Myths & Facts about Learning Disabilities: Effective Strategies for Engaging Mentees with LDs Presented by: Saloni Kalia, Client Engagement Coordinator & Program Facilitator, LDAPR BBBS on November 3, 2016

Presentation Outline What is a Learning Disability? Facts & Statistics Types & Characteristics of LDs Specific Techniques & Strategies for Engagement Related Disorders & Strategies for Engagement Relating to Mentees with LDs & Fostering Positive Interactions Q&A

What is a Learning Disability? ●LDs are a group of neurological or brain-based problems that affect one or more ways that a person takes in, stores or uses information They relate to: • Getting information into the brain (Input) • Making sense of this information (Organization) • Storing and retrieving information (Memory) • Getting information back out (Output)

Facts & Statistics ●According to LDAC, 10% of the population has a LD (130,000 in Peel) ●A learning disability is NOT: low intelligence / mental illness / developmental delay ●Learning Disabilities are not caused by: Impairment of vision/hearing, physical handicap, cultural or languages differences, socio-economical status, lack of motivation ●With solid coping strategies and skills, people with LDs can succeed!

Facts & Statistics ●LDs occur in individuals with average to above average intelligence ●LDs are lifelong and affect each person differently ●LDs can affect academic functioning as well as daily life and social life Having LDs is associated with an increased risk for mental health problems including anxiety, depression and lower levels of self esteem

Types & Characteristics of LDs Specific Learning Disabilities: Dyscalculia Dysgraphia Dyslexia Auditory Processing Disorder (APD) Language Processing Disorder (LPD) Visual Perceptual/Visual Motor Deficit Non-Verbal Learning Disability

Dyscalculia - Signs & Symptoms LD impacting a person’s ability to understand numbers and learn math facts. Difficulties include: Sequencing events or information Making change or handling money Recognizing patterns Understanding concepts related to time (days, weeks, months, seasons, quarters, etc.) Understanding math concepts, order of operations etc.

Dyscalculia - Strategies To effectively engage your mentees with dyscalculia, consider: Use of visuals, pictures and diagrams to help visualize the breakdown or organization of your time together Manipulatives or tools to help with time-telling or other math related concepts (measurements) Use of rhythm, music, mnemonics and tricks to teach or help mentees remember math related facts/concepts I.e., ‘when the big hand gets to four, we hit the floor’

Dysgraphia - Signs & Symptoms LD impacting an individual’s fine motor skills (i.e., handwriting). Difficulties Include: Handwriting, cursive, consistency in writing (irregular sizes of letters, styles of letters) Planning space on paper Thinking and writing at the same time Holding writing utensil in an efficient way

Dysgraphia - Strategies To effectively engage your mentees with dysgraphia, consider: Being mindful of mentee’s ability to write/use fine motor skills Provide assistance as appropriate Consider asking your mentee to orally state what they wish to write as you write it instead Suggesting more efficient methods of gripping pencils if writing is required and mentee is motivated to write themselves

Dyslexia - Signs & Symptoms LD impacting an individual’s reading and language based processes. Difficulties Include: Reading fluency, decoding Reading comprehension (listening comprehension typically far better than reading comprehension) Recall Writing, spelling Reading slowly/painfully

Dyslexia - Strategies To effectively engage your mentees with dyslexia, consider: Use of quiet areas for activities involving reading and comprehension Use books on tape Use books with large print and big spaces within lines Encourage comprehension/logical understanding rather than memorization Incorporate multi-sensory approaches

Auditory Processing Disorder - Signs & Symptoms LD impacting an individual’s processing and interpretation of sound. Difficulties Include: Processing or remembering language-based tasks Slower processing speed with their thoughts and ideas, difficulty explaining them Misspell or mispronounce similar sounding words Recognizing differences between sounds in words, even when sounds are loud and clear Recognizing where sounds are coming from

Auditory Processing Disorder - Strategies To effectively engage your mentees with APD, consider: Show rather than explain Use visual cues, hand gestures, manipulatives, handouts Give cues such as “ready?” Give short and well spaced out instructions Give “think-time” of 5 to 6 seconds to allow mentee to respond Vary pitch, tone of voice and pace, emphasize/stress key words

Language Processing Disorder - Signs & Symptoms A category of APD that specifically impacts expressive (what is said) and/or receptive (what is understood) language. Difficulties Include: Poor reading comprehension Expressing thoughts/self verbally Difficulty getting jokes Thinking of the word to describe something “Tip of the tongue” feeling

