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A Student with a LEARNING DISABILITY

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Title: A Student with a LEARNING DISABILITY


1
A Student with a LEARNING DISABILITY
    is a Student with
LEARNING ABILITIES       who can SUCCEED at
ACADEMIC STUDY
 
 
Staff Development Resources
2
Contents
Who is a Student with a Learning Disability?
3 Causes of Learning DIFFICULTIES 4 Issues of
Definition 6 Definition of Learning
Disability 14 Indicators of Learning
Disability 19 Identification and
Testing 27 Assessment Report 30 Teaching
Strategies 36 Course Assessment
Accommodations 40 Learning Strategies 44 S
upport Services 50
 
 
Staff Development Resources
3
Who is a Student with a Learning Disability?
  • A student with a Learning Disability is a student
    with learning abilities who
  • falls within the range of intellectual ability
    from average to superior intelligence
  • is able to learn (including tertiary level
    subjects)
  • has disabilities in one or more of the academic
    skills of reading, writing, spelling or
    mathematics and
  • is able to progress in their learning by
    navigating around their learning difficulties.

 
Staff Development Resources
4
Causes of Learning DIFFICULTIES
  • Learning difficulties may be the result of one or
    more factors including 
  • hearing impairment
  • vision impairment
  • muscular-skeletal impairment
  • brain injury
  • chronic illness (e.g. physical, psychiatric)
  • the influence of legal and illegal drugs
  • trauma (physical or emotional)

 
Staff Development Resources
5
Causes of Learning DIFFICULTIES cont.
  • environmental factors e.g  
  • malnutrition
  • poor educational instruction 
  • deprivation 
  • lack of resources 
  • recent arrival in Australia - Non English
    speaking background or
  • after excluding the above as cause, Learning
    Disability.

 
Staff Development Resources
6
Issues of Definition
  • There is no universally accepted definition of
    learning disability. In the United Kingdom for
    example, all learning disabilities are referred
    to as dyslexia, whereas learning disability is
    the term used for what we in Australia understand
    as intellectual or developmental disability.
  • Learning difficulties verses learning disability
    is a major issue that is currently being debated
    across Australian education sectors.
  • It is of paramount importance to fully comprehend
    the difference between the two if one is to
    understand and provide appropriate support

 
Staff Development Resources
7
Learning Difficulties Verses Learning Disability
  • Learning difficulty framework
  • Learning difficulty is a non-categorical
    definition, including all those who have
    difficulties learning one or more of the basic
    academic skills. The Australian National Health
    Medical Research Council estimates 10 -16 of
    population have learning difficulties.
  • Learning disability framework
  • Learning disability is a categorical definition
    based on diagnosis. The response to a 2002
    national survey from 37 Australian universities
    identified that 12.5 of the student with
    disability population had disclosed as having a
    learning disability. University of
    Tasmania 2002

 
Staff Development Resources
8
Learning Difficulties Verses Learning Disability
cont.
  • Learning difficulty framework
  • Does not recognise the term 'learning disability'
    as distinct from the term 'learning difficulty'.
  • Learning disability framework
  • Makes a distinction between 'learning
    difficulties' and 'learning disabilities'.
    Learning difficulties readily respond to
    intensive educational intervention. Learning
    disabilities are lifelong and pervasive, and do
    not respond readily to intensive education
    intervention.

 
Staff Development Resources
9
Learning Difficulties Verses Learning Disability
cont.
  • Learning difficulty framework
  • Does not focus on the primary cause of the
    learning difficulty. The focus is on the
    functional educational difficulties rather than
    on specific causes, except where the cause may
    influence the type of educational intervention
    applied.
  • Learning disability framework
  • Views learning disabilities as being of
    neurological origin. Views learning difficulties
    as resulting from specific causes, such as
    physical, educational, emotional, or
    environmental factors.

 
Staff Development Resources
10
Learning Difficulties Verses Learning Disability
cont.
  • Learning difficulty framework
  • Learning difficulties are viewed as responsive to
    intensive educational intervention.
  • Learning disability framework
  • Learning disabilities are viewed as lifelong
    conditions which are highly resistant to
    educational interventions. Even with intensive,
    proven educational interventions, skills do not
    improve quickly or significantly.

