1. Learning disabilities in schools: The role of the educator Dr. Carla DiGiorgio Faculty of Education, UPEI May 30, 2009

2. What are learning disabilities? a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. impairments in one or more psychological processes related to learning, impairments in one or more psychological processes related to learning, otherwise average or above average abilities essential for thinking and reasoning. otherwise average or above average abilities essential for thinking and reasoning. specific not global impairments and as such are distinct from intellectual disabilities. specific not global impairments and as such are distinct from intellectual disabilities.

3. What are they not? Not ADHD Not ADHD Not due to general developmental disadvantage Not due to general developmental disadvantage Not due to cultural or linguistic, or medical difficulties Not due to cultural or linguistic, or medical difficulties

4. Information processing getting information into the brain (INPUT), getting information into the brain (INPUT), making sense of this information (INTEGRATION), making sense of this information (INTEGRATION), storing and later retrieving this information (MEMORY) or storing and later retrieving this information (MEMORY) or getting this information back out (OUTPUT). getting this information back out (OUTPUT).

5. Psychological processes: phonological processing; phonological processing; memory and attention; memory and attention; processing speed; processing speed; language processing; language processing; perceptual-motor processing; perceptual-motor processing; visual-spatial processing; visual-spatial processing; executive functions; (e.g., planning, monitoring and metacognitive abilities). executive functions; (e.g., planning, monitoring and metacognitive abilities).

6. Common learning disabilities: Dyslexia – a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder. Dyslexia – a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder. Dyslexia Dyscalculia – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts. Dyscalculia – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts. Dyscalculia Dysgraphia – a writing disability in which a person finds it hard to form letters or write within a defined space. Dysgraphia – a writing disability in which a person finds it hard to form letters or write within a defined space. Dysgraphia Auditory and Visual Processing Disorders – sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision. Auditory and Visual Processing Disorders – sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision. Auditory and Visual Processing Disorders Auditory and Visual Processing Disorders Nonverbal Learning Disabilities – a neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions. Nonverbal Learning Disabilities – a neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions. Nonverbal Learning Disabilities Nonverbal Learning Disabilities (ADD/ADHD) interferes with a person’s ability to sustain attention or focus on a task and to control impulsive behaviour (30-40% of people with LD also have ADHD) (ADD/ADHD) interferes with a person’s ability to sustain attention or focus on a task and to control impulsive behaviour (30-40% of people with LD also have ADHD)

7. Signs of reading disability: Slow reading rate and/or difficulty in modifying reading rate in accordance with the material's level of difficulty Slow reading rate and/or difficulty in modifying reading rate in accordance with the material's level of difficulty Uneven comprehension and retention of material read Uneven comprehension and retention of material read Difficulty identifying important points and themes Difficulty identifying important points and themes Incomplete mastery of phonics, confusing similar words, difficulty integrating new vocabulary Incomplete mastery of phonics, confusing similar words, difficulty integrating new vocabulary Skips words or lines of printed material, and has difficulty reading for long periods of time Skips words or lines of printed material, and has difficulty reading for long periods of time

8. Sings of writing disability: Difficulty planning a topic and organizing thoughts on paper Difficulty planning a topic and organizing thoughts on paper Difficulty with sentence structure (e.g., incomplete sentences, run-ons, poor use of grammar) Difficulty with sentence structure (e.g., incomplete sentences, run-ons, poor use of grammar) Frequent spelling errors (e.g., omissions, substitutions, transpositions) Frequent spelling errors (e.g., omissions, substitutions, transpositions) Difficulty proofreading written work and making revisions Difficulty proofreading written work and making revisions Essays are often limited in length Essays are often limited in length Slow writing Slow writing Poor handwriting (e.g., poorly formed letters, trouble with spacing, overly large handwriting) Poor handwriting (e.g., poorly formed letters, trouble with spacing, overly large handwriting) Inability to copy correctly from a book or the blackboard Inability to copy correctly from a book or the blackboard

9. Oral language: Inability to concentrate on and comprehend spoken language when presented rapidly Inability to concentrate on and comprehend spoken language when presented rapidly Difficulty orally expressing concepts that they seem to understand Difficulty orally expressing concepts that they seem to understand Difficulty speaking grammatically correct English Difficulty speaking grammatically correct English Difficulty following or having a conversation about an unfamiliar idea Difficulty following or having a conversation about an unfamiliar idea Trouble telling stories in sequence Trouble telling stories in sequence Difficulty following oral or written directions Difficulty following oral or written directions

