Learning Disabilities Pamela Curtin Brittany Mayer Me IGh

Learning Disabilities Pamela Curtin, Brittany Mayer, Me. IGh. AN qui. Nn, ashley sims 1

Video http: //www. youtube. com/watch? v =Sa. Qfux. ODpog 2

Video Activity 1: Turn and Talk Turn to the student sitting next to you and discuss the following questions based on your section. § What disability do you think this student has and why? (1) § How would you accommodate for this student in your classroom? (2) § How would you feel if you were this student? (3) 3

Definition of learning disability §A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. 4

What are learning disabilities (LD)? • Learning disabilities (LD) are a group of varying disorders that have a negative impact on learning. • LD may affect one’s ability to speak, listen, think, read, write, spell, or compute. • There are 4 types of LD: • Dyslexia • Dyscalculia • Dysgraphia • Dyspraxia • Currently 2. 4 million students are diagnosed with LD and receive special education services in our schools, representing 41% of all students receiving special education. 5

COMMON TYPES Learning disabilities is an umbrella term that covers a number of possible problems. The problems fall into three general groups: academic skill disorders, speech and language disorders, and other learning disorders. 6

Academic skill disorders Reading disorder (dyslexia). Reading problems can take many forms. Some people are unable to separate out the sounds in spoken words; for example, they can't read "bat" by sounding out "b-a-t. " Others reverse letters and words in reading and writing. About 2 to 8 percent of children have a reading disorder. Writing, like reading, involves several brain areas and functions. A writing disorder can be caused by a problem with vocabulary, grammar, hand movement, or memory. The person may have problems with handwriting or spelling or being able to put together a complete, correct sentence. Arithmetic disorder. Arithmetic involves reading numbers and symbols, memorizing facts, lining up numbers, and understanding ideas such as fractions. A problem with any of these areas can affect a person's ability to do math. 7

Speech and language disorders Articulation disorder. People with this disorder may have trouble controlling how fast they speak, or they may be slower than normal in learning how to make speech sounds. Such disorders occur in at least 10 percent of children younger than 8. They are often outgrown or successfully treated with speech therapy. Expressive language disorder. People with this disorder have trouble expressing themselves in speech. For example, they may call things by the wrong names, or they may have trouble speaking in full, correct sentences. Receptive language disorder. People with this disorder have trouble understanding certain aspects of speech. Even though their hearing is fine, they can't make sense of some of the sounds, words, or sentences they hear. 8

Other learning disorders Motor skill disorder. People with this disorder have problems with coordination that affect their ability to succeed in school. They may be unusually clumsy, drop things, do poorly in sports, and have unreadable handwriting. Attention disorder. People with this kind of disorder are unable to focus their attention, and many also are overly active. Attention-deficit hyperactivity disorder (ADHD) is the medical term for this pattern of behavior. ADHD is not considered a learning disability in itself. However, because attention problems can seriously hurt a student's ability to do schoolwork, ADHD often goes along with one or more academic skill disorders. Also, if something happens to the brain that causes one kind of learning disorder, it may also affect attention. 9

What causes learning disabilities? Learning disabilities are thought to be caused by subtle problems with the brain. Some scientists believe that many of these problems begin before birth. As an unborn baby's brain develops, many little things can go wrong. Some experts think that these slight errors may later show up as learning disabilities. AQUIRED TRAUMA Prenatal Causes (Smoking, illicit drugs, use of alcohol) Perinatal Causes (Prolonged/ difficult delivery, anoxia, prematurity, trauma caused by medical instruments Postnatal Causes (Strokes, concussions, meningitis, high fever, head injury 10

What Causes Learning disabilities? Learning disabilities tend to run in families, so there may be a genetic link. Familiality studies suggest that reading difficulties and certain types of speech and language impairments are family related. Learning problems may occur in certain families due to environmental reasons such as child-rearing practices. Biochemical conditions are suspected for causing learning disabilities. Feingold theorized that additives contained in many food products (i. e. food coloring, flavoring) contribute to learning problems and hyperactivity. Others have theorized that the body’s inability to synthesize vitamins causes learning disabilities. However, these theories have little scientific support. Environmental factors attribute to learning disabilities. Some believe lowsocioeconomic status, malnutrition, lack of access to healthcare contribute to learning disabilities. The IDEA exclude these conditions as factors but many educators the risk factors indirectly affect the child’s difficulties. 11

