Learning disabilities in Learning disabilities in schools: The role of the schools: The role of the

educatoreducator

Dr. Carla DiGiorgioDr. Carla DiGiorgio

Faculty of Education, UPEIFaculty of Education, UPEI

May 30, 2009May 30, 2009

What are learning What are learning disabilities?disabilities?• a variety of disorders that affect the a variety of disorders that affect the

acquisition, retention, understanding, acquisition, retention, understanding, organization or use of verbal and/or non-organization or use of verbal and/or non-verbal information. verbal information.

• impairments in one or more psychological impairments in one or more psychological processes related to learning, processes related to learning,

• otherwise average or above average otherwise average or above average abilities essential for thinking and reasoning. abilities essential for thinking and reasoning.

• specific not global impairments and as such specific not global impairments and as such are distinct from intellectual disabilities. are distinct from intellectual disabilities.

What are they not?What are they not?

• Not ADHDNot ADHD

• Not due to general developmental Not due to general developmental disadvantagedisadvantage

• Not due to cultural or linguistic, or Not due to cultural or linguistic, or medical difficultiesmedical difficulties

Information processingInformation processing

• getting information into the brain getting information into the brain (INPUT), (INPUT),

• making sense of this information making sense of this information (INTEGRATION), (INTEGRATION),

• storing and later retrieving this storing and later retrieving this information (MEMORY) or information (MEMORY) or

• getting this information back out getting this information back out (OUTPUT). (OUTPUT).

Psychological processes:Psychological processes:

• phonological processing; phonological processing; • memory and attention; memory and attention; • processing speed; processing speed; • language processing; language processing; • perceptual-motor processing; perceptual-motor processing; • visual-spatial processing; visual-spatial processing; • executive functions; (e.g., planning, executive functions; (e.g., planning,

monitoring and metacognitive abilities). monitoring and metacognitive abilities).

Common learning Common learning disabilities:disabilities:• DyslexiaDyslexia – a language-based disability in which a person has trouble – a language-based disability in which a person has trouble

understanding written words. It may also be referred to as reading understanding written words. It may also be referred to as reading disability or reading disorder. disability or reading disorder.

• DyscalculiaDyscalculia – a mathematical disability in which a person has a – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math difficult time solving arithmetic problems and grasping math concepts. concepts.

• DysgraphiaDysgraphia – a writing disability in which a person finds it hard to – a writing disability in which a person finds it hard to form letters or write within a defined space. form letters or write within a defined space.

• Auditory and Visual Processing DisordersAuditory and Visual Processing Disorders – sensory disabilities in – sensory disabilities in which a person has difficulty understanding language despite which a person has difficulty understanding language despite normal hearing and vision. normal hearing and vision.

• Nonverbal Learning DisabilitiesNonverbal Learning Disabilities – a neurological disorder which – a neurological disorder which originates in the right hemisphere of the brain, causing problems originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic with visual-spatial, intuitive, organizational, evaluative and holistic processing functions. processing functions.

• (ADD/ADHD) interferes with a person’s ability to sustain attention or (ADD/ADHD) interferes with a person’s ability to sustain attention or focus on a task and to control impulsive behaviour (30-40% of focus on a task and to control impulsive behaviour (30-40% of people with LD also have ADHD)people with LD also have ADHD)

Signs of reading disability:Signs of reading disability:

• Slow reading rate and/or difficulty in modifying Slow reading rate and/or difficulty in modifying reading rate in accordance with the material's reading rate in accordance with the material's level of difficulty level of difficulty

• Uneven comprehension and retention of material Uneven comprehension and retention of material read read

• Difficulty identifying important points and themes Difficulty identifying important points and themes • Incomplete mastery of phonics, confusing similar Incomplete mastery of phonics, confusing similar

words, difficulty integrating new vocabulary words, difficulty integrating new vocabulary • Skips words or lines of printed material, and has Skips words or lines of printed material, and has

difficulty reading for long periods of timedifficulty reading for long periods of time

Sings of writing disability:Sings of writing disability:

• Difficulty planning a topic and organizing thoughts on Difficulty planning a topic and organizing thoughts on paper paper

• Difficulty with sentence structure (e.g., incomplete Difficulty with sentence structure (e.g., incomplete sentences, run-ons, poor use of grammar) sentences, run-ons, poor use of grammar)

• Frequent spelling errors (e.g., omissions, substitutions, Frequent spelling errors (e.g., omissions, substitutions, transpositions) transpositions)

• Difficulty proofreading written work and making Difficulty proofreading written work and making revisions revisions

• Essays are often limited in length Essays are often limited in length • Slow writing Slow writing • Poor handwriting (e.g., poorly formed letters, trouble Poor handwriting (e.g., poorly formed letters, trouble

with spacing, overly large handwriting) with spacing, overly large handwriting) • Inability to copy correctly from a book or the blackboardInability to copy correctly from a book or the blackboard

Oral language:Oral language:

• Inability to concentrate on and comprehend Inability to concentrate on and comprehend spoken language when presented rapidly spoken language when presented rapidly

• Difficulty orally expressing concepts that they Difficulty orally expressing concepts that they seem to understand seem to understand

• Difficulty speaking grammatically correct Difficulty speaking grammatically correct English English

• Difficulty following or having a conversation Difficulty following or having a conversation about an unfamiliar idea about an unfamiliar idea

• Trouble telling stories in sequence Trouble telling stories in sequence • Difficulty following oral or written directionsDifficulty following oral or written directions

