Teaching_Children_with_Learning_Disabilities.ppt

Teaching_Children_with_Learning_Disabilities and the cure

1. Teaching Children Teaching Children
with Learning with Learning
DisabilitiesDisabilities
NATIONAL ASSOCIATION OF NATIONAL ASSOCIATION OF
SPECIAL EDUCATION SPECIAL EDUCATION
TEACHERSTEACHERS

2. LEARNING DISABILITIESLEARNING DISABILITIES
ExamplesExamples
I. I. Introduction and Definition under IDEAIntroduction and Definition under IDEA
A. Information Processing DisorderA. Information Processing Disorder
B. Difficulties in LearningB. Difficulties in Learning
C. Exclusionary RuleC. Exclusionary Rule
D. Discrepancy ControversyD. Discrepancy Controversy

II. II. PrevalencePrevalence

III. III. Characteristics of Students with LDCharacteristics of Students with LD

IV. IV. Teaching Strategies for Students with LDTeaching Strategies for Students with LD

3. I.I. Introduction to LDIntroduction to LD

The term learning disabilities was only founded in The term learning disabilities was only founded in
1963 by 1963 by Samuel Kirk.Samuel Kirk. At that time, children with LD At that time, children with LD
were referred to by such terms as: were referred to by such terms as:

““perceptually handicapped,” perceptually handicapped,”

““brain-injured,” and brain-injured,” and

““neurologically impaired”neurologically impaired”

were served in classrooms for students with MR or were served in classrooms for students with MR or
in most cases, were not receiving any specialized in most cases, were not receiving any specialized
services in the public schools.services in the public schools.

4. Definition of a Learning Definition of a Learning
Disability under IDEADisability under IDEA

LEARNING DISABILITY:LEARNING DISABILITY:
(1) a disorder in the(1) a disorder in the processing of information processing of information
involved in understanding and using language involved in understanding and using language
(spoken or written) (spoken or written)
(2)(2) Difficulties in learning Difficulties in learning,, particularly reading, particularly reading,
writing, mathematics, and/or spelling writing, mathematics, and/or spelling
(3) (3) TheThe problem isproblem is not primarily due to other causes not primarily due to other causes
(4)(4) Special educational services needed Special educational services needed to succeed to succeed
in school in school
****Severe discrepancySevere discrepancy between between potentialpotential and and achievementachievement

5. 1. Disorder in the 1. Disorder in the
Processing of InformationProcessing of Information

First, having a learning disability means First, having a learning disability means
that the brain "processes" information that the brain "processes" information
differently than most other students. differently than most other students.

Simply stated, certain kinds of information Simply stated, certain kinds of information
get stuck or lost while traveling through the get stuck or lost while traveling through the
brain of the student with LD.brain of the student with LD.

6. 1. Disorder in the 1. Disorder in the
Processing of InformationProcessing of Information
Information processing refers to how Information processing refers to how
your brain: your brain:
Takes inTakes in information, information,
UsesUses information, information,
StoresStores the information in memory, the information in memory,
Retrieves Retrieves the information from memory, the information from memory,
and and ExpressesExpresses the information the information

7. 1. Disorder in the 1. Disorder in the
Processing of InformationProcessing of Information

Students with LD struggle with certain kinds of Students with LD struggle with certain kinds of
learning because their brains have difficulty learning because their brains have difficulty
"processing" certain kinds of information. "processing" certain kinds of information.

It is like when you go on a car trip and get stuck in It is like when you go on a car trip and get stuck in
road construction and need to take a detour. It road construction and need to take a detour. It
takes you a lot longer to get where you are going. takes you a lot longer to get where you are going.
Its the same with information going through the Its the same with information going through the
brain of a student with LD.brain of a student with LD.

8. 1. Disorder in the 1. Disorder in the
Processing of InformationProcessing of Information
Different kinds of information travel Different kinds of information travel
through different parts of the brain. through different parts of the brain.
That's why some information is That's why some information is
learned quickly and easily while other learned quickly and easily while other
information is much more difficult.information is much more difficult.

