Simulations of Learning Disabilities vs Simulations of Learning Disabilities vs. Guest Speakers with Learning Disabilities: Reflections by Future Teachers Shana Hornstein, Ph.D., BCBA-D Ross Whiting, Ph.D. candidate Temple University

Setting Introduction to Inclusive Education course Required for any student pursuing a teaching certificate (elementary, middle, high school, art, P.E., music, or vocational) Covers the special education laws and different categories of disabilities Most students have little to no previous knowledge or experience of disabilities

Method Pre-reflection before lecture What did you know before this course? Post-reflection after lecture and simulation activities or guest lecture What new information did you learn? What myths did you believe that you now know are not true? Reflections coded for themes

Simulations activities Auditory processing activity Dyslexia worksheet with rotated letters Dysgraphia-draw between lines looking through a mirror Lectured on ADHD but did not use a simulation

How to do the STAR simulation mirror Look OVER the folder

Criticisms of Simulations Only portray the negative, not whole context Focus on what they can’t do, without accommodation May reinforce myths that people with disabilities can’t function independently or that it would be better to be dead (Kiger, 1992)

Guest Speakers Flower et al. (2007), found that interaction with people with disabilities led to the largest median effect size and real experiences with people with disabilities seemed more favorable than simulations. Yuker (1987) compiled studies on contact with people with disabilities. College contact has more effect, K-12 contact more mixed Nonvisible disabilities more acceptable than visible disabilities (Yuker, 1982). Willing to discuss (Blood & Blood, 1982). Usually considered credible sources. College contact has more effect, K-12 contact more mixed (different now?) Persons with nonvisible disabilities tend to be more acceptable than those with visible disabilities (Yuker, 1982). Persons who demonstrate self-acceptance by acknowledging their disabilities and being willing to discuss them are usually positively evaluated (Blood & Blood, 1982). Since many people, probably incorrectly, perceive disabled people as experts on disability, they are usually considered credible sources.

Guest Speakers One undergraduate senior majoring in Secondary Education with dyslexia and a communication disorder One doctoral student in Urban Education with dysgraphia Both male Spoke for approximately one hour

Simulation Results Did Not Know Much (pre-simulation) I had a very limited knowledge of learning disabilities before I came to this class. As far as I know, I had never come across a fellow student with a LD. I didn’t know too much about learning disorders. The only one I knew with any detail was dyslexia. I knew dyslexia was characterized by having difficulty reading.

Simulation Results Reading, Writing, Math (post-simulation) A learning disability is specific to a category. For example, they break into math, reading, science, etc. It is not the same as an intellectual disability. LD not only include dyslexia but dyscalculia and dysgraphia.

Guest Speaker Results: Reading, Writing, Math Before this class I knew only a little about LD. I knew about dyslexia and that it jumbled letters for the reader which made it very difficult. I knew hardly anything else. I had no idea there were different names for writing and math disabilities. I thought they all fell under the category of dyslexia. After the speakers I realized more fully that LDs are not an incapability of learning but just a difference in the way a student learns. Both of the speakers are clearly educated and smart people., they just have a harder time reading/writing. These hardships with reading/writing/math can be easily overcome by different styles of teaching or different resources. I had no idea what dysgraphia was. It was really interesting what this specific disability was. I now got is really go more into dyslexia as well as speaker independent was. Hearing their struggles kind relate to what I had to struggle in elementary school as well.

Simulation Results Not Low IQ (post-simulation) Learning disabilities make an individual very unique and do not mean an individual is behind or below a normal IQ, it sometimes means they could be above average. Learning disabilities do not mean low IQ, just mean child’s brain works differently.

Guest Speaker Results Not Low IQ, Permanent Learning disabilities cannot be determined by looking at someone. You may be able to determine they have ADHD or a more visual disability but this is not a learning disability just something that can make it harder to learn. I also understand a learning disability doesn’t mean the person is stupid, it just means they need a different style of teaching. They may be extremely intellectual. A learning disability also cannot be “fixed”, you have it permanently.

Simulation Results: Experiential Learning I now understand that for different learning disabilities activities can be extremely frustrating. By doing the activities I felt like I was experiencing what it feels like to have a disability. Also, I learned that accommodations will fix these problems. I have a clearer understanding of what the person with the learning disability goes through. It’s easy to say, “People with dyslexia has trouble with written language.” But to actually see what they would see is more helpful. Learning disabilities are tough without help! They can be very frustrating.

Guest Speaker Results First Person Having the speakers was lovely Personal stories important to show the variation in experience Speakers made me understand what it was like on the other side of LD. There are certain situation that I did not realize that could be troublesome for people with learning disabilities. For example drawing and words moving on the paper. I really enjoyed having the guest speaker they were able to provide me with a first hand experience.

Simulation Results Sympathy I now understand how hard it can be for people to function. I have a clearer understanding of what the person with the learning disability goes through. Low confidence comes because students with LDs feel they are stupid when they see peers accomplishing tasks easier.

Guest Speaker Results: Advocate Teachers should be advocates for students that have LD and try not to exclude them in certain situations. Students should not be made fun of. I grew up with a really supportive set of parents and today it clicked that not everyone has that. I can only imagine how frustrating that is for a student with a LD. I am looking forward to being an advocate for my students in the future. Being a learning advocate is the most important thing to be with your students. After hearing from the guest speakers, I believe it is very important for us, as future educators, to look out for students who may have learning disabilities and to catch it while they are young so they do not go through their entire education struggling from a learning disability. I also learned the importance of being an advocate and stressing to all my students that not everyone learns the same way and that is alright.

Guest Speaker Results: Education I have a more positive view of people with LD. It seems like support is the biggest thing you could offer. I like how both speakers seem to excel in other aspects of life. I really enjoy how each speaker is in the field of education. I enjoyed the speakers greatly. Learning disabilities doesn’t mean you are incapable of learning it just mean it takes time for them to get things. I love, love the fact that both of these men want to go back into education to help people that have struggle just like them.

From the lecture Accommodations Universal Design Not Low IQ Exist Ameliorate Universal Design Not Low IQ Guest speakers do not always cover the same points you might make in lecture + simulation

Contrast with other disabilities People have preconceived notions about physical and sensory disabilities that differ from learning disabilities Learning disabilities are the largest proportion of students receiving special ed services Also the most likely to be included in general ed

Feedback Students write in course evaluations that they want more activities like the simulations throughout the class

My questions for you Is it possible that simulations are effective for some disabilities but not others? If students state that simulations have deep impact and state they “like” simulations, is that enough to justify using them?