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Working with Students with Learning Disabilities

Working with Students with Learning Disabilities

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Working with Students with Learning Disabilities. Learning Disabilities: Incidence. 5 – 20% of the general population That’s 5 – 30 million adults Variance due to misidentification African Americans and Hispanics are often inappropriately diagnosed with learning disabilities. - PowerPoint PPT Presentation

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Page 1: Working with Students with  Learning Disabilities

Working with Students with Learning Disabilities

Page 2: Working with Students with  Learning Disabilities

Learning Disabilities: Incidence

• 5 – 20% of the general population

• That’s 5 – 30 million adults

• Variance due to misidentification

• African Americans and Hispanics are often inappropriately diagnosed with learning disabilities

Page 3: Working with Students with  Learning Disabilities

What a Learning Disability Is Not• Not mental retardation

• Not a homogeneous group of disorders

• Not the result of: Poor or intermittent academic

background Emotional disturbance Lack of motivation Socio-economic deprivation Visual-hearing acuity English as a second language Physical disability

Page 4: Working with Students with  Learning Disabilities

What a Learning Disability Is

• Inconsistent

• Permanent

• A pattern of uneven abilities

• Only present if the individual has average to above average intelligence (not necessarily “measurable” average to above average intelligence)

Page 5: Working with Students with  Learning Disabilities

Learning Profile

Listening Speaking Reading Writing Reasoning Math Spelling0

20

40

60

80

100

120

140

160

Student w/Learning Disabilities Average StudentSlow Learner Developmental Student

Page 6: Working with Students with  Learning Disabilities

Learning Disabilities• 5 main issues

– Take information in through one or more of the senses (Input)

– Figure out what information means (Process)

– File information into memory (Storage)

– Pull information out of memory (Retrieve)

– Use what was learned (Output)

Page 7: Working with Students with  Learning Disabilities

Abstract Reasoning Disorder

Functional Limitations

1) Difficulty/Inability to make inferences

2) Difficulty/Inability to generate creative solutions

3) Difficulty/Inability to transfer generalization

4) Difficulty/Inability to understand relationships

5) Difficulty/Inability to work algebra

Proc

ess

Out

put

Page 8: Working with Students with  Learning Disabilities

Auditory Processing DisorderFunctional Limitations

1) Difficulty/Inability to take information in through the sense of hearing and/or in processing auditory information

2) Difficulty/Inability to take notes

3) Difficulty/Inability to discriminate between similar sounds

4) Difficulty/Inability to spell correctly consistently

Inpu

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tora

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Page 9: Working with Students with  Learning Disabilities

Functional Limitations (Continued)

5) Difficulty/Inability to listen and remember information

6) Difficulty/Inability to hear sounds over background noises

7) Difficulty/Inability to learn foreign languages

8) Easily fatigued when listening to a lecture9) Difficulty/Inability to hear sounds in the

correct order10)Has problems taking phone messages

Page 10: Working with Students with  Learning Disabilities

Auditory Processing DisorderActivity

1) UKE ANT AN DELL TAT RUTH

2) LEE HONE ART DOUGH DOVE INCH HE

3) DOUGH FORD ELLA WEAR

4) HANG HERMAN IT MINT

5) SHATTER NOUGAT ANY SEA

6) ICE PEED GUN HEX SHUN

Page 11: Working with Students with  Learning Disabilities

Auditory Processing DisorderActivity

7) ha leep air he

8) june how hull ask her

9) plea sway tube ease heated

10) caress peak reamed hone huts

11) jaw nan bah beak hen eighty

12) skoal elastic hap tee tude taste

Page 12: Working with Students with  Learning Disabilities

Auditory Processing DisorderActivity

13) Poor Toe Reek Hoe

14) Hat Ten Shunned Deaf Asset Hoarder

15) Sayer Hutches Hiccup Ark Her

16) Plea Center Europe As Ward

17) Huge Act Men

18) Oz Tin Tech Sass

Page 13: Working with Students with  Learning Disabilities

Auditory Processing DisorderActivity - Key

1) You can’t handle the truth2) Leonardo Da Vinci3) Dover, Delaware4) Anger Management5) Chattanooga, Tennessee6) High-speed connection7) Halle Berry8) Juneau, Alaska9) Please wait to be seated

Page 14: Working with Students with  Learning Disabilities

Auditory Processing DisorderActivity - Key

10) Krispy Kreme Doughnuts11) John and Bobby Kennedy12) Scholastic Aptitude Test13) Puerto Rico14) Attention Deficit Disorder15) Sarah Jessica Parker16) Please enter your password17) Hugh Jackman18) Austin, Texas

Page 15: Working with Students with  Learning Disabilities

Constructional Dyspraxia

Functional Limitations

1) Difficulty/Inability to sequence letters, numbers, words, sentences, paragraphs, steps, etc.

