1. Helping Students Navigate
Effective Math Learning Strategies/ Accommodations for Students with LD, ADHD, TBI and Wounded Warriors
Helping Students Navigate
Academic Success
Dr. Paul and Kimberly Nolting
Academic Success Press, Inc.
(941)
Copyright 2012

2. Agenda
Informal Quiz
Processing Deficits and Their Effects on the Learning Process
Learning & Memory Processing Difference
PTSD, TBI and MTBI
Teaching/Tutoring Concerns – Best Practice
Learning Strategies to Help Students Process Math and Other Subjects

3. Students with Disabilities

4. An Informal Quiz
Brainstorm as many ideas as you can about learning disabilities, ADHD and, PTSD TBIs .
Wounded Warriors
Processing Deficits and vs. Learning Style
Separate the myths from the truths.
List learning strategies that you have used to help students with disabilities.

5. The Myths and Truths Disabilities can go away
Students with LD, ADHD, PTSD and TBI have low intelligence or are slow learners
If they would just study harder or be exposed to more educational opportunities they would not be disabled
Students with disabilities have the same learning problems.
Disabilities can be cured.
Disabilities do not exist.
Truths
Disabilities do not disappear but may range in expression and severity at different life stages
By definition a student with LD has average to high intelligence.
Disabilities are neurological in origin. They have a central nervous system basis. It doesn’t arise from lack of exposure to life experiences.
There are many different disabilities that require different strategies. A student can have more than one disability type.
Disabilities are permanent conditions.
Disabilities do exist under ADA

6. Definitions of Math and Other Disabilities
Acalculia – inability to read or write numbers in that individuals can not perform calculations or having impaired spatial organization
Dyscalculia – failure to develop math (arithmetic) competences that is not due to a brain injury or mental impairment
Dysalgebria – students with average to above average IQ can master calculations but can not master algebra (Nolting, 2000).
Dyslexia – is not a math learning disability but may cause math learning problems due to misreading or miscopying numbers and letters.
Dysgraphia – is not a math disability but may cause math learning problems due to poor hand writing and copying from the board.

7. PTSD
Posttraumatic Stress Disorder can occur following a life-threatening event like military combat, natural disasters, terrorist incidents, serious accidents, or violent personal assaults like rape
The traumatic events that lead to post-traumatic stress disorder are usually so overwhelming and frightening that they would upset anyone. Following a traumatic event, almost everyone experiences at least some of the symptoms of PTSD.

8. PTSD Acute Stress Disorder
Within 30 days of traumatic event or exposure to trauma or abuse.
Symptoms must be present for longer than a month; those with symptoms in the first month after a traumatic event may meet criteria for Acute Stress Disorder. Apart from symptoms specified in the diagnostic criteria, PTSD patients often have important associated symptoms such as shame, guilt and isolation.
. But if you have post-traumatic stress disorder (PTSD), the symptoms don’t decrease. You don’t feel a little better each day. In fact, you may start to feel worse.

9. PTSD
SHORT CIRCUITRY
In spite of the evolution/adaptation of the brain over the eons, and the increasing awareness of the pre-frontal Cortex, when confronted by worries, stressful and traumatic events, the response skips back to more primitive times and jumps to the limbic system.
Intrusive, upsetting memories of the event
Flashbacks (acting or feeling like the event is happening again)
Nightmares (either of the event or of other frightening things)

10. PTSD
Avoiding activities, places, thoughts, or feelings that remind you of the trauma
Inability to remember important aspects of the trauma
Loss of interest in activities and life in general
Feeling detached from others and emotionally numb
Sense of a limited future (you don’t expect to live a normal life span, get married, have a careerDifficulty falling or staying asleep
Irritability or outbursts of anger
Difficulty concentrating
Hyper vigilance (on constant “red alert”)
Feeling jumpy and easily startled

11. PTSD Approaches to help Be patient and understanding.
Try to anticipate and prepare for PTSD triggers.
Don’t take the symptoms of PTSD personally.
Don’t pressure someone into talking.
(Don’t pursue a distancer)

12. TBI and MTBI Acquired brain injury Violent hit to the head
May or may not lose consciousness
Movement of brain back and forth in skull
Symptoms can be mild, moderate, severe
Several MTBI is as bad as a TBI
Can change biochemistry
May or may not improve over time
Silent disability and growing

13. Stages of Memory
Sensory input is when an individual physically takes in the information. TBI, PTSD
Sensory register is when the mind neurologically accepts the information. TBI, PTSD
Short-term Memory is when the brain receives information and stores it for a brief time. TBI
Forgetting =
Information not input or registered.

