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Tutoring Students with Learning Disabilities

Tutoring Students with Learning Disabilities. Prof. Dr. Aytekin İŞMAN Full-Time Professor at Sakarya University, Computer & Instructional Technology Department. General Learning Outcomes (Presentation Objectives). Define the term L earning D isability ( LD ).

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Tutoring Students with Learning Disabilities

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  1. Tutoring Students with Learning Disabilities Prof. Dr. Aytekin İŞMAN Full-Time Professor at Sakarya University, Computer & Instructional Technology Department Prof. Dr Aytekin İŞMAN

  2. General Learning Outcomes(Presentation Objectives) • Define the term Learning Disability (LD). • Describe how a LD might affect learning. • Examine non-academic affects of LDs. • Explore what you can do as a tutor. • Discuss effective instructional strategies for tutoring all students, including students with LDs. Prof. Dr Aytekin İŞMAN

  3. A quick overview . . . What is a Learning Disability? Prof. Dr Aytekin İŞMAN

  4. In brief… Learning Disabilities …refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. Prof. Dr Aytekin İŞMAN

  5. These disorders …result from impairments in one or more psychological processes related to learning in combination with otherwise average abilities essential for thinking and reasoning. Prof. Dr Aytekin İŞMAN

  6. These psychological processes are • phonological processing • memory and attention • processing speed • language processing • perceptual-motor processing • visual-spatial processing • executive functions (e.g., planning, monitoring and metacognitive abilities) Prof. Dr Aytekin İŞMAN

  7. Learning disabilities …range in severity and invariably interfere with the acquisition and use of one or more of the following important skills: Prof. Dr Aytekin İŞMAN

  8. These skills are • oral language (e.g., listening, speaking, understanding) • reading (e.g., decoding, comprehension) • written language (e.g., spelling, written expression) • mathematics (e.g., computation, problem solving) • organizational skills • social perception • social interaction Prof. Dr Aytekin İŞMAN

  9. What a LD is Not! IT IS NOT: • low intelligence/an intellectual disability • mental illness/emotional disturbance • autism • visual or auditory acuity problems • laziness/lack of motivation • a way to avoid other issues • a physical handicap • the result of a poor academic background Prof. Dr Aytekin İŞMAN

  10. So, a Learning Disability is an Information Processing Impairment It is like having too many bridges out as well as too many overlapping pathways along the “information highways” of the brain. Dale R. Jordan U. of Arkansas Prof. Dr Aytekin İŞMAN

  11. A Simple Model of Learning & Information Processing • Attention • Sensory Input • Decoding • Processing • May include Storage and/or Retrieval processes • Encoding • Physical Output Prof. Dr Aytekin İŞMAN

  12. Where can Information Processing (IP) break down? Dr. Allyson G. Harrison, Queen’s University 1. Frontal lobe functioning deficits - abstract and conceptual thinking 2. Memory impairment - Short term memory - Working memory-mental blackboard; dynamic process - Long term memory - Storage vs retrieval issues 3. Sequencing deficits (visual or auditory) Prof. Dr Aytekin İŞMAN

  13. Breakdown continues Dr. Allyson G. Harrison, Queen’s University 4. Speed of information processing 5. Attention - Selective (cannot choose/focus) - Sustained (cannot maintain) - Divided (cannot shift/hyperfocus) 6. Narrow processing style - can’t simultaneously attend to & process multiple aspects of a stimulus field Prof. Dr Aytekin İŞMAN

  14. Still breaking down Dr. Allyson G. Harrison, Queen’s University 7. Poor scanning resolution-miss relevant data 8. Right hemisphere dysfunction: good at details but not global picture. Gets lost in details, easily overloaded. Can’t make sense of holistically presented information. Poor ability to interpret visual cues. 9. Faulty output mechanism - interferes with demonstration of adequate information processing. Prof. Dr Aytekin İŞMAN

  15. Diagnosing a Learning Disability The Criteria Prof. Dr Aytekin İŞMAN

  16. Average StudentAptitude vs Achievement – normal differences Prof. Dr Aytekin İŞMAN

  17. Student with a LD (Reading)Aptitude vs. Achievement – significant differences Prof. Dr Aytekin İŞMAN

  18. Visual LD (Dyslexia)Aptitude, Achievement & Info Processing Prof. Dr Aytekin İŞMAN

  19. Aptitude, Achievement, Info Processing Auditory (CAPD) Prof. Dr Aytekin İŞMAN

  20. So how might an LD affect a Learner? A Couple of Examples . . . Prof. Dr Aytekin İŞMAN

  21. Can’t you read this? • Myle arn in gdisa bi LI tyma kesit dif Ficu ltform eto re Adi tslo wsm edo wnwh eniha veto re AdmYte xtbo Ok sbu twhe nius Eboo kso Nta peo rco mpu Teri zedsc ree nrea Din gsof twa Reto lis tent Om yte xtbo ok sith elp sal Ot. Prof. Dr Aytekin İŞMAN

  22. Can’t you see this? • Can’t you see the _________? Prof. Dr Aytekin İŞMAN

  23. IP impairments may cause academic difficulty with… * • Alphabet/Penmanship • Copying/Note-Making • Reading, Writing, Spelling & Math • Listening & Speaking • Expressing what is Known & Understood • Attention & Memory • Personal Organization • Time and Sequence • Slow Work Speed Prof. Dr Aytekin İŞMAN

  24. Social & Emotional Aspects* of a Learning Disability *From Introducing Learning Disabilities to Postsecondary Educators The Meighen Centre for Learning Assistance and Research, Mount Allison University Prof. Dr Aytekin İŞMAN