2) Difficulty/Inability to construct written papers in the correct order

3) Poor speller4) Difficulty/Inability to work math

problems in the correct order

Inpu

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tora

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Retr

ieve

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utpu

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Page 16: Working with Students with  Learning Disabilities

Constructional DyspraxiaActivity

The flashback. Tale the action story about years

of over eighteen place takes 1775 a ending a told

In Period as Two earlier in and place Some

of takes beginning a of Cities of in 1793.

Page 17: Working with Students with  Learning Disabilities

Constructional DyspraxiaActivity Key

The action of A Tale of Two Cities takes place over a period of about eighteen years, beginning in 1775 and ending in 1793. Some of the story takes place earlier, as told in the flashback.

(A Tale of Two Cities Study Guide. McGraw-Hill, Inc.)

Page 18: Working with Students with  Learning Disabilities

Dyscalculia: Math Disability

Functional Limitations

1) Difficulty with mathematical reasoning2) Difficulty/Inability to understand

numerical concepts3) Difficulty/Inability to read and

comprehend applied math problems (word problems)

4) Difficulty/inability to understand math terminology

Inpu

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trie

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Page 19: Working with Students with  Learning Disabilities

Functional Limitations (Continued)

5) Difficulty/Inability to align numbers6) Number reversals7) Difficulty/Inability to process math facts

rapidly8) Difficulty with the concepts of time and

money

Page 20: Working with Students with  Learning Disabilities

Dyscalculia: Math DisabilityActivity

'r berthynas cyd-rhwng 'r feithder chan an adult’s femur ( ar ddiesgyrna ) a 'r anterth chan 'r hoedolyn all bod agosaedig at 'r linear hafaliadau

Female y = 0.432x – 10.44Male y = o.449x – 12.15

'r berthynas cyd-rhwng 'r feithder chan an adult’s femur ( ar ddiesgyrna ) a 'r anterth chan 'r hoedolyn all bod agosaedig at 'r linear hafaliadau

Page 21: Working with Students with  Learning Disabilities

Dyscalculia: Math DisabilityActivity Key

The relationship between the length of an adult’s femur (thigh bone) and the height of the adult can be approximated by the linear equations

Female y = 0.432x – 10.44Male y = 0.449x – 12.15

An anthropologist discovers a femur belonging to an adult female. The bone is 16 inches long. Estimate the height of the female (College Algebra: Sixth Addition. R. Larson & R. P. Hostetler. Houghton Mifflin Company)

Page 22: Working with Students with  Learning Disabilities

Dysgraphia: Hand Writing Disability

Functional Limitations

1) Extremely poor handwriting; handwriting frequently appears to be very immature

2) Difficulty with the physical act of writing

3) Will almost always print, since “cursive/script” writing requires a great deal more eye-hand control and coordination

Out

put

Page 23: Working with Students with  Learning Disabilities

Dysgraphia: Hand Writing DisabilityExample

Page 24: Working with Students with  Learning Disabilities

Dysgraphia: Hand Writing DisabilityExample

Page 25: Working with Students with  Learning Disabilities

Dysgraphia: Hand Writing DisabilityExample

Page 26: Working with Students with  Learning Disabilities

Dysgraphia: Hand Writing DisabilityActivity

Page 27: Working with Students with  Learning Disabilities

Dysgraphia: Hand Writing DisabilityActivity

Page 28: Working with Students with  Learning Disabilities

Dysgraphia: Hand Writing DisabilityActivity

Page 29: Working with Students with  Learning Disabilities

Dysgraphia: Hand Writing DisabilityActivity

Page 30: Working with Students with  Learning Disabilities

Dyslexia: Reading Disability

Functional Limitations

1) Difficulty/Inability to perform any task in which reading is an essential function

2) Difficulty/Inability to interpret charts, graphs, and other visual aids

3) Slow reading rateInpu

t P

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Stor

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Out

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Page 31: Working with Students with  Learning Disabilities

