ld students
TRANSCRIPT
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Working with Students withLearning Disabilities
Definition of LDCharacteristics of students with LDFive Stages of LearningRecommendations for Gen. Ed. teachers
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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
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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.
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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.
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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.
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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
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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
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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
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Common Secondary Characteristics ofIndividual’s with Learning Disabilities
Low motivation
Poor Self-Esteem
Behavioral Concerns
Physical Affects
Self-Critical &
Critical of Others
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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
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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.
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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
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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
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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
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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
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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
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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
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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)
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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
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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
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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
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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.
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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
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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)
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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)
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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
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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!!!!
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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.
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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
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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