Intensive Early Literacy Focus: Provision of Services to Students with Disabilities
Copyright© 2011 Texas Education Agency. Learning Disabilities Screening Inventory- Intensive...
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Transcript of Copyright© 2011 Texas Education Agency. Learning Disabilities Screening Inventory- Intensive...
Learning Disabilities Screening
Inventory-Intensive Interview
Improved Teaching, Assessments, Other
Referrals
Indication of a Learning Disability?
Learning Disability
Diagnosis?
OptionsAssessment/Diagnostic
Evaluation
©©1997 Sturomski & Associates
Adult Education and Literacy Instructional Model
© 1997Sturomski & Associates
Placement Testing
Student-Teacher Meeting Brief Interview
Teaching/LearningDiagnostic-Prescriptive/Approach
Improvement?
Student-Teacher Meeting (Choices)
Accommodations(ADA-Civil Right)
Copyright© 2011 Texas Education Agency
Effective Instruction For
All Adult Education StudentsIncluding Those With
Special Learning Needs
Neil Sturomski, M.S.
Consultant
Sturomski & Associates
Nancie Payne, M.S.
Consultant
Payne & Associates, Inc.
Copyright© 2011 Texas Education Agency
Effective Instruction For All Adult Education Students Including Those With Special Learning Needs:
What is it?This online training and five (5) face-to-face training
sessions will address:
• The needs of adult learners
• Recognizing special learning needs; and
• Utilizing instructional practices as well as accommodations.
Copyright© 2011 Texas Education Agency
Effective Instruction For All Adult Education Students Including Those With Special Learning Needs
About the Developers:
Neil Sturomski, M.S., the former Director of the National Adult Literacy and Learning Disabilities Center, has more than 25 years experience related to individuals with learning disabilities. A consultant and trainer for the General Education Development Testing Service (GEDTS), Mr. Sturomski has served as an advisory board member of the National Clearinghouse on Postsecondary Education for Individuals with Disabilities, the National Association of Adults with Special Learning Needs, and the Learning Disability Research and Training Center. Besides teaching graduate-level courses about learning disabilities at The George Washington and American Universities, Mr. Sturomski created Sturomski & Associates, a firm specializing in consulting about learning disabilities among adults, in 1996.
Nancie Payne, M.S. , President of Payne & Associates and the Northwest Center for the Advancement of Learning, is nationally recognized for over 25 years of work in education and workplace-based services for children and adult with disabilities, including consultation and staff development about the Payne Learning Needs Inventory (PLNI) which she developed. A consultant and trainer for the General Education Development Testing Service (GEDTS), Ms. Payne served on the President’s Committee for Employment of People with Disabilities Task Force, Washington, D.C.; she served as vice president of the National Association for Adults with Special Learning Needs; and she has served as an advisory board member of the Learning Disabilities Association, and as chairman of the Pacific Mountain Workforce Development Council.
Copyright© 2011 Texas Education Agency
Effective Instruction For All Adult Education Students Including Those With Special Learning Needs
Consists of . . .• An online course that provides information,
background, and context about Adult Education
students, including those with special learning needs• Course 1 (1 day): Introduction to Special Learning Needs
and Effective Tools• Course 2 (1 day): Diagnostic-Prescriptive Teaching• Course 3 (1 day): Informed and Explicit Instruction• Course 4 (1 day): Strategy Instruction• Course 5 (1 day): Accommodations/Culminating
Activity/Celebration of Completion
Copyright© 2011 Texas Education Agency
Who benefitsfrom the Special Learning Needs Training?
ABE/ASEAdult
Literacy
ESL & EL/Civics
Special Learning
Needs Training Workforce/Remediation
FamilyLiteracy
Transitions
Copyright© 2011 Texas Education Agency
Let’s talk about learning, literacy,
and learning disabilities . . .
Copyright© 2011 Texas Education Agency
● Are self-directed
● Have (rich) experience base
● Need to address real-life problems
● Need to apply learning immediately.
Adults . . .
Copyright© 2011 Texas Education Agency
What variables may influence an individual’s
ability to learn?
Copyright© 2011 Texas Education Agency
• Linguistic background
• Educational opportunities
• Background experiences
• Socioeconomic status
• Interference of study habits from previous education
• Cultural differences
• Values
• Intellectual capacity
• Health
Defining LiteracyIn History: Being able to sign one’s name
Military, Since World War I: Completion of the 8th grade
UNESCO, 1951: A person who is literate can, with understanding, both read and write a short, simple statement, on his/her everyday life.
U.S. Census Bureau, 1979: A person who has completed six or more years of schooling
National Assessment of Education Progress (NAEP), 1986:
Using printed and written information to function in society to achieve one’s goals and to develop one’s knowledge and potential.
Copyright© 2011 Texas Education Agency
Estimated percentage of adults in
(Estimated number of adults in) total U.S. population:
(Estimated percentage of adults in) literacy and adult basic education:
(Estimated percentage of adults in) Workforce Investment Act programs:
(Estimated percentage of adults in) TANF (spell out) programs:
(Estimated percentage of adults in) correctional programs:
Copyright© 2011 Texas Education Agency
The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning disabilities which are primarily the result of visual, hearing, or motor handicaps, or mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantage.
(United States Office of Education. (1977). Definition and criteria for defining students as learning disabled. Federal Register, 42:250, p. 65083. Washington, DC: U.S. Government Printing Office.)
The 1977 U.S. Office of Education
Copyright© 2011 Texas Education Agency
Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems with self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not by themselves constitute a learning disability. Although learning disabilities may occur concomitantly with other handicapping conditions (for example, sensory impairment, or serious emotional disturbance) or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. National Joint Committee on Learning Disabilities. (1988). Learning disabilities: Collective perspectives on issues affecting learning disabilities: Position papers and statements. Austin, TX: PRO-ED.) Issues on definition.
The National Joint Committee on Learning Disabilities
Copyright© 2011 Texas Education Agency
Specific learning disabilities is a chronic condition of presumed neurological origin which selectively interferes with the development, integration, and/or demonstration of verbal and/or nonverbal abilities. Specific learning disabilities exists as a distinct handicapping condition and varies in its manifestations and in degree of severity. Throughout life, the condition can affect self-esteem, education, vocation, socialization, and/or daily living activities.
(Association for Children with Learning Disabilities. (1986). ACLD Description: Specific Learning Disabilities. ACLD Newbriefs, Sept./Oct.(166), 15. Note: The Association for Children with Learning Disabilities is now the Learning Disabilities Association of America.)
The Learning Disabilities Association of America
Copyright© 2011 Texas Education Agency
Learning Profile: An Individual Without Learning Disabilities
Level Science Math Arts Social Skills
Reading Spelling Industrial Arts
English
Above Average
Average
Below Average
Learning Profile: Individual Without Learning Disabilities
Copyright© 2011 Texas Education Agency
Learning Profile: An Individual Without Learning Disabilities
Level Science Math Arts Social Skills
Reading Spelling Industrial Arts
English
Above Average
Average
Below Average
Learning Profile: Individual With Learning Disabilities
Copyright© 2011 Texas Education Agency
Average
Below Average
Level Science Math Arts Social Skills
Reading Spelling Industrial Arts
English
Above Average
Average
Below Average
Learning Profile: Individual With Learning Disabilities
Level Science Math Arts Social Skills
Reading Spelling Industrial Arts
English
Above Average
Average
Below Average Learning Profile: Individual Without Learning Disabilities
Copyright© 2011 Texas Education Agency
What is a Learning Disability?
We will look at …
What is NOT a Learning Disability
And
What Is a Learning Disability
Copyright© 2011 Texas Education Agency
A Learning Disability is NOT:
• Mental Retardation
• A homogenous
group of disorders
• The result of:– Poor academic
background– Emotional disturbance– Lack of motivation– Socio-economic
deprivation– Visual-hearing acuity– Lack of second
language proficiency– Physical disability
Copyright© 2011 Texas Education Agency
A Learning Disability Is:
• Inconsistent
• Permanent
• A pattern of uneven
abilities
• Average or above average intelligence
• A processing problem intrinsic to the individual
• Manifested in how the individual processes information.
Copyright© 2011 Texas Education Agency
Specific Learning Disabilities
• Perceptual Disorders
• Language Disorders– Spoken Language
• Receptive Aphasia• Expressive Aphasia
– Dyslexia– Dysgraphia– Dyscalculia
• Memory Disorders
• Motor Disorders
• Disorders of Cognition
• Nonverbal Disorders– Social Perception– Body Orientation– Directionality
Copyright© 2011 Texas Education Agency
Learning Disabilities
Glossary of Terms
LINK: xxxxxxxxxxxxxxxxxxxxxxx
Copyright© 2011 Texas Education Agency
Comprehension Check
• Question 1:
• Question 2:
• Question 3:
Copyright© 2011 Texas Education Agency
Principles of Adult Learning
The principles of adult learning play a key role in successfully working with all adults, especially those with learning disabilities.
These principles are:• Learning is lifelong• Adults need to be self-directing• Adult learning is directly related to their
motivation to change• Learning is problem-centered rather than
content-centered
Copyright© 2011 Texas Education Agency
Learning is Successful When the Student:
• Correctly retains information• Needs only intermittent reinforcement• Needs decreasing instructor assistance, and can proficiently use the information in daily life
Successful learning creates
independence!
Copyright© 2011 Texas Education Agency
Characteristics of Adults with Learning Disabilities
Slide should have clip art pop up as per instructions below.
Link should pop up as per instructions below
Copyright© 2011 Texas Education Agency
Characteristic Cartoon
• Family Circus (Handful and Grateful) Cartoon
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Mandatory and Preferred Learners
Visual Tactile
Auditory Kinesthetic
VisualTactile -
Auditory
Kinesthetic
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Attention Deficit/Hyperactivity Disorder: AD/HD
What is AD/HD?
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Medical Diagnosis: AD/HD—With or Without the “HD”
Differences between
Attention Disorder and
Attention Deficit Disorder or
Attention Disorder/Hyperactivity Disorder
Copyright© 2011 Texas Education Agency
Attention Deficit/Hyperactivity Disorder
• Is neurologically based• Is a nervous system
disorder• Indicates a chemical
imbalance• Usually occurs at
pre-adolescent maturation
• Must be present in two or more settings
• Requires clear evidence of impairment
• Is not the result of other disorders/ conditions
• Can be genetic• Is NOT a Learning
Disability!
Copyright© 2011 Texas Education Agency
ADHD Symptoms• ADHD Disorders Impact:
– Attention span, focus of attention, distractibility, impulsivity
• HD by Itself:– Affects Physical – Affects Mental– Affects Verbal
Copyright© 2011 Texas Education Agency
AD/HD . . . Occurs in 5-10% of the general
population (Latham/Latham, 1994)
Occurs in school age children, and
about 50% of these children appear
to outgrow the disorder Appears concomitantly with Learning
Disabilities in 70% of individuals
diagnosed with AD/HD
Copyright© 2011 Texas Education Agency
Comprehension Check: AD/HD
1. Question 1:
2. Question 2:
3. Question 3:
Copyright© 2011 Texas Education Agency
Accommodations and Adaptive Strategies—
Definitions and Requirements by Law
• What is an “Accommodation”?• Section 504 of the Rehabilitation
Act of 1973, and• Americans with Disabilities Act
(ADA)
Copyright© 2011 Texas Education Agency
Accommodations and Adaptive Strategies—Requirements by Law
• Section 504 of the Rehabilitation Act of 1973: Requires the use of Accommodations for anti-discrimination purposes in the educational setting
• Americans with Disabilities Act (ADA): Ensures that a qualified person with a disability has equal opportunity to perform a job through modifications to the environment
Copyright© 2011 Texas Education Agency
“Accommodation” versus “accommodation”
“Accommodation,” with a capital “A,” indicates a modification, technique, or intervention provided to a student to enhance his/her learning to compensate for the Learning Disability—and it is required by law The term, “accommodation,” written with a lower case “a,” indicates a modification, technique, or intervention provided to a student to enhance his/her learning to compensate for the Learning Disability—and is NOT required by law
Copyright© 2011 Texas Education Agency
What is a reasonable “Accommodation”?
A reasonable “Accommodation” (or “accommodation”) does not compromise the fiscal stability of, for example, and educational program, and it does not conflict with the mission statement and purpose of the program’s organization.
Copyright© 2011 Texas Education Agency
Accommodations and Interventions;Modifications and Adjustments
“The use and further development, where possible, of alternate strengths and intact
channels in order to compensate for the impaired channel or channels without compromising
standards or creating safety hazards.”
Copyright© 2011 Texas Education Agency
Accommodations . . .
• Provide ways in which an individual can be assisted to maximize his or her potential
• Provide alternative ways to learn
• Level the playing field
• Allow an individual with a Learning Disability to perform the essential functions of a job or task like anyone else who can do the job or task with or without an accommodation
• Assist an individual to perform a task by circumventing what does not work
• DO NOT perform the task itself
Copyright© 2011 Texas Education Agency
Accommodated Learning
Accommodated Learning means that accommodations and their uses need to be discussed and taught. If a person is granted
an accommodation of using an audiotape recorder to take the GED test, for example,
one cannot assume that the individual knows how to use a tape recorder and does need
initial help and practice in using it.
Copyright© 2011 Texas Education Agency
Accommodated Learning . . .• Puts emphasis on
discovering ways of coping with and circumventing functional limitations
• Puts less emphasis on remediating the Learning Disability
• Works along with other approaches to assist an individual with learning
• Bypasses the Learning Disability by getting information to individual by using an assistive device
• Requires instruction on how to use the assistive device
• Provides awareness about how an accommodation is useful and important to the learner
• Involves instruction on how accommodations can support learners and allow them to do things they could not do before
• Involves instruction on how to request the accommodations in other life situations
Copyright© 2011 Texas Education Agency
“Learning Disabilities-AD/HD Instructional Accommodations” Manual
In Course 1 Special Learning Needs face-to-face training session, you will be
provided with an accommodations manual that will include . . .
Copyright© 2011 Texas Education Agency
“Learning Disabilities-AD/HD Instructional Accommodations” Manual
• Identifies student weaknesses
• Identifies student strengths
• Selects the Manual Section that relates to the student weakness
• Reviews items in a section for those that use the strengths in the application (???)
• Identifies any Manual Sections directly related to strengths and other needs– Tactile/Kinesthetic– Attention– Organization– Social Skills– Etc.
• Supports monitoring and adjusting as needed
Copyright© 2011 Texas Education Agency
Comprehension Check:“Accommodations and Adaptive
Strategies”--Definitions
1. Question 1.
2. Question 2.
3. Question 3.
Copyright© 2011 Texas Education Agency
Where do we start? Assessing Individuals’ Learning Needs
Definition of Assessment: “The gathering of relevant information used to help adults make decisions for living fuller lives.”
Copyright© 2011 Texas Education Agency
First Stage of an Evaluation:Screening
Screening methods use abbreviated, informal methods to determine if an individual is “at risk” for a learning disability. Some examples of screening are:
• Interviews• Medical, school, or employment history reviews• Written answers to questions• A short test
A screening is NOT a thorough assessment although a qualified professional may refer to screening results to plan for administration of diagnostic tests.
Copyright© 2011 Texas Education Agency
An Evaluative Screening: The Payne Learning Needs Inventory (PLNI)
• Allows instructors to select applicable instructional strategies for the classroom
• Assists in identifying methods and techniques to teach the student in a more productive and meaningful way, and
• Helps in identification of resources and referrals which can benefit students
Copyright© 2011 Texas Education Agency
What is a Diagnosis?
A diagnosis is a statement describing the specific type of learning disability that an individual may have, based on an interpretation of the information gathered during the evaluation stage of diagnostic testing conducted by a licensed diagnostician.
It is useful if it explains the individual’s strength and weaknesses and determines eligibility for resources and services.
Copyright© 2011 Texas Education Agency
Results of Diagnosis: Recommendations
• Should provide direction in employment, education, and daily living• Should suggest specific and effective Instructional Strategies to compensate for and circumvent some of the effects of the disability• Identify specific strengths• Identify areas of development• Suggest possible Accommodations/accommodations for successful learning
Copyright© 2011 Texas Education Agency
Assessments: Qualified Professionals
• Are trained to conduct diagnostic evaluations• Are licensed to select, administer, and interpret neurological, psychological, educational, and vocational assessment instruments• Actively involve adults in the assessment process• Assess adults in manners appropriate to their ages, experience, and career objectives• Provide new information to adults for future planning and success
Copyright© 2011 Texas Education Agency
Recognizing possible Learning Difficulties and Learning Disabilities
During the course of the Special Learning Needs training, you will be provided with a list of assessment components targeting possible Learning Difficulties and Learning Disabilities. Here, you will become familiar with three examples of Learning Difficulties/Disabilities experienced by individuals:
- Visual Dyslexia
- Auditory Dyslexia
- Dysgraphia
Copyright© 2011 Texas Education Agency
Visual Dyslexia . . . Is caused by ‘short circuit’ responses within the brain as the language centers of the left cerebral cortex scrambles what the individual sees
Is characterized by turning letters, numbers, words, and syllables backwards, or a “mirror image” of the text
Causes difficulty writing information in correct sequence
Copyright© 2011 Texas Education Agency
Example of Primary Dyslexia (Writing):
HERE: Sample of writing from Page 61 of Participant’s (?) Manual
Example of Secondary Dyslexia (writing):HERE: Sample of writing from Page 60 of Participant’s (?) Manual
Visual Dyslexia
Copyright© 2011 Texas Education Agency
Auditory Dyslexia Is the most difficult form of Dyslexia to change The synapse pathways within the left cerebral cortex that ordinarily give meaning to what one hears do not process speech patterns accurately The phonemes (individual sounds in words) do not register as the student listens Chunks of the message may be missing; similar words become mixed together The development of spelling is blocked because the listener is “tone deaf.”
Copyright© 2011 Texas Education Agency
Auditory Dyslexia
Here is a sample of writing from dictation, Page 62, Participant’s Manual (???—is this correct??)
Copyright© 2011 Texas Education Agency
Dysgraphia• Is marked by the awkward control of the pencil in writing• Is characterized by writing pencil strokes in a clockwise and bottom-to-top motion; to write correctly, the pencil must make circular strokes counterclockwise, and up-and-down strokes should be made from top to bottom• Often results in hand cramps for the writer• Causes written work that is often difficult to decipher, and looks messy and cluttered
Copyright© 2011 Texas Education Agency
Some Examples of Dysgraphia
Please put some examples of Dysgraphia here—from Page 63 (??) of the Participant’s Manual.
Copyright© 2011 Texas Education Agency
Comprehension Check: Assessing Individuals’ Special Learning Needs
1. Question 1.
2. Question 2.
3. Question 3.
Copyright© 2011 Texas Education Agency
Learning more about ourselves and the way we learn.
Learning Styles
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This instrument can assist classroom instructors and support personnel in determining a student’s preferred learning style.
