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Presentation to accompany

Presentation to accompany. Teachers Make the Difference: Teaching Students with Learning Disabilities at Middle and Secondary Levels Living Document 2009. Primer. The user can click on a topic in the Table of Contents and be directed to the appropriate page.

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  1. Presentation to accompany . Teachers Make the Difference:Teaching Students with Learning Disabilitiesat Middle and Secondary Levels Living Document 2009

  2. Primer • The user can click on a topic in the Table of Contents and be directed to the appropriate page. • The green boxes provide the reader with highlighted information. • The yellow boxes provide the reader withboxes that can be “check marked.” • The CHECKLISTS section provides the user with boxes that can be either “check marked” or “filled in with text.” • The user can SAVE all changes made to the document.

  3. Response to Intervention • The Ministry of Education promotes the multi-tiered Response to Intervention (RTI) process which provides a continuum of services, supports, and interventions to students. • The RTI process is effective in serving the needs of all students (including students with learning disabilities) because of its focus on school-wide, group, and individual interventions.

  4. Response to InterventionModel

  5. National Definition • A student with a learning disability has unique learning needs and strengths that are different from other students with learning disabilities. • The Learning Disabilities Association of Canada’s definition of learning disabilities can be found at http://www.ldac-taac.ca .

  6. A Student with a Learning Disability has . . . • average or above average cognitive ability (thinking and reasoning). • processing difficulties. • below average academic achievement. • unexpected academic underachievement.

  7. Receiving and Processing Information for Learning Information Processing Model Adapted from Walcot-Gayda, 2004

  8. Processes Related to perceiving, thinking, remembering, or learning • Language Processing • Phonological Processing • Visual-Spatial Processing • Processing Speed • Memory • Attention • Executive Functions (planning or decision making)

  9. Planning for Effective and Differentiated Instruction and Assessment Flow Chart

  10. Effective Instruction • Differentiated Instruction and the Adaptive Dimension • Brain Compatible Instruction • Instructional Groupings • Explicit Instruction • Scaffolded Instruction • Metacognitive Instruction • Strategy Instruction • Content Enhancement • Effective Feedback • Performance Monitoring

  11. Effective Assessment • Used Before Instruction (Diagnostic) • Used During Instruction (Formative) • Used After Instruction (Summative)

  12. REFERENCES and CHECKLISTS . For a complete list of references and user-entered checklists, please consult the document titled, Teachers Make the Difference:Teaching Students with Learning Disabilitiesat Middle and Secondary Levels Living Document 2009

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