1. Learning Differences What makes some children learn differently? What can we do about it?

2. Labels for Differences ADHD Attention Deficit Hyperactivity Disorder Dyslexia Expressive Language Disorder Below Average Mental Ability Emotional Disturbance

3. ADHD General Symptoms Inattention Hyperactivity Impulsivity May or may not have learning difficulties, inherited

4. Inattention Difficulty sustaining attention Does not follow through on instructions or fails to finish tasks Difficulty organizing tasks and activities Often loses toys, assignments, pencils, books, or tools needed for tasks Easily distracted Often forgetful

5. Hyperactivity Is in constant motion, as if “driven by a motor” Cannot stay seated Squirms and fidgets, taps Talks too much Runs, jumps and climbs when this is not permitted Difficulty playing quietly

6. Impulsivity Acts and speaks without thinking May go into dangerous situations without thinking Has trouble taking turns Cannot wait for things Calls out answer before the question is complete Interrupts others

7. ADHD and Learning Difficulties Problems in Math Reading comprehension Handwriting Strengths in Word calling Oral Spelling

8. Dyslexia* Always inherited Reading disability which includes poor spelling and decoding abilities Difficulties are unexpected in relation to other cognitive abilities and the provision of effective classroom instruction International Dyslexia Association 2002

9. Dyslexia Pattern Weaknesses Primary problem with reading decoding (sounding out words) spelling “Chicken scratch” handwriting Inattentiveness, “out to lunch” Lack of Motivation Lazy, not trying

10. Dyslexia Pattern Strengths Normal development prior to school Often highly verbal At or above average intelligence Better in math Listening comprehension better than comprehension while reading Excellent long-term memory

11. Specific Behaviors Pre-reading Difficulties Rhyming Blending Naming letters of the alphabet Letter-sound relationships Following oral directions Directional concepts: up/down, right/left

12. Grades 1-4 Reading Difficulties Sounding out words Substituting words Reverses letters/words Omits words, particularly small words Word-by-word reading Reading comprehension Inconsistent word recognition Guessing

13. Grades 5-6 Poor spelling and punctuation Reverts to manuscript from cursive Organization of writing is difficult Decodes laboriously, skips unknown words Avoids reading, vocabulary declines* May begin to “act out”

14. Grades 7-8 Slow reading, loses the meaning Persistent phonological weakness Poor spelling and writing Confuses similar words Does better with structured, explicit teaching* Knows information in class, “bombs” tests

15. 9 th Grade and Beyond Very poor motivation Trouble with foreign language Writing and spelling problems persist Reading is slow and labored Longer writing assignments are difficult Can cope when given extra time, study strategies and structured language teaching* *Moats, L., 2004

16. Other Characteristics Makes many erasures Takes a long time to complete homework Knows information the night before but “bombs” the test Loses place when reading Known as a “loner” Likes younger children, adults, animals

17. How Can You Tell What It Is? Only a medical doctor can determine whether the child has Attention Deficit/Hyperactivity Disorder. There is no single test for ADHD. The process involves gathering information of several types from multiple sources.

18. ADHD Guidelines Occur in more than one setting Be more severe than in other children the same age Start before the child reaches 7 years Continue for more than 6 months Make it difficult to function at school, at home, and/or in social situations

19. Dyslexia Guidelines Math develops as expected Reading does not develop as expected with characteristics listed above Hyperactivity/inattentiveness occurs mainly during reading tasks Family member reports similar difficulties

20. “Testing” – Step One PHYSICAL Vision Hearing Allergies

21. “Testing”- Step Two Parent Questionnaire-P Inattention/Hyperactivity Scale-P,T Physical/Emotional/Social Scales-P,T,S Executive Functions-P,T,S

22. “Testing” – Step 3 INTELLECTUAL (IQ) MEASURE ACADEMIC ACHIEVEMENT PERCEPTUAL ASSESSMENT

23. “Testing” – Step 4 Note: Inventories and tests are not magic. They quantify what we have observed and allow us to compare the child with other children the same age. Look for patterns within the information Conference with parents and teacher(s) Conclusion and Recommendations

24. NEXT STEP! WHAT YOU can do about it in the Classroom (TBA)