tldf, 2011
DESCRIPTION
R. TLDF, 2011. Learning Disabilities Remediation Approach and techniques Vinita Subramani Learning Behavior Specialist. 25-26 November, Mumbai Please contact Vinita Subramani for use of any of the following material. Topics for discussion. Special education – the Referral process - PowerPoint PPT PresentationTRANSCRIPT
25-26 November, Mumbai
Please contact Vinita Subramani for use of any of the following material
TLDF, 2011
Learning Disabilities Remediation Approach and techniques
Vinita SubramaniLearning Behavior Specialist
R
2
Topics for discussion
▪ Special education – the Referral process
▪ Intervention principles
▪ Remediation approach and techniques – Specific Reading Disability
▪ Questions & Answers
3
Remediation techniques are an integral part of the IEP implementation phase of the multi-step special education referral process in the US
▪ Parent or
educator
recognizes a
need or a
problem
shown by the
student
▪ Can be on
basis of
discrepancy in
student’s
academics,
social/emotion
al, behavioral
and/or
physical ability
RecognitionRecognition Pre-referralPre-referral ReferralReferralSpecial Education Evaluation
Special Education Evaluation
EligibilityEligibility IEP meetingIEP meeting IEP implemen- tationIEP implemen- tation
IEP re-evaluationIEP re-evaluation
Focus of discussion today
▪ Also called
Response To
Intervention
(RTI)
▪ For students
who have
been
recognized as
needing
alternative/ad
ditional
assistance
▪ More formal
process to
identify,
develop and
implement
alternative
education
strategies
▪ For students
continuing to
experience
difficulties after
RTI
▪ Student referred
for special
education
evaluation
▪ Can be initiated
by school,
parents or
anyone else
involved in the
child’s education
▪ Psycho-
educational
evaluation
conducted by a
multi-disciplinary
team
▪ Comprehensive
and formal
evaluative
measures used
for gathering
info. on
intelligence,
achievement,
behavioral,
medical and
disability specific
issues
▪ Professionals
involved in
evaluation
meet to
decide
eligibility of
student for
special
education
services
▪ If students do
not meet
evaluation
criteria, then
schools work
out plan to
provide
services for
student on
their own
▪ Individualized
Education
Program (IEP)
▪ IEP team made
up of parent,
General Ed
teacher, Special
Ed teacher,
school
psychologist and
others
▪ IEP team shapes
the IEP (legal
contract between
parent and school
district)
▪ IEP describes
Special Ed.
services to be
provided by
school district
▪ Remedial
strategies and
interventions
implemented to
help student
address
identified LD
▪ School
personnel keep
documentation
of student
performance
against
benchmarks and
annual goals
stated in student
IEP
▪ Annual re-visiting
of current student
IEP
▪ Performance
against
benchmarks and
goals evaluated
▪ IEP updated for
next year with
new goals and
objectives based
on any new data
based on annual
assessment
4
Remediation for children with LD is delivered in the US school system using any of three different environments
Self-contained classroomSelf-contained classroom Resource roomResource room Inclusive classroomInclusive classroom
▪ For children who cannot
benefit from a general
education class placement
▪ Includes children with
ADHD or severe disabilities
▪ Low student-teacher ratio
(8:1 or 10:1)
▪ In some cases, teacher
aides or assistants can be
used (in addition to
teacher)
▪ For children who benefit
from social interaction and
peer learning
▪ Classroom includes
students of all abilities
(general and special ed.)
