Part 1 of a 3 Part Webinar Series on Learning Disabilities

Part 1 of a 3 Part Webinar Series on Learning Disabilities

Kristen Philbrook, Regional Disability Coordinator, Humanitas

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Purpose

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Why Do You Need to Know About Learning Disabilities (LD)? It is a high incidence type disability There are a variety of types of LD

So, for us to appropriately serve and support students with LD, staff must have a basic understanding of learning disabilities (LD) in order to: Identify and implement strategies Identify and implement appropriate accommodations Evaluate effectiveness of supports and accommodations provided

Remember, each individual with a LD is unique and their disability manifests itself in various combinations and degrees of difficulty which requires an individualized approach to accommodation plan development

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LD defined and the areas of impact

Understanding LD

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What is a Learning Disability?

A LD is a neurobiological condition that affects the way individuals of average to above average intelligence Receive information Process information Express information

LD can impact the ability to acquire basic skills of listening, speaking, thinking, reading, spelling, writing, and/or mathematics

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Processing is Impacted

There are four stages of information processing used in learning:

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Executive Functioning is Impacted

Cognitive processes Organizing/planning Memory Attention Problem solving Transitioning between tasks Initiating and completing tasks

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Bottom Line?

LD does not reflect one’s IQ or how smart they are but it can affect many other areas of their lives even beyond what the definition implies. Can be very complex or fairly straightforward

“Learning disabilities can be lifelong conditions that, in some cases, affect many parts of a person's existence: school or work, daily routines, family situations and, sometimes, even friendships and play. In some people, many overlapping learning disabilities may be apparent. Others may have a single, isolated learning problem that has little impact on other areas of their lives.”

http://www.psychologytoday.com/conditions/learning-disability; Retrieved June 24, 2013.

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What a Learning Disability is Not

It is not:Economic disadvantageEmotional disordersLack of educational opportunities due to:

English as a second language Frequent changes of schools Lack of instruction in basic skills Poor school attendance Intellectual disability Normal process of learning a second language Physical disabilities

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Myths & Misperceptions

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Truth or Myth/Misperception?

Individuals with learning disabilities are really just lazy or dumb and just need to try harder. True or False?

Because they are often able to perform successfully in one or more areas and yet struggle in others and therefore sometimes avoid those areas, they are sometimes perceived as lazy or not trying hard enough because they are seen as being able to achieve adequately or quite successfully in the other areas not impacted by the LD.

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False

Truth or Myth/Misperception?

Accommodations are really a crutch that keep students from learning how to do things for themselves and be independent in the real world. True or False?

If a functional limitation has been identified, the accommodation, if effective, affords the individual equal access or opportunity to participate in a manner equal to that of his or her peers.

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False

Truth or Myth/Misperception?

If a student can pay attention to certain activities for a long period of time but then have attention difficulties with others, then they really can’t have a functional limitation in the area of attention. They just need to focus. True or False

Having this type of focus is often known as hyperfocus, an ability to become absorbed in tasks that are stimulating and rewarding. “Like distractibility, hyperfocus is thought to result from abnormally low levels of

dopamine, a neurotransmitter that is particularly active in the brain's frontal lobes. This dopamine deficiency makes it hard to "shift gears" to take up boring-but-necessary tasks.” http://www.additudemag.com/adhd/article/612.html

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False

In Fact

To some degree we all can relate We all have strengths and weaknesses We all have abilities that come naturally and

challenges that prove more difficult However, the difference being when one

has a LD, the impairment has reached a level that significantly impairs some major life activity, such as learning, and the individual may need an accommodation in order to be able to perform certain tasks, to show his/her abilities, or to progress

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Talking Specifics

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Types of Learning Disabilities

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Dyslexia Defined

Difficulties with accurate and /or fluent word recognition, poor spelling and decoding abilities which typically result from a deficit in the phonological component of language often resulting in secondary consequences such as difficulties with reading comprehension and reduced reading experiences that impede vocabulary and background knowledge development

