Putting It All Together Sousa Chapter 10: Helping Students with Learning Difficulties

4 Important Areas to Consider Identification Accommodation Motivation Communication

Identification How do we assess students for learning difficulties? Brainstorm ideas Some difficulties are temporary – but if they persist & cause a serious lag in academic achievement, then need to get the student help

Identification Have student fill out an assessment inventory, if they are old enough – see pg. 199 – discuss it with the student RTI Discrepancy between potential/ability (IQ) & achievement – many arguments vs. this model Neuropsychological model

Identification A Combined Model – uses portions from other identification models Five steps to progress through for l.d. designation – see figure 10.1 on pg. 202 See pg. 201 for benefits of this model

Accommodation Learn how the brain learns Create a learning profile for each student with learning difficulties: reasoning ability, learning style, classroom participation, comprehension, work level, progress – look for trends Use technology Modify the learning environment (pg. 203)

Accommodation Modify instructional strategies (pg. 203) Modify the curriculum materials (pp. 203-204) Get the reluctant starter going Maintain attention Use group instruction & peers Adjust time demands

Accommodation Deal with inappropriate behavior (pg. 205) Modify homework assignments

Motivation Motivation is a worry for all teachers about almost all students Students with learning difficulties: have doubts about their abilities & have experienced failure in the classroom Low expectations = poor performance = low motivation = … Negative self-concept

Motivation: 5 Basic Strategies Structure activities for success Set realistic expectations Link success to effort Communicate positive expectations Demonstrate noncontingent acceptance See pp. 206-207 for details

Remember! It is easy to become too focused on the student’s learning difficulties – detect & fix Miss opportunities to capitalize on the student’s strengths & talents Focus on strengths & talents = mitigating weaknesses + improving motivation & performance + boost self-esteem

Communication Different families cope with a child’s learning difficulties in various ways, some positive, some not Relieve parent stress by communicating with them – meet as soon as detect learning difficulties, allow them to work through emotions & questions over several meetings

Communication Communicate frequently: daily or weekly journal periodic parent-teacher meetings set of textbooks for home use weekly progress reports schedule of class & homework assignments go over adaptations & grading policy

Communication Provide parents with contact information for local support groups, Internet sites, organizations Other suggestions on communication?!

Final Thoughts Any final ideas (for today) of how we can differentiate instruction, materials, and products to help students with learning differences? Remember: The other chapters in Sousa give suggested accommodations for specific learning difficulties