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Teaching Students with Specific Learning Disabilities:

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Title: Teaching Students with Specific Learning Disabilities:


1
Teaching Students with Specific Learning
Disabilities
Specific Learning Disability and Tips for
Successful Intervention
Adam Rabasca
2
Who am I?
  • Education
  • Bachelor of Science Degree in Environmental
    Studies from UVM
  • Master of Science Degree in Special Education
    from CUNY Hunter
  • Academic concentration in learning disabilities
  • Professional concentration in behavioral/emotional
    disabilities
  • Teaching Experience
  • San Rafael, California
  • Bronx and Hastings, New York
  • Ellsworth, Maine
  • Currently at MDIHS

3
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    Rat Rotten Hut.

4
What is Specific Learning Disability?
  • Definition Specific learning disability (SLD)
    means a disorder in one or more of the basic
    psychological processes involved in understanding
    or in using language, spoken or written, that may
    manifest itself in an imperfect ability to
    listen, think, speak, read, write, spell, or to
    do mathematical calculations, including
    conditions such as perceptual disabilities, brain
    injury, minimal brain dysfunction, dyslexia, and
    developmental aphasia.
  • FYI Developmental aphasia - A severe language
    disorder that is presumed to be due to brain
    injury rather than because of a developmental
    delay in the normal acquisition of language.

5
Eligibility in Maine
The Learning Disability Evaluation Report
  • Key Components
  • Processing disorder
  • Average cognitive ability
  • Pattern of strengths and weaknesses
  • Response to Intervention (RtI) - Go for it,
    Kelley!
  • Rule outs (Question 6 Observable Adverse
    Effect)
  • Specially-designed instruction

Note Specific criteria often differ from state
to state.
6
Eligibility in Maine Processing disorder
  • Is there a disorder in one or more of the basic
    psychological processes, as demonstrated by
    either
  • a. a score 1.5 Standard Deviations (at least 22
    points) below the mean in at least one area of
    psychological processing
  • OR
  • b. a score 1 Standard Deviation (at least 15
    points) below the mean in 2 or more areas.

In other words, were looking specifically at the
four areas of cognition to determine if the
student has a processing disorder.
  • Verbal Intelligence Quotient Perceptual
    Organization Index Working Memory Index
    Processing Speed Index
  • Average 100
  • 100 100 100 100
  • 109 125 82 68
  • 81 109 83 92
  • For students in grades 4-12, has the student
    obtained a composite standardized score no lower
    than 1.5 Standard Deviations below the mean on at
    least one index or scale of cognitive
    functioning.

7
Eligibility in Maine Pattern of Strengths and
Weaknesses
  • 3. Is the student achieving adequately for the
    students age or meeting State-approved grade
    level standards in all of the areas below, when
    provided with learning experiences and
    instruction appropriate for the students age or
    State approved grade level standards?
  • oral expression
  • listening comprehension
  • written expression
  • basic reading skill
  • reading fluency skills
  • reading comprehension
  • mathematics calculation
  • mathematics problem solving

8
Rule Outs
  • Is the under-achievement due to the lack of
    appropriate instruction in reading or math?
  • Is the students lack of achievement primarily a
    result of
  • Visual, Hearing or Motor Disability
  • Mental Retardation
  • Emotional Disturbance
  • Environmental, Cultural or Economic Disadvantage
    and/or Limited English Proficiency
  • Answering Yes to ANY of these questions
    disqualifies the student from qualifying as a
    student with a specific learning disability.

9
Specially-designed instruction?
  • If a learning disability exists, does the student
    require specially-designed instruction in
  • Reading
  • Writing (including spelling)
  • Mathematics
  • Verbal and/or listening skills
  • All of the above categories include fluency

10
Movie Time!
  • F.A.T. City How Difficult Can This Be?

11
Specially-Designed Instruction
  • Innumerable methods!!!
  • All must be
  • Structured (all components related)
  • Sequenced (explicit order)
  • Systematic (specific routine)

12
Examples of Commonly Used Specially-Designed
Instruction
  • Reading Programs for letter-word identification
    (decoding) and spelling (encoding)
  • Glass Analysis
  • Orton-Gillingham approaches
  • A multisensory approach to remediating dyslexia
    created by Dr. Samuel Orton, a neuropsychiatrist
    and pathologist, and Anna Gillingham, an educator
    and psychologist. - LDonline.org
  • Examples Preventing Academic Failure, Wilson
    Reading Program, Recipe for Reading
  • Reading methods for comprehension
  • Vocabulary often first method of attack
  • Reciprocal teaching (predicting, clarifying,
    questioning (how/why), summarizing
  • Question-Answer relationship (explicit vs.
    implicit questions)
  • Writing (encoding) programs - often bottom-up
    approaches and process-oriented
  • ALL RELY ON GRAPHIC ORGANIZERS!!!
  • Basic Writing Skills
  • Diana Hanbury King
  • Landmark Academy

13
Examples of Commonly Used Specially-Designed
Instruction
  • Math programs and methods
  • Typical method
  • Concrete
  • Algorithm
  • Generalization
  • Recipe for Math
  • Kelley???

14
Classroom Accommodations and Modifications
  • Modification changes to curriculum
  • Examples
  • Single paragraph vs. three-paragraph essay
  • Book report on ability level vs. grade level
  • Spelling lists on ability level vs. grade level
  • Accommodation strategies for both teachers and
    students
  • Examples
  • Extended time (50) on tests/assessments
  • Testing in alternative location to minimize
    distractions
  • Provision of writing templates for
    planning/organizing for all in-class/on-demand
    written responses
  • Long-term project divided into smaller segments
    with specific deadlines
  • Preferential seating
  • Reader/Writer
  • Calculator use on assessments except when
    measuring calculation or math fact retention
    ability
  • Note-taking assistance/specified
    note-taker/provision of teachers notes

15
Resources
  • Useful Links page on MDIHS Resource Room
    Website
  • http//web.mdihs.net/arabasca/Resource_Room_Homep
    age/Useful_Links.html
  • Kelleys homepage
  • Contact me
  • http//web.mdihs.net/arabasca/My_Homepage/Mr._Rab
    ascas_Homepage.html
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