Supporting Students with Specific Learning Disabilities

1. Supporting Students with Specific Learning Disabilities Kim Bloor Educational & Developmental Psychologist DSF Literacy and Clinical Services

2. Outline • Learning Difficulties vs. Learning Disabilities • What is Dyslexia? • What is Dysgraphia? • What is Dyscalculia? • What is the impact in the classroom? • Supporting Students

3. Learning Disabilities vs. Learning Difficulties

4. Learning Difficulties or Learning Disabilities? • Learning Difficulties – generic term referring to the 20 - 25 % of students who exhibit problems acquiring academic skills as a consequence of a range of causes. • These include: • Intellectual disability • Physical / sensory defects • Emotional/behavioural difficulties • Lack of opportunity • Instructional casualties (National Health and Medical Research Council, 1990)

5. Learning Difficulties or Learning Disabilities? Of the 20 – 25% of students exhibiting problems acquiring academic skills many struggle to acquire a reasonable level of literacy. OECD Research (PISA – Program for International Student Assessment) found that almost 41% of 15 year old boys in Australia had literacy levels either below or at the lowest levels of functional literacy.

6. Learning Difficulties or Learning Disabilities? • Learning Disabilities– result from impairments in one or more psychological processes related to learning. They interfere with the acquisition and use of one or more of the following skills: • Oral language • Reading • Written language • Mathematics

7. Learning Disabilities

8. Visible signs of a Learning Disability Academic skills below expectation for age, general ability and educational opportunities Obvious gap between perceived or apparent potential to learn and level of achievement Not due to intellectual disability, sensory or physical deficit, emotional disorder or lack of educational experiences (resulting in a learning difficulty) Intrinsic and enduring

9. Criteria used to identify a Specific Learning Disability Unexpected underachievement in relation to chronological age; Unexpected underachievement in relation to cognitive ability; Evidence of an inherent processing difficulty (phonological processing, auditory working memory, information processing speed, visual processing); Exclusion of other plausible explanations; Failure to respond to targeted, systematic and prolonged intervention

10. Prevalence of Learning Disabilities 5% Dyslexia plus other LDs 15 - 20% learning difficulties Approximately one student with a LD per class

11. Specific Skill Disorders Referred to as Specific Learning Disorders • Dyslexia (Reading) • Dysgraphia (Written Language) • Dysphasia (Oral Language) • Dyspraxia (Fine Motor) • Dyscalculia (Mathematics) (“Dys” = intrinsic or developmental) These are learning problems NOT intellectual problems

12. Specific Learning Disorders

13. Dyslexia

14. Characteristics of Dyslexia Difficulty learning letter names and sounds Slow and inaccurate oral reading Dislike or reluctance to read Problems sustaining attention to literacy activities Spelling and written expression difficulties Poor phonological awareness Slow rapid automatised naming Reduced short-term auditory memory and working memory Sequencing and organisation difficulties

15. Secondary characteristics Poor reading comprehension mediated by decoding problems Very slow to complete written work – both in-class and out of class Reduced reading experience that impedes the growth of vocabulary and acquired knowledge

16. Dysgraphia

17. Characteristics of Dysgraphia • Difficulty learning letter names and sounds • Slow and inaccurate handwriting, low levels of automaticity in the retrieval and production of alphabet letters (even as adults) • Dislike or reluctance to write • Problems sustaining attention to literacy activities (particularly written expression) • Frequently associated with reading disorders; • May have phonological processing impairments; • May have low RAN

18. What you may see in the classroom • Poor legibility in written assignments • Struggle to meet grade-appropriate standards for content and length • Trouble finishing written work within time limits • Highly motivated (despite appearances) but can be emotionally traumatised by experiences • Problems generating text • Do not readily use planning or editing techniques

19. Two Main subtypes of Dysgraphia • Language Based Dysgraphia • Difficulties constructing meaningful and effectively structured written expression • Extreme difficulty getting thoughts in order and down on paper • Non-Language (Motor) Dysgraphia • Handwriting difficulties associated with an impairment in motor co-ordinatiosn • Can be viewed as a specific subset of motor dyspraxia.

20. Dyscalculia

21. Characteristics of Dyscalculia • Difficulty navigating back and forth when counting, especially in 2’s and 3’s • Struggle to recall numbers and facts • Do not readily use rules and procedures to build on known facts • Difficulty grasping that the words ten, hundred and thousand have same relationship to each other as the numerals 10, 100 and 1000. • Struggle with concept of measurement and spatial orientation • Confusion over printed symbols and signs • Frequent number reversals • Poor procedural skills • Inability to subitise even with small quantities

22. Individuals with Dyscalculia differ in the extent to which they exhibit difficulties in mathematics. • Although it can be argued that many of the defining features of dyscalculia can be seen in students who do poorly in mathematics, it is the severity of these difficulties and their resistance to remedial intervention that set dyscalculic students apart from others with learning difficulties.

