“ life is not so much a matter of holding good cards but of playing a poor hand well”
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Learning Disabilities in the Classroom What does it mean for you as a teacher ? Mini Etai: Jackie Teplitz 2008. “ Life is not so much a matter of holding good cards but of playing a poor hand well”. Robert Louis Stevenson. A Few Questions…. - PowerPoint PPT PresentationTRANSCRIPT
“Life is not so much a matter of holding good cards but of playing a
poor hand well ”
Robert Louis Stevenson
How many teachers in this room have classified learning
disabled students in their classrooms?
Raise your hand!
How many teachers in this room , whom in your opinion, have non classified learning
disabled students in their classrooms?
!Raise your other hand
How many teachers in this room have classified or non classified learning
disabled students in their classrooms who are being given remedial intervention after
school?
!Lower one finger
How many teachers in this room have classified or non classified learning
disabled students in their classrooms who are being given remedial intervention in school?
!Lower one finger
How many teachers in this room find this scenario familiar?
First they push the parents to do a diagnostic test.
Then they say……Oh, he/she is diagnosed!
Discussion ends…cause he/she is diagnosed.
The discussion shouldn’t end…it should start!
A learning disability interferes with someone’s ability to store, process or
produce informationSuch disabilities affect both children
and adults
Its not always immediately obvious that a person has a learning disability
They can be quite subtle and go undetected throughout life
The most straightforward indication is academic
failure or underachievement by someone who seems capable of more
Levine 1984
For the students we see in our classrooms, learning disabilities create a gap between a students true capacity and his or her day to
day performance
While they will always have a learning disability, they can be taught strategies to compensate. We, as classroom teachers, can
help in this process
Five Areas of Agreement
1.The learning disabled have difficulties with academic achievement and progress,
discrepancies exist between a person's potential for learning and what he actually
learns2.The learning disabled show an uneven pattern
of language development, and/or motor-development, academic development and/or
perceptual development
3 .All learning originates within the brain and, consequently, a disorder in learning can be caused by a dysfunction in the
central nervous system
4 .Learning problems are not due to an environmental disadvantage
5 .Learning problems are not due to intellectual disabilities or
emotional disturbances
In Other WordsThe term learning disabilities refers to a
neurobiological disorder in one or more of the basic processes involved in understanding
spoken or written language.
It may influence an individual’s ability to speak, listen, read, write spell, reason,
organize information or do mathematical calculations.
Reading
Disability
(Dyslexia)
Written
Expression
Disorder
(Dysgraphia)
Math
Disorder
(Dyscalculia)
Nonverbal
Learning
Disability
Reading
Difficulties
Spelling
Difficulties
Handwriting
Difficulties
Math
Difficulties
Visual-Spatial
& Social
Difficulties
Writing
Difficulties
Skill Areas That May Be Affected By Learning
DisabilitiesReceptive & Expressive Language
Auditory/Phonological Processing
Visual-Motor Processing
Visual Processing
Attention / Concentration
Memory
Metacognition
Organizational/Study SkillsSocial Skills
Does not focus when a lesson is presented; short
attention span, easily distracted, poor
concentration; may display hyperactivity
Problems in processing auditory or visual
information
( difficulty interpreting visual or auditory stimuli)
Underlying language disorders; problems in
language development, listening, speaking, and
vocabulary
Poor at recognizing sounds of language; cannot identify phoneme sounds in spoken
language, and cannot manipulate these sounds
Does not know how to go about the task of learning
and studying; lacks organizational skills; passive
learning style, does not direct his own learning
Difficulty with gross motor abilities and fine motor
coordination
(exhibits general awkwardness and
clumsiness)
Poor in tasks requiring written expression, spelling,
and handwriting
Does not know how to act and talk in social situations; difficulty with establishing
satisfying social relationships and friendships
Difficulty with quantitative thinking, arithmetic, time,
space, and calculation facts
About 80% of students with learning disabilities
have disabilities in reading; problems in
learning to decode words, basic word recognition skills, or reading comprehension
Looking just at the learning disability is too limiting!
Students with learning disabilities manifest
strengths and weaknesses in !different
mental processes
Teachers need to look at students’ islands of
competence!
Four Classifications in Practical Terms
1.The student who had no trouble acquiring reading in his L1 in the first and
second grades
2.The student who had no trouble acquiring reading in his L1 in first and
second grades but in the third and fourth grades had reading comprehension
difficulties
4.The student who still has trouble reading Hebrew
3.The student who had trouble acquiring reading in Hebrew but with
learning strategies was able to overcome his difficulties and now reads relatively
fluently in Hebrew
Moreover, there is little understanding of the fact that it is not a matter of having students
with learning difficulties do a class or activity over again; it is a matter of having them do it
differently Vulnerabilities in language skills are
exacerbated for ELL students, especially those with learning
disabilities, because those students are trying to learn not only
language, but a new language!
These researchers believe that if the learning style of the student is at odds with the
style required to succeed in the classroom, serious learning
problems can occur
Although the research is not clear, all students
do not learn in the same way
We as teachers should focus on the students’ diverse strengths and help them approach learning from their
strengths .
Learning StylesAll learners have preferred ways of receiving
new and sometimes difficult information .