LD Terminology Disability Area of difficulty Symptoms include trouble with Example Processing language • Reading • Writing • Spelling Confusing letter names and sounds, difficulties blending sounds into words, slow rate of reading, trouble remembering after reading text Math skills • Computation • Remembering math facts • Concepts of time and money Difficulty learning to count by 2 s, 3 s, 4 s, poor mental math skills, problems with spatial directions Dysgraphia Written expression • Handwriting • Spelling • Composition Illegible handwriting, difficulty organizing ideas for writing Dyspraxia Fine motor skills • Coordination • Manual dexterity Trouble with scissors, buttons, drawing 12 Dyslexia Dyscalculia

How do we know that a child is learning disabled? The U. S. Office of Education issued criteria in which professionals can use as guidelines to identify an individual that is learning disabled: • The child does not achieve commensurate with his or her age and ability levels in one or more of the areas affected by a learning disability (i. e. listening, speaking, writing, reading, spelling, mathematical calculations) • Child has a serve discrepancy between achievement and intellectual ability in one or more of the following areas: Oral expression Listening Comprehension Written Expression Basic Reading Skills Reading Comprehension Mathematic Calculations Mathematic Reasoning 13

Characteristics of individuals with learning disabilities What to look for? No student with learning disabilities present identical characteristics, however, these are some of the common traits. Persons with learning disabilities are a very heterogeneous group. • Hyperactivity • Perceptual-motor impairments • Emotional lability • Coordination problems • Disorders of attention • Impulsivity • Disorders of memory and thinking • Academic difficulties • Language deficits • Equivocal Neurological signs 14

Gender Differences Boys are four times as likely as girls to be identified as learning disabled. Lerner and Johns (2009) clarify that there are not fewer girls with learning disabilities. Boys are more readily identified because they exhibit the clear characteristics. Girls tend to have more cognitive, language, and social problems. 15

Signs of students with learning disabilities 16

Early Research Although children with learning disabilities were always present in the classroom, in the 1930’, teachers, psychologists, reading specialists and others began to apply scientific research on children with learning problems. • Samuel Orton- a psychologist believed language disorders were linked to an absence of cerebral dominance. The International Dyslexia Foundation (Orton Dyslexia Association) was named in his honor for his contributions in research. • Grace Fernald- an educator who established a clinic for children with learning disabilities. She used visual-auditory-kinesthetic-tactile (VART) approach in her remedial reading and spelling programs. • Newhall- established the perceptual-motor development theory of learning which promoted movement, physical exercise, and corrective activities as remediation. • Marianne Frostig- hypothesized that learning disabilites stemmed from poorly developed visual perceptual skills. She created the Developmental Test of Visual Perception to assess areas of need. 17

organizations and agencies Learning Disabilities Association (LDA) LDA is a non-profit organization. Its purpose is to advance the education and general welfare of children and adults who manifest disabilities of a perceptual, conceptual, or coordinative nature. LDA’s Web site offers alerts and bulletins, links to other organizations, publications, and contact information. Council for Learning Disabilities (CLD) CLD is an international organization that promotes new research and effective ways to teach people with learning disabilities. The CLD Web site offers conference information, updates on scholarly initiatives, general information about learning disabilities, and research reports. National Center for Learning Disabilities (NCLD) NCLD is a nonprofit organization dedicated to promoting public awareness and understanding of learning disabilities as well as enabling children and adults with learning disabilities to achieve their full potential and enjoy a more fulfilling and productive participation in our society. The Web site includes: information about learning disabilities, research reports on strategies and instruction, summaries of political activity, and first person accounts. International Dyslexia Association (IDA) IDA is a non-profit organization dedicated to helping individuals with dyslexia, their families, and the communities that support them. IDA focuses its resources in four major areas: information and referral services, research, advocacy and direct services to professionals in the field of learning disabilities. The Web site includes information for parents, teachers, other professionals, and children. 18

