Learning Disabilities: Learning Disabilities: An IntroductionAn Introduction

Presented by Timothy S. Pure, Presented by Timothy S. Pure, Ed.M.Ed.M.

Learning SpecialistLearning Specialist

Rutgers-Camden Learning CenterRutgers-Camden Learning Center

What Is A Learning What Is A Learning Disability?Disability? A learning disability is a A learning disability is a

neurological condition that neurological condition that interferes with a person’s ability interferes with a person’s ability to store, process, or produce to store, process, or produce information. information.

-Learning Disabilities Association -Learning Disabilities Association of America (www.ldanatl.org)of America (www.ldanatl.org)

What Is A Learning What Is A Learning Disability?Disability? A learning disability is not the A learning disability is not the

result of other disorders such as result of other disorders such as mental retardation, autism, mental retardation, autism, hearing or vision impairments, or hearing or vision impairments, or from the effects of environmental, from the effects of environmental, cultural, or economic cultural, or economic disadvantage.disadvantage.

Myth #1Myth #1

Myth: “Learning disabilities don’t Myth: “Learning disabilities don’t really exist.”really exist.”

The Fact: Interdisciplinary The Fact: Interdisciplinary research has proven the research has proven the existence of LD. Furthermore, LD existence of LD. Furthermore, LD is a Federally-recognized and is a Federally-recognized and protected disability.protected disability.

Reading and the BrainReading and the Brain

Reading and the BrainReading and the Brain

Myth #2Myth #2

Myth: Learning Disabilities Can Be Myth: Learning Disabilities Can Be Fixed or Cured.Fixed or Cured.

The Truth: A learning disability is a The Truth: A learning disability is a life-long condition. However, with life-long condition. However, with appropriate accommodations and appropriate accommodations and supports, a person with LD can be supports, a person with LD can be be successful in employment, be successful in employment, family life, and the community.family life, and the community.

Famous People With Famous People With LDLD Robin Williams, Actor/Comedian Robin Williams, Actor/Comedian Whoopi Goldberg, Actor/ComedianWhoopi Goldberg, Actor/Comedian Keira Knightley, ActorKeira Knightley, Actor Edward James Olmos, ActorEdward James Olmos, Actor Orlando Bloom, ActorOrlando Bloom, Actor Richard Branson, Founder, Virgin Richard Branson, Founder, Virgin

GroupGroup John T. Chambers, CEO, Cisco John T. Chambers, CEO, Cisco

SystemsSystems Muhammad Ali, BoxerMuhammad Ali, Boxer Jewel, Singer/ActressJewel, Singer/Actress Ted Turner, President, Turner Ted Turner, President, Turner

Broadcasting SytemBroadcasting Sytem Charles Schwab, InvestorCharles Schwab, Investor Erin Brokovich, ActivistErin Brokovich, Activist Scott Adams, Cartoonist, Scott Adams, Cartoonist, DilbertDilbert David Boies, AttorneyDavid Boies, Attorney Jay Leno, TV PersonalityJay Leno, TV Personality

Myth 3Myth 3

Myth: People with LD are not as Myth: People with LD are not as smart as “normal” people.smart as “normal” people.

Fact 1: By definition, students Fact 1: By definition, students with LD must be of normal or with LD must be of normal or above-normal intelligence.above-normal intelligence.

Fact 2: People with dyslexia are Fact 2: People with dyslexia are often better “big-picture” thinkers often better “big-picture” thinkers than non-disabled peers than non-disabled peers (Shaywitz, 2003).(Shaywitz, 2003).

Just a thought...Just a thought...

““I couldn’t read. I just scraped by.”I couldn’t read. I just scraped by.” Charles R. SchwabCharles R. Schwab

– BA, MBA, Stanford UniversityBA, MBA, Stanford University– Net worth: $4.6 BillionNet worth: $4.6 Billion

