The Learning Skills Program By Paula Schoenecker

 Statistics show that approximately 10-15% of students have a learning disability.  Of that, about 30-40% also have AD/HD  But there are rises in other areas of cognitive disability other than LD  Acquired brain injury  PTSD, anxiety, depression, bipolar, etc.  Students on the autism spectrum (currently believed to be approximately 1out of 100 students  Developmentally delayed

 With an intellectual disability  Who is just lazy or unmotivated  Emotionally disturbed (unless co-morbid)  With just a poor academic background  Who has a visual, hearing or physical disability  Who is stupid

 Average to above average ability (intelligence)  Average academic achievement (in at least one area)  Severe processing deficit (difference between cognitive abilities)  Severe aptitude-achievement discrepancy

Common Learning Disability Problems in Math  Copies incorrectly  Number reversal  Confusion with operation signs  Difficulty with visual tracking and visual spatial deficit  Problems with sequencing with multi-step processes  Visual sequential memory  Auditory sequential memory  Difficulties with abstract thought (cognitive flexibility)  Processing of the language of math (affects word problems)  Math anxiety (often difficulty with short term and working memory)

 Multiple spelling errors  Difficulties with grammar  Problems with sentence structure and syntax  Too elementary  Organizational difficulties  Trouble getting ideas from mind to paper  Time management  Problems editing  Poor penmanship

“What I do to manage My time in all I need and for school is tring to be organized.” “I try to manage my time by giving myself at least and hour or tow to myself to get my work done. Because I have sixs kids to take care of.” “Once in school I am trying to get all I can do at school because I have a job to go to after school which starts at 1:30.” “My school activities last samete I was so stres, out that I was told to take fun class and I did. Also tookde at the time if I cloud make it in time.” “Managing how I can not stress myself With all my homework and working on it.”

 Slow to process  Difficulty de-coding words  Lack of phonemic awareness  Limited comprehension  Limited retention  Confusion between similar words  Difficulty distinguishing between main ideas and supporting details.

 Attention and Concentration  Loses pieces of information in directions, lecture, reading and writing  Doesn’t get it with either verbal or written information alone  Shuts down when overwhelmed or not understanding  Needs to hear more than once  Short Term Memory  Paying attention and following instructions  Learning only through auditory mode  Remembering information long enough to process it, e.g. taking notes  Follow lengthy discussions, lectures, etc. from beginning to end  Text anxiety  Long Term Memory  Learning vocabulary and oral language  Reading and listening comprehension  Acquiring and retaining content information  Expressive and receptive language  Retrieval  Storing information and fluently retrieving it later through association  Being successful with strategies for recall  Word retrieval, so keeps oral and written responses short and elementary

 Difficulties organizing work  Time management problems  Following oral or written instruction  Discomfort with self advocacy  Don’t know how to study or don’t study enough  Not used to having tests matter  Not self starters  Lack of humility regarding memory issues, ie, the need to compensate and how to do that

1) Shame 2) Fear (of failure, rejection, looking stupid…) often masked by anger, anxiety or clowning 3) Environmental or emotional sensitivity sensory integration 1) Emotional regulation 2) Difficulty adjusting to change

Diagnostic Testing  Determination of eligibility for learning disability services through standardized diagnostic testing  Process involves state mandated LD Model  Includes discussion of test results and strategies to compensate for academic deficits plus identification of unique learning styles, study skill remediation, screening for ADHD and self advocacy skill development

 Formal assessment process includes a mandatory intake interview and completion of intake packet (1 hour)  6-8 hours of standardized psycho-educational assessment including both an achievement battery and cognitive battery  For the LD Specialist, an additional 1-2 hours for scoring and interpretation of test results and documentation of results within a state level data base.  Preparation of a Diagnostic assessment written report (1 hour)  Individual results meeting with student and preparation of necessary documentation and paperwork for the department (1 hour)  Total of hours per student  Average of students assessed each semester

 Preparation for reaching success in college level content courses and English  Emphasis on learning skills in decoding, vocabulary development, reading comprehension and retention, critical thinking and interpretation  Skill level of students can range from 4 th grade equivalency to 10 th grade equivalency  Curriculum is significantly embedded with study skills and executive function instruction  Pedagogy involves multi-modal and diverse instructional techniques  Emphasis is on practical application

o Preparation for writing success in college level English o Emphasis on remediating skills in sentence parts and grammar/syntax as well as paragraph construction and organization of writing o Used for those unprepared for mainstream writing courses or as a support for those in a regular English class o Individualized instruction is provided to fill in gaps of writing skills o Focus is to present grammar in a manner that embraces all learning styles, encourages group support, and encompasses more than usual repetition and review o Student success strategies, self-management and critical thinking in embedded into content with an eye to transitioning students to college level work and encouraging matriculation o Material is taught with strategies specific to meets the needs of learning related disabilities to include: memory, sequencing, visual processing, auditory processing, specific language impairments, and attentional issues

 Preparation for problem solving success in college  Emphasis on the development of critical thinking and in quantitative reasoning abilities needed to conceptually understand number systems and algebra  Interpret word problems and relate math operations to practical life situations  Remediation of basic math skills is handled with individualized self pace work  Group lecture on key concepts covered as a class with emphasis on multi-modal learning, repetition, practical application and a slower pace  Issues with math anxiety and learning strategies for math are embedded into the curriculum

 Course offers specialized computer instruction for students with disabilities  Emphasis is on identifying individual learning styles and how to use the computer and assistive technology to compensate for learning disabilities and academic weaknesses  Basic keyboarding, word processing and internet research is included as well as course management systems like Blackboard  Projects involve integrating assistive technology and computer sophistication with course management and success  All manner of currently available assistive technology is demonstrated and discussed with opportunity for practice and mastery. This includes for example  Speech to text software (voice recognition)  Text to speech software such as Kurzweil 3000 and Natural Reader  Organizational software such as Inspiration  Note-taking and memory aids such as Live Scribe Pen