14. Stages of Memory
Working Memory is like RAM in a computer that can send or recall information and is part of executive function. TBI, PTSD
Long-term memory is a storehouse of material that is retained for long periods of time.
Abstract Reasoning uses recalled concepts to make new meaning and understanding without using language. TBI
Memory Output is recall learned facts and/or concepts. TBI, PTSD
Forgetting =
Information not Understood

15. Auditory Processing Disorder
Definition: Students with auditory
process problems have difficulty
synthesizing words and understanding
words in noisy classrooms. These
students may misinterpret words
or not “hear” the words. This is not a
hearing problem or short term memory
problem. It is a problem of misinterpretation
of words spoken words.
Primary Affected Areas: sensory register, short term memory
Observable Behaviors: students misunderstanding math vocabulary; difficulty solving word problems; difficulty reading the text and understanding lectures

16. Processing Speed Disorder
Definitions: Students with a visual speed processing disorder have great difficulty quickly recognizing numbers and conceptually similar visual objects. A student with visual speed processing disorder is able to visually process but very slowly.
Primary Affected Areas: sensory input & register; significantly related to math PTSD
Common Observable Behaviors: re-reading sentences & paragraphs; scanty notes or no notes at all; very slow in completing homework, very slow in doing on line homework, very slow in completing tests, having difficulty quickly recognizing variables and math symbols, problems with automoticity

17. Short-term Memory Processing Disorder
Definition: Short-term memory disorder is categorized as auditory memory. It is the difficulty in keeping information in short term memory long enough to transfer it into working or long term memory. Also it is the automoticity of rearranging numbers in your head.
Primary Affected Areas: Subsequent effects on the long-term retrieval, working memory, long term memory, and abstract reasoning. Students who cannot hold information for more than a few seconds cannot use it to rehearse or recall from working memory. TBI
Observable Behaviors: Auditory: forget oral instructions; difficult to be group learner; ask questions about recent information; can’t hold on to steps long enough in mind to understand concept; difficulty in manipulating numbers in you head; difficulty in switching number in an equation presented verbally; some problems with abstract learning

18. Visual-Spatial Thinking Processing Disorder
Definitions: A student with a visual- spatial processing disorder has great difficulty in recognizing and synthesizing visual information. The student also has difficulty remembering visual information and
remembering it in the correct order.
Primary Affected Areas: sensory input & register; short term memory
Common Observable Behaviors: re-reading sentences & paragraphs; “chicken scratch” notes or no notes at all; problem solutions all over the page; numbers miss-aligned; copying down incorrectly; difficulty reading tutor/instructor handwriting; facial gestures while looking at something; misreading variables and numbers such as b for d or 9 as a 6 or + for x

19. Long-Term Retrieval Processing Disorders
Definitions: Students with LTR disorders have minimal ability to input or retrieve information in active memory in order to understand concepts. The LTR process pertains to speed of putting information into/taking it out of long-term memory and abstract memory.
Primary Affected Areas: Abstract/fluid reasoning, Long-term memory; Memory output; Any learning task that involves using several pieces of information or concepts; tired after a short period of studying. TBI, PTSD
Observable Behavior: Confusion on multiple step assignments; Brain Traffic Jam; spaced out look; student understands step by step problem solving but can not put all the steps together to solve the next problem.

20. Working Memory Processing Disorders
Definitions: Students with working memory disorders have minimal ability to retain a large amount of information in active memory in order to understand concepts. Students also have problems manipulating that information to solve problems. Low RAM
Primary Affected Areas: Abstract/fluid reasoning, Long-term memory; Memory output; Any learning task that involves using complex pieces of information or concepts; math problems that require using multiple concepts at the same time to solve; significantly related to math TBI, PTSD
Observable Behavior: Confusion on multiple step assignments; Student may understand each concept but can not organize the steps in order to solve the problem. tired and frustrated after a short period of studying

21. Comprehension-Knowledge (LTM) Processing Disorders
Definition: Students with long-term
memory problems have minimal ability
to store information for a long period
of time. The length of time for which
students can hold information may
vary. For instance, a student may
learn material during one monthly unit and not remember it
during the next unit. On the other hand it could be that
a student remembers how to work a math problem one
day and then forget how to do it the next day.
Primary Affected Areas: working memory, abstract reasoning and long term retrieval; significantly related to math
Observable Behaviors: holes in the foundation of concepts needed for further learning --- have to relearn information but remembers bits and pieces

