Teaching students Teaching students with learning with learning

disabilities at UPEIdisabilities at UPEI

Carla DiGiorgioCarla DiGiorgio

Webster Centre for Teaching Webster Centre for Teaching and Learning, UPEIand Learning, UPEI

April 4, 2008April 4, 2008

Today’s scheduleToday’s schedule

• 1:00-1:30: LD Simulations1:00-1:30: LD Simulations• 1:30-2:00: What is an LD and what is 1:30-2:00: What is an LD and what is

it not?it not?• 2:00-2:30: Findings from current 2:00-2:30: Findings from current

researchresearch• 2:30-3:00: Strategies for teaching 2:30-3:00: Strategies for teaching

SimulationsSimulations

• A visual-spatial learning disabilityA visual-spatial learning disability• Auditory Processing Auditory Processing

DID YOU KNOW…DID YOU KNOW…• LDs affect approximately 10% of the general LDs affect approximately 10% of the general

population, and there are over two million population, and there are over two million Canadians with LDs.Canadians with LDs.

• The number of students with LD entering The number of students with LD entering college or university has been increasing college or university has been increasing steadily over the past 10 years. steadily over the past 10 years.

• The number of college freshmen with LD has The number of college freshmen with LD has increased tenfold since 1976. This is the increased tenfold since 1976. This is the fastest-growing group of college students fastest-growing group of college students with disabilities receiving services. with disabilities receiving services.

• students with disabilities have been less students with disabilities have been less successful in participating fully in the college successful in participating fully in the college experience and in attaining a college degree. experience and in attaining a college degree.

• over 85% of students with LD arrived at over 85% of students with LD arrived at college or university with either inadequate college or university with either inadequate or non-existent documentation of their or non-existent documentation of their disability. disability.

What is a learning What is a learning disability?disability?

• 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 abilities otherwise average or above average abilities essential for thinking and reasoning. 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 is it not?What is it 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 processesPsychological 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 disabilitiesdisabilities

• DyslexiaDyslexia – a language-based disability in which a person has – a language-based disability in which a person has trouble understanding written words. It may also be referred to trouble understanding written words. It may also be referred to as reading disability or reading disorder. as reading 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 with visual-spatial, intuitive, organizational, evaluative and holistic processing functions. holistic processing functions.

• (ADD/ADHD) interferes with a person’s ability to sustain attention (ADD/ADHD) interferes with a person’s ability to sustain attention or focus on a task and to control impulsive behaviour (30-40% of or 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: Reading SkillsSigns: Reading Skills

• 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 time difficulty reading for long periods of time

Written Language SkillsWritten Language Skills

• 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 blackboard Inability to copy correctly from a book or the blackboard

Oral language SkillsOral language Skills

• 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 directions Difficulty following oral or written directions

Mathematical SkillsMathematical Skills

• 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

Organizational and Study Organizational and Study SkillsSkills

• 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 tests Difficulty studying for and taking tests

Attention and Attention and ConcentrationConcentration

• 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

ADHD signs in adults:ADHD signs in adults:

• doesn’t remember being told things doesn’t remember being told things • saying things without thinking saying things without thinking • ““zoning out” in conversations zoning out” in conversations • problems dealing with frustration problems dealing with frustration • trouble getting started on a task trouble getting started on a task • underestimating time needed to complete a underestimating time needed to complete a

task task • leaving a mess and being disorganized leaving a mess and being disorganized • forgetting special dates, meetings or always forgetting special dates, meetings or always

being late being late • not finishing a project. not finishing a project.

ADHD cont’dADHD cont’d

• as many as 30% to 70% of children with as many as 30% to 70% of children with AD/HD may continue to experience AD/HD may continue to experience symptoms of AD/HD as an adult.symptoms of AD/HD as an adult.

• It can be difficult to spot AD/HD in adults It can be difficult to spot AD/HD in adults because the symptoms are often because the symptoms are often mistaken for other things, like a stressful mistaken for other things, like a stressful lifestyle, substance abuse or lifestyle, substance abuse or psychological problems. psychological problems.

• AD/HD is not often recognized in adults AD/HD is not often recognized in adults until they seek help with one of these until they seek help with one of these conditions. conditions.

Things to remember:Things to remember:

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

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

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

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

LD’s can affect all areas of LD’s can affect all areas of one’s life:one’s life:

• AcademicsAcademics• Organization and FocusOrganization and Focus • Social Life Social Life • Physical Interaction With the Physical Interaction With the

WorldWorld

Access of students with learning Access of students with learning disabilities to postsecondary disabilities to postsecondary

educationeducation

Partners:Partners:• Audrey Penner, Holland CollegeAudrey Penner, Holland College• Joanne McCabe, UPEI Webster Centre- Joanne McCabe, UPEI Webster Centre-

Accessibility ServicesAccessibility Services• Lori McCarthy, LD Association of PEILori McCarthy, LD Association of PEI• Jason Doiron, Psychology Dept. UPEIJason Doiron, Psychology Dept. UPEI

Research aims of this study:Research aims of this study:

• collect and connect knowledge on collect and connect knowledge on barriers facing students with learning barriers facing students with learning difficulties and their instructorsdifficulties and their instructors

• provide educators with useful provide educators with useful strategies for improving access and strategies for improving access and success for students. success for students.

• connect learning difficulties to other connect learning difficulties to other life needs and issueslife needs and issues

Stage 1: InterviewsStage 1: Interviews

• UPEI students with LD: 7UPEI students with LD: 7• UPEI professors: 7UPEI professors: 7• Holland College students with LD/ Holland College students with LD/

learning challenges: 7learning challenges: 7• Holland College instructors: 7Holland College instructors: 7

InterviewsInterviews

1. For students: what are the positive 1. For students: what are the positive and negative experiences you have and negative experiences you have had as a person with a learning had as a person with a learning challenge? challenge?

2. For instructors: What is it like to 2. For instructors: What is it like to have a student with learning have a student with learning challenges in your class? How have challenges in your class? How have you adapted your teaching for this?you adapted your teaching for this?

Results: Results: University studentsUniversity students

• Many rely on the Accessibility Services Many rely on the Accessibility Services office and this experience has supported office and this experience has supported them greatlythem greatly

• However, many students still do not like to However, many students still do not like to ask professors for extra supportask professors for extra support

• They want to be assessed like other They want to be assessed like other studentsstudents

• Extreme determination to be self-sufficientExtreme determination to be self-sufficient• Rely on support from family and friendsRely on support from family and friends

University professorsUniversity professors

• Difference between LD and ACE studentsDifference between LD and ACE students• Adaptations are taken care of by Adaptations are taken care of by

Accessibility ServicesAccessibility Services• Variance in ownership taken by professorsVariance in ownership taken by professors• Adaptation of teaching?Adaptation of teaching?• Variance in personal contact with students Variance in personal contact with students

with LD with LD • Personal experiencePersonal experience

Themes and questionsThemes and questions

• OwnershipOwnership• StigmaStigma• Assessment servicesAssessment services• School experienceSchool experience• Role of the university and community Role of the university and community

collegecollege• Outside influencesOutside influences• Future opportunitiesFuture opportunities• Carryover into next generationsCarryover into next generations

RecommendationsRecommendations• Earlier assessment and identification in Earlier assessment and identification in

schoolsschools• Connection between parents and childrenConnection between parents and children• Integration of education and health, Integration of education and health,

community care and supportcommunity care and support• More technological supportMore technological support• Closer look at teaching and personal Closer look at teaching and personal

supportsupport• Length of time in program; economic Length of time in program; economic

supportsupport• Transitioning to lifeTransitioning to life• Opportunities to support othersOpportunities to support others

Recommendations for Recommendations for university:university:

• Get to know studentsGet to know students• Be open to their needsBe open to their needs• Ask them what they need firstAsk them what they need first• Incorporate a variety of instructional Incorporate a variety of instructional

approachesapproaches• Make learning realMake learning real• Engage studentsEngage students• Acknowledge and celebrate Acknowledge and celebrate

connections between subject areasconnections between subject areas

Recommendations cont’dRecommendations cont’d

• Don’t see the arts as a default for students who Don’t see the arts as a default for students who have difficultyhave difficulty

• Tell students why they are learning this topicTell students why they are learning this topic• Bring the ‘lab’ into classBring the ‘lab’ into class• Don’t underestimate students Don’t underestimate students • Teach to learning stylesTeach to learning styles• Accommodations are meant to level the playing Accommodations are meant to level the playing

field not advantage some over othersfield not advantage some over others• Make it easy for students to use technology in Make it easy for students to use technology in

class and outside of classclass and outside of class

Teaching strategies: Teaching strategies: What do students with LD’s What do students with LD’s

need?need?

• specific skill instruction; specific skill instruction; • the development of compensatory the development of compensatory

strategies; strategies; • the development of self-advocacy skills; the development of self-advocacy skills; • mentoring;mentoring;• appropriate accommodations. appropriate accommodations.

