1. Part 3 of a 3 Part Webinar Series on Learning Disabilities Diane Fairchild, Disability Consultant, Humanitas 300

2. Learning Objectives  After this webinar you will be able to: o Identify students’ strengths. o Identify functional limitations (how learning is impacted). o Develop appropriate accommodation recommendations related to the previously identified strengths and functional limitations with a focus on promoting independence and employability. 2

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4. Let’s Review! 4

5. What is a Learning Disability?  A LD is a neurobiological condition that affects the way individuals of average to above average intelligence 5 Receive information Process information Express information  LD can impact the ability to acquire basic skills of listening, speaking, thinking, reading, spelling, writing, and/or mathematics www.ncld.org

6. Learning Disabilities impact processing… 6 INPUT The way we take in information INTEGRATION The way information is organized and understood MEMORY The way we store information whether it is in the long term memory, short term memory, or discarded OUTPUT The way we communicate and express information FOUR STAGES OF INFORMATION PROCESSING IN LEARNING

7. Center-wide Approach  Ensure that accommodations under your responsibility are implemented and effective. o How do I know which accommodations I am responsible for implementing? o Where do I go to get help when I am unclear about an accommodation? o How do I know that accommodations are working or not? 7

8. Let’s Practice! 8

9. Specific Learning Disabilities 9 DyslexiaDysgraphiaDyscalculiaVisual Processing Deficits/DisordersAuditory Processing Deficits/Disorders

10. Dyslexia Definition Deficits in visual, auditory, or motor processing, which interfere with reading and reading comprehension Difficulties with learning to translate printed words into spoken words with ease Difficulty with visually discerning letters and numbers; thus, characters may appear jumbled or reversed and/or entire words or strings of letters may be unrecognizable 10 Difficulty reading grade level text Inability to sound out words properly Difficulty summarizing a story or text Poor memory skills Poor writing skills Handwriting Spelling Functional Limitations

11. Dyslexia Case Study #1 - Jack 11

12. Jack – Gathering Information  Background: o Jack is working towards high school diploma and is completing a career technical training in carpentry.  Functional limitations: o Difficulty copying from the board or other mediums o Leaves out whole words or letters when he writes o Difficulty making sense of written materials  Strengths: o Tells great jokes and stories o Good with technology 12

13. Jack – Reviewing & Determining Needs  What does the DC/RAC do first? o What are the functional limitations? o What type of documentation is included? o Did the student request any specific accommodations? o What things did the student indicate were difficult for him, his interests, his strengths? o What areas or activities on center might be difficult for Jack to navigate, be a participant, have access, etc.?  After gathering that information, what are some ways we could accommodate each identified functional limitation?  How can we leverage Jack’s strengths? 13

14. Jack – Center-wide Considerations  How might those functional limitations impact Jack in the following areas: o Career Technical o Residential o Academics o Behavior Management System 14

15. Jack – Developing Accommodation Plan  Difficulty copying from the board or other medium  Leaves out whole words or letters when he writes  Difficulty making sense of written materials  Note taker/copies of notes/audio tapes and or video tapes  Computer or mobile apps; spell check and word prediction features in word processing software  Reduce copying assignments  Allow oral presentations for assignments or tasks/voice dictation software  Provide handouts or visuals of notes prior to instruction/demonstrations  Buddy or peer system Functional LimitationsAccommodations 15

16. Leveraging Strengths  Build technology into AP  Can use instructional, organizational, life management type strategies to improve overall functioning o Have Jack read some joke books (out loud, if willing) o Research the history of comedy (use web accessibility features on computer to read screen content out loud, if necessary) Teaching the student to use the accessibility features that come with computers is another way to build independence/improve employability skills. 16

17. Dyscalculia Definition Affects a person’s ability to understand numbers and learn math facts May also have poor comprehension of math symbols May struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting 17 Copying or writing is labored Handwriting might be illegible Inconsistent spacing between words and letters Has cramped or unusual grip/may complain of sore hand Functional Limitations

18. Dyscalculia Case Study #2 - Sylvia 18

19. Sylvia – Gathering Information  Background: o Sylvia is working towards a GED and is completing career technical training in an office-related trade.  Functional limitations: o Struggles with math facts and operations o Difficulty with number sequencing o Difficulty with overall organization  Strengths: o Excellent soft skills o Likes fashion and colors 19

20. Sylvia – Reviewing & Determining Needs  What does the DC/RAC do first? o What are the functional limitations? o What type of documentation is included? o Did the student request any specific accommodations? o What things did the student indicate were difficult for her, her interests, her strengths? o What areas or activities on center might be difficult for Sylvia to navigate, be a participant, have access, etc.?  After gathering that information, what are some ways we could accommodate each identified functional limitation?  How can we leverage Sylvia’s strengths? 20

21. Sylvia – Center-wide Considerations  How might those functional limitations impact Sylvia in the following areas: o Career Technical o Residential o Academics o Behavior Management System 21

