Professional Documents
Culture Documents
An Overview
Challenging Myths
You cant tell if a person is Learning Disabled Learning Disabled students are NOT DUMB! Learning Disabled students and adults can make significant accomplishments in their lives
Over 90 terms used over the years Most common term minimal brain dysfunction (MBD) Separate definitions created
Specific learning disability 1963 The term Learning Disabilities received favorably no negative connotations
History Continued
Definition
The definition proceeded to
include:
allowance
for an accompanying and/or coexisting disorder problems with self-regulatory selfbehaviors heterogeneous group of disorders
Identification
If students:
1.
Dont achieve commensurate with his/her age and ability in one or more specific areas Discrepancy between achievement and intellectual ability in one or more of 7 areas
2.
Identification
Seven areas
1. 2. 3. 4. 5. 6. 7.
Oral expression Listening comprehension Written expression Basic reading skill Reading comprehension Mathematics computation Mathematics reasoning
Prevalence
Estimated that in U.S. & Canada half of all exceptional cases are LD related Statistics
10.2
chromosomal abnormalities
Prebirth Causes
Environmental Causes
Substances
Characteristics:
Reads with a strained voice and poor phrasing Ignores punctuation Gropes for words like a much younger child
Reading Deficits
3.
Identifying the main idea Recalling basic facts and events in a sequence Making inferences or evaluating what has been read
Speaking & Listening Comprehension Controls the ability to communicate Fact: Affects greater than 60% of LD students
Expressive language:
Receptive language
four skill areas Zero concept Regrouping Place value Basic math concepts Problem solving Problems with math reasoning
Research indicates:
The LD label negatively affects peer relationships Poor risk of social acceptance 75% were significantly different from their nonnondisabled peers on most measures of social competence (Kavale and Forness 1996) Greater emotional risk Depression more events, severity, longevity Negative self-perceptions academic selfperformance, sports, appearance & social acceptance (having friends, being accepted by peer group)
Success requires:
Initiate attention Direct their attention Sustain attention Appropriately shift attention
Memory
Cognition
Poor decisions Frequent errors Difficulty getting started Delayed verbal responses Difficulty understanding social expectations Trouble using learned information in new situations
Difficulty discriminating Lack planning strategies Poor organizational skills May affect one or all areas Vision most important for future higherhigherlevel academics
Inability to direct ones attention & mental processes Difficulty listening Focusing Purposefully remembering important information Connecting information to prior knowledge Making sense of new information
Common Characteristics
Display
problems with gross motor areas Cannot throw or catch a ball Clumsy gait Difficulty using scissors to cut Buttoning clothing, buttoning coat
Different diagnostic criteria from province to province The significant difference in percentages must be attributed to the different identification procedures. (Weber 1994)
Accurately identifying difficult Must be cautious when & if identifying Occasionally teachers expect less and refer to special education Disproportionate number recommended for assessment Problem: test administered in English Different from mother tongue Note: LD students have difficulties with both languages they learn (Maggie Bruik 1982)
Heterogeneous student population Teaching styles must be tailored to the individual student Methods
Whole Language Sequence or Systematic phonics Teach students a strategy about how to approach work
Oral Language
LISTEN Strategy L Look at the teacher I Ignore the student next to you S Stay in your place T Try to visualize and understand the story E Enjoy the story N Nice job! Youre a good listener
Computers
Key features: Self pacing Individualized Immediate feedback Consistent correction procedures Repetition without pressure
Praise frequently Build self concept body image Sensitivity Social maturity Learning strategies & social skills training May include software that assists to this end
F A S T
Steps
Address poor self-image selfHelp eliminate unhappiness Create successful experiences Include students in the designing and planning process self control Create and maintain interest Address affective variables Develop transition skills
Introduce an authentic curriculum by introducing elements like resume preparation, filling in application forms (job & or college), etc.
Identifying appropriate goals Getting started on task Maintaining attention to task Organizing and budgeting time Completing task Checking for errors Request support when appropriate Using self-advocacy (Ryan & Price 1992) self-
Classroom Accommodations
Preteach vocabulary Establish a purpose for reading Cooperative learning opportunities Study guides Choral responses Hands-on participation Hands-
Simplify text by
Recommended Guidelines
Be consistent in class rules & schedule State rules and expectations Give directions in clear, simple words Begin with simple single concept Use concrete objects or demonstrations Teach them how to remember!
Conclusion