Download - LDAO-North Bay & Area
LDAO-North Bay & Area Toolbox Conference 2014
Introductions • Elaine Beckett-Albert – LDAO-NB resource facilitator• Lead Learning Skills Advisor (NOARC)• Learning Disability Specialist (10 years experience) • Master’s Thesis (learning disabilities and adult
education) • Person with a LD & CAP
Agenda • What is a Learning
Disability?• Learning starts with the
emotional brain • Discussion • Overview of the process of
learning • Simulation of processing
weaknesses • Characteristics • Discussion
What is a Learning Disability?
• To have a learning disability an individual must have an average to above average intelligence with one or more processing weaknesses.
• To grasp processing weaknesses
• It helps to understand the basic learning process
The Beginning of the Learning Process – Activation is vital
• The brain’s limbic system supports emotions and motivation
• It can discern subtle levels of interest
• With the right amount of interest
• Brain chemicals are activated which are vital for:
• Engagement, concentration and work completion
Activity to Understand the Need for Activation
• Describe activities that you find boring or monotonous
• What happens to your mind and body in these situations?
What characteristics do you experience?
• Difficulties getting started • Sustaining focus • Regulating alertness• Managing frustration • Difficulty with recalling information • These are all characteristics of Executive Function
which is our management system for the process of learning
Boredom and Monotony • Report Writing Blues - is like the flu• Don’t want to get out of bed • Even when there is important things to do
• Flu of the mind – 4 different reasons • We all experience a sluggish mind now and again • Children with Learning Disabilities, ADHD or executive
function issues significantly impact their life
4 types of Attention Issues 1. Emotional issues – learning is secondary when
security is threatened 2. Processing weaknesses demand mental energy –
mental fatigue impacts attention 3. Doubt in ability (self-efficacy) impacts activation and
attention 4. ADHD – neural chemical basis
Discussion
•What would you do to engage students who have difficulty sustaining attention?
Phonological Processing Working with Speech Sounds
• Reading and Spelling Challenges : • Segmenting words• /C/ /A/ /T/ • Blending Words • /C/ /I R/ /C/ /U/ /S/ (one phoneme at a time)• Deletion • Say, “sat”. Say it again but do not say the “s”.• Say, “Mike”. Say it again but do not say the “k”.
Challenges with Phonological/ Auditory Processing •Distinguish the separate sounds in words•Manipulating speech sounds – to read and to spell • Filter out specific voices from noisy backgrounds • Recall instructions that are spoken • Recall multi-step directions that are spoken
Discussion •How could you support students who have the following characteristics?
Visual Spatial ProcessingWorking with Abstract Symbols and Space
• Simulation:A C D E G H I L M N O R S T U V ∆ Ө □ ~ ⌐ ≤ ∩ ◊ } « ↔ ∞ ⌠ » ≠ ∏
•Difficulties with visual processing:Ө ∞ ~ ∆ » ~ ⌠ ∆ ≤ ≠ ⌐~ □∩⌠∆ □ ∏ ∆ «» ∆ ⌐ ~.
Challenges with Visual Spatial Processing •Distinguishing one symbol from another (letters/numbers/words)•Distinguish printed letters from the background• Recognize a symbol from a partial image
Challenges with Visual Spatial Processing •Holding the sequence of visual information • Letter formation, math steps, keyboarding
• Eye/hand coordination • Staying within the margins and lines
• Positioning objects in space • Spacing letters & words – organizing material on a page –
multiple choice –separate sheet
Discussion •How could you support students who have the following characteristics?
Working Memory Holding Information In Conscious Thoughts
• Please copy the following sentence as fast as you can while I time you:
• Automatic tasks take very little capacity in your conscious thoughts.
• A cognitive task takes a huge capacity in your conscious thoughts!!!
• Turn over your sheet when you have completed the task
Working Memory Discussion • Extra time and extra
effort • Quality of work• Visual-motor integration
issue• Role of Working Memory• Automatic task• Cognitive task
• Memory – do you recall?
Challenges with Working Memory Issues • Reading• Blending sounds
(decoding)• Spelling (encoding)• Spelling - sequencing of
sounds• Recalling spoken
instructions • Reading comprehension
• Writing - many tasks happening at once • Holding thoughts • Forming letters • Spelling
• Students may forget their thoughts before they are recorded
Discussion •How could you support students who have the previous characteristics?
Understanding Behaviour • What do you do poorly? i.e. singing, dancing, cooking
etc.• You are now a student and the school system has
changed. You now need to _________ all of your class work.
• How would you feel?• What would you do if you had to demonstrate the skill
you find most challenging?
Behaviour • Work hard to develop this
skill!• Resiliency
• Avoid task! • Learned helplessness
• What can you do to discourage learned helplessness?
• Appreciate diversity – value a variety of strengths
Parents
• This is their precious cherished child • Build great hope for over
7 or more years • Difficulty resolving the
discrepancy between their hope and the assessment results • Confusion about the
results
Stages of Adjustment/Acceptance
• Normal process that parents need to move through:• Stage 1 – shock• Stage 2 – denial • Stage 3 – anger • Stage 4 – resignation • Stage 5 – acceptance• Stage 6 – provide
support to the school
LDAO-North Bay & Area Services
• Help explain assessments using every day language • Coaching to help students/parents navigate the school
system in a positive way:• Self advocacy skills – students asking for support • Advocacy skills – parents asking for support
• Technology workshops – for parents and students • Parent support groups – you are not alone • Resources at the public library
October is LD Awareness Month
• Friday Oct. 3rd Flag Raising – kick off for our events - North Bay City Hall at 10:00 am• Awareness Campaign – various days in the secondary
schools to accept and support students/teachers who learn differently – dress down days, hat days or wristbands awareness campaign • Thursday Oct. 23rd Guest Speaker – Angie DeMarco –
Neurodiversity - One Kids Place at 7:00 pm
Take the LDAO-North Bay & Area Challenge!
Purchase a wrist band to indicate that you support
Friends, classmates and teachers who learn differently
All proceeds go to the LDAO-NB services$2.00 per wristband
Questions
People with ADHD Have More Novelty Seeking Genes• Difficulty with one type of attention:• Required to sustain attention:• Difficulty with routine tasks • Difficulty with tasks that are not interesting to them• Difficulty with externally imposed tasks• Difficulty with tasks that are challenging for them
Novelty Seeking Gene