22. Fluid /Abstract Reasoning Processing Disorder
Definition: Abstract reasoning disorders keep students from being able to form concepts and solve abstract problems that include novel situations and extrapolating information. It is also the inability to identify relationships with unfamiliar concepts and making inferences.
Atomic structure
Primary Affected Areas: working memory, long term memory, memory output, all dependent on the level of critical thinking required highly significantly related to math- TBI
Covalence
Covalent bonding compared to ionic means...
Electrons
Observable Behaviors: need for repeated instruction as if information was never learned; repeated blank looks; ability to mimic processes but not apply them, not making inferential leaps; can’t generate alternate problem solving strategies

23. Additional COG Useful Clusters
Verbal Ability: The student’s ability for language development that includes the comprehension of individual words and the comprehension word relationships.
Thinking Ability: The student’s ability to process non language based information that is placed into short-term memory but needs additional processing to be understood. TBI
Cognitive Efficiency: The student’s ability to cognitively process information accurately and automatically. For example, student’s visual/auditory speed in processing numbers (frees up working memory). TBI, PTSD
Cognitive Fluency: The student’s ease and speed in performing cognitive tasks of recalling information. Faster fluency means more working memory can be use to solve math problems. TBI, PTSD
Broad Attention: The student’s ability to input and process auditory information for a short period of time. Students with low scores may have a memory input deficit.

24. Memory Bypasses/Accommodations
Teaching
Vocabulary lists
Formula sheets/cards
Mental cheat sheets
Three column note taking
Lectures with immediate practice to break up the inputting time with rehearsal time.
Structured, step by step process for reading the textbook
Overhead on during class for individual reference use during lecture (post on website)
Class recitation
Review and review
Tutoring
Tape-record sequential steps or questions that the student and tutor have created
Place same information on note cards
Put information cues to music or rhythmic recitation
Mental cheat sheets
Construct tutoring session to include constant student verbal and/or visual feedback. Over and over
Draw pictures for cueing
Review and review

25. Visual Clarity/Accommodations
Writing and Reading
Computer programs with visual alterations
Color coding parts of sentences, paragraphs
Physically cut and paste
Lots of white space
Typing with large simple font
Note cards for organization of paper and sentence structures
Tests and readings with larger fonts and more white space.
Pictures for organization of ideas
Mathematics
Graph paper
Color assignment to different numerical functions and symbols
Problem on left side of paper and extra math calculations on the right with line dividing down the middle
Use of capital letters instead of small letters
Lots of white space
Students use whiteboard
Test format with larger fonts and more white space
Pictures/graphs for word problems

26. Teaching and Tutoring Concerns
Students will remember information correctly when they go to study on their own.
Students must learn math study skills
Students will reduce anxiety
Students will learn how to self-regulate.
Students will persist when studying gets tough.
How can we help them mature into independent learners? Can we?
We must focus as much on how to learn the discipline content as learning the content.

27. Alternative Math Course Sequence
Elementary Algebra Statistics
Elementary Algebra Liberal Arts Math
Elementary Algebra Topics in Math

28. Significant CHC Factors & Clinical Clusters for Course Substitution
Working Memory Not Enough RAM
Long-Term Memory Not Enough Facts
Abstract Reasoning Not Enough Logic

29. Course Substitutions Introduction to Computers Accounting I
Macro-economics
Philosophy
Environmental Science
Business math
Astronomy
Oceanography
Logic

30. Developing a Course Accommodation and Substitution Policy
What are you now using to process course substitutions?
What are you now using to process course accommodations?
Guidelines for developing these policies
How do students find out about making a request?
Who determines student eligibility to make the request?
Who informs the student about documentation for the request?
Who helps the student prepare the request?
Who receives the students request?
Who is on the committee? Faculty, counselor, DRC, chairs, expert?
Who receives the recommendation for approval or non approval?
Who receives the appeal for due process?
How does the institution record the decision?
How is the student notified about the decision?
How can you be consistent in the decisions?

31. Mathematics Learning, Instruction and Tutoring Concerns
What are your concerns?
What can you do about it?

32. Conclusion
Each student with disabilities is unique; therefore, it is important to continue learning about the processing deficits and how they affect learning in specific disciplines. As a result, an instructor or tutor can take the suggested strategies and adapt them to meet an individual’s special learning challenges.
Let’s continue the conversation. us at whenever you have questions or when you have success stories!