9. 1. Visual Processing1. Visual Processing

Visual ProcessingVisual Processing involves how well a student can involves how well a student can
use visual information. When he sees something, use visual information. When he sees something,
especially something complex, especially something complex,

e.g., does he understand it quickly and easily? Can e.g., does he understand it quickly and easily? Can
he "visualize" things (like pictures, shapes, words, he "visualize" things (like pictures, shapes, words,
etc.) in his head? Can he remember information etc.) in his head? Can he remember information
that he sees?that he sees?
  

10. Read this StoryRead this Story
Mhat I bib last snwwerMhat I bib last snwwer
Wy frieub Roddie donght a bop frow the det shod for $148.Wy frieub Roddie donght a bop frow the det shod for $148.
His darents pave hiw the wouey pnt saip that he wonlp His darents pave hiw the wouey pnt saip that he wonlp
have to day half to thew over the snwwer dy poinp sbecial have to day half to thew over the snwwer dy poinp sbecial
chores aronud the yarp.chores aronud the yarp. He fipnreb he conlp rebay his He fipnreb he conlp rebay his
dareuts L4 bollars.dareuts L4 bollars.
Later that pay, I cawe over to share sih exciteweut.Later that pay, I cawe over to share sih exciteweut. With With
the bop’s pip ears aup mappinb tail, we blayeb all bay.the bop’s pip ears aup mappinb tail, we blayeb all bay.
Roddie chose a dlne collar for hiw.Roddie chose a dlne collar for hiw. The E of ns bassep onr The E of ns bassep onr
snwwer pays dike ripinp, hikiup, and blayinp pall.snwwer pays dike ripinp, hikiup, and blayinp pall.

11. Answer these QuestionsAnswer these Questions

Mhat bib Roddie duy frow the det shod?Mhat bib Roddie duy frow the det shod?

Mhat color bib Roddie choose for the bop’s Mhat color bib Roddie choose for the bop’s
collar?collar?

Hom wnch wouey bib Roddie fipnre he Hom wnch wouey bib Roddie fipnre he
conlp rebay his dareuts?conlp rebay his dareuts?

12. What I did last summerWhat I did last summer
My friend Robbie bought a dog from the pet shop for $148. My friend Robbie bought a dog from the pet shop for $148.
His parents gave him the money but said that he would have to His parents gave him the money but said that he would have to
pay half to them over the summer by doing special chores pay half to them over the summer by doing special chores
around the yard. around the yard.
He figured he could repay his parents 74 dollars.He figured he could repay his parents 74 dollars.
Later that day, I came over to share his excitement. Later that day, I came over to share his excitement.
With the dog’s big ears and wagging tail, we played all day. With the dog’s big ears and wagging tail, we played all day.
Robbie chose a blue collar for him.Robbie chose a blue collar for him.
The 3 of us passed our summer days bike riding, hiking, and The 3 of us passed our summer days bike riding, hiking, and
playing ball.playing ball.

13. Answers to Answers to
What I Did Last SummerWhat I Did Last Summer
What did Robbie buy from the pet What did Robbie buy from the pet
shop?shop? A dogA dog
What color did Robbie choose for the What color did Robbie choose for the
dog’s collar?dog’s collar? BlueBlue
How much money did Robbie figure he How much money did Robbie figure he
could repay his parents?could repay his parents? 74 dollars74 dollars

14. 1. Auditory Processing1. Auditory Processing
Auditory Processing-Auditory Processing- involves how well a student involves how well a student
can use auditory information. can use auditory information.

When he hears something, especially something When he hears something, especially something
detailed, does he understand it quickly and easily? detailed, does he understand it quickly and easily?
Can he “hear" things (like sounds, numbers, words, Can he “hear" things (like sounds, numbers, words,
etc.) in his head? Can he remember information that etc.) in his head? Can he remember information that
he hears?he hears?