Assessment of learning disabilities The Specific Learning Disabilities Act of 1969, now referred to as the IDEA protects the rights of those who are considered learning disabled. The IDEA requires tests to evaluate and determine if a child is learning disabled. • Tests must be administered by trained individuals • Tests must be valid and reliable • Tests must neither be culturally nor racially discriminatory • Tests must be administered in students native language • No single measure should be used on the basis of determination Students discrepancy is determined by comparing standardized tests with a measure of cognitive abilities or intelligence, such as, Wechsler Intelligence Scale for Children (4 th), the Stanford-Binet Intelligence Scale (5 th), or the Kaufman Assessment Battery for Children. 19

Assessment strategies Norm-referenced assessments-standardized tests in which performance is compared to that of the normative group of peers. Criterion-referenced assessments- describe the students performance. Commonly teacher-made tests that assess the learned set of skills Curriculum-based assessments-students are evaluated on items based on objectives found in the curriculum. Students are evaluated several times a week to track progress towards specific goals Authentic assessments- a more accurate picture of what students can accomplish in real-life situations Portfolio-assessments- a type of authentic assessment which collects samples of students best work gathered over a period of time 20

Response to Intervention (RTI) Students are exposed to levels of instructional intervention with ongoing observations and monitoring. • RTI uses evidence-based or scientifically validated instructional practices. • Progress monitoring is frequent and systematic assessment of individuals progress and performance. Tier 1 (Primary Intervention)- Preventative instruction in a general education classroom. 65%-75% of students (5 -10 weeks) Tier 2 (Secondary Intervention)- More intensive supplemental instruction focused on areas of need. 20%-30% of students (8 weeks) Tier 3 (Tertiary Prevention)- Most specialized instruction addressing specific needs of the individual. 5% of students ( Greater than 8 weeks) 21

Response to Intervention (RTI) RTI records can indicate whether or not the child (a) achieves adequately for age or grade level when provided with appropriate instruction, and (b) makes sufficient progress to meet age or grade level standards based on the child’s response to scientific, research-based intervention. In addition, evidence that the student is improving when provided with general education interventions indicates that the student is not in need of special education services, a requirement for placement in special education. 22

Related services § Adapted Physical Education § Audiology Services § Counseling Services § Early identification and assessment of disabilities in children § Educational Sign Language Interpreting Services § Medical Services for diagnostic or evaluation purposes § Occupational Therapy § Physical Therapy § Psychological Services § Orientation and Mobility Services § School Nurse Services § Social Work Services in Schools § Speech-Language Therapy § Transportation 23

placement § § § § § Regular Education with 504 Regular Education with Related Services ICT/Integrated Co-Teaching Model Resource Room Teaching Assistant Special Class Self Contained/12 -1 -1 Special Day School Residential Facility 24

Recreational programs http: //www. ldanys. org/index. php? s=4&b=11&p=27 ADD VIDEO OF LD KIDS PLAYING 25

Assistive technology Apps to Help Students With Dysgraphia and Writing Difficulties Technology can be a great tool for students (and adults!) who have learning disabilities like dysgraphia or dyslexia that affect their written expression. Students can benefit from the use of audio textbooks and audio independent reading books. They can make the reading process a bit easier and even fun! There also many apps that can help learning disabled students, especially those who have dysgraphia or dyslexia. Some examples are: http: //www. ncld. org/students-disabilities/assistive-technology-education/appsstudents-ld-dysgraphia-writing-difficulties 26

Placement of Students with Learning Disabilities “About nine out of every ten students with learning disabilities spend at least part of their day in a general education classroom” 27

Types of accommodations *** Accommodations do not alter the content of assignments, give students an unfair advantage, or change what a test measures. • Accommodations helps students with LD to show what they know without being hindered by their disability. • As a teacher selecting and monitoring the effectiveness of accommodations should be an ongoing process, and changes should be made as often as needed. 28

