Learners with Learning Disabilities

1. Learners with Learning Disabilities Dr. George Giuliani Hofstra University

2. LEARNING DISABILITIES Introduction and Definition Causes of LD Characteristics of Students with LD Teaching Strategies for Students with LD

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

4. Definition of a Learning Disability • LEARNING DISABILITY: (1) a disorder in the processing of information involved in understanding and using language (spoken or written) (2) Difficulties in learning, particularly reading, writing, mathematics and/or spelling (every student with LD has academic problems) (3) The problem is not primarily due to other causes (4) Special educational services needed to succeed in school **Severe discrepancy between potential and achievement (not mandated but can be found in some definitions)

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

6. 1. Disorder in the Processing of Information Information processing refers to how your brain: • Takes in information, • Uses information, • Stores the information in memory, • Retrieves the information from memory, • and Expresses the information

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

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

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

10. Read this Story Mhat I bib last snwwer WyfrieubRoddiedonght a bop frow the det shod for $148. His darents pave hiw the woueypntsaip that he wonlp have to day half to thew over the snwwerdypoinpsbecial chores aronud the yarp. He fipnreb he conlprebay his dareuts L4 bollars. Later that pay, I cawe over to share sihexciteweut. With the bop’s pip ears aupmappinb tail, we blayeb all bay. Roddie chose a dlne collar for hiw. The E of ns basseponrsnwwer pays dike ripinp, hikiup, and blayinp pall.

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

12. What I did last summer • 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 pay half to them over the summer by doing special chores around the yard. • He figured he could repay his parents 74 dollars. • Later that day, I came over to share his excitement. • With the dog’s big ears and wagging tail, we played all day. • Robbie chose a blue collar for him. • The 3 of us passed our summer days bike riding, hiking, and playing ball.

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

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

15. 1. Processing Speed • Processing Speed refers to how fast information travels through the brain. • All students with LD experience some processing speed difficulty when required to process information through their weakest processing "channel" or "modality". • It is like having the brain work at 30 miles per hour when the rest of the world (and all the information) is going 55 miles per hour. Such students just can't keep up. • This why the most common testing accommodations for students with learning disabilities are extended time and small group administration.

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

17. 2. Difficulties in Learning Dyslexia-Severe difficulty learning to read Dysgraphia- Severe difficulty learning to write Dyscalculia- Severe difficulty learning to do mathematical concepts and computation Dysorthographia- Severe difficulty learning to spell Reading poses the most difficulty for most children with learning disabilities

18. Object Orientation and Object Identification p d b q

19. Object Orientation and Object Identification M W E 3

20. 3. Problem is NOT Primarily Due to Other Causes • Visual Disability • Hearing Disability • Motor Disability • Intellectual Disability • Emotional Disturbance • Emotional, Cultural or Economic Disadvantage

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

22. **Severe Discrepancy Between Potential and Achievement • Look for a discrepancy between potential and achievement (Is no longer “mandated” but can still be used) • There is no one sign that shows a person has a learning disability. • Experts look for a noticeable difference between how well a child does in school (achievement) and how well he or she could do (IQ), given his or her intelligence or ability.

23. Causes of Learning Disabilities • Experts aren’t exactly sure what causes learning disabilities. Some possibilities include: •  Heredity: Often, learning disabilities run in the family, so it’s not uncommon to find that people with learning disabilities have parents or other relatives with similar difficulties. • Over the years, evidence has accumulated showing that learning disabilities can be inherited.

24. Causes of Learning Disabilities •  Problems during pregnancy and birth: Learning disabilities may be caused by illness or injury during or before birth. • It may also be caused by low birth weight, lack of oxygen, drug and alcohol use during pregnancy, and premature or prolonged labor. •  Incidents after birth: Head injuries, nutritional deprivation, and exposure to toxic substances (i.e. lead) can contribute to learning disabilities. • A leading theory among scientists is that learning disabilities stem from subtle disturbances in the way brain structures are formed. Researchers are also studying genetic links.

25. Causes of Learning Disabilities • Research using neuroimaging suggests that some cases of learning disability are caused by structural and functional differences in the brain, which has been relatively consistent in pointing to the left temporal lobe as being involved.

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

27. III. Characteristics • may have very messy handwriting or hold a pencil awkwardly; • may struggle to express ideas in writing; • may have memory problems, often because they fail to use strategies • may learn language late and have a limited vocabulary; • may not follow the social rules of conversation, such as taking turns, and may stand too close to the listener;

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

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

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

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

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

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

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

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

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

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