Literacy Nova ScotiaLiteracy Nova ScotiaCLI WorkshopCLI Workshop

May 13May 13thth 2008- Digby, NS 2008- Digby, NS

Learning Disabilities- Learning Disabilities-

Information and StrategiesInformation and Strategies

Workshop TopicsWorkshop Topics

Learning Disabilities- what does it feel like?Learning Disabilities- what does it feel like?

Warning signs- or what we call Red Flags for Warning signs- or what we call Red Flags for Math and Language Based LDsMath and Language Based LDs

How are learning disabilities How are learning disabilities diagnosed/assessed?diagnosed/assessed?

How can we meet the needs of a learner who How can we meet the needs of a learner who might have a LD?might have a LD?

What might it feel like to have an LD?What might it feel like to have an LD?

Who do you know that has a Learning Who do you know that has a Learning Disability?Disability?

Have you ever ask them to talk about their Have you ever ask them to talk about their Learning Disability?Learning Disability?

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

A learning disability is a disorder that affects a A learning disability is a disorder that affects a person's ability to either interpret what they see person's ability to either interpret what they see and hear or to link information from different and hear or to link information from different parts of the brain. Although the individual with a parts of the brain. Although the individual with a learning disability has an average or above-learning disability has an average or above-average IQ, the disability becomes evident in average IQ, the disability becomes evident in both academic and social situations. The both academic and social situations. The individual can have marked difficulties on certain individual can have marked difficulties on certain types of tasks while excelling at others.types of tasks while excelling at others.

http://www.ldac-taac.ca/Defined/defined_new-e.asphttp://www.ldac-taac.ca/Defined/defined_new-e.asp

The InconsistencyThe Inconsistency

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Strength

Challenge

No two students who have learning No two students who have learning disabilities are the same- their LD disabilities are the same- their LD impacts them in different ways- impacts them in different ways-

they have developed different coping they have developed different coping strategiesstrategies

they have used and been exposed to they have used and been exposed to different resources different resources

their life experiences are very differenttheir life experiences are very different

For Example….For Example….

Case StudiesCase Studies

Warning Signs or Red FlagsWarning Signs or Red Flags

RememberRemember

Two students who may have similar Two students who may have similar difficulties may not both have learning difficulties may not both have learning disabilitiesdisabilities

Two learners who have diagnosed LDs Two learners who have diagnosed LDs may not have the same challengesmay not have the same challenges

No two learners are alike- regardless of No two learners are alike- regardless of disabilitydisability

General warning signsGeneral warning signsSome common signs of learning disabilities include: Some common signs of learning disabilities include:

Continues to spell incorrectly, frequently spells the same Continues to spell incorrectly, frequently spells the same word differently in a single piece of writing word differently in a single piece of writing Avoids reading and writing tasks Avoids reading and writing tasks Trouble summarizing Trouble summarizing Trouble with open-ended questions on tests Trouble with open-ended questions on tests Weak memory skills Weak memory skills Difficulty adjusting to new settings Difficulty adjusting to new settings Works slowly Works slowly Poor grasp of abstract concepts Poor grasp of abstract concepts Either pays too little attention to details or focuses on Either pays too little attention to details or focuses on them too much them too much Misreads information Misreads information

Language Based Learning Language Based Learning DisabilitiesDisabilities

These students may have:These students may have:slow reading rates slow reading rates difficulty modifying reading rate for different tasks difficulty modifying reading rate for different tasks misreading what is written misreading what is written confusion of similar words, difficulty integrating new confusion of similar words, difficulty integrating new vocabulary vocabulary poor and/or uneven comprehension poor and/or uneven comprehension lower retention of information from print lower retention of information from print difficulty identifying main points from printed material difficulty identifying main points from printed material requires more time to identify informationrequires more time to identify information from charts, from charts, tables, and forms tables, and forms

Math Learning DisabilitiesMath Learning Disabilities

These students may have:These students may have:Normal or accelerated language acquisition: verbal, Normal or accelerated language acquisition: verbal, reading, writing reading, writing Poetic and creative talents Poetic and creative talents Weak mental math ability Weak mental math ability Poor long term memory Poor long term memory Inability to grasp and remember math concepts, rules, Inability to grasp and remember math concepts, rules, formulas, sequence, and basic algebra facts; formulas, sequence, and basic algebra facts; inconsistent results in these areas. inconsistent results in these areas. Confuse similar numbers (e.g., 7 and 9; 3 and 8); Confuse similar numbers (e.g., 7 and 9; 3 and 8); difficulty using a calculator difficulty using a calculator Lack ability to visualize and see the “big picture” Lack ability to visualize and see the “big picture” Easily disorientated or lost; difficulty keeping track of Easily disorientated or lost; difficulty keeping track of time time

How and why to have a student How and why to have a student assessed-assessed-

Pre Screens Pre Screens

and and

Psycho Educational AssessmentsPsycho Educational Assessments

What is a Screening for Success Pre What is a Screening for Success Pre Screen?Screen?

