Specific learning disabilities
- 1. Specific Learning Disabilities A Neurological Disorder A Workshop for Paraprofessionals
- 2. Who am I? Gale E. Cossette, Ph.D. Reading interventionist VVCS LD Specialist/Reading Specialist Highly Qualified in Elementary Special Education, Reading, Elementary Educator, and Early Childhood President of the NH Branch of the Learning Disability Association Develop online professional development courses for OPEN NH and teach them.
- 3. AGENDA Individual activity The brain and learning Learning disabilities and causes NH definition of SLD Types What they look like In class strategies Resources
- 4. The Brain Frontal Lobe Behavior, attention, creativity, intellect, libido, abstract thought, reasoning, non-verbal learning, Occipital Lobe speech, and smell Reading, vision Temporal Lobe Hearing, memory fear, some language, speech and auditory memories
- 5. Left Side & Right Side Left Right Lots of reading New learning Writing Pictures, diagrams Assignments Video involving reading Talks about feelings and analyzing Social Activities Attention to detail Music Quantitative The Big Picture methods Organized approach Creative projects to assignments New Learning Education favors the left side of the brain – Best to teach to both
- 6. How Learning Occurs The more dendrites the better Can increase dendrites through active learning Transmit nerve signals to the brain at 200 mph Axon Dendrites
- 7. Learning Electrical charges – synapses Dopamine helps electrical charges go to dendrites Repeated activities strengthen charges An active and challenged brain creates more dendrites Synapse
- 8. The Brain and Learning Disabilities Exposure to toxins Genetics Birthing factors Symmetry of brain Developmental disruptions Nutrition Tobacco/Alcohol/Drugs
- 9. Learning Disabilities Any disability that affects/inhibits a child to acquire and apply knowledge Autism Traumatic Brain Disorder Mental Retardation Specific Learning Disability
- 10. Specific Learning Disability It is a lifelong disability. RTI Discrepancy Model Child does not achieve according to age and ability levels in one or more identified criteria and has been provided with the opportunity to achieve.
- 11. NH Specific Learning Disability Criteria Team find a severe discrepancy in: Oral Expression Listening Comprehension Written Expression
- 12. Criteria - Continued Basic Reading Skill Reading Comprehension Mathematics Calculation Mathematics Reasoning
- 13. BUT, Not a Learning Disability, If: Severe discrepancy is a result of Visual, hearing, or motor impairment Mental Retardation Emotional Disturbance Environmental, Cultural, or Economic Disadvantage
- 14. Disclaimer The following are different types of learning disabilities, what they might look like in the classroom, and strategies to use in the classroom. They do not suggest that a student has a disability because he/she displays these signs. To identify a child as having a learning disability entails a team approach and the following of the special educational process.
- 15. Listening Comprehension Central Auditory Processing Disorder Difficulty processing information or language, but no problems with remembering non-verbal language or sound Process sounds slowly, but difficulty in repeating them. Misspells/mispronounces similar sounding words (celery/salary, three/free) Often distracted by other noises Difficulty in staying focused on and remember verbal presentations Misinterpret or difficulty following verbal directions Difficulty with rapid speech “Ignores” people, especially when engrossed Says “What?” a lot, even when he has just “heard” what was said Literal, does not get puns or jokes
- 16. Listening Comprehension Strategies Student to constantly verbalize concepts Allow student 5-10 seconds to respond Show vs. explaining Speak slower Visual cues, manipulatives, handouts Vary pitch and tone Reword/help understand confusing oral directions Avoid child listening and writing at the same time Ask specific questions to see if student understands Reduce or space directions – “Ready?” Provide favorable seating – less distractions Teachers look at student when speaking
- 17. Visual Perceptual/Motor Deficit Affects Reading/Writing/Comprehension Substitutes small sight words (I/me, he/she) Letter reversals Eye itches, blurs, pain Holds head at odd angles while reading Holds pencil too tightly/breaks pencils Cannot copy accurately Looses place while reading Struggles to cut and/or paste Messy papers/misaligned letters
- 18. Oral Expression Difficulty in expressing thoughts verbally Difficulty labeling objects Frustrated by having to say a lot and no way to say it Can describe a word or draw it, but cannot retrieve the word Difficulty getting jokes
- 19. Oral Expression Strategies Provide alternatives: Video taping/tape record Written/visual Work/practice with a peer Provide plenty of opportunities to build prior knowledge Provide classroom discussion topics before hand Speaking slowly Practice story mapping Graphic organizers
- 20. Introduce F.A.T. City Simulation How children with a learning disability perceives the classroom and its daily activities.
- 22. Dyslexia Reading Slow, painful reading Decoding errors/reversals Encoding problems May have difficulty w/writing Difficulty recalling known words Written language Math computations
- 23. Dyslexia Quiet areas for reading activities Books on tape Large print books/big spaces Don’t count off for spelling Laptop for writing Multi-sensory methods of teaching Use logic vs. rote memory Present material in small units Use different colored chalk on board for each line Pre-teach in class reading and assign a passage Paired reading
- 24. Dyslexia Strategies, Cont Spelling Rules Teach to find errors Allow students to dictate creative stories Tracking tools Experiment with pastel, embossed, or raised line paper Restrict copying tasks
- 25. Dysgraphia Written Expression Hard to read writing Mixture of cursive/printing Unfinished words/letters or omits words Odd wrist, body, or paper position Difficulty pre-visualizing letters Writing very slow and laborious Poor spatial planning on paper Cramped or unusual grip Difficulty thinking and writing notes at the same time
- 26. Dysgraphia Use a word processor Corrections about writing privately Oral testing Tape recorder Provide notes/note taker Pre-printed math problems Wide rule paper or lines Pencil grips Alternatives to writing assignments Grade content vs. writing
- 27. Dyscalculia Math Difficulty understanding math concepts (place value, quantity, number lines) Word problems Sequencing Steps in solving problems Understanding fractions Difficulty recognizing patterns in X, -, +, and / Challenged when making change Putting language to math processes Time, days of the week, keeping numbers lined up Organization on paper
- 28. Dyscalculia – Allow the use of finger/other devices – Use diagrams/draw out concepts – Peer assistance – Graph paper, colored pencils Manipulatives Teach how to draw pictures Mnemonic devices Rhythm/Music Computers Plenty of scratch paper w/lines Space
- 29. Resources http://www.ldanh.org/ NH Branch of LDA http://www.bookshare.org/web/Welco me.html Books on tape - free for schools http://www.ldanatl.org/aboutld/adults/i ndex.asp Adults with learning disabilities