Learning Disabilities (An Introduction) Heacox Chapter 10 Part 1

In previous chapters Discussed DI based on aptitude, readiness, learning pace, interests, learning styles, and learning preferences Now add another important aspect: learning disabilities or differences

If student has an IEP or 504 Plan Make modifications based on information about student’s specific learning needs The recommendations in the plan should guide you Use the same tiered assignments, but modify the tasks to make them appropriate

Learning Disabilities Disorders in one or more of the basic process of spoken or written language May affect ability to store, process, or produce information May limit listening, thinking, speaking, reading, writing, spelling, or doing math May hinder processing of visual or auditory information (see Sousa chapter 2)

Visual Processing Disorders Difficulty with information taken in through the eyes Brainstorm examples of difficulties that a student with a visual processing disorder would have in the classroom. (See next slide)

Visual Processing Disorders Examples of difficulties: differentiating form, shape, pattern, size, or position perceiving spatial or whole/part relationships identifying numbers & letters reading charts & graphs

Visual Processing Disorders Modifications: Limit or modify activities that present information in visual/spatial & maybe even verbal/linguistic ways Have the student show what they have learned in other ways than these Brainstorm ideas of how could do this! (ex: Read aloud all printed material to the student)

Auditory Processing Disorders Difficulty with information taken in through the ears – analyzing the information given orally, hearing differences in sounds, reconstructing sounds into syllables or words Brainstorm examples of difficulties that a student with an auditory processing disorder would have in the classroom. (See next slide)

Auditory Processing Disorders Examples of difficulties: following verbal instructions speech & language (Sousa chapter 4) ability to read & spell (Sousa chapter 5)

Auditory Processing Disorders Modifications: Give support visually for activities that present information orally Have the student show what they have learned in ways other than verbal/linguistic Brainstorm ideas of how could do this! (ex.: charts of directions)

Different Achievement Level If differs significantly, work with special education colleagues to determine best ways to differentiate If reading well below grade level, provide appropriate reading materials or study guides Other ideas?

Behavior Disorders EBD (emotional or behavioral disorders) ADD (attention deficit disorder) ODD (oppositional defiant disorder) (See Sousa chapters 3 & 8)

Behavior Disorders Usually affect student’s ability to pay attention, get along with others, and follow directions Hyperactivity, distractibility, & impulsivity – affect learning & social interactions

Behavior Disorders Focus on strengths, interests, & learning needs Management of learning opportunities is key! Highly structured activities are helpful Checklists of procedures or steps – have student check off as done Routines for managing activity & work Opportunities to move about – when & where (give stopwatch)

Physical Disabilities/Differences Set up room so that mobility is not hindered Modify bodily/kinesthetic activities Think about physical limitations when planning lessons, field trips, & events

Autism Spectrum Disorders PDD (pervasive development disorder) Autism Asperger Syndrome (See Sousa chapter 9)

Autism Spectrum Disorders Can be very high functioning, even gifted & talented (“twice exceptional”) May require extensive support from special education services

Autism Spectrum Disorders Typical characteristics student may exhibit: difficulties with social interaction repetitive behavior patterns unusual obsessions motor deficits difficulties taking turns lack of judgment highly uneven academic skills

Autism Spectrum Disorders Management of routines & interactions with others is key Use visual cues – icons, pictograms Give many opportunities for student to work independently on topics of current interest or preference

Twice Exceptional Students with dual differences (Sousa chapter 2) Require special education services & gifted/talented/creative services (More when revisit Heacox chapter 10 gifted & talented)

Twice Exceptional Do not focus solely on the disability Try to utilize strengths & meet needs, which may be hidden or masked by the disability or behavioral problems IEP should make recommendations on how to stimulate the student’s intellectual & academic growth as well as how to work with the student’s learning difficulties

General Strategies for Special Needs Students Use Gardner’s Multiple Intelligences – find strengths, weaknesses, & preferences; determine products (see Heacox pp. 32-35) Modify projects – speak conversation between characters, etc. Paired or group reading

General Strategies for Special Needs Students Directions given in more than one way – orally, on micro-cassette, on board, on checklist, etc. Procedure checklists – teach students to check off as done with a step Variety of ways to learn new information – listen to tapes, watch videos, on computer, etc.)

General Strategies for Special Needs Students Study buddies to help with directions Set up room with quiet spaces to work alone, active spaces to move about (be clear about when & where can do so – give stopwatch), beneficial seating arrangements Allow students to use headphones without something attached to block noise & distractions