1. Working with Students with Learning Disabilities By: Amanda Baker

2. What We Will Cover: 1.The Federal Definition of Specific Learning Disabilities (IDEA definition) 2.IDEA criteria for specific learning disabilities 3.Understand difficulties students with LD experience 4.Describe characteristics of Direct Instruction 5.The 5 Stages of Learning 6.Appling the 5 Stages of Learning to working with students with LD in your classrooms

3. Specific Learning Disability A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.

4. Learning Disabilities Identification Criteria - Discrepancy between potential and achievement - Insufficient progress in response to scientific, research- based intervention

5. IDEA Identification Criteria for Learning Disabilities A team may determine that a student has a specific learning disability if: The child does not achieve commensurate with his or her age and ability levels in one or more of the areas listed, when provided with learning experiences appropriate for the child’s age and ability levels; and the learning problems are NOT primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, or economic disadvantage, or cultural or linguistic difference.

6. A team may determine that a student has a specific learning disability if there is a severe discrepancy between achievement and intellectual ability in: 1. oral expression 2. listening comprehension 3. written expression

7. 4. basic reading skills 5. reading comprehension 6. mathematics calculation 7. mathematics reasoning

8. Difficulties in the following areas may be symptomatic of a learning disability:  Attention  Processing Time  Reasoning  Memory

9.  Oral Communication  Reading  Writing & Spelling Mathematics  Motor Skills  Social Skills and Abilities

10. Common Secondary Characteristics of Individual’s with Learning Disabilities  Low motivation  Poor Self-Esteem  Behavioral Concerns  Physical Affects  Self-Critical & Critical of Others

11. High School Students with Learning Disabilities May Experience Difficulties With:  Taking lecture notes  Copying notes from the board  Listening comprehension  Vocabulary Development

12.  Multiple meanings  Memorization  Pronouncing & spelling multisyllabic or irregular words  Applying capitalization & punctuation rules  Slow reading speed  Slow rate of comprehension  Organization of ideas  Determining informational hierarchies

13. The key to success for teaching students who have trouble learning is STRUCTURE, structure, structure!!

14. How to Provide Structure Have students keep an assignment notebook Clearly state and post daily objectives – what you expect the students to learn while in your class. Develop and use a simple system for students to receive, record, and turn in assignments (Rod’s routine).

15. Clearly explain the system (several times) and provide opportunities for practice and feedback. Be consistent!!!!! Set clear consequences. Follow up when students do not follow the system Be consistent!!!!

16. Get to Know your Students It is essential to take the time to get to know your “audience.” – Students’ learning styles – Students’ learning needs – Students’ perceptions about learning – Clarifies where you may need to start with instruction – Establishes credibility with students

17. Goal of Special Education To support students in becoming independent learners…but they need clear objectives, models and practice just as we do as teacher!

18. What Works with Students with Learning Disabilities? A combination of: Direct Instruction & Constructivism

19. Constructivism Learners are active participants Learners create knowledge Learning should be authentic Materials should be authentic Assessment of learning should be authentic Teachers are moderators

20. Direct Instruction Explicit objectives Present the new information Present examples and non-examples Guided Practice

21. Error correction/clear instructional feedback Promote high rates of accuracy Quick paced and interactive Evaluation of instruction/collection of data

22. 5 Stages of Learning 1.Acquisition 2.Fluency 3.Maintenance 4.Generalization 5. Adaptation

23. Stages of Learning  Acquisition  Learning to perform the basic requirements of a skill  Goal is to teach correct performance of the skill  Promoting Acquisition – Guided Practice  Attention  Information on how to perform the skill correctly  Feedback (immediate reinforcement, error correction, other strategies)  Frequent measurement

24. Stages of Learning  Fluency (Proficiency)  Learning to perform the skill with ease  Goal is to perform the skill with the necessary ease or speed for success in the natural environment  Promoting Fluency  Determine the level of fluency required  Frequent, structured practice  Differential reinforcement  Feedback (immediate reinforcement, error correction, other strategies)

25. Stages of Learning  Maintenance  Learning to perform the skill after teaching has ceased  Goal is to perform the skill when necessary in the natural environment  Promoting Maintenance  Ensure that you are teaching functional or useful skills  Over learning  Thin the reinforcement schedule  Use natural reinforcers  Delay the reinforcers

26. Stages of Learning  Generalization  Learning to perform the skill in situations other than training situation (classroom)  The goal is to extend the skill to other environments  Promoting Generalization  Extend training to other environments  Reinforce generalized use of the skill  Recruit reinforcement in other environments

27. Stages of Learning  Adaptation  Learning to apply the skill to novel problems  The goal is to extend the skill to new situations  Promoting Adaptation  Provide opportunities to adapt the skill  Point out the functionality of the skill  Reinforce adaptations of the skill

28. Applying Structure to the Stages of Learning Clearly explain, model and conduct guided- practice on how you want notes and assignments set up. MODEL, LEAD, TEST Maintenance and trying to get students to use these skills across classes should be encouraged…teaming with other teachers to do this helps tremendously.

29. Connecting the Stages of Learning Students with learning disabilities have difficulties with understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations.

30. Effects on Reading – Phonological Awareness (Sound-letter correspondence) – Orthographic Processing (Visual Memory) – Effects reading fluency – Effects reading comprehension

31. Some Things to Consider: 1.Provide students with structure to succeed in acquiring content &/or skills 1.Pre-teach vocabulary 2.Preview major concepts 3.State purpose for reading 4.Provide clear directions & examples/non-examples 2. Develop fluency of skills or content 1.Provide opportunities for repetition of instruction 2.Make time & volume adjustments for those who need more practice 3.Provide feedback (in class exercises where students can give and receive frequent, direct & clear feedback)

32. Accommodations Books on tape Partner reading Small group work (structured, assign roles) Provide alternative assignments (using sources other than reading for acquiring information, or use modified texts with pictorial supports, videos, audio lessons). Oral assessment (quizzes & tests)

33. Book/ End of Chapter Accommodations: Teach chapter previewing skills Provide page numbers where the answers can be found Simplify vocabulary Break two part questions down into two separate questions

34. Review of What we have Covered 1.The Federal Definition of Specific Learning Disabilities (IDEA definition) 2.IDEA criteria for specific learning disabilities 3.Understand difficulties students with LD experience 4.Describe characteristics of Direct Instruction 5.The 5 Stages of Learning 6.Appling the 5 Stages of Learning to working with students with LD in your classrooms