Functional Limitations (Continued)4) Difficulty/Inability to decode (sound-

out) new words5) Poor comprehension and retention of

reading material

Page 32: Working with Students with  Learning Disabilities

Dyslexia: Reading DisabilityExamples

Call me Ismael. Some years ago – never mind how long precisely – having little or no money in my purse, and nothing particular to interest me on shore, I though I would sail about a little and see the watery part of the world. It is a way I have of driving off the spleen and regulating the circulation.Whenever I find myself growing grim about the mouth; whenever it is a damp, drizzly November in my soul; whenever I find myself involuntarily pausing before coffin warehouses, and bringing up the rear of every funeral I meet; and especially when my hypos get such an upper had of me, that requires a strong moral principle to prevent me from deliberately stepping into the street, and methodically knocking people’s hats off – then, I account it high time to get to sea as soon as I can. This is my substitute for pistol and ball.

Page 33: Working with Students with  Learning Disabilities

Dyslexia: Reading DisabilityExamples

Iff reckleswere love ly, andday wasnight, and measleswerenice and a liewarn't a lie,life would be delight,--butth ingscouldn't go rightf orin suchas adplight I wou ldn't be I. ifearth w ashe avenand nowwas hen ce, and pastwas pre sent, andfalse w as true, the remig htbe somesense b utI'dbe insuspense foro nsucha pretense y ouwouldn'tbe yo u.e. e.cu mmi ngs

Page 34: Working with Students with  Learning Disabilities

Dyslexia: Reading DisabilityExample Key

If freckles were lovely, and day was night, And measles were nice and a lie warn't a lie, Life would be delight,-- But things couldn't go right For in such a sad plight I wouldn't be I. If earth was heaven and now was hence, And past was present, and false was true, There might be some sense But I'd be in suspense For on such a pretense You wouldn't be you. If fear was plucky, and globes were square, And dirt was cleanly and tears were glee Things would seem fair,-- Yet they'd all despair, For if here was there We wouldn't be we. (If by e. e. cummings)

Page 35: Working with Students with  Learning Disabilities

Dyslexia: Reading DisabilityExample

Page 36: Working with Students with  Learning Disabilities

Dyslexia: Reading DisabilityActivity

I susgect th at thechil b wi tha learn ing disadility mu stfre quent lyex ger i e n o e an alicein won berl an bex is ten ceof the wef in b tba tthe ymu st co ge wi tha n unsta dlew or lb in consistentabul tsa nd haphaza r b gerceg tio nsthey rec on Fuseb dyth erca zys ym dols we piv them gress ureb dy t he leng tho ft imei nwic hto b oi tamb frus tra ted dy regea teb fa ily resth eybo no tlear no hetra bit lon alw ayamb sow ern u stte achth embif Fere ntly.

Page 37: Working with Students with  Learning Disabilities

Dyslexia: Reading DisabilityActivity Key

I suspect that children with learning disabilities must frequently experience an “Alice in Wonderland” existence. Often we find that they must cope with an unstable world, inconsistent adults and haphazard perceptions. They’re confused by crazy symbols we give them, pressured by the length of time in which to do it and frustrated by repeated failures. They do not learn the traditional way, so we must teach them differently.

Page 38: Working with Students with  Learning Disabilities

Dyslexia: Reading Disability

Activity

Page 39: Working with Students with  Learning Disabilities

Dyslexia: Reading Disability

Activity

…I was sitting on the verandah of my farm home in eastern Iowa when a voice very clearly said to me, “If you build it, he will come.”

(Shoeless Joe by W. P. Kinsella)

Page 40: Working with Students with  Learning Disabilities

Language Comprehension Disorder

Functional Limitations

• Difficulty with vocabulary• Difficulty/Inability to answer factual

questions• Difficulty/Inability to concentrate during

lectures• Poor or low reading comprehension• Difficulty with oral language

Inpu

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Out

put

Page 41: Working with Students with  Learning Disabilities

Functional Limitations (Continued)

6)Understands what he/she hears, but not necessarily what was said

7)Difficulty/Inability to use prior knowledge to perform activities

8)Poor written expression9)Low knowledge in content areas

Page 42: Working with Students with  Learning Disabilities

Language Comprehension DisorderExample

Two sets of the same book are stacked triangularly against opposite walls. Both sets must look exactly alike. They are twelve books high against the wall, and twelve books from the wall. Which postulate proves that the two stacks are congruent?

