© 2009 The McGraw-Hill Companies, Inc. Students with Learning Disabilities Chapter 4.
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© 2009 The McGraw-Hill Companies, Inc Students with Students with Learning Learning Disabilities Disabilities Chapter 4 Chapter 4
Transcript of © 2009 The McGraw-Hill Companies, Inc. Students with Learning Disabilities Chapter 4.
© 2009 The McGraw-Hill Companies, Inc.
Students with Learning Students with Learning DisabilitiesDisabilities
Chapter 4Chapter 4
Taylor/Smiley/Richards, Exceptional Students © 2009 The McGraw-Hill Companies, Inc.
What is the History of What is the History of Learning Disabilities?Learning Disabilities?
Foundational Phase (1800-1930)Foundational Phase (1800-1930) Transition Phase (1930-1960)Transition Phase (1930-1960) Integration Phase (1960-1974)Integration Phase (1960-1974)
Term “learning disability” coinedTerm “learning disability” coined Current Phase (1974-present)Current Phase (1974-present)
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What is the IDEA 04 Definition of What is the IDEA 04 Definition of Learning Disabilities? Learning Disabilities?
(continued on the next slide)(continued on the next slide)
Specific learning disability means a disorder in one or Specific learning disability means a disorder in one or more of the basic psychological processes involved in more of the basic psychological processes involved in understanding or in using language, spoken or understanding or in using language, spoken or written, that may manifest in an imperfect ability to written, that may manifest in an imperfect ability to listen, think, speak, read, write, spell, or do listen, think, speak, read, write, spell, or do mathematical calculationsmathematical calculations including conditions including conditions such as perceptual disabilities, brain injury, minimal such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental brain dysfunction, dyslexia, and developmental aphasia.aphasia.
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What is the IDEA 04 Definition of What is the IDEA 04 Definition of Learning Disabilities? Learning Disabilities? (continued)(continued)
Specific learning disability does Specific learning disability does notnot include include learning problems that are primarily the result learning problems that are primarily the result of visual, hearing, or motor disabilities, of of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, mental retardation, of emotional disturbance, or of environmental, cultural, or economic or of environmental, cultural, or economic disadvantage.disadvantage.
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How Do the IDEA04 and NJCLD How Do the IDEA04 and NJCLD Definitions of Learning Disabilities Definitions of Learning Disabilities
Compare?Compare? Similarities to IDEA 04 DefinitionSimilarities to IDEA 04 Definition
Both define learning disabilities as involving deficits in a Both define learning disabilities as involving deficits in a number of academic and cognitive areas.number of academic and cognitive areas.
Differences from IDEA 04 DefinitionDifferences from IDEA 04 Definition NJCLD definition eliminated psychological processing NJCLD definition eliminated psychological processing
deficit requirement.deficit requirement. Redefined exclusion aspect of IDEA 04 definition stating Redefined exclusion aspect of IDEA 04 definition stating
that a learning disability cannot be the result of other that a learning disability cannot be the result of other disabilities or extrinsic factors, but that they can coexist.disabilities or extrinsic factors, but that they can coexist.
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What is the Prevalence of What is the Prevalence of Learning Disabilities?Learning Disabilities?
5.24% of students 6-17 received services for learning 5.24% of students 6-17 received services for learning disabilities in 2005.disabilities in 2005.
Largest area of IDEA 04 disability - 45% of all Largest area of IDEA 04 disability - 45% of all served under IDEA 04 have a learning disability.served under IDEA 04 have a learning disability.
Three to four times more boys receive services for Three to four times more boys receive services for learning disabilities than girls.learning disabilities than girls.
African Americans are underrepresented in this African Americans are underrepresented in this category (and over-represented in the intellectual category (and over-represented in the intellectual disabilities category).disabilities category).
Prevalence by state varies.Prevalence by state varies.
Taylor/Smiley/Richards, Exceptional Students © 2009 The McGraw-Hill Companies, Inc.
What are Causes and Possible What are Causes and Possible Characteristics of Learning Disabilities?Characteristics of Learning Disabilities?
No known causeNo known cause
Possible causes:Possible causes: NeurologicalNeurological GeneticGenetic EnvironmentalEnvironmental PrenatalPrenatal PerinatalPerinatal PostnatalPostnatal
CharacteristicsCharacteristics HyperactivityHyperactivity Perceptual-motor impairmentsPerceptual-motor impairments Emotional LabilityEmotional Lability Coordination deficitsCoordination deficits Attention disordersAttention disorders ImpulsivityImpulsivity Memory & thinking disordersMemory & thinking disorders Specific learning disabilitiesSpecific learning disabilities Speech & hearing disordersSpeech & hearing disorders Equivocal neurological signsEquivocal neurological signs
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What are Some Common What are Some Common Academic Deficits?Academic Deficits?
ReadingReading Phonological awareness, vocabulary, comprehensionPhonological awareness, vocabulary, comprehension
MathematicsMathematics Calculation, math facts and concepts, problem-solving, Calculation, math facts and concepts, problem-solving,
word problems, math anxietyword problems, math anxiety Writing and Written ExpressionWriting and Written Expression
Handwriting, spelling, written expression Handwriting, spelling, written expression Expressive and Receptive LanguageExpressive and Receptive Language
Speaking, listening, understanding, following directionsSpeaking, listening, understanding, following directions
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Effects of Word Substitutions on Effects of Word Substitutions on Reading Comprehension (Figure 4.2)Reading Comprehension (Figure 4.2)
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Writing Sample Showing Several Writing Sample Showing Several Problems (Figure 4.3)Problems (Figure 4.3)
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What Other Deficits What Other Deficits Should Be Considered?Should Be Considered?
