1. What Is Teaching?Teaching is the art of making information accessible toothers.2

2. What Are Learning Disabilities? Learning disabilities are discrepancies between general intelligence and performance of specific learningtasks3 3. Formerly known as: Lack of intelligence Lack of maturity Laziness Personality defects 4 4. Adults with LDs Choose Real Estate1. To make the most money possible without much formal education2. To find a fulfilling career outside academia SURPRISE!5 5. (Often) Who Are They? Adults with addiction problems (treated or untreated; past or present) Adult workers who have problems with working under supervision6 6. Do We Have More Than Our Share? Intake screening is practically non-existent Most actual work time is unsupervised Results count, but only favorable results are seen bybrokers Set your own hours7 7. How the Brain Works INPUTS BRAIN OUTPUTS INTEGRATIONSTORAGE/RETRIEVAL 8 8. Input DisabilitiesVisual Auditory Difficulty organizing position Difficulty distinguishingand shape of what is seen (E sounds= M or W) Difficulty picking one sound Inability to focus onout of severalsignificant figure (skippinglines, jumping over words)9 9. Integration DifficultiesSequencing (arranging bits of information into generallyunderstood form)STO P TOPS POST STOP 10 10. Abstraction DifficultiesAbstraction is the ability to convert sequenced information into correct meaning.1 apple + 1 apple = 2 apples1 airplane + 2 airplanes = ????Why did the golfer bring two pair of pants to the game? In case he got a hole in one.11 11. Memory DifficultiesLearning disabilityAge RelatedLearning Disability + Age Related12 12. Short Term Memory Information retained as long as concentration is notdisrupted Affected by learning disabilities 13 13. Long Term Memory Information can be recalled at will Usually not affected by learning disabilities14 14. Output Disabilities Language disabilities Muscle disabilities15 15. Language Disabilities Spontaneous Language Speaker initiates conversation Speaker selects topic Speaker has taken time to organize thoughts beforespeaking 16 16. Demand Language Asking a direct question Asking for in-depth explanations of specific wording or parts of problems not thought out in advance Coping behaviors: changing subject, making jokes, leaving the room or conversation 17 17. Muscle DisabilityLack of gross motor skills, usually seen as clumsinessLack of fine motor skills, usually seen as badhandwriting 18 18. Signs of Spontaneous LanguageDisability Unable to concentrate on topic Unable to answer questions even when topic wasoriginated by speaker Do not appear to understand the gravity of businesssituations19 19. Emotional Difficulties of LRStudents Shame Fear Environmental and Emotional Sensitivity Emotional Regulation Difficulty Adjusting to Change20 20. Part 2: Behavorial Problems of LDStudents Poor Time Management Poor Social Skills Short Attention Span Poor to No Organizational Skills Slow Processing Speed Memory Storage Problems 21 21. Low Reading Level Many times learning disabilities result in low readinglevel Very dangerous for real estate licensees We cant cure it 22 22. But We CAN Help! Simplify instructions Use bulleted lists Present verbally as well as in writing Read materials out loud (instructor or students) Leave instructions on screen 23 23. Writing UnderstandableInstructions Difficult to do, but necessary Can never be too elementary CAN have too many steps Can always be misunderstood 24 24. Problem 1: Procedure1. What solutions are being sought in the problem?2. Is it necessary to separate the solutions sought into separate parts?3. Is it necessary to rank the solutions into steps? 25 25. Problem 1: Low Reading SkillsDevelop a list of instructions to solve this problem:A building site has the dimensions: 162 ft. (side) 78.5 ft (front) 77 ft (back) 157 ft (side)Write the dimensions in correct order and calculate thesquare footage of the site.26 26. Poor Time Management Inability to keep up with flow of information or classactivities Asked about one problem, answer with informationfrom another problem Late for class and/or returning from breaks Electronic communications devices sound during class 27 27. Managing Time Techniques Prioritize tasks Use watch Use daily calendar Use reminder software Use screen timers 28 28. Problem 2: Procedure1. What solutions are being sought in the problem?2. Is it necessary to separate the solutions sought into separate parts?3. Is it necessary to rank the solutions into steps? 