co-taught by one general
and one special ed. teacher
▪ For children who benefit
from being in a regular
classroom but also need
limited focused intervention
daily
▪ Resource room used for
the hours in the day when
the children need focused
intervention
▪ Includes, children with mild
to moderate learning
difficulties
▪ Can be individual or in
small groups
5
A few common intervention principles are followed irrespective of the environment in which remediation is delivered
▪ Post-test to determine progress and plan new goals and objectives
▪ Recommendations should be evidence based
– Choose best practices, avoid ones with little validity
– Should be based on peer-reviewed, scientifically based findings
▪ Individualize the issue – one size does not fit all
– Teach to the level of involvement
– Consider other associated cognitive, attentional, perceptual and sensory
impairments
– Take into account level of maturity, motivation and lack of impulse control
▪ Recognize developmental changes that occur as the student grows older
▪ Begin with child’s current level of achievement – pretest
▪ Begin from a “place of strength” to address deficits in other modalities
▪ Tap all available modalities to plan intervention approach
▪ Scaffold instruction
▪ Work within a child’s ability – Zone of Proximal Development
▪ Strategic instruction- ensure generalization across all domains
▪ Encourage self-regulation for greater independence
Principles
UnderstandUnderstand
MonitorMonitor
CustomizeCustomize
6
Specific Reading Disability (or Developmental Dyslexia) is by far the most common learning disability accounting for ~80% of affected children
Source: Source
VocabularyVocabulary
DecodingDecoding
Details follow
ADHD
Develop-mental Dyslexia
Dysgraphia
Dyscalculia
Non-verbalLD
Specific reading disability is the most common learning disability…
Reading comprehensionReading comprehension
▪ Critical skills:– Phonics– Phonological
awareness
▪ For general communication, usage, technical use
▪ Good vocabulary also aids comprehension
▪ Ability to draw
meaning from text
(i.e., get the
message of what
they are reading)
…requiring 3 basic capabilities to be in place for children to become good readers
7
Practitioners can use various tools in the area of Vocabulary and Reading comprehension to help students with LD, with the goal of encouraging them towards higher critical thinking skills
Source: readwritethink, reading quest, internet research
Anticipation guideAnticipation guide K-W-LK-W-L T-chartT-chart
TimelineTimeline Vocabulary word webVocabulary word web
8
Vocabulary: It is helpful to keep the following principles in mind while establishing a remedial program for vocabulary enhancement
Establish a culture that values new and interesting words
Establish a culture that values new and interesting words
Focus on vocabulary across different learning contexts
Focus on vocabulary across different learning contexts
▪ Example: “Author Chair”– Peer review: Students take turn examining
each other’s work– Creates a “riskless” atmosphere of learning
(with active peer guidance and minimal
teacher intervention)
▪ Example: When reading about a
“Quadricycle” in a story…– Link previously gained knowledge from
math lessons (quadrangle) to derive
meaning and learn a new word (i.e.,
quadricycle) from the story
Connect vocabulary words to writing activities
Connect vocabulary words to writing activities BrainstormingBrainstorming
▪ Example: “Mini lessons” before starting a
new unit– List of difficult words introduced before the
actual reading of the new unit– Meaning and definitions of these words
taught explicitly beforehand– Students encouraged to use these words in
writing before starting new unit
▪ Example: Retire oft-used words and
brainstorm “wow” synonyms…– Visibly retire oft-used words (e.g., good,
great etc.)– Brainstorm with students to come up with
“wow” synonyms (e.g., spectacular) – Encourage students to use “wow” words in
writing activities
9
Vocabulary: A simple tool like the vocabulary word web graphic organizer can help children with LD gain confidence in new word usage
▪ In this exercise, students take a
particular word and collaborate as a
group to use it in different contexts
▪ Students find this extremely
valuable as,
– They own a personal collection of
words they are proud to use
– Acts as a ready reference for
them when they come across the
word again
– Builds self-confidence in using the
word given, they get to play
around with the word during the
vocabulary web exercise
Vocabulary word webVocabulary word web
Synonyms Use in a sentence
Word to learn
Definition
FearlessFearless
Not afraid or braveNot afraid or brave
Shivaji was a fearless warriorShivaji was a fearless warrior
Without fear, showing a lack of fear Without fear, showing a lack of fear
10
Reading comprehension: K-W-L and Questioning strategy are powerful tools to use in helping children gain meaning from text
K-W-LK-W-L
▪ A pre, during and post-reading activity
developed by Ogle (1986)
▪ Can be used to model to children that
reading is an active, constructive
process
▪ Students find this extremely valuable
as,
– They can confirm their prior
knowledge of the given topic
– Build further on their existing
knowledge of the subject
– Build anticipation and enthusiasm to
learn more about the subject by
asking pointed questions
– Acts as a ready reference for
students for written composition
Know Want to know Learn
▪ What I already know
▪ What I would like to know
▪ What I learned after reading
▪ Example: Subject - Gorillas
▪ They are big
▪ They are black in
color
▪ They have black
eyes
▪ What do they eat?
▪ Where do they
live?
▪ Gorillas eat plants
and leaves
▪ Gorillas live in
forests of Central
Africa
▪ Matured male
gorillas have
silver hair and are
called silver backs
11
Reading comprehension: K-W-L and Questioning strategy are powerful tools to use in helping children gain meaning from text
Questioning strategyQuestioning strategy
▪ Used after reading a story to get an
idea of student understanding and to
direct their attention to important parts
of the story
▪ Students find this extremely valuable
as,
– They learn to internalize the
questioning strategy
– Enables them to focus on important
story elements
– Helps them understand character
motivations, main problem and
resolution
Sample list of questions
▪ Who are the most important characters in the story?
▪ What do we know about them?
▪ Describe what they look like – their personalities etc.?
▪ How do we know that?
▪ What did (name of main character) do?
▪ Why did he/she do that?
▪ What happened after he/she (name the main activity)?
▪ What was the main problem in the story?
▪ How was the problem solved?
▪ What is the main point of the story?
