presentation to accompany
DESCRIPTION
Presentation to accompany. Teachers Make the Difference: Teaching Students with Learning Disabilities at Middle and Secondary Levels Living Document 2009. Primer. The user can click on a topic in the Table of Contents and be directed to the appropriate page. - PowerPoint PPT PresentationTRANSCRIPT
Presentation to accompany
Presentation to accompany
Teachers Make the Difference:Teaching Students with Learning Disabilities
at Middle and Secondary Levels
Living Document2009
Teachers Make the Difference:Teaching Students with Learning Disabilities
at Middle and Secondary Levels
Living Document2009
Primer• The user can click on a topic in the Table of
Contents and be directed to the appropriate page.
• The green boxes provide the reader with highlighted information.
• The yellow boxes provide the reader withboxes that can be “check marked.”
• The CHECKLISTS section provides the user with boxes that can be either “check marked” or “filled in with text.”
• The user can SAVE all changes made to the document.
Response to Intervention
• The Ministry of Education promotes the multi-tiered Response to Intervention (RTI) process which provides a continuum of services, supports, and interventions to students.
• The RTI process is effective in serving the needs of all students (including students with learning disabilities) because of its focus on school-wide, group, and individual interventions.
Response to InterventionModel
National Definition
• A student with a learning disability has unique learning needs and strengths that are different from other students with learning disabilities.
• The Learning Disabilities Association of Canada’s definition of learning disabilities can be found at http://www.ldac-taac.ca .
A Student with a
Learning Disability has . . .
• average or above average cognitive ability (thinking and reasoning).
• processing difficulties.
• below average academic achievement.
• unexpected academic underachievement.
Receiving and Processing
Information for Learning Information Processing Model
Adapted from Walcot-Gayda, 2004
Processes Related to perceiving, thinking, remembering, or
learning
• Language Processing
• Phonological Processing
• Visual-Spatial Processing
• Processing Speed
• Memory
• Attention
• Executive Functions (planning or decision making)
Planning for Effective and Differentiated Instruction and Assessment
Flow Chart
Effective Instruction• Differentiated Instruction and the Adaptive Dimension
• Brain Compatible Instruction
• Instructional Groupings
• Explicit Instruction
• Scaffolded Instruction
• Metacognitive Instruction
• Strategy Instruction
• Content Enhancement
• Effective Feedback
• Performance Monitoring
Effective Assessment
• Used Before Instruction (Diagnostic)
• Used During Instruction (Formative)
• Used After Instruction (Summative)
REFERENCES and CHECKLISTS
REFERENCES and CHECKLISTS
For a complete list of references and user-entered checklists, please consult the
document titled,
Teachers Make the Difference:Teaching Students with Learning Disabilities
at Middle and Secondary Levels
Living Document2009
For a complete list of references and user-entered checklists, please consult the
document titled,
Teachers Make the Difference:Teaching Students with Learning Disabilities
at Middle and Secondary Levels
Living Document2009