A) SSSB) SASC) ASAD) It cannot be determined

Page 43: Working with Students with  Learning Disabilities

Language Comprehension DisorderActivity

Whan that Aprill with his shoures sote the droghte of Marche hath perced to the rote, And bathed every veyne in swich licour, Of which vertu engendred is the flour; Whan Zephirus eek with his swete breeth Inspired hath in every holt and heeth The tendre croppes, and the yonge sonne Hath in the Ram his halfe course yronne, And smale fowles maken melodye, That slepen al the night with open yë— So priketh hem Nature in hir corages— Than longen folk to goon on pilgrimages, And palmeres for to seken straunge strondes, To ferne halwes, couthe in sondry londes; And specially, from every shires ende Of Engelond to Caunterbury they wende, The holye blissful martir for to seke, That hem hath holpen, whan that they were seke.

Page 44: Working with Students with  Learning Disabilities

Language Comprehension DisorderActivity Key

When April with its sweet showers has pierced the drought of March to the root, bathing every vein in such liquid by which virtue the flower is engendered, and when Zephyrus with his sweet breath has also inspired the tender plants in every wood and field, and the young sun is halfway through Aries, and small birds that sleep all night with an open eye make melodies, their hearts pricked by nature, then people long to go on pilgrimages, and pilgrims seek foreign shores and distant shrines known in sundry lands, and especially they wend their way to Canterbury from every shire of England to seek the holy blessed martyr who has helped them when they were sick. (Beginning of the general Prologue from The Canterbury Tales by Geoffrey Chaucer - in Middle English)

Page 45: Working with Students with  Learning Disabilities

Long-Term Memory Disorder

Functional Limitations

• Inconsistent when learning new information &/or facts (might remember one day and not the next)

• Difficulty remembering rote facts• Difficulty/Inability to process and recall

information through associations (events, related ideas and concepts, and names)

Stor

age

Page 46: Working with Students with  Learning Disabilities

Long-Term Retrieval Disorder

Functional Limitations• Difficulty/Inability to recall information on

tests• Difficulty/Inability to retrieve words from

memory• Difficulty/Inability to pair, retain and

retrieve visual and/or auditory information• Difficulty/Inability to recite poems,

speeches, plays, etc. from memory

Retr

ieve

Page 47: Working with Students with  Learning Disabilities

Processing Speed Disorder

Functional Limitations

• Slow and/or uneven automatic processing speed

• Difficulty/Inability to complete assignments within imposed timed constraints

• Difficulty/Inability to take timed tests• Difficulty/Inability to make comparisons

rapidly between and among bits of information

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Page 48: Working with Students with  Learning Disabilities

Processing Speed DisorderActivity

www.archimedes-lab.org

Page 49: Working with Students with  Learning Disabilities

Reasoning Disorder

Functional Limitations

• Trouble thinking in an orderly, logical manner

• Difficulty/Inability to prioritize and sequence tasks

• Difficulty/Inability to apply a learned skill to a new task

• Difficulty/Inability to figure out the “next step”

Proc

ess

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Page 50: Working with Students with  Learning Disabilities

Short-Term Memory Disorder

Functional Limitations

• Difficulty/Inability to remember steps in sequential order

• Difficulty/Inability to retain information and/or concepts long enough to understand them

• Difficulty/Inability to follow directions

Stor

age

Page 51: Working with Students with  Learning Disabilities

Functional Limitations (Continued)

4)Difficulty/Inability to remember math processes and retain numerical information

long enough to work the problems5)Difficulty/Inability to take notes during a lecture6)Difficulty/Inability to answer oral questions

Page 52: Working with Students with  Learning Disabilities

Short-Term Retrieval Disorder

Functional Limitations

•Difficulty/Inability to repeat back auditory information immediately after hearing the information2)Difficulty/Inability to re-create visual information immediately after presentation of

the information

Retr

ieve

Page 53: Working with Students with  Learning Disabilities

Functional Limitations (Continued)

3)Difficulty/Inability to retrieve information read at the beginning of a reading assignment

4)Difficulty/Inability to retrieve information during a lecture so that notes can be taken