Possible Accommodations to Consider Presentation • Provide on audio tape • Provide in large print • Reduce number of items per page or line • Provide a designated reader • Present instructions orally Setting • Provide preferential seating • Provide special lighting or acoustics • Provide a space with minimal distractions • Administer a test in small group setting • Administer a test in private room or alternative test site Test Scheduling • Administer a test in several timed sessions or over several days • Allow subtests to be taken in a different Response • Allow for verbal responses • Allow for answers to be dictated to a scribe • Allow the use of a tape recorder to capture responses • Permit responses to be given via computer • Permit answers to be recorded directly into test booklet Timing • Allow frequent breaks • Extend allotted time for a test Other • Provide special test preparation • Provide on-task/focusing prompts 29 • Provide any reasonable accommodation

Misconceptions • “The Term ‘learning disabilities’ is interchangeable with other disorders. ” Learning disabilities do not include problems that are primarily due to visual, hearing, or motor disabilities — even though students with those types of disorders can also have LD. It doesn’t include intellectual disabilities, emotional disturbance, or autism spectrum disorders, although children who fall within these diagnostic categories can also have learning disabilities. LD is not caused by cultural, environmental, or economic factors. And LD is not synonymous with ADHD, even though they often cooccur and share lots of the same features. • “Learning disabilities are easily diagnosed. ” There is no quick and easy way to know whether a child has LD. There’s no blood test or X-ray that can be done as part of a child’s annual physical. What we do know is that learning disabilities run in families, and that a family history of academic difficulties could be an indication of risk. 30

• “Learning disabilities usually correspond with a low IQ. ” Children with LD have the mental machinery to do well, but because of the unique ways that their brains are organized to receive, process, store, retrieve and communicate information, they struggle to accomplish tasks that are necessary to success in school and in life. • “Learning Disabilities fade with time. ” Learning disabilities do not go away — they’re with you for life. That doesn’t mean someone with a learning disability can’t achieve or even be wildly successful. They just need to find ways to circumvent or accommodate for the areas in which they don’t do well. 31

Post Secondary/ Vocational • Providing transition plans and services is crucial when assisting youth with disabilities to prepare for adult life. • Comprehensive transition planning needs to address several domains, including education, employment, personal responsibility, relationships, home and family, leisure pursuits, community involvement, and physical and emotional health. • Transition planning is mandated in the Individuals with Disabilities Education Act (IDEA), formerly the Education for All Handicapped Children Act (PL 94 -142). • Transition planning and services focus on a coordinated set of student-centered activities designed to facilitate the student's movement from school to post-school activities, including postsecondary education. • Transition planning is a student-centered activity that requires a collaborative effort. 32

Post Secondary/ Vocational • Responsibilities are shared by the student, parents, secondary personnel, and postsecondary personnel, all of whom are members of the transition team. • For many students with learning disabilities, participation in postsecondary education is appropriate. • However, to achieve this goal, comprehensive transition planning is essential. • The primary objective of this planning is to help the student select, access, and succeed in a postsecondary education program. • A student with a learning disability can succeed in the transition from secondary to postsecondary education settings if the student, parents, and professional personnel work together to design and implement effective transition plans. 33

prevalence • Estimates range from 1 – 30% of the school’s population • Recent statistics by the Federal government about 2. 52 million people from ages 6 – 21 are identified as learning disabled. • Learning disabilities are by far the largest category of special education. 34

Curriculum/ instructional approaches • Individualization is key to meeting the instructional needs of students with learning disabilities • What works well for one student may not be appropriate for another • Difficulties with reading often include phonic analysis. This is the vital component of early reading instruction. 35

Cognitive training • During the learning process, what incurs internally is just as important as what happens externally • Two instructional techniques are: • Self instruction - when students initially talk to themselves out loud while completing tasks. They verbalize the instructions and verbally reward themselves for success. § Mnemonic Strategies – tools for helping students recall facts and relationships. Teachers make abstract ides more concrete by making meaningful representations for the information. 36