Language Processing Disorders - Strategies To effectively engage your mentees with LPDs, consider: Speaking slowly and clearly Encouraging visualization (aids in comprehension) Using visuals Encouraging organizational tools (mind maps/graphic organizers) Draw it out and ask questions

Visual Perceptual/Visual Motor Deficit - Signs & Symptoms LD impacting what an individual sees, or their ability to draw/copy. Difficulties Include: May reverse similar looking letters (b and q or p; u and n; w and m) Difficulty navigating through school/environment Complains of itchy/hurt eyes, rubs eyes, or closes one eye/yawns while working Cannot copy accurately, loses place frequently Does not recognize object/word if only partially shown

Visual Perceptual/Visual Motor Deficit - Strategies To effectively engage your mentees with Visual Perceptual/Visual Motor deficits, consider: Using similar strategies as those with mentees with dysgraphia

Nonverbal LD - Signs & Symptoms LD impacting nonverbal skills such as motor, visual-spatial and social skills. Difficulties Include: Trouble recognizing nonverbal cues Body language, facial expressions Poor motor control (seems clumsy) Bumping into objects/people, trouble tying shoes Difficulty coping with changes or transitions May ask repetitive or inappropriate questions Difficulty following multi-step tasks Seems very competent due to strong verbal skills!

Nonverbal LD - Strategies To effectively engage your mentees with NVLDs, consider: Practicing/rehearsing schedules or getting from one place to another in a step-by-step manner Use several verbal cues prior to transitions Try to avoid the need for transitioning as much as possible Answer your mentee’s questions, though be strategic! Tons of preparation required in advance of trips/changes in schedules Avoid assuming your mentee understands instructions/expectations

Types & Characteristics of LDs Related Disorders or Concerns: ADHD Dyspraxia Executive Functioning Memory Social Skills

ADHD Signs & Symptoms: Difficulties with attention, focusing, memory and behaviour Hyperactivity and impulsivity Difficulty learning, sitting still Strategies: Incorporate movement, fidget toys Incorporate positive behavioural interventions (incentives for good behaviour) Play on mentee’s interests

Dyspraxia Signs & Symptoms: Commonly exists with dyslexia, dyscalculia and/or ADHD Characterised by problems with movement, coordination, language and speech Strategies: Be careful with touch, use verbal prompt prior to touching Do not touch from behind/avoid getting too close Provide quiet place with minimal distractions Be in student’s line of sight, use tons of prompts/warnings and practice upcoming events

Executive Functioning Signs & Symptoms: Difficulty planning, organizing, strategizing, paying attention, or managing time and space Strategies: Use visuals or organizational aids, provide prompts and cues for upcoming/next tasks, use tools to help with time management

Memory Signs & Symptoms: Working memory deficits (ability to hold one piece of information in your mind while continuing on with the rest of the task) Short-term memory deficits (storing and retriving information for a short amount of time) Long-term memory deficits (remembering and retrieving what is stored for a long period of time) Strategies: Make use of memory aids, visuals, prompts and cues

Social Skills Signs & Symptoms: Lack of understanding, recognizing or following expected social cues Difficulty understanding nonverbal body language, may seem “socially awkward” Strategies: Explicitly teach appropriate behaviours/actions in different social situations I.e., how to listen, have conversations, greet others, use body language etc.

Relating to Mentees with LDs & Fostering Positive Interactions Get to know your mentee! Be patient! Be positive and empathetic! Be kind and use gentle/soothing voices! Use initial interactions to agree on/set ground rules! Consider using a token economy/incentives Employ a strength-based approach! Advocate on behalf of your mentee! Do your research! Ask for help when you need it!

Client Engagement Coordinator & Program Facilitator | LDAPR Q&A Period Got Questions? My contact information: Saloni Kalia Client Engagement Coordinator & Program Facilitator | LDAPR E: saloni.k@ldapr.ca P: 905-272-4100 ext.207

Helpful Resources for Further Learning Understood.org website: https://www.understood.org/en LDAC, LDAO and LDAA websites LDAC: http://www.ldac-acta.ca/ LDAO: http://www.ldao.ca/ LDAA: https://ldaamerica.org/ Our LDAPR website: http://www.ldapr.ca/