Fad or Fact? Individualization x Learning Styles The term learning styles refers to the view that different people learn information in different ways.  Visual learners  Auditory learners  Kinesthetic learners

Pashler, McDaniel, Rohrer & Bjork, 2008 The learning-styles view has acquired great influence within the education field, and is frequently encountered at levels ranging from kindergarten to graduate school. There is a thriving industry devoted to publishing learning-styles tests and guidebooks for teachers, and many organizations offer professional development workshops for teachers and educators built around the concept of learning styles.

Pashler, McDaniel, Rohrer & Bjork, 2008  “Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. “  “We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."

Arter & Jenkins, 1977 Conducted a Research Review & practitioner survey re: “Learning Styles” "In spite of the absence of evidence that supports modality instructional matching, textbooks urge teachers to adopt this approach, and the majority of special education teachers believe in and employ this model.“ “no one has successfully demonstrated that beginning reading instruction can be improved by modality and instructional matching”

INDIVIDUALIZATION PSU SPED Critical Concept A systematic and collaborative process to develop and adapt environments, supports and instruction to individual needs. Individual considerations include the strengths, cultural and family contexts, preferences and priorities of the learner and family.

Response To Intervention (RTI) Learning Disability v. Instructional Disability Want to rule out instruction as cause for disability  Assess Learning & Environment  Other factors:  attendance

Necessary components of Assessment When a student is experiencing difficulty, several related & complementary types of assessment should be performed 1) Assessment of the Learner (Student) 2) Assessment of Instruction (or Intervention) Curriculum and Environment Learner Instruction/ Intervention Curriculum Environment

Instructional Disability v. Learning Disability The INSTRUCTION a student has received is assessed to determine whether the student’s difficulties stem from inadequate curriculum or teaching (Instructional Disability)  When instruction is found to be inadequate, the student should be given appropriate instruction to see whether it alleviates the difficulty When appropriate instruction fails to remediate the difficulty, further assessment of the student is carried out to determine if there is a Learning Disability

Criteria: Double Deficit The student is significantly below grade level when compared to grade peers The student is not making progress toward the benchmark according to the progress monitor data (i.e., flat trajectory)

Instructional Challenge For instruction to be effective, it must be possible for the learner, with reasonable effort, to master the information (facts, skills, behavior, or processes) being taught 1)Unchallenging Content  teaching what is already known 2)Appropriately Challenging Content 3)Overly Challenging Content

Individualization What does individualization mean for a student who: a) Is exceeding grade level and has no behavioral problems (mainstream student) b) Is 4 grade levels behind in reading (6 th grade student reading at a 2 nd grade level; learning disability: reading) c) Is at grade level academically but has significant behavioral problems d) Is in 6 th grade w/ significant cognitive deficits (IQ = 65); limited functional living skills (e.g. does not dress, clean or toilet independently)