Steps used during cognitive training 1. Student observes the teacher perform a task while verbalizing out loud 2. Pupil performs a task with teacher providing verbal directions 3. Child performs the activity while verbalizing out loud 4. Student performs the task while whispering instructions 5. The pupil performs activity while using their inner speech 6. Child monitors their own performance 37

Metacognative & Cognitive Strategies Metacognition is one's "inner language" or as "thinking about one's own thinking" or more specifically metacognition refers to an individual's self-knowledge about their cognition and to the ability to be able to influence one's own cognition. **Think-Aloud **Explicit Modeling **Checklists and rubrics 38

Metacognative & Cognitive Strategies The goal of a strategy is to teach students how to become purposeful, effective and independent learners. Self-assessment (Miller, 1991) and self-monitoring is thought to facilitate strategic functioning. Students with learning disabilities typically lack this self-knowledge and self-awareness and therefore, they must be taught these strategies directly. Cognitive strategies help a person process and manipulate information; examples include taking notes, asking questions, or filling out a chart. Cognitive strategies usually are very task specific. **Graphic organizers 39

Direct instruction • The goal is to produce gains in a specific academic skill without worrying about processing deficits. • Teacher must be clear and unambiguous • Must be highly organized instructional approach • Teacher directed; precisely scripted, fast paced, and typically presented in small group • Correct answers immediately praised and incorrect responses receive corrective feedback 40

6 key components of direct instruction Explicit step by step strategy Develop of mastery at each step Strategy corrections for Gradual fading from teacher directed to independent work Use of systematic practice Cumulative review of newly learned concepts (chapter tests) 41

Learning strategies • Focuses on teaching students how to learn and how to become a more purposeful and efficient learner. • These are the techniques, principals, or rules that manipulate and integrate information across situations and settings. • The goal is to help students become more actively engaged and involved in their own learning Strategic Instruction Model • Provides strategy instruction • It can be applied to all areas of curriculum • Emphasis the cognitive aspects of learning instead of focusing on subject content • This is a natural compliment to the general classroom curriculum 42

• “External factors contribute to learning disabilities. ” Learning disabilities have a biological basis and they cannot be attributed to external or environmental factors, such as: A lack of motivation or laziness, Poor teaching or a lack of learning opportunities, Economic disadvantages, Environmental or cultural factors. 43

paf program: A program to prevent and remediate reading failure. Preventing Academic Failure (PAF) is an early intervention program for teaching reading, spelling, and handwriting in grades K-3. It prevents or addresses reading failure in learning disabled and struggling readers. It has been proven successful in over 40 years of use in public and private schools. Thousands of children have learned to read thanks to PAF gives children building blocks to learn in a logical order. This helps reduce frustration and makes students feel more successful. Children are taught: § The sounds letters make and how to write them § How to use individual sounds to read and spell words /t/ /e/ /n/ make the word ten § To use words, syllables and suffixes to build multisyllable words ten > tenderly § To read accurately and fluently using phrases, sentences and stories that contain only sounds and words that have already been learned (decodable text) § Comprehension strategies to help them understand what they read 44

paf program: HOW IS IT DIFFERENT? PAF is based on the philosophy that reading must be taught systematically with the following components: § Direct Instruction Lessons are taught, practiced and reinforced with teacher interaction. § Oral Reading Allows the teacher to monitor the children's errors and provide the needed correction to develop accurate reading. § Repeated Readings Provides practice to improve reading fluency. § Decodable Text Children are given passages to read which contain only sounds and words which have been taught. This gives children a sense of accomplishment and discourages inappropriate strategies such as guessing at words. § Integration of Reading and Spelling Teaches children to read and spell using the same vocabulary, which helps develop word recognition. 45

paf program: A program to prevent and remediate reading failure. PAF & the RTI Model PAF can be used in a variety of settings to meet the needs of struggling readers. Curriculum-based assessments help monitor students’ progress and ensure appropriate intervention. Tier 1: It can be used as a beginning reading program starting in kindergarten or first grade and ending in third grade. Tier 2: It can be used as a remedial reading program (Grades 1 -6). Tier 3: It can be used a reading program for self-contained special education (ungraded). 46

