The ABCs of Learning Disabilities and Adult Literacy

Laubach Literacy Ontario Conference 2015

Lakehead University, Orillia, ON

Mary Ann Fuduric, M.Sc., B.Ed., OCT

Alicea Fleming, B.A., M.S.W

OutlinePart One Q & A Learning Disabilities 101 Identification How can we help?

Part Two Accommodations Adaptations Compensatory Strategies

What do you see?

It's all about perception!Problems with the term “learning disability”?Everyone learns differentlyEducation, at any age, should never be one size fits allSometimes, labels can be harmful

How can labels benefit individual learners?Labels can help to externalize the difficulties experienced(“I am not the problem – the current system is not working for me”)Labels allow educators to better understand students' learning needs and ways in which they can helpLabels are sometimes necessary to access services

Q & A

What percentage of individuals are affected by some type of learning disability?

It is generally accepted that approximately 10% of people are affected by some type of LD. However, most

research will cite lower prevalence rates. Why? Our definition of LD is evolving and the way LDs

are diagnosed is still developing.

Q & AWhat are some common difficulties

recognized in adults with LD?

What are Learning Disabilities?

• What are Learning Disabilities (LDs)?

A variety of disorders that affect how a person takes in, stores, organizes, and uses information.

They result from impairments in one or more psychological processes related to learning, in combination with otherwise average thinking/reasoning abilities.

language processing phonological processing visual spatial processing processing speed memory attention executive functions (e.g. planning and decision- making)

LDs (continued) They are specific impairments, not global difficulties. This is

what distinguishes a learning disability from an intellectual disability.

LDs are a life-long condition, but their effects may be expressed differently over time

LDs range in severity

LDs (continued)Specific areas of difficulty:

Oral language listening speaking understanding

Reading decoding phonetic knowledge word recognition comprehension

Written language spelling written expression

Mathematics computation problem solving

Organizational skills, social perception, and social interaction

Identifying Learning Disabilities

Psychological Assessment

Preferred method of identification Necessary to access most formal supportive services Not covered by OHIP Private assessments are costly Documentation from school boards, treatment facilities, and hospitals may contain psychological assessment reports and can be requested by the individual Older assessments completed in childhood may not be accurate reflection of current abilities, but may still be helpful in guiding your work with that individual

Identification (continued)

Screening Tools

Helpful when psychological assessment is not availableIdentify strengths and weaknesses/specific areas for development

Example: Checklist of Indicators for LD

http://www.ldao.ca/introduction-to-ldsadhd/ldsadhs-in-depth/articles/about-lds/checklist-of-indicators-for-ld/

Psychological AssessmentsThings to look for when reading a report: Age of report Type of report (neuropsychological vs. psychoeducational) FSIQ

< 70 considered developmental disability90-110 considered average130+ considered gifted**Keep in mind that these ranges are not rigid, can sometimes

be under/overestimates, and depend on the assessment tools used

DiscrepanciesFocus both on the individual's highlighted strengths and

weaknesses Recommendations

Maslow's Hierarchy of Needs

Why is this important?

Maslow’s Hierarchy of NeedsWhy is this important?

Things to keep in mind:•Sometimes learners come to us with difficulties meeting basic needs. How can we address literacy skills if basic needs aren't first met? •Are you seeing an increase in the number of individuals who would benefit from additional support to address basic needs? •Are there gaps in available services to assist individuals in meeting these needs? •As literacy practitioners, are you finding yourself working to fill these service gaps?•Sometimes literacy is a gateway to opportunities to meet basic needs. Sometimes, difficulty meeting basic needs can act as a barrier to literacy skill development.

How can we help?Accommodations

= changes to how the student learns Accommodations include typing on a keyboard or other electronic device instead of writing by hand. Apps can help some stay organized through voice-recorded notes.

Modifications= changes to what the student learns Examples of modifications include allowing a student to write shorter papers or

answer fewer or different test questions than his classmates.

Remediation= targets foundational skills for the student to master Some may practice copying letters, using paper with raised lines to help them

write in straight lines. An occupational therapist may provide exercises to build muscle strength and dexterity and increase hand-eye coordination.

Break Time!

• An accommodation is a different way to do a task. It uses a learner's strengths to work around the learner's areas of need.

• Accommodations are not cheating, but a way of making things fair. Remember that "fair is not equal". If a person has a spinal cord injury, it is not unfair for that person to use a wheelchair while others have to walk.

Accommodations for Adults with Learning Disabilities

Accommodations Continued…• Accommodations do not mean that others do the

work. The individual does the work, but in a way that might be different from how others do it.

• An accommodation can be as simple as using one’s fingers in math or, using a voice-activated computer that types spoken language.

• The key is to match accommodations to the circumstances, to the learner’s needs and abilities, and to the specific learning disability.