15. 1. Processing Speed1. Processing Speed

Processing SpeedProcessing Speed refers to how fast information refers to how fast information
travels through the brain. travels through the brain.

All LD students experience some processing speed All LD students experience some processing speed
difficulty when required to process information difficulty when required to process information
through their weakest processing "channel" or through their weakest processing "channel" or
"modality". "modality".

It is like having the brain work at 30 miles per It is like having the brain work at 30 miles per
hour when the rest of the world (and all the hour when the rest of the world (and all the
information) is going 55 miles per hour. Such information) is going 55 miles per hour. Such
students just can't keep up.students just can't keep up.

16. 1. Processing Speed1. Processing Speed

Who was the first President of the United Who was the first President of the United
States?States?

Who = a questionWho = a question

Was = Past tenseWas = Past tense

First = #1First = #1

President of United States-Leader of NationPresident of United States-Leader of Nation

17. 2. Difficulties in Learning2. Difficulties in Learning
DyslexiaDyslexia--Severe difficulty learning to readSevere difficulty learning to read
DysgraphiaDysgraphia-- Severe difficulty learning to Severe difficulty learning to
writewrite
DyscalculiaDyscalculia- Severe difficulty learning to do - Severe difficulty learning to do
mathematical concepts and computationmathematical concepts and computation
DysorthographiaDysorthographia- Severe difficulty learning - Severe difficulty learning
to spellto spell

18. Object Orientation and Object Orientation and
Object IdentificationObject Identification
pp
dd
bb
qq

19. Object Orientation and Object Orientation and
Object IdentificationObject Identification
MM
WW
EE
33

20. Famous People with LDFamous People with LD

Whoopi GoldbergWhoopi Goldberg

Tom CruiseTom Cruise

Henry WinklerHenry Winkler

George PattonGeorge Patton

Winston ChurchillWinston Churchill

Bruce JennerBruce Jenner

Nelson RockefellerNelson Rockefeller

21. 3. 3. Problem is Problem is NOTNOT Primarily Primarily
Due to Other CausesDue to Other Causes

Visual Disability Visual Disability

Hearing Hearing
Disability Disability

Motor DisabilityMotor Disability

Mental Mental
RetardationRetardation

Emotional Emotional
DisturbanceDisturbance

Emotional, Emotional,
Cultural or Cultural or
Economic Economic
DisadvantageDisadvantage

22. 4. Special Educational Services 4. Special Educational Services
Needed to Succeed in SchoolNeeded to Succeed in School
It is possible for a student to "technically" have It is possible for a student to "technically" have
a disability but not to "qualify" for special a disability but not to "qualify" for special
education services. education services.
This happens when a student demonstrates the This happens when a student demonstrates the
information processing difficulties associated information processing difficulties associated
with a LD but his or her academic skills are not with a LD but his or her academic skills are not
found to be "severely discrepant" from their found to be "severely discrepant" from their
ability. This may indicate that the student has ability. This may indicate that the student has
learned how to "cope" with his/her learning learned how to "cope" with his/her learning
difficulties at least to some extent.difficulties at least to some extent.

23. **Severe Discrepancy Between **Severe Discrepancy Between
Potential and AchievementPotential and Achievement

Look for a Look for a discrepancy between potential discrepancy between potential
and achievement ( Not “mandated” under and achievement ( Not “mandated” under
reauthorization of IDEA but can still be reauthorization of IDEA but can still be
used)used)

There is no one sign that shows a person has There is no one sign that shows a person has
a learning disability. a learning disability.

24. II. PrevalenceII. Prevalence

Almost Almost 3 million children3 million children (ages 6 through (ages 6 through
21) have some form of a learning disability 21) have some form of a learning disability
and receive special education in school. and receive special education in school.