12
In summary…Remediation techniques are an integral part of the IEP implementation phase of the multi-step special education referral process in the US
▪ Parent of
educator
recognizes a
need or a
problem
shown by the
student
▪ Can be on
basis of
discrepancy in
student’s
academics,
social/emotion
al, behavioral
and/or
physical ability
RecognitionRecognition Pre-referralPre-referral ReferralReferralSpecial Education Evaluation
Special Education Evaluation
EligibilityEligibility IEP meetingIEP meeting IEP implemen-tation
IEP implemen-tation
IEP re-evaluation
IEP re-evaluation
Focus of discussion today
▪ Also, called
Response To
Intervention
(RTI)
▪ For students
who have
been
recognized as
needing
alternative
assistance
▪ More formal
process to
identify,
develop and
implement
alternative
education
strategies
▪ For students
continuing to
experience
difficulties after
RTI
▪ Student referred
For special
education
evaluation
▪ Can be initiated
by school,
parents or
anyone else
involved in the
child’s education
▪ Psycho-
educational
evaluation
conducted by a
multi-disciplinary
team
▪ Comprehensive
and formal
evaluative
measures used
for gathering info.
on intelligence,
achievement,
behavioral,
medical and
disability specific
issues
▪ Professionals
involved in
evaluation
meet to
decide
eligibility of
student for
special
education
services
▪ If students do
not meet
evaluation
criteria, then
schools work
out plan to
provide
services for
student on
their own
▪ Individualized
Education
Program (IEP)
▪ IEP team made
up of parent,
General Ed
teacher, Special
Ed teacher,
school
psychologist and
others
▪ IEP team shapes
the IEP (legal
contract between
parent and school
district)
▪ IEP describes
Special Ed.
services to be
provided by
school district
▪ Remedial
strategies and
interventions
implemented to
help student
address
identified LD
▪ School
personnel keep
documentation
of student
performance
against
benchmarks and
annual goals
stated in student
IEP
▪ Annual re-visiting
of current student
IEP
▪ Performance
against
benchmarks and
goals evaluated
▪ IEP updated for
next year with
new goals and
objectives based
on any new data
based on annual
assessment
Remediation for children with LD is delivered in the US school systems using any of three different environments
Self-contained classroomSelf-contained classroom Resource roomResource room Inclusive classroomInclusive classroom
▪ For children who cannot
benefit from a general
education class placement
▪ Includes, children with
ADHD or severe disabilities
▪ Low student-teacher ratio
(8:1 or 10:1)
▪ In some cases, teacher
aides or assistants can be
used (in addition to teacher)
▪ For children who benefit
from social interaction and
peer learning
▪ Classroom includes
students of all abilities
(general and special Ed.)
co-taught by one general
and one special ed. teacher
▪ For children who benefit
from being in a regular
classroom but also need
limited focused intervention
daily
▪ Resource room used for the
hours in the day when the
children need focused
intervention
▪ Includes, children with mild
to moderate learning
difficulties
▪ Can be individual or in
small groups
A few common intervention principles are followed irrespective of the environment in which remediation is delivered
▪ Post-test to determine progress and plan new goals and objectives
▪ Recommendations should be evidence based
– Choose best practices, avoid ones with little validity
– Should be based on peer-reviewed, scientifically based findings
▪ Individualize the issue – one size does not fit all
– Teach to the level of involvement
– Consider other associated cognitive, attentional, perceptual and sensory
impairments
– Take into account level of maturity, motivation and lack of impulse control
▪ Recognize developmental changes that occur as the student grows older
▪ Begin with child’s current level of achievement – pretest
▪ Begin from a “place of strength” to address deficits in other modalities
▪ Tap all available modalities to plan intervention approach
▪ Scaffold instructions
▪ Work within a child’s ability – Zone of Proximal Development
▪ Strategic instruction- ensure generalization across all domains
▪ Encourage self-regulation for greater independence
Principles
UnderstandUnderstand
MonitorMonitor
CustomizeCustomize
Special Reading Disability (or Developmental Dyslexia) is by far the most common learning disability accounting for ~80% of affected children
VocabularyVocabulary
DecodingDecoding
Details follow
ADHD
Develop-mental Dyslexia
Dysgraphia
Dyscalculia
Non-verbalLD
Special reading disability is the most common learning disability…
Reading comprehensionReading comprehension
▪ Critical skills:– Phonics– Phonological
awareness
▪ For general communication, usage, technical use
▪ Good vocabulary also aids comprehension
▪ Ability to draw
meaning from text
(i.e., get the
message of what
they are reading)
…requiring 3 basic capabilities to be in place for children to become good readers
Vocabulary: It is helpful to keep the following principles in mind while establishing a remedial program for vocabulary enhancement
Establish a culture that values new and interesting words
Establish a culture that values new and interesting words
Focus on vocabulary across different learning contexts
Focus on vocabulary across different learning contexts
▪ Example: “Author Chair”
– Peer review: Students take turn examining
each other’s work
– Creates a “riskless” atmosphere of learning
(with active peer guidance and minimal
teacher intervention)
▪ Example: When reading about a
“Quadricycle” in a story…
– Link previously gained knowledge from
math lessons (quadrangle) to derive
meaning and learn a new word (i.e.,
quadricycle) from the story
Connect vocabulary words to writing activities
Connect vocabulary words to writing activities BrainstormingBrainstorming
▪ Example: “Mini lessons” before starting a
new unit
– List of difficult words introduced before the
actual reading of the new unit
– Meaning and definitions of these words
taught explicitly beforehand
– Students encouraged to use these words in
writing before starting new unit
▪ Example: Retire oft-used words and
brainstorm “wow” synonyms…
– Visibly retire oft-used words (e.g., good,
great etc.)
