1. Learning Disabilities (An Introduction)
Heacox Chapter 10
Part 1

2. In previous chapters
Discussed DI based on aptitude, readiness, learning pace, interests, learning styles, and learning preferences
Now add another important aspect:
learning disabilities or differences

3. If student has an IEP or 504 Plan
Make modifications based on information about student’s specific learning needs
The recommendations in the plan should guide you
Use the same tiered assignments, but modify the tasks to make them appropriate

4. Learning Disabilities
Disorders in one or more of the basic process of spoken or written language
May affect ability to store, process, or produce information
May limit listening, thinking, speaking, reading, writing, spelling, or doing math
May hinder processing of visual or auditory information
(see Sousa chapter 2)

5. Visual Processing Disorders
Difficulty with information taken in through the eyes
Brainstorm examples of difficulties that a student with a visual processing disorder would have in the classroom. (See next slide)

6. Visual Processing Disorders
Examples of difficulties:
differentiating form, shape, pattern,
size, or position
perceiving spatial or whole/part
relationships
identifying numbers & letters
reading charts & graphs

7. Visual Processing Disorders
Modifications:
Limit or modify activities that present
information in visual/spatial &
maybe even verbal/linguistic ways
Have the student show what they have
learned in other ways than these
Brainstorm ideas of how could do this! (ex: Read aloud all printed material to the student)

8. Auditory Processing Disorders
Difficulty with information taken in through the ears – analyzing the information given orally, hearing differences in sounds, reconstructing sounds into syllables or words
Brainstorm examples of difficulties that a student with an auditory processing disorder would have in the classroom. (See next slide)

9. Auditory Processing Disorders
Examples of difficulties:
following verbal instructions
speech & language (Sousa chapter 4)
ability to read & spell (Sousa chapter 5)

10. Auditory Processing Disorders
Modifications:
Give support visually for activities that
present information orally
Have the student show what they have
learned in ways other than
verbal/linguistic
Brainstorm ideas of how could do this! (ex.: charts of directions)

11. Different Achievement Level
If differs significantly, work with special education colleagues to determine best ways to differentiate
If reading well below grade level, provide appropriate reading materials or study guides
Other ideas?

12. Behavior Disorders EBD (emotional or behavioral disorders)
ADD (attention deficit disorder)
ODD (oppositional defiant disorder)
(See Sousa chapters 3 & 8)

13. Behavior Disorders
Usually affect student’s ability to pay attention, get along with others, and follow directions
Hyperactivity, distractibility, & impulsivity – affect learning & social interactions

14. Behavior Disorders Focus on strengths, interests, & learning needs
Management of learning opportunities is key!
Highly structured activities are helpful
Checklists of procedures or steps – have student check off as done
Routines for managing activity & work
Opportunities to move about – when & where (give stopwatch)

15. Physical Disabilities/Differences
Set up room so that mobility is not hindered
Modify bodily/kinesthetic activities
Think about physical limitations when planning lessons, field trips, & events

16. Autism Spectrum Disorders
PDD (pervasive development disorder)
Autism
Asperger Syndrome
(See Sousa chapter 9)

17. Autism Spectrum Disorders
Can be very high functioning, even gifted & talented (“twice exceptional”)
May require extensive support from special education services

18. Autism Spectrum Disorders
Typical characteristics student may exhibit:
difficulties with social interaction
repetitive behavior patterns
unusual obsessions
motor deficits
difficulties taking turns
lack of judgment
highly uneven academic skills

19. Autism Spectrum Disorders
Management of routines & interactions with others is key
Use visual cues – icons, pictograms
Give many opportunities for student to work independently on topics of current interest or preference

20. Twice Exceptional Students with dual differences (Sousa chapter 2)
Require special education services & gifted/talented/creative services
(More when revisit Heacox chapter 10 gifted & talented)

21. Twice Exceptional Do not focus solely on the disability
Try to utilize strengths & meet needs, which may be hidden or masked by the disability or behavioral problems
IEP should make recommendations on how to stimulate the student’s intellectual & academic growth as well as how to work with the student’s learning difficulties

22. General Strategies for Special Needs Students
Use Gardner’s Multiple Intelligences – find strengths, weaknesses, & preferences; determine products (see Heacox pp )
Modify projects – speak conversation between characters, etc.
Paired or group reading

23. General Strategies for Special Needs Students
Directions given in more than one way – orally, on micro-cassette, on board, on checklist, etc.
Procedure checklists – teach students to check off as done with a step
Variety of ways to learn new information – listen to tapes, watch videos, on computer, etc.)

24. General Strategies for Special Needs Students
Study buddies to help with directions
Set up room with quiet spaces to work alone, active spaces to move about (be clear about when & where can do so – give stopwatch), beneficial seating arrangements
Allow students to use headphones without something attached to block noise & distractions