 
Staff Development Resources
11
Learning Difficulties Verses Learning Disability
cont.
  • Learning difficulty framework
  • Effective educational intervention will improve
    basic academic skills such as reading and
    writing, and will result in an improvement in the
    individual's academic achievement levels.
  • Learning disability framework
  • Intensive educational intervention alone will
    assist individuals with learning difficulties,
    but will provide minimal results for individuals
    with learning disabilities. Academic adjustments
    and accommodations, and individualised learning
    strategies are necessary to enable individuals
    with learning disabilities to achieve at their
    ability level.

 
Staff Development Resources
12
Learning Difficulties Verses Learning Disability
cont.
  • Learning difficulty framework
  • The term 'learning difficulty' is used by some
    services, support groups and peak bodies, as well
    as in most areas of primary and secondary
    education.
  • Learning disability framework
  • The term 'learning disability' is used by
    universities, TAFEs, most educational and
    clinical psychologists, speech pathologists and
    in some areas of school education.

 
Staff Development Resources
13
Learning Difficulties Verses Learning Disability
cont.
  • Learning difficulty framework
  • Learning difficulties are not recognised as
    disabilities under the Disability Discrimination
    Act and under state disability legislation.
    Learning difficulties arising from physical,
    emotional or environmental causes are not covered
    by the legislation because they are not assumed
    to be underlying disorders or malfunctions
    (Puplick, 1995).
  • Learning disability framework
  • Learning disabilities are legally recognised as
    disabilities. The rights of individuals with
    learning disabilities are covered by the federal
    Disability Discrimination Act and by state
    disability legislation.

 
Staff Development Resources
14
Definition of Learning Disability
  • LD Association of Ontario - Tertiary Level
    Definition
  • Learning disabilities refers to a variety of
    disorders that affect the acquisition, retention,
    understanding, organisation or use of verbal
    and/or non-verbal information.
  • These disorders result from impairments in one or
    more psychological processes related to learning,
    in combination with otherwise average abilities
    essential for thinking and reasoning.
  • Learning disabilities are specific not global
    impairments and as such are distinct from
    intellectual disabilities.

 
Staff Development Resources
15
Definition of Learning Disability cont.
  • Learning disabilities range in severity and
    invariably interfere with the acquisition and use
    of one or more of the following important skills
  • oral language (listening, speaking and
    understanding)
  • reading (decoding and comprehension)
  • written language (spelling and written
    expression)
  • mathematics (computation and problem solving)
  •  
  • Learning disabilities may also cause difficulties
    with organisational skills, social perception and
    social interaction.

 
Staff Development Resources
16
Definition of Learning Disability cont.
  • The impairments are generally life-long.
    However, their effects may be expressed
    differently over time, depending on the match
    between the demands of the environment and the
    individual's characteristics.
  •  
  • Some impairments may be noted during the
    pre-school years, while others may not become
    evident until much later.
  •  
  • During the school years, learning disabilities
    are suggested by unexpectedly low academic
    achievement or achievement that is sustainable
    only by extremely high levels of effort and
    support.

 
Staff Development Resources
17
Definition of Learning Disability cont.
  • Learning disabilities are due to genetic, other
    congenital and/or acquired neuro-biological
    factors. They are not caused by factors such as
    cultural or language differences, inadequate or
    inappropriate instruction, socio-economic status
    or lack of motivation, although any one of these
    and other factors may compound the impact of
    learning disabilities.
  •  
  • Frequently learning disabilities co-exist with
    other conditions, including attentional,
    behavioural and emotional disorders, sensory
    impairments or other medical conditions.

 
Staff Development Resources
18
Definition of Learning Disability cont.
  • For success, persons with learning disabilities
    require specialised interventions in home,
    school, community and workplace settings,
    appropriate to their individual strengths and
    needs, including
  • specific skill instruction
  • the development of compensatory strategies
  • the development of self-advocacy skills and
  • appropriate accommodations.