Math:Math:

• Incomplete mastery of basic facts Incomplete mastery of basic facts • Reverse numbers (e.g., 123 to 321) Reverse numbers (e.g., 123 to 321) • Confused by symbols, especially + and x Confused by symbols, especially + and x • Copy problems incorrectly from one line to Copy problems incorrectly from one line to

another another • Difficulty recalling the sequence of Difficulty recalling the sequence of

operational concepts operational concepts • Difficulty comprehending word problems Difficulty comprehending word problems • Difficulty understanding key concepts and Difficulty understanding key concepts and

applications to aid problem solving applications to aid problem solving

Organization/study skills:Organization/study skills:

• Difficulty with organizational skills Difficulty with organizational skills

• Time management difficulties Time management difficulties

• Slow to start and complete tasks Slow to start and complete tasks

• Inability to recall what has been taught Inability to recall what has been taught

• Lack of effective notetaking abilities Lack of effective notetaking abilities

• Difficulty interpreting charts or graphs Difficulty interpreting charts or graphs

• Inefficient use of library or reference Inefficient use of library or reference materials materials

• Difficulty studying for and taking testsDifficulty studying for and taking tests

Attention and Attention and concentration:concentration:

• Trouble sustaining attention on Trouble sustaining attention on school-related tasks school-related tasks

• Fluctuating attention span/easily Fluctuating attention span/easily distracted by outside stimuli distracted by outside stimuli

• Difficulty juggling multiple tasks and Difficulty juggling multiple tasks and overloads quickly overloads quickly

Things to remember:Things to remember:

• Learning disabilities can affect the way in which a Learning disabilities can affect the way in which a person takes in, remembers, understands and person takes in, remembers, understands and expresses information. expresses information.

• People with learning disabilities are intelligent People with learning disabilities are intelligent and have abilities to learn despite difficulties in and have abilities to learn despite difficulties in processing information. processing information.

• Living with a learning disability can have an Living with a learning disability can have an ongoing impact on friendships, school, work, self-ongoing impact on friendships, school, work, self-esteem and daily life. esteem and daily life.

• People with learning disabilities can succeed People with learning disabilities can succeed when solid coping skills and strategies are when solid coping skills and strategies are developed. developed.

Teaching strategies: what do Teaching strategies: what do students with LD need:students with LD need:

• specific skill instruction; specific skill instruction;

• the development of compensatory the development of compensatory strategies; strategies;

• the development of self-advocacy the development of self-advocacy skills; skills;

• mentoring;mentoring;

• appropriate accommodations. appropriate accommodations.

What can all students benefit What can all students benefit from?from?• Learning styles** Learning styles** • Variety of teaching, learning modesVariety of teaching, learning modes• Variety of assessment tools: assessment Variety of assessment tools: assessment

should tie directly to learning goalsshould tie directly to learning goals• Model appropriate skills Model appropriate skills • Let students teachLet students teach• Encourage and reward student Encourage and reward student

collaborationcollaboration• One-on-one conferencingOne-on-one conferencing• Bloom’s taxonomy**Bloom’s taxonomy**

Presentation options:Presentation options:

• Provide on audio tape Provide on audio tape

• Provide in large print Provide in large print

• Reduce number of items per page or Reduce number of items per page or line line

• Provide a designated reader Provide a designated reader

• Present instructions orally Present instructions orally

Response options:Response options:

• Allow for verbal responses Allow for verbal responses • Allow for answers to be dictated to a Allow for answers to be dictated to a

scribe scribe • Allow the use of a tape recorder to Allow the use of a tape recorder to

capture responses capture responses • Permit responses to be given via Permit responses to be given via

computer computer • Permit answers to be recorded directly Permit answers to be recorded directly

into test booklet into test booklet

Timing:Timing:

• Allow frequent breaks Allow frequent breaks

• Extend allotted time for a test Extend allotted time for a test

Setting:Setting:

• Provide preferential seating Provide preferential seating

• Provide special lighting or acoustics Provide special lighting or acoustics

• Provide a space with minimal Provide a space with minimal distractions distractions

• Administer a test in small group Administer a test in small group setting setting

• Administer a test in private room or Administer a test in private room or alternative test site alternative test site

Tests scheduling:Tests scheduling:

• Administer a test in several timed Administer a test in several timed sessions or over several days sessions or over several days

• Allow subtests to be taken in a Allow subtests to be taken in a different order different order

• Administer a test at a specific time of Administer a test at a specific time of day day

Other:Other:

• Provide special test preparation** Provide special test preparation**

• Provide on-task/focusing prompts Provide on-task/focusing prompts

• Provide any reasonable Provide any reasonable accommodation that a student needs accommodation that a student needs that does not fit under the existing that does not fit under the existing categoriescategories

Assistive technology:Assistive technology:

• Word processing softwareWord processing softwareeg Co-writereg Co-writer

• Voice recognition softwareVoice recognition softwareeg. Dragon naturally speakingeg. Dragon naturally speaking

• Text-to-speech softwareText-to-speech softwareeg. Kurzweileg. Kurzweil

• Visual mapping software eg. InspirationVisual mapping software eg. Inspiration

Some great websites:Some great websites:

www.ldac-taac.cawww.ldac-taac.ca

www.ldonline.orgwww.ldonline.org

www.ldao.cawww.ldao.ca

www.ldapei.cawww.ldapei.ca

Thank you!Thank you!

cdigiorgio@upei.cacdigiorgio@upei.ca