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Dyslexia

There is no single pattern of difficulty that affects all individuals with dyslexia Has difficulty distinguishing between certain letters with similar shapes

like o, e, and c Transposes or “sees” letters backwards, upside down Text appears to jump around on the page Reads text find but feels nauseous or gets a headache when reading Sees the letters but not able to sound out words Connects letters and sounds out words but word is unrecognized

even if previously known Can’t remember or make sense of what was read so has to read and

re-read passages over and over

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Functional Limitation & Accommodation - Dyslexia

Difficulty reading grade level text

Poor handwriting and spelling Poor memory skills Trouble summarizing a story

Provide extra time to complete reading tasks or books on tape

Provide use of a computer and/or spell check

Use picture imagery Provide visual aids and extra time

Functional Limitation Accommodation Options

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Example

Transposing or seeing letters backward

Use of picture imagery Provides a visual

clue for the brain to process the word

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Dyscalculia Defined

Refers to a wide range of lifelong learning disabilities involving math

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Dyscalculia

Difficulty with Numbers Calculations or learning math

facts Poor long term memory for

math functions Spatial problems Placing numbers into vertical

columns Measuring Estimating and mental math

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Functional Limitation & Accommodation - Dyscalculia

Difficulty with word problems Difficulty using multiple steps

in math calculations Difficulty with fractions Difficulty organizing problems

on the page

Provide visual representations of words

Break math assignments down into single steps

Provide manipulative to work through math problems

Provide color coded notes Use graph paper

Functional Limitation Accommodation Options

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Dysgraphia Defined

Dysgraphia is a learning disability that affects writing and can include visual-spatial difficulties (e.g., trouble processing what the eye sees) and language processing difficulties (e.g., trouble processing and making sense of what the ear hears)

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Dysgraphia

Difficulties with: Illegible handwriting Difficulty writing within a defined

space Letter reversals Letter transposition Omission of letters or words Poor spelling Getting thoughts onto paper Organizing letters, numbers, and

words on a line or page.

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Functional Limitation & Accommodation - Dysgraphia

May have illegible printing and cursive writing

Inconsistent spacing between words and letters

Exhibits strange wrist, body, or paper positioning

Allow the use of word processor or computer

Provide alternatives to writing assignments (video-taped reports, audio taped reports)

Provide pencil grips or/aids specially designed writing aids

Functional Limitation Accommodation Options

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Functional Limitation & Accommodation - Dysgraphia

Copying or writing is slow and labored

Difficulty thinking and writing at the same time

Allow the use of a note taker or provide copies of the notes

Allow oral examines and/or tape recorded lectures

Functional Limitation Accommodation Options

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Examples

Illegible handwriting

Pencil grips

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Dyspraxia

Dyspraxia is a disorder that affects motor skill development that affects planning and completing fine motor tasks which can vary from simple motor tasks such as waving goodbye to more complex tasks like brushing teeth.

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It is estimated that dyspraxia affects at least two percent of the general population, and 70% of

those affected are male. As many as six percent of all children show

some signs of dyspraxia.

http://www.ncld.org/types-learning-disabilities/dyspraxia/what-is-

dyspraxia

It is estimated that dyspraxia affects at least two percent of the general population, and 70% of

those affected are male. As many as six percent of all children show

some signs of dyspraxia.

http://www.ncld.org/types-learning-disabilities/dyspraxia/what-is-

dyspraxia

Dyspraxia

Difficulties with: Muscle control and

coordination Apparent clumsiness

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Functional Limitation & Accommodation - Dyspraxia

Unable to follow a set of instructions in the correct sequence

May seem easily distractible May be slow learning new

rules Sense of balance may be

affected

Provide step by step instructions Provide a distraction free space

or headphones Provide instructions in writing Provide adaptive

seat/furniture/workspace

Functional Limitation Accommodation Options

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Functional Limitation & Accommodation - Dyspraxia

