Including Students with Learning Disabilities NASPA - Disability Knowledge Community

Learning Objectives Define what a learning disability is Identify areas of learning that can be affected by a learning disability Identify inclusive, non-ableist strategies for including students with learning disabilities

What is a Learning Disability? A disorder which affects the manner in which individuals with average or above average intelligence take in, retain and express information.

Learning Disabilities… Are neurological in origin Are a heterogeneous group of disorders (specific to the individual) Often involve an overall speed of processing difficulty Often involve uneven patterns of learning Occur throughout the lifespan

New DSM-V Language Traditionally, a diagnosis of an LD was based on a 1.5 standard deviation discrepancy between cognitive ability and achievement (IQ scores vs. achievement scores). In the DSM-V, the use of the discrepancy model was replaced with four criteria. Symptoms lasting at least 6 months, despite intervention Age at onset of problems (during the school-age years, although may not fully manifest until young adulthood in some individuals) Measurement of those characteristics, below those expected for age, and causing impairment in academic, occupational, or everyday activities Exclusion of other disorders (such as intellectual disabilities, uncorrected auditory or visual acuity problems, other mental or neurological disorders) or adverse conditions (psychosocial adversity, lack of proficiency in the language of instruction, inadequate instruction) must be ruled out before a diagnosis of LD

Areas of Learning that can be Affected by an LD visual processing auditory processing processing speed basic reading (decoding) reading comprehension oral expression written expression mathematical calculation and reasoning

Additional Areas Potentially Affected fluid reasoning abstract reasoning problem solving short or long term memory attention and concentration fine or gross motor skills time management and organizational skills social skills

Some Learning Disability Types Dyslexia – reading Dyscalculia – mathematics Dyspraxia – motor skills Dysnomia – memory and oral expression (especially memory for, and expression of, individual words)

Diversability Mindset Teaching from a Diversability Mindset

General Strategies for Inclusive Instruction Use inclusive language, such as “some people learn this concept best when”…and “others learn best when”….. and “use what is best for you”. Use more than one modality (visual, auditory, kinesthetic/tactile) when explaining a concept. Suggest that the student complete a summary after each class session and bring to office hours regularly. Give general outlines ahead of time or online on course shell so that students can develop a schema and mentally prepare for the lecture or class activity. When working with a student individually, have the student repeat back the concept that was just explained or write the concept in their own words. Break larger tasks into smaller tasks. Use a step by step approach.

Allow pauses during instruction and between concepts to allow greater processing time. Make obvious connections between previously taught concepts and new concepts, i.e., starting today’s lecture with a main idea or point from yesterday’s lecture/activity. Encourage discussion of any approved accommodations and necessary supports. Have individual discussions with students about what works best for them.

Visual Processing Disabilities Use a larger font (14 points) on handouts, assignments and tests. Use larger space between concepts on handouts or between questions on tests. Make use of bold fonts. Encourage the student to request a note taker if blackboard or whiteboard is being used regularly. Post notes online on course shell

Auditory Processing Disabilities Combine lecture teaching with visual aids. When working with a student individually, reduce or space verbal directions or use cues such as “Ready for the next step?” Reword or help decipher verbal directions in lecture or lab. Vary pitch and tone of voice, alter pace, stress key words. Post outline of lecture on course shell ahead of lecture for preview.

Dyslexia Suggest the use of electronic materials and a screen reader Use multi-sensory teaching methods, when possible. Encourage students to learn material in small pieces, and then connect all the material with larger concepts. Encourage students to take notes in more than one way i.e., linearly and mapping Use mnemonics to help students grasp key concepts.

Dyscalculia Allow use of scratch paper. Use diagrams and draw math concepts. Suggest use of graph paper. Use mnemonic devices to learn steps of a math concept. Schedule computer time for drill and practice. Provide a list of math symbols with their meanings and formulas on a handout ahead of time, i.e., > and < is greater than and lesser than. Read sample problems out loud.

Aphasia- Language Disabilities Speak slowly and clearly and use simple sentences to convey information. Allow several seconds of “think time” for answering questions. Write main concepts on board or PowerPoint. Encourage student to use graphic organizers for note taking from lectures and textbooks. Encourage mapping or webbing for writing assignments.

Sources Diagnostic and statistical manual of mental disorders, DSM-IV-TR. (2000). Washington, DC: American Psychiatric Association. Learning Disabilities Association of America. (n.d.). Retrieved from https://ldaamerica.org/ Lerner, J. W. (1993). Learning disabilities: theories, diagnosis, and teaching strategies. Boston: Houghton Mifflin.