22. Sylvia – Developing Accommodation Plan  Difficulty with math facts and operations  Difficulty with number sequencing  Difficulty with organization  Challenge making change and handling money  Use diagrams, pictures, graphs, manipulative, and real life examples to teach math facts, concepts and operations  Provide graph paper for organizing  Provide technology such as a talking calculator  Incorporate color into instruction and/or organizing or highlighting information Functional LimitationsAccommodations 22

23. Leveraging Strengths  Used color interests in providing accommodations related to areas of functional limitation  Incorporate garment construction-related math problems into math instruction and practice  Use her excellent soft skills and have her provide peer tutoring on some math skill that she has mastered or receive peer tutoring support 23

24. Dysgraphia Definition Affects a person’s handwriting ability and fine motor skills May have illegible handwriting, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time 24 Copying or writing is slow and labored Difficulty thinking and writing at the same time Difficulty understanding what is heard (not a hearing problem—just how the brain interprets what is heard) Functional Limitations

25. Dysgraphia Case Study #3 - Monte 25

26. Monte – Gathering Information  Background: o Monte already has a high school diploma and he is enrolled in the electrical trade.  Functional limitations: o Hand writing is illegible o Difficulty copying anything; writing is slow and labored o Difficulty getting his thoughts down writing  Strengths: o Strong in math o Excellent athlete 26

27. Monte – Developing Accommodation Plan  Handwriting is illegible  Difficulty copying anything; writing is slow and labored  Difficulty getting thoughts down in writing  Word processor  Oral exams  Tape recorder for lectures  Note taker, or notes provided  Alternatives to written assignments (videos, audio- taped reports, demonstrations) Functional LimitationsAccommodations 27

28. Leveraging Strengths  Relate some assignments to sports or athletic interests  Allow him to lead class review of some skill or task by having pre- written/drawn handouts, information saved on a SmartBoard, overhead transparencies, etc. 28

29. Visual Processing Deficits Definition Difficulty interpreting visual information, Not related to difficulty with poor vision 29 Frequently loses place Difficulty negotiating around center Difficulty copying from a board or book Difficulty seeing and distinguishing order of symbols, words, or images Difficulty seeing the difference between similar letters, shapes, objects, or patterns Functional Limitations

30. Visual Processing Deficits Case Study #4 - Bao 30

31. Bao – Gathering Information  Background: o Bao has a high school diploma and is pursuing advanced training to be an LPN.  Functional limitations: o Struggling with copying information to records o Difficulty with tracking while reading o Difficulty with telling the difference between certain graphics and pictures (with minor differences)  Strengths o Excellent memorization and memory skills o Enjoys learning new things 31

32. Bao – Developing Accommodation Plan  Difficulty copying information from one source to another  Difficulty tracking while reading  Difficulty discerning different graphics or pictures with minor differences  Provide copies of notes or reduce copying tasks  Provide tracking tools (ruler, text windows…)  Provide auditory supports  Allow use of computer or alternative for written assignments  GPS walking app on cellphone for navigation if large enough or other visual cues posted on center to assist with navigation  What else? Let’s look at “Leveraging Strengths” Functional LimitationsAccommodations 32

33. Leveraging Strengths  What accommodations could be provided that would leverage Bao’s memorization and memory skill strengths?  What types of strategies and supports could be used knowing she likes to learn new things? 33

34. Auditory Processing Deficits Definition Difficulty interpreting auditory information Not related to difficulty with hearing 34 Difficulty remembering directions given orally Easily distracted by background noise May process thoughts and ideas slowly and have difficulty explaining them Functional Limitations

35. Auditory Processing Deficits Case Study #5 - Darrell 35

36. Darrell – Gathering Information  Background: o Darrell is in the high school diploma program and he is enrolled in the landscaping trade.  Functional limitations: o Difficulty listening to instructors when other students are working in small groups or elsewhere in the room o Unable to remember directions given orally o Says “what” a lot  Strengths: o Strong independent reader and excellent writer o Enjoys videos, particularly “YouTubes” 36

37. Darrell – Developing Accommodation Plan  Difficulty with oral presentations, lectures, directions  Easily distracted by background noise  Processes thoughts and ideas slowly (says “what” a lot)  Provide visual supports  Provide noise eliminating headphones  Limit the number of directions given at one time  Slow down and show rather than explain  Frequently check for understanding  Provide extra time to respond  Allow the use of videos that reinforce concepts or tasks Functional LimitationsAccommodations 37

38. Leveraging Strengths  How could we leverage Darrell’s known areas of strengths to assist him accommodation-wise and in building independence and employability? o Strong independent reader and excellent writer o Enjoys videos, particularly “YouTubes” 38

39. Resources 39

40. Learning Disabilities Association of America www.ldaamerica.org www.ldaamerica.org 40

41. LD Online www.ldonline.org www.ldonline.org 41

42. National Center for Learning Disabilities www.ncld.org www.ncld.org 42

43. Job Corps Disability Website https://supportservices.jobcorps.gov/disability/Pages/default.aspx 43

44. Job Corps Learning Disabilities Website 44

45. Job Accommodation Network http://askjan.org 45

46. THANK YOU 46