1. Putting It All Together
Sousa
Chapter 10:
Helping Students with Learning Difficulties

2. 4 Important Areas to Consider
Identification
Accommodation
Motivation
Communication

3. Identification How do we assess students for learning difficulties?
Brainstorm ideas
Some difficulties are temporary – but if they persist & cause a serious lag in academic achievement, then need to get the student help

4. Identification
Have student fill out an assessment inventory, if they are old enough – see pg. 199 – discuss it with the student
RTI
Discrepancy between potential/ability (IQ) & achievement – many arguments vs. this model
Neuropsychological model

5. Identification
A Combined Model – uses portions from other identification models
Five steps to progress through for l.d. designation – see figure 10.1 on pg. 202
See pg. 201 for benefits of this model

6. Accommodation Learn how the brain learns
Create a learning profile for each student with learning difficulties: reasoning ability, learning style, classroom participation, comprehension, work level, progress – look for trends
Use technology
Modify the learning environment (pg. 203)

7. Accommodation Modify instructional strategies (pg. 203)
Modify the curriculum materials (pp )
Get the reluctant starter going
Maintain attention
Use group instruction & peers
Adjust time demands

8. Accommodation Deal with inappropriate behavior (pg. 205)
Modify homework assignments

9. Motivation
Motivation is a worry for all teachers about almost all students
Students with learning difficulties: have doubts about their abilities & have experienced failure in the classroom
Low expectations = poor performance = low motivation = …
Negative self-concept

10. Motivation: 5 Basic Strategies
Structure activities for success
Set realistic expectations
Link success to effort
Communicate positive expectations
Demonstrate noncontingent acceptance
See pp for details

11. Remember!
It is easy to become too focused on the student’s learning difficulties – detect & fix
Miss opportunities to capitalize on the student’s strengths & talents
Focus on strengths & talents = mitigating weaknesses + improving motivation & performance + boost self-esteem

12. Communication
Different families cope with a child’s learning difficulties in various ways, some positive, some not
Relieve parent stress by communicating with them – meet as soon as detect learning difficulties, allow them to work through emotions & questions over several meetings

13. Communication Communicate frequently: daily or weekly journal
periodic parent-teacher meetings
set of textbooks for home use
weekly progress reports
schedule of class & homework
assignments
go over adaptations & grading policy

14. Communication
Provide parents with contact information for local support groups, Internet sites, organizations
Other suggestions on communication?!

15. Final Thoughts
Any final ideas (for today) of how we can differentiate instruction, materials, and products to help students with learning differences?
Remember: The other chapters in Sousa give suggested accommodations for specific learning difficulties