 
Staff Development Resources
19
Indicators of Learning Disability
  • People with learning disabilities will exhibit
    problems in SOME of the following areas related
    to learning
  • Language
  • Visual/Spatial Perception
  • Language, Memory and Attention - Combined
  • Memory
  • Attention
  • Motor abilities - Gross Fine
  • Social/Emotional

 
Staff Development Resources
20
Indicators of Learning Disability cont.
  • Language
  • Spelling difficulties
  • Longer to grasp concepts
  • Difficulty finding words
  • Difficulty with written expression
  • Difficulties in analysis and synthesis
  • Difficulties following complex instructions
  • Abstract concepts may be difficult to grasp
    without concrete examples
  • Longer to process auditory information
  • Word meaning and grammar errors

 
Staff Development Resources
21
Indicators of Learning Disability cont.
  • Visual/Spatial Perception
  • Problematic mathematical skills in areas such as
    space, direction, and calculation facts (e.g. ,
    ñ , x, ) due to confusion with the mathematical
    signs
  • Reversals or rotations of letters (e.g. p
    q, b d)
  • Reversals or rotations of numbers (e.g. 5
    2, 9 6)
  • Reversals of words (some mirror writing)
  • Confusions with words e.g. when writing - using a
    word that is similar in appearance to the
    required word
  • Confusion with Left and Right (in space,
    direction or position)

 
Staff Development Resources
22
Indicators of Learning Disability cont.
  • Memory
  • Difficulty studying for exams
  • Works more slowly
  • Needs more time to comprehend material
  • Slower reading rate
  • Organisational problems
  • Difficulty with mental problem-solving activities

 
Staff Development Resources
23
Indicators of Learning Disability cont.
  • Attention
  • Mental fatigue
  • Needs regular and more frequent breaks
  • Inconsistency in output
  • Organisational problems
  • Difficulties focussing on only one line of thought

 
Staff Development Resources
24
Indicators of Learning Disability cont.
  • Language, Memory and Attention Combined
  • Spelling difficulties
  • Slow acquisition of new skills
  • Inconsistency in learning
  • Poor or illegible handwriting
  • Difficulty recalling mathematical concepts
  • Difficulty sequencing ideas
  • Problems in using grammar

 
Staff Development Resources
25
Indicators of Learning Disability cont.
  • Motor abilities - Gross Fine
  • Clumsy movements around the learning area
  • Runs into objects and people
  • Poor or illegible handwriting
  • Slow at handwriting and keyboard writing
  • Handles object or field equipment in a slow or
    clumsy manner

 
Staff Development Resources
26
Indicators of Learning Disability cont.
  • Social/Emotional
  • Takes longer to respond and interpret social cues
    (facial expressions, body language, spoken
    instructions, peer interaction or interaction
    with mentors such as educators)
  • Has low self-esteem
  • Displays frustration, anxiety tension
  • Fails to respond to requests

 
Staff Development Resources
27
Identification and Testing
  • The information provided in the Identification
    and testing section of OAO II enables those
    involved in the referral, testing and reporting
    processes to ensure a consistent and quality
    approach is maintained within the higher
    education sector in the identification of
    learning disabilities within the student
    population.
  • www.utas.edu.au/options/identification.htm
  • There are Guidelines for the Assessment and
    Documentation of Learning Disability which
    provide a framework for standardised testing and
    reporting of learning disabilities to assist in
    determining study accommodations for students.
  • www.utas.edu.au/options/assessment_documentation.
    htm

 
Staff Development Resources
28
Identification and Testing cont.
  • There are several models used by universities for
    the assessment of learning disabilities. These
    include internal and external service provision
    or a combination of both.
  • www.utas.edu.au/options/models_of_assessment.htm
  • One model which is cost effective for all
    stakeholders the University Postgraduate
    Psychologist Assessment Program (UPPAP).
  • www.utas.edu.au/options/uppap.htm
  • There are also some issues around who should pay
    for assessments and the age of documentation of
    learning disabilities. These are discussed in the
    documentation practices in higher education
    section.
  • www.utas.edu.au/options/support_documentation.htm

 
Staff Development Resources
29
Identification and Testing cont.
  • The Screening and Referral Tool Kit provides
    information on the identification of students'
    learning difficulties and the process for
    arranging referral for appropriate identification
    of a learning difficulty.
  • www.utas.edu.au/options/DLO_tool_kit.htm
  • The checklists and guidelines in the Kit assist
    University support staff to identify students'
    learning difficulties and arrange referrals to
    appropriate practitioners for accurate diagnosis
    of the cause/s of the difficulties. Forms are
    included for referring students for educational
    psychometric testing for the possible existence
    of learning disability.