10. Math: Incomplete mastery of basic facts Incomplete mastery of basic facts Reverse numbers (e.g., 123 to 321) Reverse numbers (e.g., 123 to 321) Confused by symbols, especially + and x Confused by symbols, especially + and x Copy problems incorrectly from one line to another Copy problems incorrectly from one line to another Difficulty recalling the sequence of operational concepts Difficulty recalling the sequence of operational concepts Difficulty comprehending word problems Difficulty comprehending word problems Difficulty understanding key concepts and applications to aid problem solving Difficulty understanding key concepts and applications to aid problem solving

11. Organization/study skills: Difficulty with organizational skills Difficulty with organizational skills Time management difficulties Time management difficulties Slow to start and complete tasks Slow to start and complete tasks Inability to recall what has been taught Inability to recall what has been taught Lack of effective notetaking abilities Lack of effective notetaking abilities Difficulty interpreting charts or graphs Difficulty interpreting charts or graphs Inefficient use of library or reference materials Inefficient use of library or reference materials Difficulty studying for and taking tests Difficulty studying for and taking tests

12. Attention and concentration: Trouble sustaining attention on school- related tasks Trouble sustaining attention on school- related tasks Fluctuating attention span/easily distracted by outside stimuli Fluctuating attention span/easily distracted by outside stimuli Difficulty juggling multiple tasks and overloads quickly Difficulty juggling multiple tasks and overloads quickly

13. Things to remember: Learning disabilities can affect the way in which a person takes in, remembers, understands and expresses information. Learning disabilities can affect the way in which a person takes in, remembers, understands and expresses information. People with learning disabilities are intelligent and have abilities to learn despite difficulties in processing information. People with learning disabilities are intelligent and have abilities to learn despite difficulties in processing information. Living with a learning disability can have an ongoing impact on friendships, school, work, self-esteem and daily life. Living with a learning disability can have an ongoing impact on friendships, school, work, self-esteem and daily life. People with learning disabilities can succeed when solid coping skills and strategies are developed. People with learning disabilities can succeed when solid coping skills and strategies are developed.

14. Teaching strategies: what do students with LD need: specific skill instruction; specific skill instruction; the development of compensatory strategies; the development of compensatory strategies; the development of self-advocacy skills; the development of self-advocacy skills; mentoring; mentoring; appropriate accommodations. appropriate accommodations.

15. What can all students benefit from? Learning styles** Learning styles** Variety of teaching, learning modes Variety of teaching, learning modes Variety of assessment tools: assessment should tie directly to learning goals Variety of assessment tools: assessment should tie directly to learning goals Model appropriate skills Model appropriate skills Let students teach Let students teach Encourage and reward student collaboration Encourage and reward student collaboration One-on-one conferencing One-on-one conferencing Bloom’s taxonomy** Bloom’s taxonomy**

16. Presentation options: Provide on audio tape Provide on audio tape Provide in large print Provide in large print Reduce number of items per page or line Reduce number of items per page or line Provide a designated reader Provide a designated reader Present instructions orally Present instructions orally

17. Response options: Allow for verbal responses Allow for verbal responses Allow for answers to be dictated to a scribe Allow for answers to be dictated to a scribe Allow the use of a tape recorder to capture responses Allow the use of a tape recorder to capture responses Permit responses to be given via computer Permit responses to be given via computer Permit answers to be recorded directly into test booklet Permit answers to be recorded directly into test booklet

18. Timing: Allow frequent breaks Allow frequent breaks Extend allotted time for a test Extend allotted time for a test

19. Setting: Provide preferential seating Provide preferential seating Provide special lighting or acoustics Provide special lighting or acoustics Provide a space with minimal distractions Provide a space with minimal distractions Administer a test in small group setting Administer a test in small group setting Administer a test in private room or alternative test site Administer a test in private room or alternative test site

20. Tests scheduling: Administer a test in several timed sessions or over several days Administer a test in several timed sessions or over several days Allow subtests to be taken in a different order Allow subtests to be taken in a different order Administer a test at a specific time of day Administer a test at a specific time of day

21. Other: Provide special test preparation** Provide special test preparation** Provide on-task/focusing prompts Provide on-task/focusing prompts Provide any reasonable accommodation that a student needs that does not fit under the existing categories Provide any reasonable accommodation that a student needs that does not fit under the existing categories

22. Assistive technology: Word processing software eg Co-writer Word processing software eg Co-writer Voice recognition software eg. Dragon naturally speaking Voice recognition software eg. Dragon naturally speaking Text-to-speech software eg. Kurzweil Text-to-speech software eg. Kurzweil Visual mapping software eg. Inspiration Visual mapping software eg. Inspiration

23. Some great websites: www.ldac-taac.ca www.ldonline.org www.ldao.ca www.ldapei.ca Thank you! cdigiorgio@upei.ca