Learning Disabilities:

A Workshop for EnhancingCreated and Presented by:

Curtis, Jessica, Michelle and Patti

Objectives

• Understand the perspective of a student with learning disabilities

• Learn to identify the signs and characteristics of these students in your classroom

• Learn to accommodate and modify your teaching approach to ensure all your students have learning opportunities

Agenda and Overall Expectations

Ministry Definition Working Definition Group Activities Activity Debrief Case StudiesTeaching StrategiesIEP Group Work

By the end of our presentation you should: Be familiar with what a learning disability is and how to assist the students in your classroom who have them

Ministry DefinitionLearning disability is a learning disorder evident in both academic and social situation that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that:

a) is not primarily the result of: impairment of vision; impairment of hearing; physical disability; developmental disability; primary emotional disturbance; cultural difference;

b) results in a significant discrepancy between academic achievement and assessed intellectual ability, with deficits in one or more of the following: receptive language (listening, reading); language processing (thinking, conceptualizing, integrating); expressive language (talking, spelling, writing); mathematical computations; and

c) may be associated with one or more conditions diagnosed as: a perceptual handicap; a brain injury; minimal brain dysfunction; dyslexia; developmental aphasia.

Mythbusters

• ‘Learning disability’ is a social invention

• Learning disabilities only appear at school, and must be a ‘school problem’

• Learning disabilities are caused by bad teaching

• Children will ‘outgrow’ their learning disability

Statistics

More children in this country have a learning disability than all other types of disabilities combined

3.2% of Canadian children have a learning disability – that is equivalent of one child in every school bus full of children

More than half a million adults in this country live with a learning disability, making it more challenging for them to learn in universities and colleges, and on the job

Group Activities

Questions to Consider As a Student

Did the activities cause you to question your abilities in the classroom?

Did you have anxiety or frustrations regarding your performance?

Did you have difficulties completing the activities? Why? How?

Did you feel comfortable enough to ask your teacher for help?

Characteristics in the Classroom

• Writing skills• Organization• Copying/Notes• Arithmetic• Reading/Language• Work Speed• Social Interactions

Breaktime!

Case Studies

• Each group will be given a case study related to learning disabilities

• Discuss the case study with your group

• Be prepared to briefly present your conclusions to the rest of the class

• No written notes or presentation visuals are necessary (we will be doing the IEP-written portion in depth later on)

Issues in the Field

• Teacher preparedness• Exact definition of LD– Assessment

• Co-occurrance with other disabilities• Classroom integration• Over-identification

Teaching and Learning Strategies Game

Teaching and Learning Strategies

• Differentiated Instruction• Positive Feedback• Consistent, structured approach• Support Multiple Learning Intelligences• Repeat and Clarify Instructions• Planning & Organization Assistance• Allowances and accommodations• Supportive learning environment

The Evolution Group Game

• Amoebas Chickens Dinosaurs• Rock – Paper - Scissors

IEP Development

Resources

• Bennet, Sheila, Dworet, Don & Ken Weber. (2008). Special Education in Ontario Schools. 6th ed. St. Davis, ON: Highland Press.

• Learning Disabilities Association of Canada - www.ldac-acta.ca

• Ontario Ministry of Education. (2004). The Individual Education Plan (IEP) Resource Guide.

• http://www.youtube.com/watch?v=l_qGJ9svUbM