 
Staff Development Resources
30
Assessment Report
  • An Educational Psychometric Assessment Report
    should include
  • Reason for Referral
  • Background Information
  • Educational History
  • Family and Medical History
  • Presentation
  • Tests Administered
  • Test Results
  • Summary and Recommendations

 
Staff Development Resources
31
Assessment Report cont.
  • Summary Recommendations Example
  • The results of the current assessment indicate
    that Paul is significantly underachieving in
    basic spelling and reading tasks when compared
    with his above average cognitive potential. The
    assessment provides evidence for a learning
    disability based on the discrepancy between his
    overall cognitive ability, as assessed by the
    WAIS-III, and his overall reading and spelling
    abilities, as measured by the WRMT-R and the
    WRAT-R.
  • The difference between his cognitive ability and
    his reading ability would be expected in only
    approximately 7 of his same age peers.

 
Staff Development Resources
32
Assessment Report cont.
  • It must also be noted that Pauls processing
    speed, as assessed by the WAIS-III, was below
    average. This translates into a lack of fluency
    in copying information and, when coupled with his
    slowness in reading printed material, indicates
    that he would be experiencing considerable
    difficulty. Well below average spelling ability
    is also a considerable handicap for him.
  • Pauls reading, spelling and processing speed
    problems will have a substantial impact on his
    ability to maximise his potential at university.
    Therefore a number of accommodations are
    recommended to ensure that he achieves at a level
    commensurate with his cognitive ability.

 
Staff Development Resources
33
Assessment Report cont.
  • 1. Given the slowness of Pauls ability to copy
    notes it would be helpful if he could gain access
    to material prior to the lecture so that he is
    able to focus on the lecture rather than on
    trying to copy notes from the board.
  • 2. For formal assessment by examination Paul
    requires
  • An additional 15 minutes writing time per hour
  • Consideration towards incorrect spelling and
    grammar
  • A reader with an understanding of course
    terminology
  • No more than one exam per day

 
Staff Development Resources
34
Assessment Report cont.
  • 3. Paul should undertake study skills sessions
    that cover aspects of basic writing structure,
    spelling, report writing and development of
    short-term memory skills from the Learning Skills
    Unit in order to develop these skills to the best
    of his ability.
  • 4. Paul should use computer facilities (textHELP
    Read Write software or spell check and grammar
    check as a minimum) for writing.
  • 5. It is suggested that Paul make lists of words
    pertaining to his area of study as well as lists
    of commonly used words and regularly review and
    revise these words so that he can become more
    confident with his spelling and writing.

 
Staff Development Resources
35
Assessment Report cont.
  • 6. Paul should use an electronic
    spellchecker/dictionary to check his spelling and
    develop competency to the best of his ability.
  • 7. It would be beneficial for Paul to have access
    to a tutor or peer to proofread his written work
    for structural and spelling problems.
  • Although Paul will find the reading and writing
    aspects of his course more challenging than his
    peers, his higher than average cognitive
    abilities and motivation to succeed should
    mediate these effects.

 
Staff Development Resources
36
Teaching Strategies
  • Most students with LD can perform successfully
    after minor adjustments or modifications to
    teaching and assessment methods. Accommodating
    students with LD must not entail reducing
    educational standards. Rather the aim is to
  • enhance students' learning through modified
    and/or different teaching methods and the use of
    assistive technology and educational materials
  • provide alternative assessment and examination
    procedures which accommodate students' disability
    related requirements and
  • allow students the opportunity to demonstrate
    their ability and knowledge in a fair and
    equitable way.

 
Staff Development Resources
37
Teaching Strategies cont.
  • Before Semester - Course preparation and planning
  • www.utas.edu.au/options /course_planning.htm
  • 1. Prepare course materials as early as possible.
  • Endeavor to select required reading texts that
    are available in electronic format (e-text).
  • If texts are not available in e-text, it may be
    necessary to have them audio-taped or transcribed
    to disk
  • Prepare comprehensive unit/subject outlines.
  • Prepare an environment and personal approach that
    encourages students with LD to identify
    themselves to you.
  • Prepare unit guides that help students with the
    practical tasks involved in learning in your
    subject area.

