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What Do All of These People Have in Common???

What Do All of These People Have in Common???. Albert Einstein, Walt Disney, Cher, Patrick Dempsey, Danny Glover, Edward James Olmos, Tom Cruise, Keira Knightly, Henry Winkler, Richard Branson and Charles Scwab. …..Learning Disabilities!!. All Had or Have

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What Do All of These People Have in Common???

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  1. What Do All of These People Have in Common???

  2. Albert Einstein, Walt Disney, Cher, Patrick Dempsey, Danny Glover, Edward James Olmos, Tom Cruise, Keira Knightly, Henry Winkler, Richard Branson and Charles Scwab …..Learning Disabilities!! All Had or Have Learning Disabilities

  3. What they are, who they affect and how we can teach those who have them Understanding Learning Disabilities Presented by Betsy Carlisle

  4. Agenda • Pair/Share Activity on Learning Disabilities (LD’s) • K/W/L Chart • Identify common LD’s • What IDEA says about them • Assessment • Universal Design for Learning • Questions and review of K/W/L

  5. What is a learning disability? • Take 2 minutes to discuss with a partner the things you already know about LD’s

  6. LD’s in a Nutshell • Neurological disorder—brain ‘wired’ differently • Involves one or several areas of ability including speaking, listening, thinking, reading, writing, spelling or math calculations • Sometimes combined with physical handicaps but not always

  7. Some Common Types of Learning Disabilities • Dyslexia • Dyscalculia • Dysgraphia • Memory Challenges • Metacognitive

  8. Dyslexia Hav ingdys lexiac anmake it hardtoread! • Writing that looks just fine to you and me might look like this to someone who has dyslexia! • Lack of phonological awareness (can’t segment sounds) • Omit, substitute, and/or reverse words

  9. Dysgraphia “The way I descride a bumby ride is like wothgan mowtsarts mowsek. Eshe bumby rowd is like a song.” • Difficulty in automatically remembering how to write letters or numbers. • Students struggle with spelling, sentence structure, word usage and composition • Dysgraphia often occurs in students who also experience dyslexia

  10. Dyscalculia(mathematics difficulty) 7+8=51 8>17 9x9=??? 9+7(16+2)=?? • Inability to understand number concepts and the • number system • Trouble aligning numbers into proper columns • for math calculations • Difficulty remembering math facts

  11. Memory and Metacognition • LD Students can have difficulties with short and long term memory • Metacognitive skills “thinking about how you think” strategies. Many students with LD’s have difficult utilizing these strategies.

  12. How are learning disabilities identified in school? • IDEA- The Individuals with Disabilities Education Act (2004) sets the criteria Inclusionary standard: any disability that includes an imperfect ability to speak, listen, think, read, write, spell or do mathematical calculations Exclusionary standard: The learning problem cannot be the result of a physical handicap or caused by socioeconomic conditions.

  13. Assessment • The Discrepancy Model—Comparison of the student’s IQ test to his/her performance on an achievement test (The Lindamood Auditory Conceptualization Test LAC-3 is an example of an achievement test) • Response to Intervention Model—Continuous process of monitoring and evaluating a student’s progress or lack thereof within the school setting (pg115-116)

  14. Universal Design for Learning(accessible instruction for all students) Curriculum Modifications: Provide several choices as to how an assignment can be completed (ex: For a report allow students to create a video, or a visual representation) Break an assignment down into smaller more manageable tasks Provide options in choosing homework problems Environmental Modifications: Access to a computer especially for students with Dysgraphia Provide hand-held calculators or talking calculators for students with dsycalculia Provide a CD player with music to help memorize math facts

  15. Universal Design for Learning(continued) Teaching Modifications: Vary the way material is presented (ex: manipulatives, drawings and pictures, audiotape) Provide time for one-on-one instruction Provide student with a preview of the lesson prior to whole class instruction Grading Modifications: Modified rubric Remove ‘neatness’ or spelling’ as grading criteria for some assignments Modify test questions and allow more time for test taking

  16. Any Questions?

  17. Sources • International Dyslexia Association, Inland Empire Branch http://www.dyslexia-ca.org • Charles & Helen Schwab Foundation http://www.schwablearning.org • Learning Disabilities Online http://www.ldonline.org • Nemours Foundation http://www.kidshealth.org • For great teacher resources go to http://www.sparktop.org/teacher also supported by the Schwab Foundation

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