AbleismAbleism

““[Ableism is] a pervasive system of [Ableism is] a pervasive system of discrimination and exclusion that oppresses discrimination and exclusion that oppresses people who have mental, emotional, and people who have mental, emotional, and physical disabilities... Deeply rooted beliefs physical disabilities... Deeply rooted beliefs about health, productivity, beauty, and the about health, productivity, beauty, and the value of human life, perpetuated by the public value of human life, perpetuated by the public and private media, combine to create an and private media, combine to create an environment that is often hostile to those environment that is often hostile to those whose physical, mental, cognitive, and sensory whose physical, mental, cognitive, and sensory abilities... fall out of the scope of what is abilities... fall out of the scope of what is currently defined as socially acceptable.”currently defined as socially acceptable.”– Rauscher & McClintock, 1996Rauscher & McClintock, 1996

Some Facts to Some Facts to Consider...Consider... Of all students with disabilities in post-Of all students with disabilities in post-

secondary education, 52.3% report that secondary education, 52.3% report that they consider themselves not to have a they consider themselves not to have a disability.disability.

7.3% have a disability and have not 7.3% have a disability and have not informed the school.informed the school.

The number of students with LD The number of students with LD attending four year college is attending four year college is significantly lower than their non-significantly lower than their non-disabled peers.disabled peers.– National Longitudinal Transition Study 2National Longitudinal Transition Study 2

Dyslexia/Reading Dyslexia/Reading DisabilityDisability

Dyslexia has two factors:Dyslexia has two factors:– 1. Deficit in Phonemic Awareness 1. Deficit in Phonemic Awareness

(ability to match sounds to letters)(ability to match sounds to letters) One test: “Say spider without the der.”One test: “Say spider without the der.”

– Answer: “spy”Answer: “spy”– Common mistake: “Spier”Common mistake: “Spier”

Dyslexia/Reading Dyslexia/Reading DisabilityDisability

Dyslexia has two factors:Dyslexia has two factors:– 2. Deficit in rapid naming.2. Deficit in rapid naming.

““I’m a fluent reader. It just takes me a I’m a fluent reader. It just takes me a long time to read.”long time to read.”

Reading Disability in Reading Disability in Young AdultsYoung Adults Slow, labored readingSlow, labored reading ““Automaticity” is never achievedAutomaticity” is never achieved Phonological weakness never goes awayPhonological weakness never goes away Poor handwritingPoor handwriting Very poor spellingVery poor spelling Strong secondary test anxietyStrong secondary test anxiety Difficulty perceiving the details in wordsDifficulty perceiving the details in words Time as a critical factor in performanceTime as a critical factor in performance Comprehension superior to rote memoryComprehension superior to rote memory Grasps the main idea better than the detailsGrasps the main idea better than the details Superior learning capability along with deficient Superior learning capability along with deficient

reading skillsreading skills– S. Shaywitz, 2005S. Shaywitz, 2005

Suggestions for Suggestions for ReadingReading Encourage students to take extra time for Encourage students to take extra time for

reading assignmentsreading assignments Encourage the students to learn to read Encourage the students to learn to read

strategicallystrategically Encourage the use of books on tape or CD.Encourage the use of books on tape or CD. Do not “cold call” students to read aloud.Do not “cold call” students to read aloud. Avoid multiple choice tests; instead, design Avoid multiple choice tests; instead, design

tests based on short essays.tests based on short essays. Say out-loud everything you write down.Say out-loud everything you write down. Multiple Means of Representation: Use as Multiple Means of Representation: Use as

many formats to present material as many formats to present material as possible.possible.

The Problem of The Problem of PowerPointPowerPoint Although bullet points make it easy for us to create slides, Although bullet points make it easy for us to create slides,

they don’t always make it easy for audiences to understand they don’t always make it easy for audiences to understand what we want to say. Growing numbers of people are what we want to say. Growing numbers of people are expressing a sense of frustration with the conventional expressing a sense of frustration with the conventional bullet points approach, and they’re expressing themselves bullet points approach, and they’re expressing themselves in a wide range of forums including discussion groups, in a wide range of forums including discussion groups, surveys, books, essays, articles, and blog postings. What surveys, books, essays, articles, and blog postings. What they’re saying, basically, is that slides filled with bullet they’re saying, basically, is that slides filled with bullet points create obstacles between presenters and audiences. points create obstacles between presenters and audiences. You might want to be natural and relaxed when you present, You might want to be natural and relaxed when you present, but people say that bullet points make the atmosphere but people say that bullet points make the atmosphere formal and stiff. You might aim to be clear and concise, but formal and stiff. You might aim to be clear and concise, but people often walk away from the presentations feeling people often walk away from the presentations feeling confused and unclear. And you might intend to display the confused and unclear. And you might intend to display the best of your critical thinking on a screen, but people say that best of your critical thinking on a screen, but people say that bullet points “dumb down” the important discourse that bullet points “dumb down” the important discourse that needs to happen for our society to function well. needs to happen for our society to function well. -Cliff Atkinson-Cliff Atkinson