SAMPLE LESSON Step 1. Teach the new sound with a key word. Step 2. Teach the motor pattern for the letter using large and small models. 47

SAMPLE LESSON Step 3. Dictate words and sentences with the new sound that have been selected from the teacher handbook. 48

SAMPLE LESSON Step 4. Read words and phrases with the new sound to practice decoding and improve word recognition and fluency. 49

SAMPLE LESSON Step 5. Read stories with new sound for additional decoding practice and to teach comprehension strategies. 50

paf program: A program to prevent and remediate reading failure. PAF and Dyslexia PAF, a nationally recognized program for teaching reading to students with dyslexia, effectively prevents, lessens or eliminates reading difficulties. Students with dyslexia need specialized instruction in order to reach their full potential. PAF is an Orton-Gillingham based reading program. Orton. Gillingham refers to the methodology first developed and published in 1940 by Dr. Samuel T. Orton and Anna Gillingham for teaching students with dyslexia. PAF incorporates Orton-Gillingham methodology with newer research-based instructional practices and includes these critical components: 51

Orton-Gillingham Methodology The athome. readinghorizons. com/solutions/ortongillingham-2 m approach is language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible. Its breadth, perspective, and flexibility prompt use of the term approach instead of method. § Language-Based The Orton-Gillingham approach is based on a technique of studying and teaching language, understanding the nature of human language, the mechanisms involved in learning, and the language-learning processes in individuals. 52

Orton-Gillingham Methodology § Multisensory Orton-Gillingham teaching sessions are action oriented with auditory, visual, and kinesthetic elements reinforcing each other for optimal learning. The student learns spelling simultaneously with reading. § Cognitive When using the Orton-Gillingham approach, students learn about the history of the English language and study the many generalizations and rules that govern its structure. They also learn how best they can learn and apply the language knowledge necessary for achieving reading and writing competencies. 53

Orton-Gillingham Methodology § Structured, Sequential, Cumulative The Orton-Gillingham teacher introduces the elements of the language systematically. Students begin by reading and writing sounds in isolation. Then they blend the sounds into syllables and words. Students learn the elements of language, e. g. , consonants, vowels, digraphs, blends, and diphthongs, in an orderly fashion. They then proceed to advanced structural elements such as syllable types, roots, and affixes. As students learn new material, they continue to review old material to the level of automaticity. The teacher addresses vocabulary, sentence structure, composition, and reading comprehension in a similar structured, sequential, and cumulative manner. 54

Orton-Gillingham Methodology § Flexible At best, Orton-Gillingham teaching is diagnostic-prescriptive in nature. Always the teacher seeks to understand how an individual learns and to devise appropriate athome. readinghorizons. com/method/teachingreadingg strategies. § Emotionally Sound In every lesson, the student experiences a high degree of success and gains confidence as well as skill. Learning becomes a rewarding and happy experience. 55

Orton-Gillingham Methodology For Whom is the Orton Gillingham Approach Appropriate? § The Orton-Gillingham approach is appropriate for teaching individuals, small groups, and classrooms. It is appropriate for teaching in the primary, elementary, intermediate grades, and at the secondary and college level as well as for adults. The explicit focus of the approach has been and continues to be upon persons with the kinds of language processing problems associated with dyslexia. Early intervention is highly desirable, but it is never too late to begin! 56

Webliography § http: //www. ncld. org/students-disabilities/assistive-technology-education/apps-students-lddysgraphia-writing-difficulties § http: //www. ldanys. org/index. php? s=4&b=11&p=27 § http: //www. ldonline. org/article/7756/ • http: //www. questia. com/library/journal/1 G 1 -56639766/metacognitive-learning-strategies-for-students -with • http: //www. ncld. org/students-disabilities/assistive-technology-education/apps-students-lddysgraphia-writing-difficulties § http: //athome. readinghorizons. com/research/orton-gillingham-approach#users IDK WHATS GOING ON WITH THE BULLETS. . . 57