Working with Students with Learning Disabilities - PowerPoint PPT Presentation

1 / 30
About This Presentation
Title:

Working with Students with Learning Disabilities

Description:

Definition of LD. Characteristics of students with LD. Five Stages of Learning ... Learn the Federal Definition of Specific Learning Disabilities (IDEA definition) ... – PowerPoint PPT presentation

Number of Views:158
Avg rating:3.0/5.0
Slides: 31
Provided by: Swee2
Category:

less

Transcript and Presenter's Notes

Title: Working with Students with Learning Disabilities


1
Working with Students with Learning Disabilities
  • Definition of LD
  • Characteristics of students with LD
  • Five Stages of Learning
  • Recommendations for Gen. Ed. teachers

2
Class Objectives
  • Today
  • Learn the Federal Definition of Specific Learning
    Disabilities (IDEA definition)
  • IDEA criteria for specific learning disabilities
  • Understand difficulties students with LD
    experience
  • Describe differences between constructivism and
    objectivism
  • Describe characteristics of Direct Instruction
  • Name the 5 Stages of Learning
  • Apply 5 Stages of Learning to working with
    students with LD in your classrooms

3
Short Brainstorm
  • Minute 1
  • Individually brainstorm and list 3 primary skills
    a student must poses in order to gain access to
    academic learning in school.
  • Minute 2
  • Turn to a person close to you, share your lists
    and try to rate which is the most important
    skills a student needs to have to access academic
    learning in school.

4
Federal Definition under IDEA Specific Learning
Disability means
  • A disorder in one or more of the basic
    psychological processes involved in understanding
    or in using language, spoken or written, which
    may manifest itself in an imperfect ability to
    listen, think, speak, read, write, spell or do
    mathematical calculations.

5
IDEA Identification Criteria for LD
  • A team may determine that a child has a specific
    learning disability if
  • The child does not achieve commensurate with his
    or her age and ability levels in one or more of
    the areas listed, when provided with learning
    experiences appropriate for the childs age and
    ability levels and the learning problems are NOT
    primarily the result of visual, hearing, or motor
    disabilities, of mental retardation, of emotional
    distrubance, or of environmental, or economic
    disadvantage, or cultural or linguistic
    difference.

6
IDEA Identification Criteria for LD
  • A team may determine that a child has a specific
    learning disability if there is a severe
    discrepancy between achievement and intellectual
    ability in
  • ? oral expression
  • ? listening comprehension
  • ? written expression
  • ? basic reading skills
  • ? reading comprehension
  • ? mathematics calculation
  • ? mathematics reasoning

7
Learning Disabilities
  • Identification Criteria
  • Discrepancy between potential and achievement, IQ
    is average or above average
  • Failure to profit from typical instruction
  • Pronounced Strengths and Weaknesses
  • Variable performance
  • Inconsistent performance
  • Academic Skills
  • Reading, Writing, Math
  • Affective Domain
  • Self-Esteem
  • Motivation

8
Difficulties in the following areas may by
symptomatic of a learning disability
  • Attention
  • Processing Time
  • Reasoning
  • Memory
  • Oral Communication
  • Reading
  • Writing Spelling Mathematics
  • Motor Skills
  • Social Skills and Abilities

9
Common Secondary Characteristics of Individuals
with Learning Disabilities
  • Low motivation
  • Poor Self-Esteem
  • Behavioral Concerns
  • Physical Affects
  • Self-Critical Critical of Others

10
High School Students with LD might experience
difficulties with
  • Taking lecture notes
  • Copying notes from the board
  • Listening comprehension
  • Vocabulary Development
  • Multiple meanings
  • Memorization
  • Pronouncing spelling multisyllabic or irregular
    words
  • Applying capitalization punctuation rules
  • Slow reading speed
  • Slow rate of comprehension
  • Organization of ideas
  • Determining informational hierarchies

11
Common Themes for working with students with
learning disabilities
  • The most important thing to remember is that
    these strategies are good for all students!!
  • ?The key to success for teaching students who
    have trouble learning is STRUCTURE, structure,
    structure!!!
  • then determining the amount and kind of
    practice that each individual student needs how
    to maintain their skills.

12
Understanding Your Student Population
  • It is essential to take the time to get to know
    your audience.
  • Students learning styles
  • Students learning needs
  • Students perceptions about learning
  • Clarifies where you may need to start with
    instruction
  • Establishes credibility with students
  • This class is about them, not just the content
    you are teaching
  • Helps us, as teachers better frame model of
    information delivery

13
Some Differences between Regular Special
Education (In theory)
  • Regular education and special education are based
    on different learning theories.
  • Regular Education ? Constructivism
  • Special Education ? Objectivism
  • Under objectivism is behaviorism
  • Behaviorism ? Direct Instruction 5 Stages of
    Learning

14
Direct Instruction (DI)
  • Explicit objectives
  • Present the new information
  • Present examples and non-examples
  • Guided Practice
  • Error correction/clear instructional feedback
  • Promote high rates of accuracy
  • Quick paced and interactive
  • Evaluation of instruction/collection of data

15
Constructivism
  • Learners are active participants
  • Learners create knowledge
  • Learning should be authentic
  • Materials should be authentic
  • Assessment of learning should be authentic
  • Teachers are moderators