The Problem of The Problem of PowerPointPowerPoint

When using PowerPoint, do NOT When using PowerPoint, do NOT use large blocks of text.use large blocks of text.

If you must put a large block of If you must put a large block of text on the screen, read it aloud text on the screen, read it aloud as well.as well.

Suggestions for Suggestions for Strategies for WritingStrategies for Writing When designing writing assignments, When designing writing assignments,

encourage the use of graphic organizersencourage the use of graphic organizers Use outlining techniques to aid the student Use outlining techniques to aid the student

in structuring his or her writing.in structuring his or her writing. Encourage the students to record the essay Encourage the students to record the essay

first, then produce the hard copy.first, then produce the hard copy. Encourage the use of word processing Encourage the use of word processing

programs for ALL stages of writing.programs for ALL stages of writing.

Math DisabilitiesMath Disabilities

The student:The student:– knows the material but tests poorly.knows the material but tests poorly.– makes “careless” mistakes.makes “careless” mistakes.– can’t keep up in class with basic can’t keep up in class with basic

skills items.skills items.– mixes up the order of operations mixes up the order of operations

(FOIL becomes FLOI).(FOIL becomes FLOI).

Math Disabilities Math Disabilities StrategiesStrategies Focus on “proofing” answers.Focus on “proofing” answers. Explain math note-taking techniques.Explain math note-taking techniques. Provide lots of practice.Provide lots of practice. Explain the “why” behind operations. Have Explain the “why” behind operations. Have

the tutee then explain it back to you in their the tutee then explain it back to you in their own words.own words.

Say out-loud everything you write down.Say out-loud everything you write down. Present information in as many formats as Present information in as many formats as

possible.possible. Make a study sheet for the student to keep Make a study sheet for the student to keep

on-hand during homework.on-hand during homework.

Metacognitive Metacognitive Difficulties and LDDifficulties and LD The student:The student:

– does not seem to know how to study.does not seem to know how to study.– displays memory skill deficits.displays memory skill deficits.– approaches papers and projects approaches papers and projects

without a plan and is reluctant to without a plan and is reluctant to begin.begin.

– overlooks multiple steps in projects overlooks multiple steps in projects and papers.and papers.

– displays poor organizational skills.displays poor organizational skills.

Metacognitive Issues Metacognitive Issues and LDand LD Suggestions:Suggestions:

– Create a “to do” list with students for Create a “to do” list with students for projects. Offer follow-up appointments projects. Offer follow-up appointments to check the progress and assist.to check the progress and assist.

– Create study guides with students Create study guides with students instead of just general review.instead of just general review.

– Create Create plans plans for studying and projects.for studying and projects.– Demonstrate the use of student Demonstrate the use of student

organizers and assignment planners.organizers and assignment planners.

Other Suggestions:Other Suggestions:

Use “concrete” language.Use “concrete” language. Give the students time to think... Give the students time to think...

try not to interrupt.try not to interrupt. Give students time to search for Give students time to search for

“lost words.” Try not to fill in the “lost words.” Try not to fill in the blanks.blanks.

The Model of The Model of ADD/ADHDADD/ADHD

ADD/ADHDADD/ADHD

Some possible indicators:Some possible indicators:– lack of sustained attentionlack of sustained attention– drifting in and out of listening when spoken to drifting in and out of listening when spoken to

directlydirectly– test anxietytest anxiety– procrastinationprocrastination– easily distractedeasily distracted– often forgetfuloften forgetful– loses things easilyloses things easily– chronic tardiness or poor attendancechronic tardiness or poor attendance– disorganizationdisorganization– difficulty with organizationdifficulty with organization– fidgets excessivelyfidgets excessively

