TLDF, 2011

1. R TLDF, 2011 Learning Disabilities Remediation Approach and techniques Vinita SubramaniLearning Behavior Specialist 25-26 November, Mumbai Please contact Vinita Subramani for use of any of the following material

2. Topics for discussion • Special education – the Referral process • Intervention principles • Remediation approach and techniques – Specific Reading Disability • Questions & Answers

3. Remediation techniques are an integral part of the IEP implementation phase of the multi-step special education referral process in the US Focus of discussion today Recognition Pre-referral Referral Special Education Evaluation Eligibility IEP meeting IEP implemen- tation IEP re-evaluation • Parent or educator recognizes a need or a problem shown by the student • Can be on basis of discrepancy in student’s academics, social/emotional, behavioral and/or physical ability • Also called Response To Intervention (RTI) • For students who have been recognized as needing alternative/additional assistance • More formal process to identify, develop and implement alternative education strategies • For students continuing to experience difficulties after RTI • Student referred for special education evaluation • Can be initiated by school, parents or anyone else involved in the child’s education • Psycho-educational evaluation conducted by a multi-disciplinary team • Comprehensive and formal evaluative measures used for gathering info. on intelligence, achievement, behavioral, medical and disability specific issues • Professionals involved in evaluation meet to decide eligibility of student for special education services • If students do not meet evaluation criteria, then schools work out plan to provide services for student on their own • Individualized Education Program (IEP) • IEP team made up of parent, General Ed teacher, Special Ed teacher, school psychologist and others • IEP team shapes the IEP (legal contract between parent and school district) • IEP describes Special Ed. services to be provided by school district • Remedial strategies and interventions implemented to help student address identified LD • School personnel keep documentation of student performance against benchmarks and annual goals stated in student IEP • Annual re-visiting of current student IEP • Performance against benchmarks and goals evaluated • IEP updated for next year with new goals and objectives based on any new data based on annual assessment

4. Remediation for children with LD is delivered in the US school system using any of three different environments Resource room Self-contained classroom Inclusive classroom • For children who cannot benefit from a general education class placement • Includes children with ADHD or severe disabilities • Low student-teacher ratio (8:1 or 10:1) • In some cases, teacher aides or assistants can be used (in addition to teacher) • For children who benefit from being in a regular classroom but also need limited focused intervention daily • Resource room used for the hours in the day when the children need focused intervention • Includes, children with mild to moderate learning difficulties • Can be individual or in small groups • For children who benefit from social interaction and peer learning • Classroom includes students of all abilities (general and special ed.) co-taught by one general and one special ed. teacher

5. A few common intervention principles are followed irrespective of the environment in which remediation is delivered Principles • Begin with child’s current level of achievement – pretest • Begin from a “place of strength” to address deficits in other modalities • Tap all available modalities to plan intervention approach • Scaffold instruction • Work within a child’s ability – Zone of Proximal Development • Strategic instruction- ensure generalization across all domains • Encourage self-regulation for greater independence Understand Monitor • Post-test to determine progress and plan new goals and objectives • Recommendations should be evidence based • Choose best practices, avoid ones with little validity • Should be based on peer-reviewed, scientifically based findings Customize • Individualize the issue – one size does not fit all • Teach to the level of involvement • Consider other associated cognitive, attentional, perceptual and sensory impairments • Take into account level of maturity, motivation and lack of impulse control • Recognize developmental changes that occur as the student grows older

6. Specific Reading Disability (or Developmental Dyslexia) is by far the most common learning disability accounting for ~80% of affected children Details follow Specific reading disability is the most common learning disability… …requiring 3 basic capabilities to be in place for children to become good readers Reading comprehension Dyscalculia Dysgraphia • Ability to draw meaning from text (i.e., get the message of what they are reading) Vocabulary LD Develop-mental Dyslexia Non-verbal • For general communication, usage, technical use • Good vocabulary also aids comprehension Decoding ADHD • Critical skills: • Phonics • Phonological awareness Source: Source

7. Anticipation guide K-W-L T-chart Timeline Vocabulary word web Practitioners can use various tools in the area of Vocabulary and Reading comprehension to help students with LD, with the goal of encouraging them towards higher critical thinking skills Source: readwritethink, reading quest, internet research

8. Establish a culture that values new and interesting words Focus on vocabulary across different learning contexts Vocabulary: It is helpful to keep the following principles in mind while establishing a remedial program for vocabulary enhancement • Example: “Author Chair” • Peer review: Students take turn examining each other’s work • Creates a “riskless” atmosphere of learning (with active peer guidance and minimal teacher intervention) • Example: When reading about a “Quadricycle” in a story… • Link previously gained knowledge from math lessons (quadrangle) to derive meaning and learn a new word (i.e., quadricycle) from the story Connect vocabulary words to writing activities Brainstorming • Example: “Mini lessons” before starting a new unit • List of difficult words introduced before the actual reading of the new unit • Meaning and definitions of these words taught explicitly beforehand • Students encouraged to use these words in writing before starting new unit • Example: Retire oft-used words and brainstorm “wow” synonyms… • Visibly retire oft-used words (e.g., good, great etc.) • Brainstorm with students to come up with “wow” synonyms (e.g., spectacular) • Encourage students to use “wow” words in writing activities

9. Synonyms Use in a sentence Word to learn Definition Vocabulary: A simple tool like the vocabulary word web graphic organizer can help children with LD gain confidence in new word usage Vocabulary word web • In this exercise, students take a particular word and collaborate as a group to use it in different contexts • Students find this extremely valuable as, • They own a personal collection of words they are proud to use • Acts as a ready reference for them when they come across the word again • Builds self-confidence in using the word given, they get to play around with the word during the vocabulary web exercise Shivaji was a fearless warrior Not afraid or brave Fearless Without fear, showing a lack of fear

10. Reading comprehension: K-W-L and Questioning strategy are powerful tools to use in helping children gain meaning from text K-W-L • A pre, during and post-reading activity developed by Ogle (1986) • Can be used to model to children that reading is an active, constructive process • Students find this extremely valuable as, • They can confirm their prior knowledge of the given topic • Build further on their existing knowledge of the subject • Build anticipation and enthusiasm to learn more about the subject by asking pointed questions • Acts as a ready reference for students for written composition

11. Reading comprehension: K-W-L and Questioning strategy are powerful tools to use in helping children gain meaning from text Questioning strategy • Used after reading a story to get an idea of student understanding and to direct their attention to important parts of the story • Students find this extremely valuable as, • They learn to internalize the questioning strategy • Enables them to focus on important story elements • Helps them understand character motivations, main problem and resolution Sample list of questions • Who are the most important characters in the story? • What do we know about them? • Describe what they look like – their personalities etc.? • How do we know that? • What did (name of main character) do? • Why did he/she do that? • What happened after he/she (name the main activity)? • What was the main problem in the story? • How was the problem solved? • What is the main point of the story?

12. In summary… Vocabulary Reading Comprehension • Remediation techniques can be administered in different environments • However, they follow a common set of intervention principles • Specific Reading Disability (or Developmental Dyslexia) is by far the most common LD • Vocabulary and Reading Comprehension are key capabilities to build in children (decoding capability being the foundation) • Several tools can be used to encourage children towards higher critical thinking • Author chair and use of word web to build vocabulary in children with LD • K-W-L and Questioning strategy help with reading comprehension

13. Points to ponder… • Scaffold instruction and aim for independence • Impart strategic instruction – transform students into active learners, provide knowledge that can transfer to other academic and social areas • Accountability – have meaningful and measurable goals for progress

14. Questions and Answers

15. Thank you!