It is a tool that is used to determine if a student It is a tool that is used to determine if a student is at risk for having a learning disabilityis at risk for having a learning disability

It can be summarized to provide information to It can be summarized to provide information to an assessor an assessor

It was developed with the Learning Disability It was developed with the Learning Disability Association of Canada in conjunction with many Association of Canada in conjunction with many other organizations who deal with adults who other organizations who deal with adults who have learning disabilitieshave learning disabilities

What types of questions does the Screening What types of questions does the Screening for Success Pre-Screen ask?for Success Pre-Screen ask?

Questions related to the following:Questions related to the following: The individual and their familyThe individual and their family Health (past and present)Health (past and present) LanguageLanguage Education (past and present)Education (past and present) EmploymentEmployment Things that the student may have trouble with or no Things that the student may have trouble with or no

difficulty withdifficulty with Activities they are good at (past and present)Activities they are good at (past and present) GoalsGoals

Why ask those questions?Why ask those questions? Personal and family- other people in family who may Personal and family- other people in family who may

strugglestruggle Health (as a child until now)- possible vision, hearing Health (as a child until now)- possible vision, hearing

or processing difficulties as a childor processing difficulties as a child Language- languages learned at home vs. in school- Language- languages learned at home vs. in school-

ESL issuesESL issues Education (as a child until now)- Key grades that if Education (as a child until now)- Key grades that if

repeated- may be indicatorsrepeated- may be indicators Employment- switching jobs- whyEmployment- switching jobs- why Things that the student may have trouble with or no Things that the student may have trouble with or no

difficulty with- we are looking for the peaks and valleysdifficulty with- we are looking for the peaks and valleys Activities they are good at- assessment of selfActivities they are good at- assessment of self Goals- are they able to phrase them? Are they Goals- are they able to phrase them? Are they

realistic?realistic?

What happens after the pre-What happens after the pre-screen?screen?

Information obtained is summarizedInformation obtained is summarized

Information is shared with faculty and Information is shared with faculty and sponsorssponsors

Next steps are developed and talked Next steps are developed and talked about with learnerabout with learner

Possible assessment and Possible assessment and accommodationsaccommodations

Why should a learner be assessed Why should a learner be assessed if you believe there may be a if you believe there may be a

Learning Disability?Learning Disability?

Assessing Learning NeedsAssessing Learning Needs

A psycho educational assessment is a A psycho educational assessment is a reliable and common way to have a reliable and common way to have a learning disability assessedlearning disability assessedIn order for students to access funding In order for students to access funding after your program, the Department of after your program, the Department of Education requires that a Registered Education requires that a Registered Psychologist complete the assessment Psychologist complete the assessment and that a clear diagnosis is stated as well and that a clear diagnosis is stated as well as recommendations to assist the learneras recommendations to assist the learner

Assessing Learning NeedsAssessing Learning Needs

So everyone has an understanding of how So everyone has an understanding of how the student learns- their strengths and the student learns- their strengths and challengeschallenges

So supports can be talked about and So supports can be talked about and possibly put in placepossibly put in place

So advocacy skills can be developedSo advocacy skills can be developed

So future plans can be made So future plans can be made

RememberRemember

Two students who may have similar Two students who may have similar difficulties may not both have learning difficulties may not both have learning disabilitiesdisabilities

Two learners who have diagnosed LDs Two learners who have diagnosed LDs may not express the disabilities in the may not express the disabilities in the same waysame way

No two learners are alike- regardless of No two learners are alike- regardless of disabilitydisability

A good assessment may includeA good assessment may include

Medical and learning background information- Medical and learning background information- done through an interviewdone through an interviewObservations during the assessmentObservations during the assessmentIQ testing- Wechsler Adult Intelligence Scale-IQ testing- Wechsler Adult Intelligence Scale-Third Edition for exampleThird Edition for exampleTesting of memory- Working Memory Index, Testing of memory- Working Memory Index, Wechsler Memory Scale III for exampleWechsler Memory Scale III for exampleProcessing speed assessment- Processing Processing speed assessment- Processing Speed Index for exampleSpeed Index for exampleAcademic Abilities- Wechsler Individual Academic Abilities- Wechsler Individual Achievement Test, Second EditionAchievement Test, Second Edition

A good assessment may includeA good assessment may include

Testing on retrieval of information- immediate Testing on retrieval of information- immediate and delayed memory capabilitiesand delayed memory capabilitiesComparing ability to retrieve visual vs. auditory Comparing ability to retrieve visual vs. auditory informationinformationStrengths of the learners as well as challengesStrengths of the learners as well as challengesRecommendations that go into detail on how the Recommendations that go into detail on how the learner can be supportedlearner can be supported

Assessment- From my perspective….Assessment- From my perspective….