LD form the LD form the largest category in special largest category in special
education.education.

25. II. PrevalenceII. Prevalence

In fact, approximately In fact, approximately 50% of all 50% of all
children who receive special children who receive special
educationeducation have ahave a learning disabilitylearning disability

3:1 3:1 ratio ratio malesmales to to femalesfemales

26. III. CharacteristicsIII. Characteristics
may have trouble may have trouble
learning the learning the
alphabet, or alphabet, or
connecting letters connecting letters
to their sounds; to their sounds;
may make many may make many
mistakes when mistakes when
reading aloud, and reading aloud, and
repeat and pause repeat and pause
often; often;

may not may not
understand what understand what
he or she reads; he or she reads;

may have real may have real
trouble with trouble with
spelling; spelling;

may confuse math may confuse math
symbols and symbols and
misread numbers; misread numbers;

27. III. CharacteristicsIII. Characteristics

may have very messy may have very messy
handwriting or hold a handwriting or hold a
pencil awkwardly; pencil awkwardly;

may struggle to may struggle to
express ideas in express ideas in
writing; writing;

may learn language may learn language
late and have a limited late and have a limited
vocabulary;vocabulary;

may not follow the may not follow the
social rules of social rules of
conversation, such as conversation, such as
taking turns, and may taking turns, and may
stand too close to the stand too close to the
listener;listener;

28. III. CharacteristicsIII. Characteristics

may have trouble may have trouble
remembering the remembering the
sounds that letters sounds that letters
make or hearing slight make or hearing slight
differences between differences between
words; words;

may have trouble may have trouble
following directions; following directions;

may not be able to may not be able to
retell a story in order retell a story in order
(what happened first, (what happened first,
second, third)second, third)
may mispronounce may mispronounce
words or use a wrong words or use a wrong
word that sounds word that sounds
similar; similar;

may have trouble may have trouble
organizing what he or organizing what he or
she wants to say or she wants to say or
not be able to think of not be able to think of
the word he or she the word he or she
needs for writing or needs for writing or
conversation; conversation;

29. IV. Teaching StrategiesIV. Teaching Strategies

Provide high structure and clear expectations.Provide high structure and clear expectations.
Children who are LD tend to have difficulty Children who are LD tend to have difficulty
focusing, getting started and setting priorities. focusing, getting started and setting priorities.
Creating a clear structured program allows the Creating a clear structured program allows the
student to be exposed to fewer distractions and student to be exposed to fewer distractions and
possible avoidance and allow for greater focus possible avoidance and allow for greater focus
on work related tasks.on work related tasks.

30. IV. Teaching StrategiesIV. Teaching Strategies
Allow flexibility in classroom proceduresAllow flexibility in classroom procedures
(e.g., allowing the use of tape recorders (e.g., allowing the use of tape recorders
for note taking and test-taking when for note taking and test-taking when
students have trouble with written students have trouble with written
language). Keep in mind that the greater language). Keep in mind that the greater
the number of options in responding to a the number of options in responding to a
task, the greater chance that a particular task, the greater chance that a particular
student’s learning style will be useful and student’s learning style will be useful and
successful.successful.

31. IV. Teaching StrategiesIV. Teaching Strategies

Learning materials should easily Learning materials should easily
accessible, well organized and accessible, well organized and
stored in the same place each day.stored in the same place each day.
The less the LD student has to worry The less the LD student has to worry
about, comprehend or remember, about, comprehend or remember,
the greater chance for success. Too the greater chance for success. Too
many details can easily overwhelm many details can easily overwhelm
this type of student.this type of student.

