LDAO-North Bay & Area Toolbox Conference 2014

Introductions • Elaine Beckett-Albert – LDAO-NB resource facilitator• Lead Learning Skills Advisor (NOARC)• Learning Disability Specialist (10 years experience) • Master’s Thesis (learning disabilities and adult

education) • Person with a LD & CAP

Agenda • What is a Learning

Disability?• Learning starts with the

emotional brain • Discussion • Overview of the process of

learning • Simulation of processing

weaknesses • Characteristics • Discussion

What is a Learning Disability?

• To have a learning disability an individual must have an average to above average intelligence with one or more processing weaknesses.

• To grasp processing weaknesses

• It helps to understand the basic learning process

The Beginning of the Learning Process – Activation is vital

• The brain’s limbic system supports emotions and motivation

• It can discern subtle levels of interest

• With the right amount of interest

• Brain chemicals are activated which are vital for:

• Engagement, concentration and work completion

Activity to Understand the Need for Activation

• Describe activities that you find boring or monotonous

• What happens to your mind and body in these situations?

What characteristics do you experience?

• Difficulties getting started • Sustaining focus • Regulating alertness• Managing frustration • Difficulty with recalling information • These are all characteristics of Executive Function

which is our management system for the process of learning

Boredom and Monotony • Report Writing Blues - is like the flu• Don’t want to get out of bed • Even when there is important things to do

• Flu of the mind – 4 different reasons • We all experience a sluggish mind now and again • Children with Learning Disabilities, ADHD or executive

function issues significantly impact their life

4 types of Attention Issues 1. Emotional issues – learning is secondary when

security is threatened 2. Processing weaknesses demand mental energy –

mental fatigue impacts attention 3. Doubt in ability (self-efficacy) impacts activation and

attention 4. ADHD – neural chemical basis

Discussion

•What would you do to engage students who have difficulty sustaining attention?

Phonological Processing Working with Speech Sounds

• Reading and Spelling Challenges : • Segmenting words• /C/ /A/ /T/ • Blending Words • /C/ /I R/ /C/ /U/ /S/ (one phoneme at a time)• Deletion • Say, “sat”. Say it again but do not say the “s”.• Say, “Mike”. Say it again but do not say the “k”.

Challenges with Phonological/ Auditory Processing •Distinguish the separate sounds in words•Manipulating speech sounds – to read and to spell • Filter out specific voices from noisy backgrounds • Recall instructions that are spoken • Recall multi-step directions that are spoken

Discussion •How could you support students who have the following characteristics?

Visual Spatial ProcessingWorking with Abstract Symbols and Space

• Simulation:A C D E G H I L M N O R S T U V ∆ Ө □ ~ ⌐ ≤ ∩ ◊ } « ↔ ∞ ⌠ » ≠ ∏

•Difficulties with visual processing:Ө ∞ ~ ∆ » ~ ⌠ ∆ ≤ ≠ ⌐~ □∩⌠∆ □ ∏ ∆ «» ∆ ⌐ ~.

Challenges with Visual Spatial Processing •Distinguishing one symbol from another (letters/numbers/words)•Distinguish printed letters from the background• Recognize a symbol from a partial image

Challenges with Visual Spatial Processing •Holding the sequence of visual information • Letter formation, math steps, keyboarding

• Eye/hand coordination • Staying within the margins and lines

• Positioning objects in space • Spacing letters & words – organizing material on a page –

multiple choice –separate sheet

Discussion •How could you support students who have the following characteristics?

Working Memory Holding Information In Conscious Thoughts

• Please copy the following sentence as fast as you can while I time you:

• Automatic tasks take very little capacity in your conscious thoughts.

• A cognitive task takes a huge capacity in your conscious thoughts!!!

• Turn over your sheet when you have completed the task

Working Memory Discussion • Extra time and extra

effort • Quality of work• Visual-motor integration

issue• Role of Working Memory• Automatic task• Cognitive task

• Memory – do you recall?

Challenges with Working Memory Issues • Reading• Blending sounds

(decoding)• Spelling (encoding)• Spelling - sequencing of

sounds• Recalling spoken

instructions • Reading comprehension

• Writing - many tasks happening at once • Holding thoughts • Forming letters • Spelling

• Students may forget their thoughts before they are recorded

Discussion •How could you support students who have the previous characteristics?

Understanding Behaviour • What do you do poorly? i.e. singing, dancing, cooking

etc.• You are now a student and the school system has

changed. You now need to _________ all of your class work.

• How would you feel?• What would you do if you had to demonstrate the skill

you find most challenging?

Behaviour • Work hard to develop this

skill!• Resiliency

• Avoid task! • Learned helplessness

• What can you do to discourage learned helplessness?

• Appreciate diversity – value a variety of strengths

Parents

• This is their precious cherished child • Build great hope for over

7 or more years • Difficulty resolving the

discrepancy between their hope and the assessment results • Confusion about the

results

Stages of Adjustment/Acceptance

• Normal process that parents need to move through:• Stage 1 – shock• Stage 2 – denial • Stage 3 – anger • Stage 4 – resignation • Stage 5 – acceptance• Stage 6 – provide

support to the school

LDAO-North Bay & Area Services

• Help explain assessments using every day language • Coaching to help students/parents navigate the school

system in a positive way:• Self advocacy skills – students asking for support • Advocacy skills – parents asking for support

• Technology workshops – for parents and students • Parent support groups – you are not alone • Resources at the public library

October is LD Awareness Month

• Friday Oct. 3rd Flag Raising – kick off for our events - North Bay City Hall at 10:00 am• Awareness Campaign – various days in the secondary

schools to accept and support students/teachers who learn differently – dress down days, hat days or wristbands awareness campaign • Thursday Oct. 23rd Guest Speaker – Angie DeMarco –

Neurodiversity - One Kids Place at 7:00 pm

Take the LDAO-North Bay & Area Challenge!

Purchase a wrist band to indicate that you support

Friends, classmates and teachers who learn differently

All proceeds go to the LDAO-NB services$2.00 per wristband

Questions

People with ADHD Have More Novelty Seeking Genes• Difficulty with one type of attention:• Required to sustain attention:• Difficulty with routine tasks • Difficulty with tasks that are not interesting to them• Difficulty with externally imposed tasks• Difficulty with tasks that are challenging for them

Novelty Seeking Gene