Awareness of these modalities for language teachers are important so that they can
accommodate to the individual differences and learning styles .
When we teach using the students' different sensory modalities the class
as a whole receives information in one or several channels
This Multisensory approach can also reinforce a learner's use of their less
developed senses
Grinder, 1989
Sensory Modalities
Howard Gardner’s work on multiple intelligences and the different ways that we
each learn, remember, perform, and understand may be helpful
Of similar importance is Betty Edwards work on the roles that the left-brain and the right-
brain play in our thinking, reasoning and complex mental functions
Teachers can improve the learning climate for many students and most assuredly for those with a learning disability by planning
tasks so that differing intelligences are called upon and by balancing the
involvement required of each hemisphere of the brain
Researchers believe that students with stronger visual processing skills may learn better through
sight word or language experience methods and that
students with stronger auditory processing skills may learn best
through phonics methods
Lerner, 2006
Beginning learners of a second language do not have native speaker competence
in English phonology
Thus, their language and literacy development must take a somewhat
different path than from a native speaker's development
Many believe their path takes on qualities
of a L1 learning disabled student, demanding a highly individualized
approach with linguistic instruction and remediation (Jannuzi, 1998)
I Teach Everyone Like They Are LD!
Here are some suggestions that are easy to incorporate
into classroom routine; naturally, different strategies
will be of more or less value to different students, particularly
with a culturally and linguistically diverse class
Reduce the level of distraction in the room
Always write the page number and exercise number on the board so that the LD student can always find his
place without asking
Whenever appropriate, present material using graphic and/or
sensory media
Combine both auditory and visual stimuli, say it and write it on the
board whenever possible
Use videos, demonstrations, and concrete materials
Give the gift of time whenever it is at all
possible
Students with learning disabilities may
require extra time to complete in-class and
homework assignments as well as
tests
Consider administering tests in alternative
formats such as orally or on computer
Have students use a word processor to whatever extent is
possible
Word processing makes rewriting and revising so much less laborious, its value is immeasurable for those students with fine-motor, sequencing,
spelling and other language manipulation
problems
Make it easy for students to ask for
repetition; bear in mind that it is important to
use the same language when you do repeat so that you do not change
the construct and defeat the purpose of the
repetition; Frame material by relating it to past
classroom or personal experience and
highlighting new material;
Whenever possible, cluster material so that
it is organized by category ;
Don’t issue too many instructions at the same time. Break tasks
down into their component parts and issue the instructions for
each part one at a time
Allow time in advance for students to think about items to be covered in class. Provide plenty of
pre-discussion, pre-writing, pre-reading lead
time and other pre-teaching activities
Begin each lesson with a review of what has been
learnedTell students the goal of the
lesson
Reorganize the seating to help students by placing
students with special needs near the teacher
Set up expectations for behavior. Give positive
feedback when behavior is satisfactory
“I like it when you”..……
Give feedback when behavior is not
satisfactory“I want you to”..……
Counsel student so your expectations are clearly
understood
Assure him that you care how she/he feels!
Really get to know the student. Target his strengths and help him shine in these
areas
Use an assignment calendar to give student a clear idea of due dates
If student cannot read text, use tape-recorded
books in a listening center or assign a peer to
read to the student
Upload a “Read Aloud” program so your student can hear the digital text
read aloud from the computer by an automated
voice
Allow student extra time on timed tests if they are
not standardized tests
Provide student a quiet setting free of
distractions in which to take testsTalk with student to
determine prior knowledge and begin
instruction at the appropriate level of
understanding
Use multiple-choice or matching tests instead of
full recall tests
Give open-book study sheets to student and to parent two weeks before major test so parent can
review information several times with the
student.
Keep daily parent-teacher notes
Allow student to use larger print books
Give parent a set of texts and papers to use at
home with child if homework is not taken home or because it gets lost on during its journey
Use special materials:, computer, spell check,
tape recorder, electronic dictionary
Use rewards to stimulate work completion
Use high-interest material of student’s
choosing when possible
Assign peer tutor or cross-aged tutor to help
child
Enroll students in a remedial program in
school
Encourage remedial program outside of
school
Allow student choice of assignments
Provide alternative assignment, at a lower
levelIncrease student-teacher time
Increase student-aide time
Sit with child to initiate work
Prioritize tasks to be done
Shorten assignments
Give extra time at recess, at lunch, or after school
for completion of assignments
Furnish written directions to the student
at his desk
Assign student buddy to help with directions
Provide immediate feedback of results
Work with special education teachers to
help all studentsUse differentiated
instruction to take into account the learning
styles and learning needs of all students in the
classSummarize what has
been learned at the end of each lesson
Provide positive support for all students
Teach all students study skills
Allow sufficient practice of the concepts or skills
for all students
Use colored markers on the whiteboard to differentiate and
emphasize
1 Have students number with 2 a pencil the lines
in a storyHave students use a
“Window Tracker” for reading if they
continuously lose the line they are reading in texts
“Life is not so much a matter of holding good cards but of playing a
poor hand well ”
Robert Louis Stevenson
How to Play a Poor Hand Well?
If provided with the right support, a teacher of a student with learning
disabilities can help the student succeed in school by both fostering the student’s
strengths and recognizing his weaknesses