23. What you may see in the classroom • Good at speaking and literacy, but slow to develop counting and maths problem solving skills. • Good memory for printed words but difficulty reading numbers or recalling numbers in a sequence. • Good with general maths concepts but frustrated when specific computation and organisation skills need to be used. • Difficulties with estimation/approximation • Trouble with concepts of time and money. • Inability to count backwards

24. What you may see in the classroom • Poor sense of direction, easily disorientated and easily confused by changes in routines. • Poor long term memory of mathematical concepts. • Poor mental maths ability. • Difficulty playing strategy games and keeping scores when playing board/card games. • Low processing speed when engaged in maths tasks • Difficulty noticing patterns

25. Three main subtypes of Dyscalculia • Memory based • Difficulties learning and retrieving basic number facts • Procedural • Difficulty learning and applying procedures involved in calculation • Visuo-spatial • Misreading and misrepresenting place value, transposing numbers and poor bookwork.

26. Children do not grow out of a learning disability • Learning disabilities cannot be “cured” or “grown out of” • Students with learning disabilities will not work it out for themselves through immersion in literature • Targeted remedial programs can provide a lot of assistance

27. LD’s may include accompanying challenges... • More challenging to instruct and remediate • Processing impairments • Sensory motor difficulties • Behavioural problems • ADHD (up to 40% comorbidity with Dyslexia)

28. …and Strengths • Creativity • Lateral thinking • Problem-solving • Visual and spatial thinking • Determination • Hard work necessary to overcome difficulties

29. Implications for the Learning Environment – All SLD’s • Deficiencies in short-term memory and cognitive processing limitations are common. • SLD students often report information overload and confusion due to having multiple ideas that they can’t translate into words. • Difficulties with search and locate strategies required in independent study.

30. Poor reading rate and comprehension is common. Difficulties compounded when there is an increase in amount of reading and/or a reduction in time. • Poor visual memory. Oral language and discussion often above average. • Increased anxiety in test situations • Poor self esteem and confidence. Often reluctant to risk take.

31. Supporting students with Learning Difficulties

32. Learning Disabilities – Implications for the Learning Environment • Acknowledge the student’s educational history • Possibly endured many years of failure • Working with possible negative views of education

33. Supporting LD students at school • Having realistic but high expectations for students with learning disabilities • Promoting whole staff awareness • Adopting flexible approaches – teaching until a student has learnt

34. Accommodations • Adaptations and modifications of classroom practices (teaching, materials, technology) • Should not entail reducing educational standards and requirements • Involve opportunity for alternative assessment procedures which incorporate students’ requirements

35. Accommodations

36. Differentiated teaching

37. There is a range of inclusive teaching strategies that can assist all students to learn, including some specific strategies that suit students with learning disabilities.

38. Strategies that will improve learning outcomes for all students • Maintain high expectations • Ensure access to curriculum • Reduce task / information into smaller (meaningful) ‘chunks’ – ensure student has skills / knowledge to successfully achieve at each step - teach to mastery • Introduce support / scaffolding to ensure success and reduce anxiety

39. Strategies that will improve learning outcomes for all students • Provide regular and targeted feedback – frequently check for understanding • Revisit / repeat / reinforce key concepts, skills and understandings • When assessing performance, ensure student is able to demonstrate his/her knowledge, skills and understandings ‘on the same basis’ as other students – provide accommodations where necessary.

40. Targeted strategies for individual students • Changes to how information is presented • Use of visual aids • Use of assistive technology • Strategies for spelling and written expression • Support for working memory • Need for repetition • Strategies to reduce anxiety

41. Using multisensory techniques • LD students benefit from multisensory teaching strategies • If one method of teaching is not working, it will not work a second, 3rd, 4th… time • Presenting information in a variety of ways, using different sensations (touch, movement, sound, speech, vision) assists in saving that information in memory.

42. Working Memory: Classroom Support LD students find it difficult to listen and write at the same time – avoid asking them to do this Be aware of the warning signs of working memory failure Incomplete recall Failing to follow instructions Losing track of place Abandoning the task

43. Students benefitted when teachers modified their practise Reduced number of multi-syllable words Reduced complexity and length Increased pauses between phrases Reduced speed of info delivery Increased meaningfulness of material Repetition to prevent catastrophic loss Made material available Used memory aids Working Memory: Classroom Support

44. Need for repetition Repetition is highly important for students with learning difficulties. Need to repeat and revise key skills/concepts until they are over-learned Wherever possible, ensure key statements/instructions/ideas are repeated or highlighted in some way Demonstrate, guide practice, watch and give corrective feedback, plan practice

45. Targeted strategies for individual students • Strategies to assist with time management and organisation • Modified class schedule (e.g., instead of LOTE, an extra study period/literacy support is provided) • Ensure students do not have to rely too heavily on reading in order to acquire information • Seehandout

46. Differentiated Assessment

47. Alternate Forms of Assessment There is a range of inclusive assessment practices which will enhance the learning of all students in the classroom but students with SLD’s may need particular adjustments to assessment tasks. Ideally, ascertain functional impact on learning and then consider alternative assessment strategies.

48. Targeted strategies for individual students • Provision of extra time • Change of location for testing • Reduction in length of an assignment • Allowing students to answer tests orally • Providing an alternative form of a test to the student • Providing an alternative assignment altogether • Opportunity to discuss assignment and review drafts

49. Remember • The requirements and objectives of the curriculum should not be diminished by the student receiving accommodations and support • The aim is to achieve equal opportunity not a guaranteed outcome. • The assessment process should provide a reasonable opportunity for students to demonstrate what they have learned.

50. Focus on what is done well… • Students with dyslexia generally have average to above average cognitive ability – at times superior ability • Look for strengths • Most important factor in future success is “resilience” or “self esteem”