ld students

7/27/2019 Ld Students

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Working with Students withLearning Disabilities

Definition of LDCharacteristics of students with LDFive Stages of LearningRecommendations for Gen. Ed. teachers



Class Objectives

Today1. Learn the Federal Definition of Specific Learning

Disabilities (IDEA definition)

2. IDEA criteria for specific learning disabilities

3. Understand difficulties students with LD experience

4. Describe differences between constructivism andobjectivism

5. Describe characteristics of Direct Instruction

6. Name the 5 Stages of Learning

7. Apply 5 Stages of Learning to working with studentswith LD in your classrooms



Short Brainstorm

Minute 1:

• Individuallybrainstorm and list 3

primary skills astudent must posesin order to gainaccess to academiclearning in school.

Minute 2:

• Turn to a personclose to you, share

your lists and try torate which is themost important skillsa student needs tohave to accessacademic learning inschool.



Federal Definition under IDEASpecific Learning Disability means:

A disorder in one or more of thebasic psychological processes

involved in understanding or inusing language, spoken orwritten, which may manifestitself in an imperfect ability tolisten, think, speak, read,write, spell or do mathematicalcalculations.



IDEA Identification Criteria forLD

A team may determine that a child has aspecific learning disability if:

The child does not achieve commensurate withhis or her age and ability levels in one or moreof the areas listed, when provided withlearning experiences appropriate for thechild’s age and ability levels; and the learning

problems are NOT primarily the result ofvisual, hearing, or motor disabilities, ofmental retardation, of emotional distrubance,or of environmental, or economicdisadvantage, or cultural or linguistic

difference.



IDEA Identification Criteria for LD

A team may determine that a child has aspecific learning disability if there is a severediscrepancy between achievement andintellectual ability in:

oral expression listening comprehension written expression basic reading skills reading comprehension mathematics calculation

mathematics reasoning



Learning Disabilities

Identification Criteria Discrepancy between potential and achievement,

IQ is average or above average Failure to profit from typical instruction

Pronounced Strengths and Weaknesses Variable performance Inconsistent performance

Academic Skills Reading, Writing, Math

Affective Domain Self-Esteem

Motivation



Difficulties in the following areas may bysymptomatic of a learning disability:

Attention Processing Time Reasoning Memory Oral Communication Reading

Writing & SpellingMathematics Motor Skills Social Skills and Abilities



Common Secondary Characteristics ofIndividual’s with Learning Disabilities

Low motivation

Poor Self-Esteem

Behavioral Concerns

Physical Affects

Self-Critical &

Critical of Others



High School Students with LD mightexperience difficulties with:

Taking lecture notes

Copying notes from the board

Listening comprehension

Vocabulary Development

Multiple meanings

Memorization

Pronouncing & spelling multisyllabic or irregular words

Applying capitalization & punctuation rules

Slow reading speed

Slow rate of comprehension

Organization of ideas

Determining informational hierarchies



Common Themes for working withstudents with learning disabilities:

The most important thing to remember isthat these strategies are good for allstudents!!

The key to success for teachingstudents who have trouble learning is

STRUCTURE, structure, structure!!!& then determining the amount and kind ofpractice that each individual studentneeds & how to maintain their skills.



Understanding Your StudentPopulation

• It is essential to take the time to get toknow your “audience.” – Students’ learning styles

– Students’ learning needs – Students’ perceptions about learning – Clarifies where you may need to start with

instruction– Establishes credibility with students

• This class is about them, not just the content youare teaching

• Helps us, as teachers better frame model ofinformation delivery



Some Differences between Regular &Special Education (In theory)

Regular education and special educationare based on different learning theories.

Regular Education Constructivism Special Education Objectivism Under objectivism is behaviorism Behaviorism Direct Instruction & 5 Stages

of Learning



Direct Instruction (DI)

• Explicit objectives

• Present the new information

• Present examples and non-examples

• Guided Practice

• Error correction/clear instructional feedback

• Promote high rates of accuracy

• Quick paced and interactive• Evaluation of instruction/collection of data



Constructivism

• Learners are active participants

• Learners create knowledge

• Learning should be authentic• Materials should be authentic

• Assessment of learning should be

authentic• Teachers are moderators



What works for students withlearning disabilities?

