Learning Disabilities LD-Learning Disabled Student with a Learning Disability

Rules Respect Sensitivity Confidentiality

Specially designed instruction means, “…adapting... content, methodology, or delivery of instruction” to meet the unique needs of the child and ensure access to the general curriculum (34 CFR (b)(3)).

F.A.T. City (video-clip) Special Features –Part I Introduction

Reading and Decoding Icebreaker How did it make you feel?

I suspect that children with learning disabilities must frequently experience an “Alice in Wonderland existence. Often we find that they must cope with an unstable world, inconsistent adults and haphazard perceptions. They’re confused by crazy symbols we give them, pressured by the length of time in which to do it and frustrated by repeated failures. They do not learn the traditional way, so we must teach them differently. Reading Simulation

F.A.T City (video-clip) Reading and Decoding Reading Comprehension

Visual Processing Disorder: perceptual, disorder refers to a hindered ability to make sense of information taken in through the eyes. Difficulties with visual processing affect how visual information is interpreted, or processed by the brain. ( Spatial Information)

Visual Learners Visual learners like to write down directions and pay better attention to lectures if they watch them. (Learners who are visual-spatial usually have difficulty with the written language) do better with charts, demonstrations, videos, and other visual materials.

Visual Learners(cont./FYI) Use graphs, charts, illustrations, or other visual aids. Include outlines, concept maps, agendas, handouts, etc. for reading and taking notes. Include plenty of content in handouts to reread after the learning session. Leave white space in handouts for note- taking. Invite questions to help them stay alert in auditory environments.

Post flip charts to show what will come and what has been presented. Emphasize key points to cue when to takes notes. Eliminate potential distractions. Supplement textual information with illustrations whenever possible. Have them draw pictures in the margins. Have the learners envision the topic or have them act out the subject matter.

F.A.T City (video-clip) Visual Perception

Learning Disabilities Auditory Processing Disorder hearing system's ability to –to locate, separate, and distinguish sounds in the environment. –Speech perception, distinctions needed to successfully distinguish the many sounds that are embedded in the ongoing stream of running speech. –Recognizing the differences between the sounds in the words [bat] and [mommy] is not too demanding. However, distinguishing the sounds in the words [ran] and [ram] or [lift] and [list] is a more difficult task.

Auditory Learners Auditory Auditory learners often talk to themselves. –move their lips and read out loud. –difficulty with reading and writing tasks. Begin new material with a brief explanation of what is coming. Conclude with a summary of what has been covered. Include auditory activities, –such as brainstorming, –buzz groups, or –Jeopardy. –Leave plenty of time to debrief activities. Have the learners verbalize the questions.

Post flip charts to show what will come and what has been presented. Emphasize key points to cue when to takes notes. Eliminate potential distractions. Supplement textual information with illustrations whenever possible. Have them draw pictures in the margins. Have the learners envision the topic or have them act out the subject matter.

F.A.T City (video-clip) Auditory and Visual Activities

Kinesthetic Learners/ Sensory Motor Touching and moving. They tend to lose concentration if there is little or no external stimulation or movement. When listening to lectures they may want to take notes for the sake of moving their hands. When reading, they like to scan the material first, and then focus in on the details (get the big picture first). Use color highlighters and take notes by drawing pictures, diagrams, or doodling.

Kinesthetic Learners (cont.) Up and moving activities. Play music, when appropriate, during activities. Use colored markers Give frequent stretch breaks (brain breaks). Toys such as Koosh balls and Play-Dough to give

Provide highlighters, colored pens and/or pencils. Guide learners through a visualization of complex tasks. Have them transfer information from the text to another medium such as a keyboard or a tablet.

F.A.T City (video-clip) Fairness

Personal Experience

Web Sites: odifications.htm odifications.htm Visual and Auditory Processing Disorders _07_pg10-22.pdf

Accommodations, Adaptations, and Modifications Plus Grading Adapted by Brooke Weir and Mona Neter Presented by Brooke Weir, Cynthia Kwok, Gina Centeno, and Vivien Wong

Legal Justification Accommodate, Modify, and Support IDEA regulations (34 CFR (b)(3)) specify that the public agency shall ensure... each teacher and provider is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.

The IEP - Page 3 Accommodations/Modifications to Program Instruction This section identifies the types of modifications and accommodations that are to be made by designated teachers and service providers to address the student’s unique educational needs.

What is the difference between … Accommodation Modification Adaptation

AccommodationsModifications

Adaptations A process you take to accommodate (adjust) or modify (change or alter) a content performance standard. Accommodations Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known. Grading is same. Modifications Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made to provide student meaningful & productive learning experiences based on individual needs & abilities. Grading is different.

Find this page in your packet

The IEP - Goal Page Area of need Present level of Performance at date of IEP LRE Goal related to area of need and present level of performance Objectives are only for CAPA students Who will monitor…might be you!

IEP Goals and Grading  If a student has a goal in an curricular area, that grade will be based on progress towards the IEP goal, regardless of the grade level standard upon which it is based.  If a student does not have a goal in a curricular area, then the expectation is that the student’s grade will be based upon the grade level standard.  Grading students with Modifications. This student will be graded according to methods specified in IEP and graded on his achievement towards the IEP goal NOT the grade level standard. When the modifications box is checked the teacher should also select or write in the comments box that “Student is receiving (Reading, Writing, Math) instruction below grade level standards with modifications.” Who Determines the Student’s Achievement  If the student receives special education support by the RSP, Speech, Inclusion or other service provider, then that person will provide a progress report of the IEP goals.  Based on that student’s progress, the general education teacher and the specialist should COLLABORATE to determine the Report Card mark. K-5 4- the student surpassed the goal with excellence and without errors 3- the student met the goal 2- good or some progress 1- little to no progress 6-8 Grades are determined by a combination of your grading system and IEP goals. An A should only be given if the student surpasses the IEP goal. 4- A or B 3- B or C 2- C or D 1- D or F

Steps for Adapting Curriculum Step 1: What is the objective of the lesson for the majority of the students? For the target student? Step 2: How are you going to teach that objective? Task analysis

Steps for Adapting Curriculum Step 3: Identify student strength What can the student already do? What are the student ’ s learning strengths? What are the learning patterns? How can these be maximized? Check IEP, ask parent for input

Steps for Adapting Curriculum Step 4: Identify student challenges What does the student have difficulty doing? What does the student dislike? What are the student ’ s learning challenges? What factors most interfere with student learning? How can these be minimized? Check IEP, ask parent for input

Steps for Adapting Curriculum Step 5: Determine the most appropriate adaptation(s) required to learn the objective Step 6: Monitor and evaluate curriculum and instruction adaptations Step 7: Fade the use of adaptations as soon as possible, while maintaining the students skills

Notes/ Examples