  25. A Tough Fact • 50% of adolescent suicides had previously been diagnosed as having learning problems. The single most commonly cited factor for this desperate act was low self-esteem arising from school failure. Prof. Dr Aytekin İŞMAN

  26. Possible Academic Problems • silent reading/reading aloud • writing/spelling • learning languages/math • expressing what is known and understood • having to re-do school work at home • having no time off since everything takes longer • dropping out Prof. Dr Aytekin İŞMAN

  27. Possible Social/Emotional Problems • feeling dumb, stupid, embarrassed, frustrated, anxious, lonely, isolated • being called stupid, lazy; being put down by teachers, friends, and even parents • feeling nobody understands • feeling need of help • fearing rejection & failure • always having to cover up, act a role Prof. Dr Aytekin İŞMAN

  28. Possible Career/Vocational Problems • lack of basic skills • lack of social skills • “It’s never cured”, “It never goes away” • having to cover up • never feeling adequate • low expectations • jobs don’t last Prof. Dr Aytekin İŞMAN

  29. Meeting Their Needs . . . Typical accommodations available to students with learning disabilities at the post-secondary level Prof. Dr Aytekin İŞMAN

  30. Test/Exam Accommodation Common • extra time • spell checker • use of a computer • distraction-free environment • leniency towards spelling & grammar Less Common • reader • scribe • e-reader • voice dictation Prof. Dr Aytekin İŞMAN

  31. Classroom/Lecture Accommodation Common • tape recorder • note-sharer/taker • use of overheads/ visual organizer • Alpha-Smart/lap-top computer/Pocket PC Less Common • FM system • wait time when called upon • lecture notes on reserve/on web • lecture outline in advance Prof. Dr Aytekin İŞMAN

  32. Personal Study Accommodation • master notebook • organizer • talking spell checker • texts on tape • tape/digital recorder • computer • scanner • e-reader/e-texts • voice dictation • reduced course load • study buddy • mentor • academic skills • peer tutor • professional tutor • technology training • targeted learning strategy training based on LD assessment Prof. Dr Aytekin İŞMAN

  33. Despite accommodation… • Direct instruction in the area of weakness is extremely valuable; hence, the value of the tutor in the learning process. Prof. Dr Aytekin İŞMAN

  34. What you can do . . . How can you support a student with a learning disability?* Prof. Dr Aytekin İŞMAN

  35. General principles . . . • Learning disabilities are permanent • ∴ you aren’t going to “fix” the disability • You have to use strategies to “work around” or compensate for the disability • Learning disabilities are heterogeneous; each learner has a unique profile • ∴ you must be flexible in your approach • Remember, you are tutoring in your area of strength, and as such the content may seem intuitive to you – this is not so with the student! Prof. Dr Aytekin İŞMAN

  36. General Strategies • Give student time (practice patience) • Tutor in a quite environment (visual noise, too) • Present info in small, manageable steps • Restate/present info in a variety of ways (text, graphs, charts, drawings – multi-sensory) • Write out instructions – or tape instructions • Give examples, lots of practice, test knowledge • Allow frequent breaks (cognitive load) • Teach strategies for reading, note taking, study, etc. Prof. Dr Aytekin İŞMAN

  37. Math & Science • Use colour coding • Memorize/drill (rote learning) while walking or exercising • Use flowcharts, diagrams • Use flashcards • Use graph paper instead of lined • Create simulations • Provide hands-on materials and hands-on activities when possible Prof. Dr Aytekin İŞMAN

  38. Reading • Discuss key terms & unfamiliar vocab/jargon • Use colour/highlighting • Read aloud • Help student outline lessons, new material • Teach a reading strategy (SQ3R, SQRW) • Discuss the material • Probe for information; get the student to clearly define and elaborate (avoid yes/no questions) • Use sketches, mind maps, flowcharts… Prof. Dr Aytekin İŞMAN

  39. General tips when tutoring students with LDs • Be patient (disability slows certain processes) • Do not rely solely on language to explain • Teach the process – don’t skip steps • Encourage independence • Respect student’s confidentiality • Get help from professor, Georgia, learning strategist • Ask the student what he/she needs Prof. Dr Aytekin İŞMAN

  40. Which technologies can be used? Use lots of technologies access to success Prof. Dr Aytekin İŞMAN

  41. Classical Educational Technologies 1 (Writing Boards) Prof. Dr Aytekin İŞMAN

  42. Classical Educational Technologies 1 (Writing Boards) Prof. Dr Aytekin İŞMAN

  43. Classical Educational Technologies 2 (Visual Technologies ) Prof. Dr Aytekin İŞMAN

  44. Classical Educational Technologies 2 (Visual Technologies ) Prof. Dr Aytekin İŞMAN

  45. Classical Educational Technologies 2 (Visual Technologies ) Prof. Dr Aytekin İŞMAN

  46. Modern Educational Technologies 1 (Visual & AuditoryTechnologies ) Prof. Dr Aytekin İŞMAN

  47. Modern Educational Technologies 1 (Visual & AuditoryTechnologies ) Prof. Dr Aytekin İŞMAN

  48. Modern Educational Technologies 2 (Projectors) Prof. Dr Aytekin İŞMAN

  49. Be a GREAT teacher Use multi-modal teaching techniques, and remember . . . Prof. Dr Aytekin İŞMAN

  50. We Learn...William Glasser • 10 % of what we read • 20 % of what we hear • 30 % of what we see • 50 % of what we both see and hear • 70 % of what is discussed with others • 80 % of what we experience personally • 95 % of what we teach someone else Prof. Dr Aytekin İŞMAN

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