 
Staff Development Resources
38
Teaching Strategies cont.
  • During Semester Giving lectures, seminars and
    tutorials
  • www.utas.edu.au/options / lectures_seminars_tutor
    ials.htm
  • Be sensitive about students with learning
    disabilities being self-conscious in lectures and
    tutorials - Don't put them on the spot. Give them
    extra time to think.
  • 2. Encourage students with LD to sit close to the
    front of classes where visual and auditory cues
    are clearest.
  • 3. Endeavor to post lecture notes, summaries or
    outlines of lecture content on the web (to be
    accessed by using assistive technology) or make
    hard copies and overheads available prior to
    lectures.
  • 4. Use demonstrations and concrete examples where
    possible and relate new or abstract concepts to
    everyday life.

 
Staff Development Resources
39
Teaching Strategies cont.
  • 5. Use a variety of teaching styles and methods
    appealing to as many senses as possible when
    presenting material.
  • 6. Encourage students with LD to sit close to the
    front of classes where visual and auditory cues
    are clearest.
  • 7. Some disciplines are circumscribed by
    specialised terminology which cannot be reduced.
    In such cases, a lexicon of relevant and
    technical words would be very helpful.
  • If some aspects of subject content are
    particularly hard to grasp, consider holding
    additional tutorials that deal with these
    specific topics.
  • 9. Encourage students who are experiencing
    difficulties resembling LD to consult the
    University's Disability, Counselling or Language
    and Learning support unit's.

 
Staff Development Resources
40
Course Assessment Accommodations
  • Assessment Strategies
  • The assessment accommodations that are provided
    for students with LD must be based on knowledge
    of the individual's disability, the impact of the
    disability on performance and the effect that
    assistive aids have on assessment.
  • A student may have their study assessment
    requirements in their educational psychometric
    assessment report. Otherwise the University's
    Disability Liaison Officer should assist in
    interpreting the student's requirements.
  • Students with LD should receive appropriate
    accommodations and support, but it is not
    suggested that core elements or 'inherent'
    requirements of a course be diminished in any way.

 
Staff Development Resources
41
Course Assessment Accommodations cont.
  • Assignments
  • Allow for alternative assignment formats, e.g.
    oral reports, demonstrations, on video or audio
    tape.
  • 2. Where sequencing and structuring is
    problematic, permit students to submit
    assignments written in 'dot point' rather than
    essay format.
  • Permit time extensions for written assignments.
  • Allow students with LD to use a proofreader for
    assignments and/or give separate marks for
    content and structure.
  • 5. Let students with LD know as early as possible
    if they are not reaching required standards and
    refer them to university support services.

 
Staff Development Resources
42
Course Assessment Accommodations cont.
  • Examinations
  • Provide practice exam questions that demonstrate
    exam format e.g. essay responses or short answer
    or multiple choice questions (MCQ).
  • 2. Allow extra time. The amount of extra time
    students require will vary according to the
    severity of the LD, but an extra 15 to 30 minutes
    per hour of exam time is common.
  • 3. Allow for alternative format presentation of
    exams
  • large print
  • electronic (on computer) and
  • on coloured paper or with colour transparent
    overlays.
  • If a student has a working memory problem, change
    the exam paper from MCQ to essay question format.

 
Staff Development Resources
43
Course Assessment Accommodations cont.
  • 5. If a student has a reading and/or processing
    disorder or a working memory problem, allow for
    the provision of a reader and scribe.
  • Where there is Dyslexia or other language
    deficits, allow the student to
  • take lists of commonly used words into the exam
    and
  • use a computer accessing Spell Check, Dictionary
    and Thesaurus.
  • 7. Allow for deficiencies in handwriting, grammar
    and spelling where word processors arent used.
  • 8. Consider alternative or supplementary
    assignment work such as taped interviews, slide
    presentations, photographic essays, handmade
    models or brief individual oral question and
    answer tests.