ADD/ADHD StrategiesADD/ADHD Strategies

Give clear, concise directions.Give clear, concise directions. Break long assignments into shorter parts, Break long assignments into shorter parts,

offering more frequent feedback.offering more frequent feedback. Allow students to take a short break.Allow students to take a short break. Remind students to check their work, Remind students to check their work,

especially if it appears rushed or sloppy.especially if it appears rushed or sloppy. Vary instructional methods (i.e., don’t keep Vary instructional methods (i.e., don’t keep

doing the same thing!)doing the same thing!) If the student seems unfocused, gently try to If the student seems unfocused, gently try to

direct him or her back to the task.direct him or her back to the task.– ““I noticed you don’t seem with me right now. Do I noticed you don’t seem with me right now. Do

you want to take a thirty-second break?”you want to take a thirty-second break?”

Remember...Remember...

No two students are exactly alike. No two students are exactly alike. Strategies that work for one Strategies that work for one student may not work for another.student may not work for another.– Get to know each student. A student Get to know each student. A student

with a learning disability can be their with a learning disability can be their own best expert!own best expert!

What To Do...What To Do...

If you think a student has a If you think a student has a disability, or if a student discloses disability, or if a student discloses they have a disability and do not they have a disability and do not know who to talk to at Rutgers-know who to talk to at Rutgers-Camden...Camden......Refer them to the Learning ...Refer them to the Learning

Specialist.Specialist.

Referring StudentsReferring Students

If you encounter a student who If you encounter a student who you believe may have a disability, you believe may have a disability, avoid saying things like:avoid saying things like:– ““I think you need professional help.”I think you need professional help.”– ““This sounds too serious for me to This sounds too serious for me to

handle.”handle.”

Referring StudentsReferring Students

When you are working with a When you are working with a student who you believe has a student who you believe has a disability, be supportive.disability, be supportive.– ““You seem very frustrated by this. You seem very frustrated by this.

Would you like to talk to the Learning Would you like to talk to the Learning Specialist? He has some strategies Specialist? He has some strategies that might help you.”that might help you.”

– Find your own voice. Be Find your own voice. Be understanding.understanding.

Disability Support Disability Support InfrastructureInfrastructure

Rutgers-Camden Support StaffRutgers-Camden Support Staff

Timothy S. Pure, Learning Specialist,

RCLC

Office of Disability Support Services, New Brunswick

Committee

Dean Nathan Levinson, Coordinator of Disability Support

Services

- Collects & prepares documentation - Student Accommodations

- Academic Support- Learning Assessment & Referral

- Review of diagnostic materials - Experts in LD/ADD field

One Final Thought...One Final Thought...

““It’s up to the student to learn. It’s up to the student to learn. It’s up to the teacher to make It’s up to the teacher to make learning possible.”learning possible.”– Charles Babb, 1997Charles Babb, 1997

...And One More......And One More...

““Disability is a natural form of human Disability is a natural form of human diversity that is neither pitiable nor diversity that is neither pitiable nor heroic... disability is only tragic when heroic... disability is only tragic when the needs of disabled people are not the needs of disabled people are not met.”met.”– Thomas Hehir, PhdThomas Hehir, Phd

Professor, Harvard UniversityProfessor, Harvard University Director, U.S. Department of Education, Office Director, U.S. Department of Education, Office

of Special Education Programs, 1993-1999of Special Education Programs, 1993-1999

Resources...Resources...

The Learning Center Can Help...The Learning Center Can Help...– Timothy S. Pure, Learning SpecialistTimothy S. Pure, Learning Specialist

856-225-2717 (Phone)856-225-2717 (Phone) tpure@camden.rutgers.edutpure@camden.rutgers.edu Office Hours: 8:30-5:00, Monday – Office Hours: 8:30-5:00, Monday –

FridayFriday Armitage Hall, Room 231Armitage Hall, Room 231

Further Readings...Further Readings...

Shapiro, J. (1993). “No Pity.” Shapiro, J. (1993). “No Pity.” Three Rivers Press, NY.Three Rivers Press, NY.

Shaywitz, S. (2005). “Overcoming Shaywitz, S. (2005). “Overcoming Dyslexia.” Alfred A. Knopf, NY.Dyslexia.” Alfred A. Knopf, NY.