Learning Disabilities Lynn Heasley SPE3300

Definition  At least an average IQ The Trouble with IQ Testing The Trouble with IQ Testing  Demonstrates discrepancy between ability and achievement  Demonstrates difficulty in the ability to understand written or spoken language (per IDEA) that may affect one or more of the following areas: ListeningThinkingSpeakingSpelling ReadingWritingMath

Exclusions  Blindness or deafness  Lack of opportunities to learn:  Poor teaching/leaning experiences  Excessive absences  Frequent moves  Homelessness  Dangerous living conditions  Lack of value placed on learning  Could be lack of exposure to English in home  Not due to significant behavioral issues

Prevelance 1-30% ???

Characteristics  Difficulties with:  Listening  Reasoning  Speaking  Memory  Attention  Selecting and focusing on relevant stimuli  Organization  Perception and processing of visual and/or auditory information

Characteristics  Reading problems  Deficits in written language  Underachievement in math  Dystemia- difficulty with understanding and using nonverbal social cues  Attention deficits and hyperactivity  Behavioral problems  Executive Function Disorder

Reading  Dyslexia- a severe reading disorder  What is a reading Disorder? 1. Word recognition errors: Omissions, insertions, substitutions, and reversals of words when reading orally 2. Problems with phonological awareness 3. Trouble comprehending what’s read 4. Lack of fluency Online Library for People With Print Disabilities

Some Reading UDL Options  Readability Readability  Microsoft training for built in accessibility Microsoft training for built in accessibility  Reading and Writing Apps Reading and Writing Apps  Bookshare - Audio books for people with print disabilities Bookshare - Audio books for people with print disabilities  iPad Hacks from Codpast iPad Hacks from Codpast

Writing  Dysgraphia  Handwriting  Spelling  Productivity  Text and sentence structure  Word usage  Composition  Often feels overwhelmed  Difficulty getting started and with fluency

Some Writing UDL Options  Dragon Speak (speech to text software) Dragon Speak  Kidspiration (organizational software) Kidspiration

Math  Dyscalculia  Procedural Problems – difficulty understanding concepts and with sequencing and steps  Semantic Memory – difficulty remembering facts  Visual-Spatial Problems – difficulty reproducing numbers, transposing  Word Problems – if have reading disorder

Some Math UDL Options  Tech tool kit Tech tool kit  PDF on Math and UDL PDF on Math and UDL  Teach vocabulary  Provide manipulatives  Allow the use of calculators  Simplify the worksheets visually  Distributed practice Distributed practice  Have students set goals and self chart Have students set goals and self chart

Memory  Short-term – recalling information shortly after it is presented  Long-term – storing information permanently for later recall  Working Memory – 1. The part of short-term memory that is concerned with immediate conscious perceptual and linguistic processing. 2. An area of high-speed memory used to store programs or data currently in use.

Some Memory UDL Options  Vocab ahead Vocab ahead  Tape recording information and directions  Software programs to organize key points  Graphic organizers Graphic organizers  Mnemonic strategies  Present using multiple modalities  Incorporate Multiple Intelligences

Executive Functioning  Organizing, prioritizing, processing (working memory), finishing tasks without getting overwhelmed  Cognitive or mental flexibility – switching gears and adjusting to new routines, activities, perspectives (social conventions, place appropriate responses, staying on task vs. rigidity)  Regulation – emotional, behavioral, impulse control  Attention and focus See more at: Executive Function and School Success

Some Organization UDL Options  Electronic organizers  Software organization programs  Audiotaping assignments  ing assignments from school to student’s home account  Visual models and graphic organizers  Planners for recording assignments checked by teacher  Online texts  Organizational apps Organizational apps

Social Skills  Research conducted by Dr. Kenneth Kavale of the University of Iowa and Dr. Steven R. Forness of the University of California at Los Angeles indicates that: as many as 70% of children with LD suffer from poor self-esteem and 75% have social skills deficits.  See more at: Psychological ProblemsPsychological Problems

Rick Lavoie – Its So Much Work to Be Your Friend  Why Teach? 1. More likely to become involved in crime, get caught and receive harsher penalties 2. Same perceptual and processing difficulties that cause academic difficulties cause the social skills deficits (NOT their fault or intentional)  The Four Key Social Skill Abilities: 1. To join or enter a group 2. To establish or maintain friendships 3. To resolve conflicts 4. To “tune in” to social skills Do's and Dont's by Rick Lavoie

LD and Giftedness? Drs. Brock and Fernette Eide

Teaching Strategies  Implement modifications/accommodations  Appropriate use of diagnostic, frequent formative, and summative assessment  Immediate feedback  Provide memory improvement strategies  Use research proven programs to remediate  Compensatory strategies to enhance learning experience -allow strengths to shine  constant positive reinforcement  Provide visual and graphic organizers  Incorporate models, demonstrations, role play

More Teaching Strategies  Use multi-sensory instruction techniques  Scaffolding  Directly teach learning strategies  Capitalize on strengths and interests  Frequently check for understanding  Provide specific support for organization  Teach self-advocacy, problem solving, self- management, goal setting, and understanding of disability