 
Staff Development Resources
44
Learning Strategies
  • Students with LD can benefit by adopting and
    using learning strategies that relate to the
    areas of need as identified in their educational
    psychometric assessment report.
  • www.utas.edu.au/options/learning_strategies.htm
  • The Opening All Options II web resource provides
    a comprehensive range of learning strategies
    relating to
  • Memory
  • Spelling
  • Reading
  • Mathematics
  • Written Expression
  • Lectures

 
Staff Development Resources
45
Learning Strategies cont.
  • Before Starting University
  • Students can prepare for study by undertaking
  • Reading and/or writing skills classes to to
    improve skills as much as is possible.
  • Skills training in time-management, note-taking,
    memorizing and examination preparation and
    techniques.
  • Technical skills training in the use of computers
    for word processing and to check spelling and
    grammar.
  • Training in the use of electronic pocket spellers
    or assistive equipment and software that assists
    with reading and writing.
  • A return to study course.

 
Staff Development Resources
46
Learning Strategies cont.
  • Before Semester
  • Students can prepare for start of semester by
  • Undertaking university study preparation
    programs, where available.
  • Participating in information technology tutorials
    or workshops to use the university computer
    network for email and access to library
    databases.
  • Undertaking library tours or workshops to become
    familiar with library procedures, catalogues and
    databases.
  • Meeting with the Disability Liaison Officer to
    arrange the required services and study and
    assessment accommodations.

 
Staff Development Resources
47
Learning Strategies cont.
  • 5. Talking to teaching staff about the
    implications of LD, course load, possible course
    adjustments and accommodations.
  • Obtaining unit/subject outlines early to assist
    with your planning.
  • Developing a wall planner
  • setting realistic study goals and priorities
  • working backwards from important deadlines and
  • planning study time and breaks on a daily basis
    as well as weekly and for the semester.

 
Staff Development Resources
48
Learning Strategies cont.
  • During Semester
  • Students can assist themselves during semester
    by
  • 1. Keeping only one diary or calendar for all
    appointments and dates of assignments and
    examinations.
  • 2. Seeking assistance from support staff.
  • 3. Joining or forming a co-operative learning
    groups.
  • 4. Sitting at the front of classes where visual
    and auditory cues are clearer.
  • Ensuring a full understanding of all assessment
    requirements before starting work on assignments.
  • Asking someone to read over their written
    assignments.
  • Writing down questions for discussion later with
    the tutor or lecturer.

 
Staff Development Resources
49
Learning Strategies cont.
  • Before Examinations
  • Students can prepare for examinations by
  • Ensuring that their exam accommodations are
    arranged with the Examinations Office several
    weeks prior to the exam period.
  • Seeking assistance from a counsellor, learning
    skills lecturer or mentor to develop strategies
    for studying effectively and stress management.
  • Obtaining copies of previous years' exam papers
    where available to practice exam technique.
  • Asking lecturers about the format that exams will
    be in, e.g. essay, short answer or multiple
    choice.

 
Staff Development Resources
50
Support Services
  • Students with LD can also access assistance from
    Universitys support service providers. Student
    Counsellors, Disability Liaison Officers and
    Learning Skills Lecturers provide services at
    universities that are useful to students with LD.
  • Counsellors can assist students to
  • Come to terms with their disability where LD has
    been newly diagnosed.
  • Develop their organisational skills.
  • Manage stress associated with study.
  • Develop their interpersonal skills.
  • Understand their relationships with lecturers and
    other students.

 
Staff Development Resources
51
Support Services cont.
  • Disability Liaison Officers can arrange the
    services, course accommodations and support that
    students require. This may include
  • Providing access to a reader service or having
    essential texts transcribed into accessible
    format (electronic/disk, audio tape or large
    print).
  • Arranging access to lecture notes.
  • Discussing course workload and assist decision
    making about undertaking full time or part time
    study.
  • Negotiating course adjustments and accommodations
    with teaching staff.
  • Arranging course assessment accommodations with
    teaching staff and/or the Examination Office.

 
Staff Development Resources
52
Support Services cont.
  • Learning Skills Lecturers can assist students to
    develop
  • Strategies to reinforce their learning.
  • Organisational skills.
  • Essay writing skills.
  • Short-term memory skills.
  • Oral communication skills.
  • Strategies for academic reading and research.
  • 7. Strategies for exam preparation and technique.

 
Staff Development Resources
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