29 29. Problem 2: Time ManagementDevelop 3 techniques for prioritizing the tasks used in this problem:A building site has the dimensions: 162 ft. (side) 78.5 ft (front) 77 ft (back) 157 ft (side)Write the dimensions in correct order and calculate thesquare footage of the site.30 30. Poor Social Skills: Hostility + LD 1 member does all group work Allow others to have all ideas and do all work Refusal to engage in class 31 31. Surviving Poor Social Skills Let them work alone Put them in smallest group Dont put all of them in same group Give a job (that does not involve verbalcommunication) 32 32. Problem 3 Procedures1. What solutions are being sought in the problem?2. Is it necessary to separate the solutions sought into separate parts?3. Is it necessary to rank the solutions into steps? 33 33. Problem 3: Social skillsSeveral students are consistently late returning frombreaks and feel they must explain why they are late.Develop scripts for teaching these students to bettermanage break time.34 34. Problem 4: Procedure1. What solutions are being sought in the problem?2. Is it necessary to separate the solutions sought into separate parts?3. Is it necessary to rank the solutions into steps? 35 35. Problem 4: Social SkillsOne student always shouts out answers, sometimes before you have completed the question; this deprives other students the opportunity to think out the problem and give answers.How can you defuse this student without further disruption? 36 36. Short Attention Span Not accustomed to sitting for hours Not interested in academic learning Electronic conditioning to get most information inleast time Require more than one source of stimulation 37 37. Dealing with Short Attention Span Assign more than one task to be completed simultaneously Keep the interactive learning experiences coming 38 38. Problem 5: Procedures1. What solutions are being sought in the problem?2. Is it necessary to separate the solutions sought into separate parts?3. Is it necessary to rank the solutions into steps? 39 39. Problem 5: Short Attention SpanSeveral students are using their electroniccommunication devices while you are teaching.Confronting them will be even more disruptive thanleaving them alone.What techniques can you use to return their attention tothe class topic? 40 40. Poor to No Organizational Skills Students are unable to organize information andexperiences Sometimes LDs are exacerbated by the medications tocontrol them Trouble locating class materials and other tools41 41. Organizational Skills Aids Printed material in the order in which it will bepresented Printed materials explain concepts being taught Extra copies of printed materials Sufficient number of breaks Supply of extra pens and other materials42 42. Problem 6: Procedure1. What solutions are being sought in the problem?2. Is it necessary to separate the solutions sought into separate parts?3. Is it necessary to rank the solutions into steps? 43 43. Problem 6: Organizational SkillsYour course is based on state or federal law. A bookletprovided by the legal body has required information.You also have several very good brochures and amagazine article.Design the best plan for presenting course informationto students who have poor organizational skills.44 44. Slow Processing Speed Processing speed does not always relate to intelligence LDs or meds may influence processing speed Slower processing students must be considered when course in being developed.45 45. Processing Speed Accommodations Repeats of most important information Comprehensive take-home materials Visuals to reinforce important points Repeat visuals each time point is made Allow individual work Never put on spot Tie class information to known facts 46 46. Problem 7: Procedures1. What solutions are being sought in the problem?2. Is it necessary to separate the solutions sought into separate parts?3. Is it necessary to rank the solutions into steps? 47 47. Problem 7: Processing SpeedA student in real estate math class is not working as fastas others. You have a lot of material to cover withinthe class time.What can you do in course development and classroomto help this student? 48 48. Memory Storage Problems Do not remember what they have seen, heard or wereshown Difficulty with memorization Difficulty remembering sequences in directions orinstructions Sight vocabulary is weak Often have low reading skills49 49. Memory Aids Rhyming Mnemonics Song Lyrics Handout Sheets Page-size Posters Print important scripts on back of business cards50 50. Problem 8: Procedures1. What solutions are being sought in the problem?2. Is it necessary to separate the solutions sought into separate parts?3. Is it necessary to rank the solutions into steps? 51 51. Problem 8: Memory AidsYou are teaching the differences between stick builthouses and manufactured homes.What memory aids can you develo p to help studentswith memory storage problems hold on to the learningas long as possible? 52 52. Summary Almost all of our students will have some type of LD We cant cure the LDs, we can only deal with thebehaviors We can offer learning aids built into our coursesduring development and in the classroom 53 53. The best teachers teach from the heart, not from thebook.~Author Unknown 54