A combination: Direct Instruction &Constructivism

Goal of Regular & Special Education is to supportstudents in becoming independent learners…but theyneed clear objectives, models and practice just as we doas teacher-learners…

5 Stages of Learning Acquisition

Fluency Maintenance Generalization Adaptation



Stages of Learning

Acquisition Learning to perform the basic requirements of a

skill Goal is to teach correct performance of the skill

Promoting Acquisition – Guided Practice Attention

Information on how to perform the skill correctly Feedback (immediate reinforcement, errorcorrection, other strategies)

Frequent measurement



Stages of Learning

Fluency (Proficiency) Learning to perform the skill with ease Goal is to perform the skill with the necessary

ease or speed for success in the natural

environment

Promoting Fluency Determine the level of fluency required Frequent, structured practice Differential reinforcement Feedback (immediate reinforcement, error

correction, other strategies)



Stages of Learning

Maintenance Learning to perform the skill after teaching has

ceased Goal is to perform the skill when necessary in the

natural environment Promoting Maintenance Ensure that you are teaching functional or useful

skills

Over learning Thin the reinforcement schedule Use natural reinforcers Delay the reinforcers



Stages of Learning

Generalization Learning to perform the skill in situations other

than training situation (classroom)

The goal is to extend the skill to otherenvironments

Promoting Generalization

Extend training to other environments Reinforce generalized use of the skill

Recruit reinforcement in other environments



Stages of Learning

Adaptation Learning to apply the skill to novel problems The goal is to extend the skill to new

situations

Promoting Adaptation

Provide opportunities to adapt the skill Point out the functionality of the skill Reinforce adaptations of the skill



Connecting the Stages of Learning toStudent’s Learning Needs

• Students with learningdisabilities havedifficulties with

understanding or in usinglanguage, spoken orwritten, which maymanifest itself in animperfect ability to listen,think, speak, read, write,spell or do mathematicalcalculations.



Let’s take a look at Different Kindsof Learning Disabilities

Reading• Poor readers have difficulties with…

– Phonological Awareness (Sound-lettercorrespondence)

– Orthographic Processing (Visual Memory)

– Effects reading fluency

– Effects reading comprehension



Teaching Guidelines for studentswith Reading Disabilities

1. Provide students with structure to succeed inacquiring content &/or skills

1. Pre-teach vocabulary2. Preview major concepts

3. State purpose for reading4. Provide clear directions & examples/non-examples

2. Develop fluency of skills or content

1. Provide opportunities for repetition of instruction2. Make time & volume adjustments for those whoneed more practice

3. Provide feedback (in class exercises wherestudents can give and receive frequent, direct &

clear feedback)



Accommodations

Books on tape

Partner reading

Small group work (structured, assign roles)

Provide alternative assignments (using sourcesother than reading for acquiring information,or use modified texts with pictorial supports,

videos, audio lesssons).Oral assessment (quizzes & tests)



Book/End of Chapter Questions:Text Accommodations

Teach chapter previewing skills

Provide page numbers where theanswers can be found

Simplify vocabulary

Break two part questions down into two

separate questionsModifications: reducing number of

questions to be answered for HW, tests



How to provide NEEDEDSTRUCTURE to all students

• Have students keep an assignment notebook• Clearly state and post daily objectives – what you

expect the students to learn while in your class.

• Develop and use a simple system for studentsto receive, record, and turn in assignments (Rod’s routine).

• Clearly explain the system (several times) and provideopportunities for practice and feedback.

• Be consistent!!!!!• Set clear consequences.• Follow up when students do not follow the system

• Be consistent!!!!



Taking your structure through the 5Stages of Learning

• Clearly explain, model and conductguided-practice on how you want notesand assignments set up.

– I do it.– We do it.– You do it. (Anita Archer, 2003)Maintenance and trying to get students to

use these skills across classes should beencouraged…teaming with other teachersto do this helps tremendously.



Teach Study Skills to Mastery usingthe 5 Stages of Learning

• Note taking (2 column note-takingsystem)

• Memorization (note card exercises)

• Social Skills (DI, model, practice, assessclassroom rules)

• Writing

– Writing process brainstorm, outline,topic sentence, etc.– Proof reading check list



In this lesson we covered

1. Learn the Federal Definition of Specific LearningDisabilities (IDEA definition)

2. IDEA criteria for specific learning disabilities3. Understand difficulties students with LD

experience4. Describe differences between constructivism and

objectivism5. Describe characteristics of Direct Instruction

6. Name the 5 Stages of Learning7. Apply 5 Stages of Learning to working with students

with LD in your classrooms

ld students

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