1. Myths & Facts about Learning Disabilities:
Effective Strategies for Engaging Mentees with LDs
Presented by:
Saloni Kalia, Client Engagement Coordinator & Program Facilitator, LDAPR
BBBS on November 3, 2016

2. Presentation Outline What is a Learning Disability? Facts & Statistics
Types & Characteristics of LDs
Specific Techniques & Strategies for Engagement
Related Disorders & Strategies for Engagement
Relating to Mentees with LDs & Fostering Positive Interactions
Q&A

3. What is a Learning Disability?
●LDs are a group of neurological or brain-based problems that affect one or more ways that a person takes in, stores or uses information
They relate to:
• Getting information into the brain (Input)
• Making sense of this information (Organization)
• Storing and retrieving information (Memory)
• Getting information back out (Output)

4. Facts & Statistics
●According to LDAC, 10% of the population has a LD (130,000 in Peel)
●A learning disability is NOT:
low intelligence / mental illness / developmental delay
●Learning Disabilities are not caused by:
Impairment of vision/hearing, physical handicap, cultural or languages differences, socio-economical status, lack of motivation
●With solid coping strategies and skills, people with LDs can succeed!

5. Facts & Statistics
●LDs occur in individuals with average to above average intelligence
●LDs are lifelong and affect each person differently
●LDs can affect academic functioning as well as daily life and social life
Having LDs is associated with an increased risk for mental health problems including anxiety, depression and lower levels of self esteem

6. Types & Characteristics of LDs
Specific Learning Disabilities:
Dyscalculia
Dysgraphia
Dyslexia
Auditory Processing Disorder (APD)
Language Processing Disorder (LPD)
Visual Perceptual/Visual Motor Deficit
Non-Verbal Learning Disability

7. Dyscalculia - Signs & Symptoms
LD impacting a person’s ability to understand numbers and learn math facts.
Difficulties include:
Sequencing events or information
Making change or handling money
Recognizing patterns
Understanding concepts related to time (days, weeks, months, seasons, quarters, etc.)
Understanding math concepts, order of operations etc.

8. Dyscalculia - Strategies
To effectively engage your mentees with dyscalculia, consider:
Use of visuals, pictures and diagrams to help visualize the breakdown or organization of your time together
Manipulatives or tools to help with time-telling or other math related concepts (measurements)
Use of rhythm, music, mnemonics and tricks to teach or help mentees remember math related facts/concepts
I.e., ‘when the big hand gets to four, we hit the floor’

9. Dysgraphia - Signs & Symptoms
LD impacting an individual’s fine motor skills (i.e., handwriting).
Difficulties Include:
Handwriting, cursive, consistency in writing (irregular sizes of letters, styles of letters)
Planning space on paper
Thinking and writing at the same time
Holding writing utensil in an efficient way

10. Dysgraphia - Strategies
To effectively engage your mentees with dysgraphia, consider:
Being mindful of mentee’s ability to write/use fine motor skills
Provide assistance as appropriate
Consider asking your mentee to orally state what they wish to write as you write it instead
Suggesting more efficient methods of gripping pencils if writing is required and mentee is motivated to write themselves

11. Dyslexia - Signs & Symptoms
LD impacting an individual’s reading and language based processes.
Difficulties Include:
Reading fluency, decoding
Reading comprehension (listening comprehension typically far better than reading comprehension)
Recall
Writing, spelling
Reading slowly/painfully

12. Dyslexia - Strategies
To effectively engage your mentees with dyslexia, consider:
Use of quiet areas for activities involving reading and comprehension
Use books on tape
Use books with large print and big spaces within lines
Encourage comprehension/logical understanding rather than memorization
Incorporate multi-sensory approaches

13. Auditory Processing Disorder - Signs & Symptoms
LD impacting an individual’s processing and interpretation of sound.
Difficulties Include:
Processing or remembering language-based tasks
Slower processing speed with their thoughts and ideas, difficulty explaining them
Misspell or mispronounce similar sounding words
Recognizing differences between sounds in words, even when sounds are loud and clear
Recognizing where sounds are coming from

14. Auditory Processing Disorder - Strategies
To effectively engage your mentees with APD, consider:
Show rather than explain
Use visual cues, hand gestures, manipulatives, handouts
Give cues such as “ready?”
Give short and well spaced out instructions
Give “think-time” of 5 to 6 seconds to allow mentee to respond
Vary pitch, tone of voice and pace, emphasize/stress key words

