learning disabilities

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Learning Disabilities

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Page 1: Learning Disabilities

Learning Disabilities

Page 2: Learning Disabilities

LD DefinitionProcesses involved in understanding language

listening, speaking, reading, writing, spelling, mathing

(Includes )

perceptual disabilities

brain injury

minimal brain dysfunction

Dyslexia

developmental aphasia

NOT only Reading!

Page 3: Learning Disabilities

LD Definition

Dyslexia - a language based disability, in which a person has

trouble understanding words, sentences, or paragraphs

Dyscalculia - a mathematical disability in which a person has a

difficult time solving arithmetic problems and grasping math

concepts.

Dysgraphia - a writing disability in which a person finds it hard

to form letters or write within a defined space.

Auditory and Visual Processing Disabilities - sensory disability

in which a person has difficulty understanding language

despite normal hearing and vision.

Presented by Brent Daigle, Ph.D.

Page 4: Learning Disabilities

LD Definition

exclusionary language (NOT attributed to): mental retardation

emotional disturbance

cultural difference

environmental

economic disadvantage

“learning disabilities reflect unexpected learning problems in a seemingly capable child” (Zigmond)

Title 1 vs IDEiA

Presented by Brent Daigle, Ph.D.

Page 5: Learning Disabilities

LD Identification

No Universally accepted assessment

Discrepancy between (IQ) & achievement

No precise definition

No demarcation of average reading ability

Most identified around 3rd grade

Unidentified is MUCH worse

Presented by Brent Daigle, Ph.D.

Page 6: Learning Disabilities

LD IdentificationReading deficit & ADD : Reading struggles more

exacerbated, severe, and resistant to intervention

Presented by Brent Daigle, Ph.D.

Page 7: Learning Disabilities

LD Identification

Co-morbid

Time w/o service=difficult for improved outcomes

Presented by Brent Daigle, Ph.D.

Page 8: Learning Disabilities

Prevalence Rate

5% of all public school students

Mostly Reading

LD = ½ of all SPED services

over the past 20 years – why?

(2.9 million students)

Presented by Brent Daigle, Ph.D.

Page 9: Learning Disabilities

Prevalence Rate

Presented by Brent Daigle, Ph.D.

Page 10: Learning Disabilities

Prevalence Rate

Presented by Brent Daigle, Ph.D.

Page 11: Learning Disabilities

Phases of Assessment

Presented by Brent Daigle, Ph.D.

Page 12: Learning Disabilities

Students Characteristics

ReadingConfusion of similar words, difficulty using phonics, problems reading multi-syllable words. Slow reading rate and/or difficulty adjusting speed to the nature of the reading task. Difficulty with comprehension and retention of material that is read, but not with material presented orally.

WritingDifficulty with sentence structure, poor grammar, omitted words. Frequent spelling errors, inconsistent spelling, letter reversals. Difficulty copying from board or overhead. Poorly formed letters, difficulty with spacing, capitals, and punctuation.

MathDifficulty memorizing basic facts. Confusion or reversal of numbers, number sequence, or operational symbols. Difficulty reading or comprehending word problems. Problems with reasoning and abstract concepts.

Presented by Brent Daigle, Ph.D.

Page 13: Learning Disabilities

Students Characteristics

Oral LanguageDifficulty memorizing basic facts. Difficulty expressing ideas orally which the student seems to understand. Problems describing events or stories in proper sequence. Residual problems with grammar, difficulty with inflectional or derivational endings.

Study SkillsPoor organization and time management. Difficulty following directions. Poor organization of notes and other written materials. Need more time to complete assignments.

Social SkillsDifficulty "reading" facial expressions, body language. Problems interpreting subtle messages such as sarcasm. Confusion in spatial orientation, getting lost easily, difficulty following directions. Disorientation in time, difficulty telling time. (Wren)

Presented by Brent Daigle, Ph.D.

Page 14: Learning Disabilities

Reading Intervention2-3 yrs reading failure unresponsive to intervention

phonological awareness instruction in kindergarten

leads to positive effects during the first grade.

Frequent and intense

How to carry out inclusion ?

Presented by Brent Daigle, Ph.D.

Page 15: Learning Disabilities

Reading Intervention

Intervention depends on severity

It must be done:

74% students identified @ age 9 in lowest quartile

throughout middle/high

Longer student faces failure = greater chance for

more severe (co-morbid) problems

Explicit and targeted interventions:

Phonological awareness

Sound-symbol relationships

Meaning and reading comprehension

EXPERT teachers in kindergarten & 1st grade

Page 16: Learning Disabilities

Teacher Frustration

Teachers unprepared to teach x (math, reading…) to this

population.

Can’t be an expert and an area that you have not been taught!

We (colleges of Education) have

inadequately addressed this issue

Leads frustration and poor confidence.

Great teachers leave the profession or leave Special Education.

This cycle of events calls for honest and aggressive reform in

higher education.

Presented by Brent Daigle, Ph.D.

Page 17: Learning Disabilities

Things we’re doing Wrong

Ambiguous Definitions.Social and Political Factors

Inadequate Preparation of Teachers

Number of Professional Specialties Involved

Presented by Brent Daigle, Ph.D.

Page 18: Learning Disabilities

Things we can Do Better

Better Research

Broader Definitions

Identification of LD in Girls

Increased Awareness

Understanding of the Impact

Presented by Brent Daigle, Ph.D.

Page 19: Learning Disabilities

Reading Strategies

Decoding(there is no 1 way – these are ideas)

What is decoding?

•Teach regular phonetic patterns of English

• These familiar rules / apply to new context

• Begin simple words then more complex

• Irregular patterns introduced then mastered

Presented by Brent Daigle, Ph.D.

Page 20: Learning Disabilities

Reading Strategies

Comprehension Skills(there is no 1 way – these are ideas)

•Build from fundamental to advanced

• Factual texts first. Then evaluate / analyze

Presented by Brent Daigle, Ph.D.

Page 21: Learning Disabilities

Reading Strategies

Approaches(there is no 1 way – these are ideas)

•Need multiple approaches to instruction

• Research based

• Strategy should target the individual need and

learning style

o phonics?

o Linguistic

o Multisensory

o Language Experience Approach

o Reading Comprehension Support

Page 22: Learning Disabilities

Conclusions

Individualized

research-based strategies

Targeted Approaches

Definition

Teacher training

Presented by Brent Daigle, Ph.D.

Page 23: Learning Disabilities

Presented by Brent Daigle, Ph.D.