Suggestions for College Suggestions for College Students:Students:

• If you know you have a Learning Disability, and If you know you have a Learning Disability, and you have documentation: meet with the Disability you have documentation: meet with the Disability Services Program Advisor and the Coordinator, Services Program Advisor and the Coordinator, and talk to your instructors before the term and talk to your instructors before the term begins. begins.

• If you think you may have a learning disability, If you think you may have a learning disability, but aren't sure, contact the Disability Services but aren't sure, contact the Disability Services Office. Office.

• Set realistic goals and priorities for coursework. Set realistic goals and priorities for coursework. • Keep only one calendar with all relevant dates, Keep only one calendar with all relevant dates,

assignments and appointments. assignments and appointments. • Use a tape recorder during lectures. Selectively Use a tape recorder during lectures. Selectively

tape record key points using the "pause" switch. tape record key points using the "pause" switch.

Student suggestions Student suggestions cont’dcont’d

• Sit toward the front of the classroom to Sit toward the front of the classroom to maximize your contact and to reduce maximize your contact and to reduce distractions. distractions.

• Listen to the tape or review notes as soon as Listen to the tape or review notes as soon as possible after class to refresh your memory possible after class to refresh your memory and to fill in any gaps. and to fill in any gaps.

• Estimate how long a given class assignment Estimate how long a given class assignment will take, generally planning on 2-3 hours will take, generally planning on 2-3 hours outside of class for every hour in class. Build outside of class for every hour in class. Build in study breaks; fatigue is a big time waster. in study breaks; fatigue is a big time waster.

• Make notes of any questions you might have Make notes of any questions you might have so they can be answered before the next so they can be answered before the next exam. exam.

• If you are having trouble or feel If you are having trouble or feel overwhelmed, seek help before you fall overwhelmed, seek help before you fall behind in your work.behind in your work.

Accommodations for Accommodations for Learning Disabilities in Learning Disabilities in Postsecondary Schools:Postsecondary Schools:• Extended time for tests, exams Extended time for tests, exams

• Reduced course load Reduced course load • Course counselling Course counselling • Taped texts Taped texts • Reading scanner for print material Reading scanner for print material • Voice output computer Voice output computer • Reader (support person) Reader (support person) • Scribe for oral work (support person) Scribe for oral work (support person) • Specialized organizational tour Specialized organizational tour • Tape recording of lectures Tape recording of lectures

Presentation:Presentation:

• 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: Response:

• 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

Test SchedulingTest 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 Administer a test at a specific time of day of 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 categories categories

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

What can What can allall students students benefit from?benefit 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**

• Organized syllabusOrganized syllabus• Organized class: outline at Organized class: outline at

beginningbeginning• Student engagement in class: Student engagement in class:

lecturing is frequently boringlecturing is frequently boring• Visuals to enhance conceptsVisuals to enhance concepts• Smaller classes; smaller Smaller classes; smaller

groupsgroups• Cross-curricular connectionsCross-curricular connections• Connection to everyday life, Connection to everyday life,

careerscareers

• Ask students for midterm Ask students for midterm evaluationsevaluations

• More labs, demonstrations, think More labs, demonstrations, think experimentsexperiments

• Merging art with scienceMerging art with science• Hands-on whenever possibleHands-on whenever possible• Incorporate movement within the Incorporate movement within the

classclass• Change up groups; develop Change up groups; develop

meaningful groupingsmeaningful groupings

• Divide up long classes into meaningful Divide up long classes into meaningful chunkschunks

• Introduce and conclude discussion for Introduce and conclude discussion for each topiceach topic

• Connect and ask students to volunteer Connect and ask students to volunteer connections between different conceptsconnections between different concepts

• Invite and encourage divergent Invite and encourage divergent interpretations, esp. those you don’t hold interpretations, esp. those you don’t hold

• Develop relationships with studentsDevelop relationships with students• Invite students to bring their own Invite students to bring their own

expertise and outside research into classexpertise and outside research into class

Things to remember:Things to remember:

• In 2001, a substantially smaller In 2001, a substantially smaller proportion of working-age proportion of working-age Canadians with disabilities (38%) Canadians with disabilities (38%) than without disabilities (48%) had than without disabilities (48%) had some postsecondary education. some postsecondary education.

• only 11% of working-age Canadians only 11% of working-age Canadians with disabilities graduated from with disabilities graduated from university compared to 20% of university compared to 20% of those without disabilities. those without disabilities.

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