32. IV. Teaching StrategiesIV. Teaching Strategies
All assignments should be presented on the All assignments should be presented on the
blackboard as well as orally presented.blackboard as well as orally presented. This This
multilevel sensory approach will only enhance multilevel sensory approach will only enhance
the chances of the child being able to bring the chances of the child being able to bring
home the correct assignment. This will also home the correct assignment. This will also
cut down on parent child frustration which cut down on parent child frustration which
often occurs when the child with learning often occurs when the child with learning
disabilities brings home part of the disabilities brings home part of the
assignment or and assumption of what needs assignment or and assumption of what needs
to be done due to a lack of ability in copying to be done due to a lack of ability in copying
quickly. quickly.

33. IV. Teaching StrategiesIV. Teaching Strategies

Make sure that the child's desk is free from all Make sure that the child's desk is free from all
unnecessary materials.unnecessary materials. Children with learning Children with learning
disabilities tend to have organizational problems disabilities tend to have organizational problems
as well. The less chaos, the better the focus. Use as well. The less chaos, the better the focus. Use
small binders that hold fewer papers. Keep the small binders that hold fewer papers. Keep the
desk free of most materials. Otherwise he may desk free of most materials. Otherwise he may
be embarrassed to get up to go to the pail and be embarrassed to get up to go to the pail and
stuff it in his desk.stuff it in his desk.

34. IV. Teaching StrategiesIV. Teaching Strategies
Correct the student's work as soon as possible to Correct the student's work as soon as possible to
allow for immediate gratification and feedbackallow for immediate gratification and feedback..
Students with learning disabilities do not often have Students with learning disabilities do not often have
foundations of success when it comes to foundations of success when it comes to
schoolwork. Therefore, when they hand in work schoolwork. Therefore, when they hand in work
they begin to worry about how they did. If they do they begin to worry about how they did. If they do
not receive it back quickly, some children may use not receive it back quickly, some children may use
a great deal of energy worrying about the reactions a great deal of energy worrying about the reactions
of others if they did not do well.of others if they did not do well.

35. IV. Teaching StrategiesIV. Teaching Strategies
Try to separate him from students who may be Try to separate him from students who may be
distracting.distracting. Some children with learning Some children with learning
disabilities are very distractible, while others disabilities are very distractible, while others
may use any external situation to avoid a may use any external situation to avoid a
potential failure situation. Sitting a child with potential failure situation. Sitting a child with
learning disabilities next to students who are learning disabilities next to students who are
self-motivated and internally controlled will self-motivated and internally controlled will
provide extra structure and controls.provide extra structure and controls.

36. IV. Teaching StrategiesIV. Teaching Strategies
Use multi-sensory teaching methods whenever Use multi-sensory teaching methods whenever
possible.possible. This is a common sense issue since all This is a common sense issue since all
the research indicates that the greater number of the research indicates that the greater number of
sense utilized to learn something, the greater sense utilized to learn something, the greater
chance for the information to be understood and chance for the information to be understood and
retained. Using visual, auditory, kinesthetic or retained. Using visual, auditory, kinesthetic or
tactile input together is highly recommended for tactile input together is highly recommended for
children with learning disabilities.children with learning disabilities.

37. IV. Teaching StrategiesIV. Teaching Strategies
Respond to the child’s comments praising Respond to the child’s comments praising
whenever possible.whenever possible. Many children with Many children with
learning disabilities tend to have secondary learning disabilities tend to have secondary
emotional issues as a result of frustration and emotional issues as a result of frustration and
lower sense of self worth due to academic lower sense of self worth due to academic
failure and stress. Consequently, when he failure and stress. Consequently, when he
responds or initiates conversation, praise for responds or initiates conversation, praise for
the initiation of communication should be the initiation of communication should be
praised.praised.

38. IV. Teaching StrategiesIV. Teaching Strategies

Give constant feedback.Give constant feedback. Many children with Many children with
learning disabilities tend to write negative scripts learning disabilities tend to write negative scripts
about their ability and their performance. about their ability and their performance.
Feedback in any form reduces this negative Feedback in any form reduces this negative
energy pattern and offers reality, the only thing energy pattern and offers reality, the only thing
that breaks down fear.that breaks down fear.