Cognitive-Related CharacteristicsCognitive-Related Characteristics Attention, memory, strategy use, metacognitionAttention, memory, strategy use, metacognition
Social and Emotional CharacteristicsSocial and Emotional Characteristics Social skills deficits, learned helplessness, low Social skills deficits, learned helplessness, low
self-concept, anxietyself-concept, anxiety
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How are Students with Learning How are Students with Learning Disabilities Identified?Disabilities Identified?
Response to InterventionResponse to Intervention Three-tier model to identify students who Three-tier model to identify students who
might have a learning disabilitymight have a learning disability
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Three-tiered Response to Three-tiered Response to Intervention Model (Figure 4.5)Intervention Model (Figure 4.5)
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What is the What is the Severe Discrepancy Formula?Severe Discrepancy Formula?
Severe discrepancy between intelligence and Severe discrepancy between intelligence and achievement to identify individuals with achievement to identify individuals with learning disabilities*learning disabilities* Example: Example:
IQ = 90 or above and IQ = 90 or above and Significant deficit in Achievement Score (in reading, Significant deficit in Achievement Score (in reading,
math, spelling, handwriting, listening, speaking, etc.) math, spelling, handwriting, listening, speaking, etc.)
*Not required by IDEA 04*Not required by IDEA 04
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What Do I Teach Students with What Do I Teach Students with Learning Disabilities?Learning Disabilities?
KnowledgeKnowledge Declarative knowledge – factsDeclarative knowledge – facts Procedural knowledge – how to learnProcedural knowledge – how to learn Conditional knowledge – when and whyConditional knowledge – when and why
ReadingReading Phonological awareness, phonics, fluency, vocabulary, comprehension Phonological awareness, phonics, fluency, vocabulary, comprehension
Written languageWritten language Prewriting, drafting, revising, editing, final draftPrewriting, drafting, revising, editing, final draft
MathematicsMathematics Problem solving, computation, self-regulation, strategy useProblem solving, computation, self-regulation, strategy use
Study SkillsStudy Skills Listening, note taking, time management, comprehension, test taking, Listening, note taking, time management, comprehension, test taking,
memory strategies, textbook usagememory strategies, textbook usage
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How Do I Teach Students with How Do I Teach Students with Learning Disabilities?Learning Disabilities?
Task AnalysisTask Analysis Breaking a task down into simpler components to Breaking a task down into simpler components to
be taught in sequencebe taught in sequence Direct InstructionDirect Instruction
Daily review, presentation, guided practice, Daily review, presentation, guided practice, independent practice, and weekly and monthly independent practice, and weekly and monthly reviews reviews
Strategies InstructionStrategies Instruction
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What is Strategies Instruction?What is Strategies Instruction?
Cognitive StrategiesCognitive Strategies Deliberate, planned activities used to acquire information or Deliberate, planned activities used to acquire information or
knowledgeknowledge Example: mnemonics, acronyms, acrostics, keyword methodsExample: mnemonics, acronyms, acrostics, keyword methods
Metacognitive StrategiesMetacognitive Strategies Self-regulatory strategies to plan, monitor and check outcomesSelf-regulatory strategies to plan, monitor and check outcomes
MnemonicsMnemonics Devices, like rhymes or songs, to help remember informationDevices, like rhymes or songs, to help remember information
Attribution RetrainingAttribution Retraining Teaching students to attribute success to using effective Teaching students to attribute success to using effective
strategiesstrategies
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What Procedures can be Effective What Procedures can be Effective with English Language Learners?with English Language Learners? Using visualsUsing visuals Implementing cooperative learningImplementing cooperative learning Setting up peer tutorsSetting up peer tutors Allowing use of the native language to organize Allowing use of the native language to organize
thoughtsthoughts Providing sufficient time to use languageProviding sufficient time to use language Focusing on vocabulary to teach conceptsFocusing on vocabulary to teach concepts Providing multi-sensory teachingProviding multi-sensory teaching Using supplementary materialsUsing supplementary materials
Taylor/Smiley/Richards, Exceptional Students © 2009 The McGraw-Hill Companies, Inc.
What are Considerations for the What are Considerations for the Instructional Environment?Instructional Environment?
Physical arrangementsPhysical arrangements One-to-one instructionOne-to-one instruction Instructional groupingInstructional grouping
Small group, whole class, peer tutoringSmall group, whole class, peer tutoring
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What Types of Instructional What Types of Instructional Technology can be Effective?Technology can be Effective?
Word processingWord processing Speech recognitionSpeech recognition Digital voice recordersDigital voice recorders Computer programsComputer programs
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What are Some Considerations for the What are Some Considerations for the General Education Teacher?General Education Teacher?
Consider UsingConsider Using AccommodationsAccommodations AdaptationsAdaptations Parallel outcomesParallel outcomes An overlapping curriculumAn overlapping curriculum
CollaborateCollaborate
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Accommodations vs. AdaptationsAccommodations vs. Adaptations
AccommodationsAccommodations Changes based on Changes based on
student’s needs in student’s needs in how information is how information is presented by the presented by the teacher or how teacher or how understanding is understanding is demonstrated demonstrated
Levels the playing Levels the playing field for the studentfield for the student
AdaptationsAdaptations Changes the Changes the
methods, materials, methods, materials, or concepts being or concepts being taught based on the taught based on the student’s needs student’s needs
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SummarySummary
Though there is no known cause of learning Though there is no known cause of learning disabilities, there are many techniques and disabilities, there are many techniques and strategies that teachers can use to help students strategies that teachers can use to help students identified with learning disabilities acquire identified with learning disabilities acquire knowledge and skills and to experience knowledge and skills and to experience success.success.