15. Language Processing Disorder - Signs & Symptoms
A category of APD that specifically impacts expressive (what is said) and/or receptive (what is understood) language.
Difficulties Include:
Poor reading comprehension
Expressing thoughts/self verbally
Difficulty getting jokes
Thinking of the word to describe something
“Tip of the tongue” feeling

16. Language Processing Disorders - Strategies
To effectively engage your mentees with LPDs, consider:
Speaking slowly and clearly
Encouraging visualization (aids in comprehension)
Using visuals
Encouraging organizational tools (mind maps/graphic organizers)
Draw it out and ask questions

17. Visual Perceptual/Visual Motor Deficit - Signs & Symptoms
LD impacting what an individual sees, or their ability to draw/copy.
Difficulties Include:
May reverse similar looking letters (b and q or p; u and n; w and m)
Difficulty navigating through school/environment
Complains of itchy/hurt eyes, rubs eyes, or closes one eye/yawns while working
Cannot copy accurately, loses place frequently
Does not recognize object/word if only partially shown

18. Visual Perceptual/Visual Motor Deficit - Strategies
To effectively engage your mentees with Visual Perceptual/Visual Motor deficits, consider:
Using similar strategies as those with mentees with dysgraphia

19. Nonverbal LD - Signs & Symptoms
LD impacting nonverbal skills such as motor, visual-spatial and social skills.
Difficulties Include:
Trouble recognizing nonverbal cues
Body language, facial expressions
Poor motor control (seems clumsy)
Bumping into objects/people, trouble tying shoes
Difficulty coping with changes or transitions
May ask repetitive or inappropriate questions
Difficulty following multi-step tasks
Seems very competent due to strong verbal skills!

20. Nonverbal LD - Strategies
To effectively engage your mentees with NVLDs, consider:
Practicing/rehearsing schedules or getting from one place to another in a step-by-step manner
Use several verbal cues prior to transitions
Try to avoid the need for transitioning as much as possible
Answer your mentee’s questions, though be strategic!
Tons of preparation required in advance of trips/changes in schedules
Avoid assuming your mentee understands instructions/expectations

21. Types & Characteristics of LDs
Related Disorders or Concerns:
ADHD
Dyspraxia
Executive Functioning
Memory
Social Skills

22. ADHD
Signs & Symptoms:
Difficulties with attention, focusing, memory and behaviour
Hyperactivity and impulsivity
Difficulty learning, sitting still
Strategies:
Incorporate movement, fidget toys
Incorporate positive behavioural interventions (incentives for good behaviour)
Play on mentee’s interests

23. Dyspraxia Signs & Symptoms:
Commonly exists with dyslexia, dyscalculia and/or ADHD
Characterised by problems with movement, coordination, language and speech
Strategies:
Be careful with touch, use verbal prompt prior to touching
Do not touch from behind/avoid getting too close
Provide quiet place with minimal distractions
Be in student’s line of sight, use tons of prompts/warnings and practice upcoming events

24. Executive Functioning
Signs & Symptoms:
Difficulty planning, organizing, strategizing, paying attention, or managing time and space
Strategies:
Use visuals or organizational aids, provide prompts and cues for upcoming/next tasks, use tools to help with time management

25. Memory Signs & Symptoms:
Working memory deficits (ability to hold one piece of information in your mind while continuing on with the rest of the task)
Short-term memory deficits (storing and retriving information for a short amount of time)
Long-term memory deficits (remembering and retrieving what is stored for a long period of time)
Strategies:
Make use of memory aids, visuals, prompts and cues

26. Social Skills Signs & Symptoms:
Lack of understanding, recognizing or following expected social cues
Difficulty understanding nonverbal body language, may seem “socially awkward”
Strategies:
Explicitly teach appropriate behaviours/actions in different social situations
I.e., how to listen, have conversations, greet others, use body language etc.

27. Relating to Mentees with LDs & Fostering Positive Interactions
Get to know your mentee!
Be patient!
Be positive and empathetic!
Be kind and use gentle/soothing voices!
Use initial interactions to agree on/set ground rules!
Consider using a token economy/incentives
Employ a strength-based approach!
Advocate on behalf of your mentee!
Do your research!
Ask for help when you need it!

28. Client Engagement Coordinator & Program Facilitator | LDAPR
Q&A Period
Got Questions?
My contact information:
Saloni Kalia
Client Engagement Coordinator & Program Facilitator | LDAPR E:
P: ext.207

29. Helpful Resources for Further Learning
Understood.org website:
LDAC, LDAO and LDAA websites
LDAC:
LDAO:
LDAA:
Our LDAPR website: