Learning Disabilities

LD-Learning DisabledStudent with a Learning

Disability

Rules

• Respect• Sensitivity• Confidentiality

Specially designed instruction means, “…adapting... content,

methodology, or delivery of instruction” to meet the unique needs of the child and ensure

access to the general curriculum (34 CFR 300.26 (b)

(3)).

F.A.T. City (video-clip)

• Special Features– Part I

• Introduction

Reading and Decoding Icebreaker

• How did it make you feel?

I suspect that children with learning disabilities must frequently experience

an “Alice in Wonderland existence. Often we find that they must cope with an

unstable world, inconsistent adults and haphazard perceptions. They’re confused

by crazy symbols we give them, pressured by the length of time in which

to do it and frustrated by repeated failures. They do not learn the traditional way, so we must teach them differently.

Reading Simulation

F.A.T City (video-clip)

• Reading and Decoding• Reading Comprehension

Visual Processing Disorder:

• perceptual, disorder refers to a hindered ability to make sense of information taken in through the eyes.

• Difficulties with visual processing affect how visual information is interpreted, or processed by the brain.

(Spatial Information)

Visual Learners

• Visual learners like to write down directions and pay better attention to lectures if they watch them.

• (Learners who are visual-spatial usually have difficulty with the written language) do better with charts,

demonstrations, videos, and other visual materials.

Visual Learners(cont./FYI)

• Use graphs, charts, illustrations, or other visual aids.

• Include outlines, concept maps, agendas, handouts, etc. for reading and taking notes.

• Include plenty of content in handouts to reread after the learning session.

• Leave white space in handouts for note-taking.

• Invite questions to help them stay alert in auditory environments.

Post flip charts to show what will come and what has been presented. Emphasize key points to cue when to takes notes. Eliminate potential distractions. Supplement textual information with illustrations whenever possible. Have them draw pictures in the margins. Have the learners envision the topic or have them act out the subject matter.

F.A.T City (video-clip)

• Visual Perception

Learning DisabilitiesAuditory Processing Disorder

• hearing system's ability to – to locate, separate, and distinguish sounds in the

environment.  – Speech perception, distinctions needed to

successfully distinguish the many sounds that are embedded in the ongoing stream of running speech. 

– Recognizing the differences between the sounds in the words [bat] and [mommy] is not too demanding.  However, distinguishing the sounds in the words [ran] and [ram] or [lift] and [list] is a more difficult task. 

Auditory LearnersAuditory

• Auditory learners often talk to themselves. – move their lips and read out loud. – difficulty with reading and writing tasks.

• Begin new material with a brief explanation of what is coming. Conclude with a summary of what has been covered.

• Include auditory activities, – such as brainstorming, – buzz groups, or – Jeopardy. – Leave plenty of time to debrief activities.

• Have the learners verbalize the questions.

•Post flip charts to show what will come and what has been presented. •Emphasize key points to cue when to takes notes. •Eliminate potential distractions. •Supplement textual information with illustrations whenever possible. •Have them draw pictures in the margins. •Have the learners envision the topic or have them act out the subject matter.

F.A.T City (video-clip)

• Auditory and Visual Activities

Kinesthetic Learners/ Sensory Motor

• Touching and moving. • They tend to lose concentration if there is

little or no external stimulation or movement.

• When listening to lectures they may want to take notes for the sake of moving their hands.

• When reading, they like to scan the material first, and then focus in on the details (get the big picture first).

• Use color highlighters and take notes by drawing pictures, diagrams, or doodling.

Kinesthetic Learners (cont.)

• Up and moving activities. • Play music, when appropriate, during

activities. • Use colored markers • Give frequent stretch breaks (brain

breaks). • Toys such as Koosh balls and Play-

Dough to give

Provide highlighters, colored pens and/or pencils. Guide learners through a visualization of complex tasks. Have them transfer information from the text to another medium such as a keyboard or a tablet.

F.A.T City (video-clip)

• Fairness

Personal Experience

Web Sites: http://www.aitinstitute.org/auditory_processing_classroom_modifications.htm

Visual and Auditory Processing Disordershttp://www.ldonline.org/article/6390

http://www.incrediblehorizons.com/visual-processing.htm

http://agertner.homestead.com/HOMEPAGE.htmlhttp://www.audiologyonline.com/theHearingJournal/pdfs/HJ2001_07_pg10-22.pdf

Accommodations,Adaptations,

andModificationsPlus Grading

Adapted by Brooke Weir and Mona NeterPresented by Brooke Weir, Cynthia Kwok, Gina Centeno, and

Vivien Wong

Legal Justification

Accommodate, Modify, and Support

IDEA regulations (34 CFR 300.342(b)(3)) specify that the public agency shall ensure... each

teacher and provider is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided

for the child in accordance with the IEP.

The IEP - Page 3Accommodations/Modifications to

Program Instruction

This section identifies the types of modifications and accommodations that are to be made by

designated teachers and service providers to address the student’s unique educational

needs.

What is the difference between…

•Accommodation•Modification•Adaptation

Accommodations Modifications

Adaptations A process you take to accommodate (adjust) or modify

(change or alter) a content performance standard.

Accommodations

Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.

Changes are made in order to provide equal access to learning and equal opportunity todemonstrate what is known.

Grading is same.

Modifications

Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria.

Changes are made to providestudent meaningful & productive learning experiencesbased on individual needs &abilities.

Grading is different.

Nine Types of Curriculum Adaptations

Quantity *

Adapt the number of items that the learner isexpected to learn or complete.

For example:Reduce the number of social studies terms a learnermust learn at any one time.

Time *

Adapt the time allotted and allowed for learning, taskcompletion, or testing.

For example:Individualize a timeline for completing a task; pace learningdifferently (increase or decrease) for some learners.

Level of Support *

Increase the amount of personal assistance with aspecific learner.

For example:Assign peer buddies, teaching assistants, peer tutors, orcross-age tutors.

Input *

Adapt the way instruction is delivered to thelearner.

For example:Use different visual aids, enlarge text, plan moreconcrete examples, provide hands-on activities, placestudents in cooperative groups.

Difficulty *

Adapt the skill level, problem type, or the rules on how thelearner may approach the work.

For example:Allow the use of a calculator to figure math problems; simplifytask directions; change rules to accommodate learner needs.

Output *

Adapt how the student can respond to instruction.

For example:Instead of answering questions in writing, allow averbal response, use a communication book for somestudents, allow students to show knowledge with handson materials.

Participation *

Adapt the extent to which a learner is activelyinvolved in the task.

For example:In geography, have a student hold the globe, whileothers point out locations.

Alternate Goals *

Adapt the goals or outcome expectations while using thesame materials.

For example:In social studies, expect a student to be able to locate just thestates while others learn to locate capitals as well.

Substitute Curriculum *

Provide different instruction and materials to meet alearner’s individual goals.

For example:During a language test one student is learningcomputer skills in the computer lab.

* This adaptation does not always necessitate alternate assessment and grading based on an IEP objective and is therefore an “accommodation.”The rule is: if the achievement or level of performance expected, i.e., the mastery of concepts and content by the individual student is the same for all students in the general education class,the grading system can also be the same. The key concept is: Will the student ultimately master the same material but demonstrate that mastery in alternate ways or with alternate supports? If standards are not fundamentally or substantially altered, the grading can be the same for all students.

This adaptation often is available for students with grading based on IEP objectives. Often, these adaptations do fundamentally, substantially alter a performance standard andtherefore are a “modification” requiring alternate assessment to determine mastery based on IEP team developed criteria.

Find this page in your packet

The IEP - Goal Page

• Area of need• Present level of Performance at date of IEP• LRE• Goal related to area of need and present level

of performance• Objectives are only for CAPA students

• Who will monitor…might be you!

IEP Goals and GradingIf a student has a goal in an curricular area, that grade will be based on progress towards the IEP goal, regardless of the grade level standard upon which it is based.If a student does not have a goal in a curricular area, then the expectation is that the student’s grade will be based upon the grade level standard.Grading students with Modifications. This student will be graded according to methods specified in IEP and graded on his achievement towards the IEP goal NOT the grade level standard. When the modifications box is checked the teacher should also select or write in the comments box that “Student is receiving (Reading, Writing, Math) instruction below grade level standards with modifications.”

Who Determines the Student’s Achievement If the student receives special education support by the RSP, Speech, Inclusion or other service provider, then that person will provide a progress report of the IEP goals. Based on that student’s progress, the general education teacher and the specialist should COLLABORATE to

determine the Report Card mark.K-54- the student surpassed the goal with excellence and without errors3- the student met the goal2- good or some progress1- little to no progress6-8 Grades are determined by a combination of your grading system and IEP goals. An A should only be given if the student surpasses the IEP goal.4- A or B3- B or C2- C or D1- D or F

Steps for Adapting Curriculum

• Step 1: What is the objective of the lesson for the majority of the students? For the target student?

• Step 2: How are you going to teach that objective? Task analysis

Steps for Adapting Curriculum

Step 3: Identify student strength

• What can the student already do?• What are the student’s learning

strengths?• What are the learning patterns? How

can these be maximized?• Check IEP, ask parent for input

Steps for Adapting Curriculum

Step 4: Identify student challenges

• What does the student have difficulty doing?

• What does the student dislike?• What are the student’s learning

challenges?• What factors most interfere with student

learning? How can these be minimized?• Check IEP, ask parent for input

Steps for Adapting Curriculum

• Step 5: Determine the most appropriate adaptation(s) required to learn the objective

• Step 6: Monitor and evaluate curriculum and instruction adaptations

• Step 7: Fade the use of adaptations as soon as possible, while maintaining the students skills

Notes/ Examples