities, this is just to show you how our brain and eyes work together
Reprinted with Permission from Learning Disabilities Association of York Region

38. Can you decode this? Wen wehv divkltea dekdn wudz, wee myte
Rekire odio inn putt fer thaw pasauge two mayk cents
Providing auditory support helps because then the person can pay attention to what is being said, rather than spending the time decoding it themselves (since they are decoding improperly)
Reprinted with Permission from Learning Disabilities Association of York Region

39. This is impossible to decode…just like it is, for some students who have learning disabilities, to decode written directions. When they get to use their preferred method of learning they can then begin to understand the material being taught.
Wen wehv divkltea dekdn wudz, wee myte rekire odio inn putt fer thaw pasauge two mayke cents
When we have difficulty decoding words, we might require audio input for the passage to make sense.
A pupil who has difficulty with spatial perception will definitely have difficulty decoding words.
Students challenged with visual perceptions often have strengths with auditory perception.
Reprinted with Permission from Learning Disabilities Association of York Region

40. How Many Legs Does the Elephant Have?
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41. “The toughest part about having a learning disability is not that I don’t understand…its getting other people to understand.”
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42. Understanding Barriers
Barriers are obstacles – things that stand in the way of people with disabilities doing many of the day-to-day activities that most of us take for granted. Barriers make shopping, working, going to a movie or taking public transit difficult, sometimes impossible, for people with disabilities.
Reprinted with Permission from Learning Disabilities Association of York Region

43. Accommodations
Accommodations are adjustments or special equipment that allow people to compensate for their LDs.
Many people with LDs find that using computer software really helps them. Technology is one type of accommodation.
Reprinted with Permission from Learning Disabilities Association of York Region

44. Because no two people have the same set of symptoms of learning disabilities, solutions are wide and varying according to the individual. Most people are familiar with accommodations for physical disabilities such as wheelchair ramps because they are visible. Accommodations for learning disabilities can also be simple solutions, such as allowing more time to complete certain tasks or arranging for different training presentations.
Reprinted with Permission from Learning Disabilities Association of York Region

45. Accommodations
Accommodations go a long way to providing a supportive environment for employees with learning disabilities. But, because most people want to be part of a team and have a real sense of belonging, it is important that the business ‘atmosphere’ also receive attention. When all employees are valued, respected and supported, your workplace becomes a workplace of choice, not of necessity.
Your workplace needs to be inclusive and welcoming
Ask yourself what you would want if roles were reversed
Managers/supervisors and co-workers are often the primary providers of support
Individuals with LDs can become full and contributing members of your workforce
Confidentiality is paramount. Raising awareness must be done through company/organization policy manuals, packages, handouts, etc.
Reprinted with Permission from Learning Disabilities Association of York Region

46. Solutions & Ideas that Work
Auditory Perception Problems
Difficulties in receiving and/or processing accurate information from a person’s sense of hearing may be eased by the following actions:
Reduce background noises (telephones ringing, noisy machinery, background conversations)
Allow sufficient time for instructions or questions to be repeated
Encourage the employee to sit near the speaker at a meeting, speak slowly and deliberately, allow time for the employee to process information
Provide a written copy of instructions/presentations
Demonstrate exactly what needs to be done instead of describing the task in vague terms
Review steps with your employee to ensure accuracy and comprehension
Encourage note taking
Reprinted with Permission from Learning Disabilities Association of York Region

47. Solutions & Ideas that Work cont’d
Visual Perception Problems
The inability to see likenesses and differences in shapes and forms – as in letters, words, numbers and graphs–can result in difficulties taking in and/or processing information from the sense of sight. Some can be significantly overcome by the following suggestions:
Provide a room/cubicle/workstations with minimal physical distractions
Modify a written test or training materials (provide in an alternative format)
Encourage the use of tapes, CDs or videos for training purposes
Provide voice-activated computers for written material
Allow assistive technology
Rearrange a schedule to give sufficient time to complete the task
Make use of oral presentations and discussions for better comprehension. Verbal instruction is extremely important.
Reprinted with Permission from Learning Disabilities Association of York Region

48. Solutions & Ideas that Work cont’d
Academic Problems
There are many solutions you can allow or provide to ameliorate the difficulties in reading, writing, spelling and doing mathematics:
Put information on tape
Allow extra time for written tests
Allow the employee to read test questions aloud
Provide verbal instructions that are clear and simple
Demonstrate exactly what needs to be done
Use a coloured pen to highlight key information or instructions
Allow assistive technology
Allow extra time for reading and writing
Reprinted with Permission from Learning Disabilities Association of York Region

49. Solutions & Ideas that Work cont’d
Motor, Temporal and Organizational Problems
Some effective practice solutions include:
Suggest the use of an alarm, bell or timer, or verbal response as reminders
Allow extra time to complete the job
Allow work to proceed at the employee’s own pace
Allow extra time to process information
Provide one-on-one time management training
Attention Problems
Allow extra time for the worker to “get the point”
Paraphrase information to convey the message
Speak clearly or provide written information; don’t expect hints and body gestures to convey your information
Maintain eye contact when possible
Reprinted with Permission from Learning Disabilities Association of York Region