Page 54: Working with Students with  Learning Disabilities

Short-Term Memory/Retrieval DisorderActivity

Page 55: Working with Students with  Learning Disabilities

Spatial Organization Disorder

Functional Limitations

– Problems perceiving the dimensions of space

– Difficulty/Inability to align number or letters on a page

– Difficulty/Inability to see things in the right order

– Trouble distinguishing left from right, north from south, up from down, ahead from behind, etc

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Page 56: Working with Students with  Learning Disabilities

Spatial Organization DisorderExample

Can you Believe Your Eyes? J.R. Block & H. Yuker, Brunner-Routledge (1989). New York

Page 57: Working with Students with  Learning Disabilities

Spatial Organization DisorderExample

The organizational culture – the values, beliefs, - - - commonly shared by the majority of thestrategic planning process and the strategic

customs, norm

s, rituals, etc. em

ployees, aids the planners them

selves

Page 58: Working with Students with  Learning Disabilities

Spatial Organization DisorderActivity

www.archimedes-lab.org/poster0.html

Page 59: Working with Students with  Learning Disabilities

Spatial Organization DisorderActivity

www.archimedes-lab.org, Italy

AB

Page 60: Working with Students with  Learning Disabilities

Spelling Dyspraxia

Functional Limitations

1)Difficulty/Inability to spell words correctly on

a consistent basis

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Out

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Page 61: Working with Students with  Learning Disabilities

Spelling DyspraxiaVisual vs. Auditory

Visual• Will almost always spell words not stored

in rote memory the same way each time – word may be phonetically correct

• Usually will not recognize correct spelling

Auditory• Will almost always spell words not stored

in rote memory differently every time

• Will usually recognize correct spelling

Page 62: Working with Students with  Learning Disabilities

Visual Processing DisorderFunctional Limitations

1) Difficulty/Inability to take in information through the sense of sight

2) Difficulty/Inability to process visual information

3) Difficulty/Inability to fill-in computerized exam forms

4) Trouble/Inability to see a specific image within a competing background, such as picking a sentence out of a page of text

Proc

ess

Page 63: Working with Students with  Learning Disabilities

Functional Limitations (Continued)4) Trouble/Inability to see the difference

between two objects5) Difficulty/Inability to copy information

off the board or from PowerPoint slides or overheads

6)Difficulty/Inability to “see” mistakes7)Difficulty/Inability to work math problems on

a scrap paper and then to transfer the numbers accurately to the exam sheet

Page 64: Working with Students with  Learning Disabilities

Functional Limitations (Continued)8) Difficulty/Inability to comprehend maps,

charts, graphs, etc.9) Difficulty with geometry10)Difficulty/Inability to align number or

letters on a page11)Fatigue when reading; often rubs eyes

off and on while reading12)Trouble/Inability to see how far away or

near an object is

Page 65: Working with Students with  Learning Disabilities

Visual Processing DisorderExample

Page 66: Working with Students with  Learning Disabilities

Visual Processing DisorderExample

Page 67: Working with Students with  Learning Disabilities

Visual Processing DisorderActivity

Page 68: Working with Students with  Learning Disabilities

Visual Processing DisorderActivity

Page 69: Working with Students with  Learning Disabilities

Visual Processing DisorderActivity

Page 70: Working with Students with  Learning Disabilities

Visual Processing DisorderActivity

The Management Process

Global Strategic Planning: Cultural Perspectives for Profit and Nonprofit Organizations. M.I. Katsioloudes, Ph.D., Butterworth-Heinemann (2002). Woburn, MA

Page 71: Working with Students with  Learning Disabilities

Writing Disorder

Functional Limitations

1)Difficulty/Inability to write sentences, paragraphs, and/or papers

2)Difficulty/Inability to sequence sentences and

paragraphs

3)Difficulty/Inability to take notes in classInpu

t P

roce

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Out

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Page 72: Working with Students with  Learning Disabilities

Functional Limitations (Continued)

4) Difficulty/Inability to get thoughts on paper

5) Difficulty/Inability to spell words correctly on a consistent basis

Page 73: Working with Students with  Learning Disabilities

Dysgraphia: Hand Writing DisabilityActivity

Page 74: Working with Students with  Learning Disabilities

Dysgraphia: Hand Writing DisabilityActivity

Page 75: Working with Students with  Learning Disabilities

Dysgraphia: Hand Writing DisabilityActivity