16
What works for students with learning
disabilities?
  • A combination Direct Instruction
    Constructivism
  • Goal of Regular Special Education is to support
    students in becoming independent learnersbut
    they need clear objectives, models and practice
    just as we do as teacher-learners
  • 5 Stages of Learning
  • Acquisition
  • Fluency
  • Maintenance
  • Generalization
  • Adaptation

17
Stages of Learning
  • Acquisition
  • Learning to perform the basic requirements of a
    skill
  • Goal is to teach correct performance of the skill
  • Promoting Acquisition Guided Practice
  • Attention
  • Information on how to perform the skill correctly
  • Feedback (immediate reinforcement, error
    correction, other strategies)
  • Frequent measurement

18
Stages of Learning
  • Fluency (Proficiency)
  • Learning to perform the skill with ease
  • Goal is to perform the skill with the necessary
    ease or speed for success in the natural
    environment
  • Promoting Fluency
  • Determine the level of fluency required
  • Frequent, structured practice
  • Differential reinforcement
  • Feedback (immediate reinforcement, error
    correction, other strategies)

19
Stages of Learning
  • Maintenance
  • Learning to perform the skill after teaching has
    ceased
  • Goal is to perform the skill when necessary in
    the natural environment
  • Promoting Maintenance
  • Ensure that you are teaching functional or useful
    skills
  • Over learning
  • Thin the reinforcement schedule
  • Use natural reinforcers
  • Delay the reinforcers

20
Stages of Learning
  • Generalization
  • Learning to perform the skill in situations other
    than training situation (classroom)
  • The goal is to extend the skill to other
    environments
  • Promoting Generalization
  • Extend training to other environments
  • Reinforce generalized use of the skill
  • Recruit reinforcement in other environments

21
Stages of Learning
  • Adaptation
  • Learning to apply the skill to novel problems
  • The goal is to extend the skill to new situations
  • Promoting Adaptation
  • Provide opportunities to adapt the skill
  • Point out the functionality of the skill
  • Reinforce adaptations of the skill

22
Connecting the Stages of Learning to Students
Learning Needs
  • Students with learning disabilities have
    difficulties with understanding or in using
    language, spoken or written, which may manifest
    itself in an imperfect ability to listen, think,
    speak, read, write, spell or do mathematical
    calculations.

23
Lets take a look at Different Kinds of Learning
Disabilities
  • Reading
  • Poor readers have difficulties with
  • Phonological Awareness (Sound-letter
    correspondence)
  • Orthographic Processing (Visual Memory)
  • Effects reading fluency
  • Effects reading comprehension

24
Teaching Guidelines for students with Reading
Disabilities
  • Provide students with structure to succeed in
    acquiring content /or skills
  • Pre-teach vocabulary
  • Preview major concepts
  • State purpose for reading
  • Provide clear directions examples/non-examples
  • 2. Develop fluency of skills or content
  • Provide opportunities for repetition of
    instruction
  • Make time volume adjustments for those who need
    more practice
  • Provide feedback (in class exercises where
    students can give and receive frequent, direct
    clear feedback)

25
Accommodations
  • Books on tape
  • Partner reading
  • Small group work (structured, assign roles)
  • Provide alternative assignments (using sources
    other than reading for acquiring information, or
    use modified texts with pictorial supports,
    videos, audio lesssons).
  • Oral assessment (quizzes tests)

26
Book/End of Chapter Questions Text Accommodations
  • Teach chapter previewing skills
  • Provide page numbers where the answers can be
    found
  • Simplify vocabulary
  • Break two part questions down into two separate
    questions
  • Modifications reducing number of questions to
    be answered for HW, tests

27
How to provide NEEDED STRUCTURE to all students
  • Have students keep an assignment notebook
  • Clearly state and post daily objectives what
    you expect the students to learn while in your
    class.
  • Develop and use a simple system for students to
    receive, record, and turn in assignments (Rods
    routine).
  • Clearly explain the system (several times) and
    provide opportunities for practice and feedback.
  • Be consistent!!!!!
  • Set clear consequences.
  • Follow up when students do not follow the system
  • Be consistent!!!!

28
Taking your structure through the 5 Stages of
Learning
  • Clearly explain, model and conduct
    guided-practice on how you want notes and
    assignments set up.
  • I do it.
  • We do it.
  • You do it. (Anita Archer, 2003)
  • Maintenance and trying to get students to use
    these skills across classes should be
    encouragedteaming with other teachers to do this
    helps tremendously.

29
Teach Study Skills to Mastery using the 5 Stages
of Learning
  • Note taking (2 column note-taking system)
  • Memorization (note card exercises)
  • Social Skills (DI, model, practice, assess
    classroom rules)
  • Writing
  • Writing process ? brainstorm, outline, topic
    sentence, etc.
  • Proof reading check list

30
In this lesson we covered
  • Learn the Federal Definition of Specific Learning
    Disabilities (IDEA definition)
  • IDEA criteria for specific learning disabilities
  • Understand difficulties students with LD
    experience
  • Describe differences between constructivism and
    objectivism
  • Describe characteristics of Direct Instruction
  • Name the 5 Stages of Learning
  • Apply 5 Stages of Learning to working with
    students with LD in your classrooms
Write a Comment
User Comments (0)
About PowerShow.com