50. Consider Assistive Technology
Assistive technology means any item, piece of equipment, product or system – whether acquired commercially off the shelf, modified or customized – that directly assists, maintains or improves functional capabilities of individuals of learning disabilities.
For difficulties in writing and editing: a computer with a word processor that has a spell checker, grammar and style checker, as well as editing/proofreading help and a note-taker
For difficulties in reading: taped instructions, taped lectures, taped books, readers’ services, page scanner with speech ability of computer program to read back the scanned page
For organizational difficulties: electric date books, day planner
For difficulties with mathematics: electronic calculator, talking calculator, graph paper, sample list of steps to follow
Reprinted with Permission from Learning Disabilities Association of York Region

51. Here are some tips on serving customers who have learning disabilities:
Patience and a willingness to find a way to communicate are your best tools
When you know that someone with a learning disability needs help, ask how you can best help
Speak normally and clearly, and directly to the individual
Take some time – people with some kinds of learning disabilities may take a little longer to process and respond
Try to find ways to provide information in a way that best works for them. For example, have a paper and pen handy, or printed material available to be provided
Be patient, encouraging and supportive
Be courteous and patient and your customer will let you know how to best provide service in a way that works for them
Reprinted with Permission from Learning Disabilities Association of York Region

52. Mental Health Disabilities
It is possible that you will not recognize a person with a mental health disability unless you are informed of it. Therefore, usually, it will not affect customer service at all.
But if someone is experiencing difficulty in controlling their symptoms or is in a crisis, you may need to help out. Be calm and professional and let your customer tell you how you can best help.
Reprinted with Permission from Learning Disabilities Association of York Region
Reprinted with Permission from Learning Disabilities Association of York Region 52

53. Here are some tips on serving customers who have mental health disabilities:
Treat a person with a mental health disability with respect and consideration
Be confident and reassuring. Listen carefully and work with your customer to meet their needs.
If someone appears to be in a crisis, ask them to tell you the best way to help. However, if in crisis the individual may not be able to communicate well. Be patient and provide support when necessary.
Reprinted with Permission from Learning Disabilities Association of York Region

54. Talking about Disabilities: Choosing the Right Words
Words can influence and reinforce perceptions of people with disabilities. They can create either a positive view of people with disabilities or an indifferent, negative description.
If you’re not familiar with a disability, wait until the individual describes their situation to you, instead of making assumptions.
Reprinted with Permission from Learning Disabilities Association of York Region
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55. Questions to Consider:
Legal Considerations
If and an employee can’t do a specific job, can he or she do it with accommodations?
If the employee still can’t do this job, can he or she do another job?
If not, can the employee do the other job with accommodations?
At the individual level:
What are the individual’s tasks?
What job duties are problematic?
What exactly does the person have difficulty doing?
What accommodations are needed to compensate for the LD?
At the workplace level:
What is the physical layout of the worksite/workplace/workstation?
What specific equipment is used in this work setting?
What sort of lighting is used? What is the noise level?
Does the work setting have visual distractions?
How can the physical environment of the work setting be altered so that the employee is able to do the job?
Can the job duties be restructured so the employee’s duties are easier?
What assistive technology could be used?
Reprinted with Permission from Learning Disabilities Association of York Region

56. Here are some tips that can help make your communication with or about people with disabilities more successful:
Use ‘disability’ not ‘handicap’
Put people first. ‘Person with a disability’ puts the focus on the person instead of their disability
For specific disabilities, say ‘person with epilepsy’ or, in the case of learning disabilities, say ‘a person with a learning disability’ or ‘people with learning disabilities’
Avoid statements that make it seem like a person with a disability should be pitied such as ‘victim of,’ ‘suffers with,’ or ‘stricken with’ a particular illness or disability.
Reprinted with Permission from Learning Disabilities Association of York Region

57. How to Help People with Disabilities
Treat people with disabilities with respect and consideration
Patience, optimism and a willingness to find a way to communicate are your best tools
Smile, relax and keep in mind that people with disabilities want to experience helpful customer service
Some disabilities are not visible so take the time to know the client/customer
Be patient
If you’re not sure what to do, ask, “How can I help you?”
If you can’t understand the customer, just politely ask again
Good communication starts with listening carefully
Look at the individual, but don’t stare. Speak directly to the person and not their interpreter or someone who is with them.
Use plain language
Reprinted with Permission from Learning Disabilities Association of York Region

58. For success:
Persons with learning disabilities require specialized interventions in home, school, community and workplace settings, appropriate to their individual strengths and needs, including:
Specific skill instruction
The development of compensatory strategies
The development of self-advocacy skills
Appropriate accommodations
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59. After this session, you have…
Gained a better understanding of how to transform your workplace into a physical and cultural environment, supportive of employees with learning disabilities
Learned the essentials in providing accommodation
Discovered some of the ‘effective practices’ in providing accommodation so that persons with learning disabilities can perform their job and be on an equal playing field with other workers. This in turn builds their confidence and self-esteem
Reprinted with Permission from Learning Disabilities Association of York Region

60. -Dr. Santiago Rodriguez, Director of Diversity for Microsoft
True diversity is exemplified by companies that hire people who are different – knowing and valuing that they will change the way you do business.
-Dr. Santiago Rodriguez, Director of Diversity for Microsoft
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61. Let’s help turn things around!
nin g Le r a
ning
Learning
Let’s help turn things around!
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62. Questions/Comments
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