Class #6 – Wednesday July 8th • Homework– Chapter Presentations– Lesson Plan Student Scenario B– Quiz #2

• Review of Chapter 5

• Chapter 6 Discussion

c.5 – Review• Teaching– Planning for Instruction (3 points)– Bloom’s Taxonoy– Lesson Design

• Learning– Modes of Instruction– Modes of Practice– Technology Integration

• Behavior Management– 3 Tiers of Systematic Behavior Management– Relationships & Rapport– Credibility, Dependability, & Assertiveness– Professionalism

c.6 Learning Disabilities

• How would you describe a student with a learning disability to an educational-outsider?

• What can you do to reach a student with a learning disability (both academically and personally)?

• Do you think this should be a regular educators’ responsibility?

Definitions & Classification• IDEA Definition– A disorder in one or more of the basic psychological

processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematics

• 4 Primary Components1. Low academic achievement in 1+ academic areas2. Cause is some form of psychological processing disorder3. Labeled as perceptual disability, brain injury, minimal

brain dysfunction, dyslexia, developmental aphasia4. Other disabilities (mental retardation, visual impairment)

or environmental factors are excluded*

Primary Characteristics

• Heterogeneity– LD students should be separated based on specific

categories or subtypes of learning disabilities• Academic Difficulties– ~80% = reading/language skills– ~1 out of 4 = mathematics• Mainly math facts & problem solving strategies

– ~2 out of 5 = written expression• Follows suit with reading difficulties

• Cognitive (Working-Memory)Problems, Attention Problems, Metacognitive Deficits*

Primary Characteristics continued …• Social & Motivational Problems– Difficulty in helping others, accepting authority,

expressing feelings– Inability to read social cues & interact successfully

(and productively) in conversations– Social Alientation– Low Social Status = Low Achievement Status (?)

• Is it fair to assume this for ALL students with learning disabilites?

Prevalence

• High-Incidence Disability– a condition a lot of people have– 2006 - ~5.24% of the school-age population – Dramatic increases of past 30 years• Due to newness of categories• 31% increase of LD while 15% increase of overall

student population

– RTI approach shows promise for slowing the growth of categories and (improper?) identification

Casual Factors• Abnormal Brain Function

– Much research done of causes, but little on how to teach to these students

– Most research done concerning reading disabilities relative to abnormal brain development

• Genetic Factors– Reading & writing disabilities tend to run in families– Possibly due to these parents less likely to read to their

children or provide successful experiences within?• Lack of Effective Instruction

– Research tells that lack of high-quality instruction is frequent cause (many students referred due to poor teaching)

– RTI approach has lead to more accurate identification

Educational Practices• Service Delivery– LD student benefit from spending most of day in

gen. ed. classes (Inclusion!!!)– Why? How?

• Early Intervention– = significant impact of growth & development– Need rich experiences with oral language: written

language, listening comprehension, auditory awareness of sounds, building a listening vocabulary, comprehension, critical listening skills

– Why so much on listening?

Classroom Interventions

s4_3Big Ideas1:36 min

s4_8Scaffolding

10min

Final Overview

Prevailing Issues, Controversies, and Implications for the Teacher

• Is an alternative approach needed to reach students with learning disabilities?

• Are student with learning disabilities appropriately included in general education classrooms across the United States?

• Are we doing everything we can to keep students with learning disabilities on the same academic tract as regular education students?

Chapter PresentationsMonday July 13– c.8 - Mild Intellectual Disabilities – Kamola– c.9 - ADD, ADHD – Tim– c.10 – Autism - Jessica

Wednesday July 15– c.11 – Communication Disorders – Errol– c.12 – Severe Intellectual Disabilities & Multiple

Disabilities - Kevin

For Next Week• Monday July 13– Chapters 8, 9, & 10? Presentations– Chapters 10?, 11, & 12 Presentations– Chapter 7 Discussion done by me throughout week

• Quiz #2 due Wednesday July 15

• Student B Differentiation Scenario– Student B is a low-functioning, autistic student. This

student overtly-shy, withdrawn from peers, and presents characteristics of low self-esteem (she constantly apologizes for many behaviors that do not warrant apologies nor are any of her fault).