– Brainstorm with students to come up with
“wow” synonyms (e.g., spectacular)
– Encourage students to use “wow” words in
writing activities
Vocabulary: A simple tool like the vocabulary word web graphic organizer canhelp LD children gain confidence in new word usage
▪ In this exercise, students take a
particular word and collaborate as a
group to use it in different contexts
▪ Students find this extremely
valuable as,
– a personal collection of words
they are proud to use
– Acts as a ready reference for
them when they come across the
word again
– Builds self-confidence in using
the word given, they get to play
around with the word during the
vocabulary web exercise
Vocabulary word webVocabulary word web
SynonymsSynonyms Use in a sentenceUse in a sentence
Word to learnWord to learn
DefinitionDefinition
FearlessFearless
Not afraid or braveNot afraid or brave
Shivaji was a fearless warriorShivaji was a fearless warrior
Without fear, showing a lack of fear Without fear, showing a lack of fear
Reading comprehension: K-W-L and Questioning strategy are powerful tools to use in helping children gain meaning from text
K-W-LK-W-L
▪ A pre, during and post reading activity
developed by Ogle (1986)
▪ Can be used to model to children that
reading is an active, constructive
process (i.e., you build meaning as
you go)
▪ Students find this extremely valuable
as,
– They can confirm their prior
knowledge of the given topic
– Build further on their existing
knowledge of the subject
– Build anticipation and enthusiasm to
learn more about the subject by
asking pointed questions
– Acts as a ready reference for
students for written composition
▪ Example: Subject - Gorillas
▪ Gorillas eat plants
and leaves
▪ Gorillas live in
forests of Central
Africa
▪ Matured male
gorillas have
silver hair and are
called silver
backs
▪ What do they
eat?
▪ Where do they
live?
▪ They are big
▪ They are black in
color
▪ They beat their
chest
LearnWant to knowKnow
▪ What I would like to know
▪ What I learned after reading
▪ What I already know
▪ Example: Subject - Gorillas
▪ Gorillas eat plants
and leaves
▪ Gorillas live in
forests of Central
Africa
▪ Matured male
gorillas have
silver hair and are
called silver
backs
▪ What do they
eat?
▪ Where do they
live?
▪ They are big
▪ They are black in
color
▪ They beat their
chest
LearnWant to knowKnow
▪ What I would like to know
▪ What I learned after reading
▪ What I already know
Reading comprehension: K-W-L and Questioning strategy are powerful tools to use in helping children gain meaning from text
Questioning strategyQuestioning strategy
▪ Used after a story to get an idea of
student understanding and to direct
their attention to the important parts of
the story
▪ Students find this extremely valuable
as,
– They learn to internalize the
questioning strategy
– Enables them to focus on important
story elements
– Helps them understand character
motivations, main problem and
resolution
Sample list of questions
▪ Who are the most important characters in the story?
▪ What do we know about them?
▪ Describe what they look like – their personalities etc.?
▪ How do we know that?
▪ What did (name of main character) do?
▪ Why did he/she do that?
▪ What happened after he/she (name the main activity)?
▪ What was the main problem in the story?
▪ How was the problem solved?
▪ What is the main point of the story?
▪ Remediation
techniques can be
administered in
different
environments
▪ However, they
follow a common
set of intervention
principles
▪ Specific Reading Disability (or
Developmental Dyslexia) is by far
the most common LD
▪ Vocabulary and Reading
Comprehension are key capabilities
to build in children (decoding
capability being the foundation)
▪ Several tools can be used to
encourage children towards higher
critical thinking
▪ Author chair and use of word web to
build vocabulary in children with LD
▪ K-W-L and Questioning strategy help
with reading comprehension
Vocabulary
Reading Comprehension
13
Points to ponder…
▪ Scaffold instruction and aim for independence
▪ Impart strategic instruction – transform students into active learners, provide knowledge that can transfer to other academic and social areas
▪ Accountability – have meaningful and measurable goals for progress