May appear to be disorganized or have difficulty finding things

Clearly label frequently used classroom materials and provide color coded notes

Functional Limitation Accommodation Options

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Examples

motor control difficulties

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Adaptive seating/furniture

Visual Processing Disorders

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Difficulty with: Interpreting visual information, not related to difficulty with poor

vision

Functional Limitation & Accommodation – Visual Processing

Difficulty copying accurately Frequently loses place Messy looking papers (i.e.

letters colliding or not on the line and/or irregular spacing)

Difficulty negotiating around center

Provide a copy of notes or reduce copying tasks

Provide tracking tools: ruler, text windows and check in frequently

Allow use of computer or alternative to writing assignments

Provide visual aids to navigate the center

Functional Limitation Accommodation Options

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Examples

Tracking tools for readers who lose their place

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Auditory Processing (Perceptual) Disorders

Difficulty with: Interpreting auditory information, not related to difficulty with hearing

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Functional Limitation & Accommodation – Auditory Processing

Difficulty remembering directions given orally

Difficulty following multiple directives given at one time

Difficulty comprehending complex sentence structures or rapid speech

Says “what” a lot

Provide directions in writing Limit the number of directions

given at one time Slow down and show rather than

explain Frequent check ins to verify

understanding

Functional Limitation Accommodation Options

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Functional Limitation & Accommodation – Auditory Processing

Easily distracted by background noise

Processes thoughts and ideas slowly and have difficulty explaining them

Mispronounces and misspells similar sounding words

Provide noise eliminating headphones

Provide extra time to respond Allow the use of a dictionary

Functional Limitation Accommodation Options

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Examples

Headphones Earbugs

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Students with LD

Developing Accommodation Plans

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Tips for Drafting Accommodation Plans

Talk to the individual with the disability– they know best What works for one student might not work for another LD manifests itself differently in each individual The strengths of the individual Preferred learning style What could be used or altered to eliminate a barrier

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Remember!

Are accommodations sufficient to provide the student access to all areas of the program? If not, what additional accommodations are necessary (e.g., in

career technical, residential, other areas)? What accommodations has the individual received in the

past? (IEP, 504 plan, vocational rehabilitation documentation)

Do they remain relevant to the current situation?

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Test Your Knowledge

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Scenario 1

ChrisHe always seems to have difficulty copying from the board He leaves out whole words or letters so that what he writes does not make sense It is also very difficult to read his papers

What accommodations could help Chris?

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Scenario 1 - Points for Discussion

Use of computer Note taker Reduce copying tasks Allow oral presentations for assignments

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Scenario 2

TiffanyWhen giving oral directions to she often responds with “what”When listening to a lecture, her notes often do not make senseShe writes down half a thoughtShe states that she only hears part of what was said and then the person moves on

What accommodations could help Tiffany eliminate frustration when taking notes?

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Scenario 2 - Points for Discussion

Use of a tape recorder Smart Pen Note taker Provide visuals when possible Provide handouts of notes prior to lecture Use buddy system

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Scenario 3

DavidDavid is never able to find anythingHe often loses his assignments and appears to be disorganizedHe appears to be clumsy and is always falling out of his chair

What accommodations could help David with organization?

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Scenario 3 - Points for Discussion

Use color code system Provide binder with labeled sections Provide calendar Use computer to create folders to save assignments and

documents Provide student with copy of schedule or display schedule in

classroom

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Resources

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Regional Disability Coordinators

Boston and Dallas Regions - Laura Kuhnlaura.kuhn@humanitas.com Atlanta and Philadelphia Regions - Nikki Jacksonnikki.jackson@humanitas.com Chicago and San Francisco Regions - Kim Joneskim.jones@humanitas.com

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Job Corps disability website

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Job Corps Learning Disability website

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Job Accommodation Network(JAN) askjan.org

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Questions?

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