Instrument is divided into 3 main areas:Information gatheringWork ConditionsExpressive Preference
The C.I.T.E. Learning Styles Instrument
Copyright© 2011 Texas Education Agency
C.I.T.E. Learning Styles Inventory
• Place link to the C.I.T.E. form that can be filled out by participants.
• If possible….allow an option to print.
Copyright© 2011 Texas Education Agency
C.I.T.E. Nine Style Areas
• Auditory Language– This is the student who learns from hearing words
spoken.• Visual Language
– This is a student who learns well from seeing words in books, on the chalkboard, charts or workbooks.
• Auditory Numerical– This student learns from hearing numbers and oral
explanations.
Copyright© 2011 Texas Education Agency
C.I.T.E. Nine Style Areas
• Visual NumericalThis student must see numbers – on the board, in a book, or on a paper – in order to work with them.
• Auditory-Visual-Kinesthetic CombinationThe A-V-K student learns best by experience – doing, self-involvement.
• Individual LearnerThis student gets more work done alone.
Copyright© 2011 Texas Education Agency
• Group Learner– This student prefers to study with at least one
other student and will not get much done alone.• Oral Expressive
– This student prefers to tell what he or she know.• Written Expressive
– This learner can write fluent essays and good answers on tests to show what he or she knows.
C.I.T.E. Nine Style Areas
Copyright© 2011 Texas Education Agency
Teaching Styles• Now let’s reflect:
–What is your learning style?–What is your teaching style?
90% of what they SAY as they PERFORM a task
Copyright© 2011 Texas Education AgencyCone of Experience
People Generally Remember: Learner Activity:
Verbal Receiving
Visual Receiving
Hearing, Saying,Seeing, Doing!
10% of what they READ
20% of what they HEAR
30% of what they SEE
70% of what theySAY and WRITE
Role-play a SituationDo a Workshop Exercise
Watch Demonstration
View Exhibit
Watch Moving Pictures
Watch Still Pictures
Hear Words
Read
50% of what theySEE and HEAR
Simulate a Real Experience
Go Through the Real Experience
Copyright© 2011 Texas Education Agency
Special Learning Needs Resource Specialist
Where do I go from here?
Copyright© 2011 Texas Education Agency
Special Learning Needs Resource Specialist
• By participating in and completing the face-to-face training courses:– You will be able to build a foundation of understanding
about the needs of adult learners you work with, including those with special learning needs
– You will be able to identify and use effective instructional practices with all adult learners as well as applying accommodations so adult learners with special learning needs can maximize their potential and reach their goals
Copyright© 2011 Texas Education Agency
Special Learning Needs Resource Specialist Criteria
• Your responsibilities for participating in this training:– You must successfully complete the online training,
and bring your certificate of completion to Course 1– You must commit to attending, participating fully in,
and completing the five face-to-face training courses– You must be willing to complete all homework
assignments for each course
Copyright© 2011 Texas Education Agency
Special Learning Needs Resource Specialist Criteria
– You must possess the ability to work collaboratively with colleagues within your program
– You must be active classroom teachers, have some experience teaching adults, and be a teacher of record in TEAMS OR
– Be an adult educator such as Instructional Coordinator or Director who will be able to team with a teacher during the training to complete the homework assigned with students who have been struggling in the classroom
Copyright© 2011 Texas Education Agency
Special Learning Needs Resource Specialist Criteria
– You must be willing to administer screenings/inventories and to serve as a resource for administrators and instructors in your local program
– You must possess a minimum of a Bachelor’s Degree
Copyright© 2011 Texas Education Agency
Special Learning Needs Resource Specialist Criteria
Participants completing all homework and attending
all courses will receive a certified as a Special Learning Needs Resource Specialist
Special Note:*This Institute represents basic specialist training and
will not prepare participants to be trainers or diagnosticians
Copyright© 2011 Texas Education Agency
Special Learning Needs Resource Specialist
See you in Course 1
Enjoy the Training!