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8/14/2019 Stanbridge - Teaching Students With Learning Disabilities - By Mary Stadler
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Teaching Students withLearning Disabilities
8/14/2019 Stanbridge - Teaching Students With Learning Disabilities - By Mary Stadler
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Purpose and Agenda
l Overview of students at Stanbridgel Some strategies for assisting them
l 22 slides in all
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Autism Core Characteristics
SocialImpairment
CommunicationImpairment
RepetitiveBehaviors
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Autism Spectrum
l Hypercommunicators and “little professors”l Bookworms, computer/electronics worms
l Emotional reactorsl Every combination of the above and
more…
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Autism Heterogeneityl 30% of individuals with autism have
epilepsyl 20% have big heads and brains…
l …but 15% have small brainsl Some lose acquired developmental skills
and regress around age 2l
Others develop slowly in fits and startsl Some have chronic GI symptoms
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More Heterogeneity
l Autism Spectrum Disorders (ASD) are morecommon in males than females (4:1) across allethnic groups
l ASD are associated with intellectual disabilitythough the rate may be decreasing with earlier identification and treatment
l 30.8% have normal or above normal intelligence
l
With PDD NOS 92% have normal intelligence
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Theory of Mind
l Theory of mind is the ability to attributemental states—beliefs, intents, desires,
pretending, knowledge, etc.—to oneself andothers and to understand that others have beliefs, desires and intentions that aredifferent from one's own.
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Executive Functioning
Executive functioning is the ability tocontrol our attentional focus, to payattention to more than one thing at a time,
and to shift focus to the most relevantthing.It helps us know where we left our keys,when to cross the street, and how to plan
ahead.
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Anxiety, Attention Problems,
Depressionl Anxiety is characteristic of 30-40% of
people with ASD
l Depression present in 30% of adolescentswith ASD in most studiesl Attentional Issues present in 40-75%l Behavioral Problems in 30%
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ADD/ADHD
l Boys more commonly diagnosed.l Girls more likely to be inattentive, boys
hyperactive.l Impulsive, impatient, irritable.l Most have theory of mind and good social
skills.l Symptoms can lessen over time.
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Dyslexia, Hyperlexia and other
Learning Problemsl Impairment in the brain's ability to translate
images received from the eyes or ears into
understandable language.l Poor working memory makes it difficult to
keep a concept in mind and use it.l Social development can be delayed but
social skills are good.
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Mood Disorders
l Bi-Polar Disorder- mood and energyfluctuate with varying frequency. Can beunpredictable and frustrating.
l Depression - sad or irritable mood persisting for 2 weeks.
l Anxiety - common co-occuring disorder
with ADHD and ASD.l OCD - also seen in many forms with ASD
and ADHD.
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Common Characteristics
l Lack executive functioningl Miss “right place/right time” cuesl Dislike sarcasml Sensitive to criticisml Difficulty maintaining friendshipsl Difficulty sustaining conversations
l Concrete thinkers
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What They Need From Us
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Structure
l Establish classroom routines and insist on them if they are functional and make sense.
l Post and review behavior expectations each day.
l Post and review the schedule every day.l Post homework in the same place each day.l Keep your room organized and have students do
the same.
l Consistently reward cooperation.
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Guidancel Make positive suggestions…what they should do
rather than what they shouldn’t do.
l If student is in a heightened state, speak slowlyand use short sentences or don’t speak at all.
l Give choices when possible.
l Maintain your composure.
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Acceptance
l Self-acceptance begins with self-knowledge.
l Our acceptance of students where they are
now is the best place to start.l Students who know and accept themselves
will be more effective self-advocates.l
Self-acceptance lowers anxiety andalleviates depression.
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Challengel We do not serve our students if we don’t challenge
them personally and academically.l Encourage them to challenge themselves and each
other to do their best at all times.l Assist them to set realistic behavior and academicgoals and to accomplish them.
l Compassionately reject self-pity.
l
Be the holder of hope for them when they cannothold it themselves.
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Acknowledgement
l Greet students daily and try to make each day anew start.
l Notice and mention accomplishments large and
small, in school and out.l Consistently reward cooperation, helpfulness,
improvement, effort.
l Be generous, specific and sincere with verbal
praise.
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Advocacy
l Take time to assist students to identify andarticulate their needs.
l Help students understand and use proper
channels to be heard and get needs met.
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Honesty
l Accurately reflect to students who they areand how their behavior is perceived.
l Answer questions with as little evasiveness
as possible.l Keep sarcasm to a minimum.l Maintain professional distance and
demeanor.l Explicitly model the behavior you would
like to see.