Adaptations/Accommodations for Task-oriented Goals:

Goal: Complete job applicationAccommodation: Use an online dictionary to identify unknown words on job applications

Goal: Write customer orders for chef at restaurant (waiter)Accommodation: Create card with shorthand spellings of “problem” menu items and share with chef

Goal: Do handwritten cost estimates for carpentry work Accommodation: Create a form with common materials and costs preprinted (circle only), and calculate with a calculator

Accommodations for Learning-oriented Goals:

Goal: Increase sight word vocabulary and reading fluencyAccommodation: Tape readings for home study, replaying as needed while reading and rereading to allow more independent reading practice

Goal: Improve writing and/or spellingAccommodation: Make word cards for commonly misspelled words; use foam letters to spell words as teacher sounds them out slowly; highlight problem word parts with a colored marker when studying

Compensatory Strategies

Learner Difficulty: Perseveration; has trouble moving onto new tasks

Strategy: •Specify time limitation for each activity•Have individual check off tasks completed and keep charts of tasks to do

Compensatory Strategies (continued…)

Learner Difficulty: Easily distracted; cannot focus attention on task

Strategy:•Ensure a stimulus-free environment; small office away from others•Wear earplugs or headphones•Provide learner with a checklist•If possible, do one step of a task at a time

Compensatory Strategies (continued…)

Learner Difficulty:Easily frustrated; lacks self-confidence

Strategy:•Assign short tasks •Have learner keep track of work productivity•Provide feedback on activity and an overview of progress to date from beginning of program•Repeat work the learner enjoys and can succeed in doing

Compensatory Strategies (continued…)

Learner Difficulty:Directionality confusion (e.g. left vs. right)

Strategy:•Motivate learner to ask questions when confused with directions•Show model; then have learner copy it•Use distinguishing feature as a landmark (e.g. “R” in the upper right hand corner of desk)

Compensatory Strategies (continued…)

Learner Difficulty:Poor spatial judgment (interferes with focusing on key reading material)

Strategy:•Have individual use ruler as guide to hold place•Use highlighters to outline specific information to focus on•Use color transparency overlays that will reveal needed information while blocking background data

Compensatory Strategies (continued…)

Learner Difficulty:Impulsive; rushes through task making many errors

Strategy:•Emphasize intent of task, such as accuracy being more important than time•Break assignments into more manageable tasks

Compensatory Strategies (continued…)

Learner Difficulty:Difficulty reading directions

Strategy:•Tape or read written directions•Demonstrate work and have learner model demonstration

Compensatory Strategies (continued…)

Learner Difficulty:Difficulty remembering basic math facts

Strategy:•Learner should use calculator when required to do basic math functions•Utilize a math “fact sheet”

Compensatory Strategies (continued…)

Learner Difficulty:Lacks social judgment

Strategy:•Use group activities, like role-playing, to reinforce positive behavior•Whenever possible, give immediate gratification to reinforce positive behavior

Compensatory Strategies (continued…)

Learner Difficulty:Poor visual memory

Strategy:•Explain written directions orally•Present information orally, not only visually•Have learner use talking calculator check accuracy of work•When required to perform a task, have the model of the finished product available to the person

Compensatory Strategies (continued…)

Learner Difficulty:Poor auditory memory

Strategy:•Draw or write directions•Tape directions if visual presentation is unavailable•Simplify oral directions

Modified Electronic Text

Changing Fonts

Some fonts (such as Verdana 14pt) may be easier for learners to read than others.

Dyslexie Font •(http://www.dyslexiefont.com/)•Free to download and use•Research based

https://vimeo.com/85075132

Enlarging Font

Changing font size can be helpful for some learners.

Changing font size can be helpful for some learners.

Spacing

Having more spacing between words may assist those students with “word boundary” problems who have difficulty seeing where one word stops and the other begins. This sample inserted two spaces between words.

Having more spacing between words may assist those students with “word boundary” problems who have difficulty seeing where one word stops and other begins. This sample inserted two spaces between words.

Spacing (continued…)

Add spaces between sentences to allow for better readability by learner.

Spacing

Adding wider margins places less words per line and can make reading easier.

Adding wider margins places less words per line and can make reading easier.

Modifying Paper Text

Changing font size can be helpful for some learners. Use the photocopier to enlarge text.

Deleting Text

Use correction tape to delete difficult words or part of text to make reading easier for learner.

Highlighting• Highlighters can be used to make specific letters

or words stand out. • Students should be taught strategies for

highlighting. Students can highlight new vocabulary, key words, dates, important people or facts, definitions.

Transparent Colour OverlaysSome students experience a significant improvement in their reading when the standard white background is changed to a contrasting color.

Colored Reading Strips

• These coloured strips can be use to separate the text, and highlight sentence by sentence what is being read.

Wrap-UpCan anyone briefly share an experience working with an LD (or suspected LD) learner? Please remember to respect confidentiality!

What have you learned today that would have changed the way you supported the individual?

What do you still need to know more about?

Thank you!