Follow upFollow up

Report should be explained to the learner by the Report should be explained to the learner by the psychologistpsychologistSupports need to be talked about with staff and Supports need to be talked about with staff and studentstudentFunding for supports have to be obtainedFunding for supports have to be obtainedFollow up must be provided and Follow up must be provided and accommodations must be re-evaluated for accommodations must be re-evaluated for effectivenesseffectivenessDocumenting accommodations must be done as Documenting accommodations must be done as wellwell

Strategies for SuccessStrategies for Success

Let’s look back to our little case Let’s look back to our little case studiesstudies

TrialTrial

Accommodating a learning with a disability Accommodating a learning with a disability may require try a variety of strategies until may require try a variety of strategies until you determine what works best for the you determine what works best for the individualindividual studentstudent

General strategies can be useful but may General strategies can be useful but may not work for everyonenot work for everyone

Assisting the learner who may have Assisting the learner who may have language based LD language based LD

PracticePracticeFind work that is interesting to them and at their Find work that is interesting to them and at their reading level- perhaps in magazinesreading level- perhaps in magazinesEncourage reading groups or reading one-on-Encourage reading groups or reading one-on-oneoneChunking reading into smaller piecesChunking reading into smaller piecesAllow learners to see and feel the written word- Allow learners to see and feel the written word- maybe drawing pictures of what they have read maybe drawing pictures of what they have read or taking about it with other peopleor taking about it with other peopleIf books on tape are available USE THEMIf books on tape are available USE THEM

A little more personalizedA little more personalized

Use technologyUse technologyTry developing misspelled word listsTry developing misspelled word listsDevelop personal word dictionariesDevelop personal word dictionariesSummarize what they are reading while Summarize what they are reading while they are reading itthey are reading itUse a highlighterUse a highlighter

And…….And…….

Let’s look back to our little case Let’s look back to our little case studiesstudies

Some strategies to accommodate Some strategies to accommodate students who may have a Math LDstudents who may have a Math LD

Use graph paper or Inspiration for students who have Use graph paper or Inspiration for students who have difficulty organizing ideas. difficulty organizing ideas. Work on finding different ways to approach math facts; Work on finding different ways to approach math facts; i.e., instead of just memorizing the multiplication tables, i.e., instead of just memorizing the multiplication tables, explain that 8 x 2 = 16, so if 16 is doubled, 8 x 4 must = explain that 8 x 2 = 16, so if 16 is doubled, 8 x 4 must = 32. 32. Introduce new skills beginning with concrete examples Introduce new skills beginning with concrete examples and later moving to more abstract applications. and later moving to more abstract applications. For language difficulties, explain ideas and problems For language difficulties, explain ideas and problems clearly and encourage students to ask questions as they clearly and encourage students to ask questions as they work. work. Provide a place to work with few distractions and have Provide a place to work with few distractions and have pencils, erasers and other tools on hand as needed. pencils, erasers and other tools on hand as needed.

Strategies continued….Strategies continued….

Use manipulatives such as play money, tape measures, Use manipulatives such as play money, tape measures, photocopy paper, measuring cups etcphotocopy paper, measuring cups etcHave the student explain how to complete a problem in Have the student explain how to complete a problem in their own words before/while they work on ittheir own words before/while they work on itHave the student create a math dictionary to define Have the student create a math dictionary to define important words (sum, combine) in their own wayimportant words (sum, combine) in their own wayTry to relate topics to the life of the student, cooking, Try to relate topics to the life of the student, cooking, carpentry work, etc.carpentry work, etc.Explain how work can be done in different ways- not just Explain how work can be done in different ways- not just the way you are comfortable with- so try to use videos, the way you are comfortable with- so try to use videos, web sites, guest speakersweb sites, guest speakersChunking material into smaller parts and allowing Chunking material into smaller parts and allowing learners to see connectionslearners to see connections

And…And…

BE CREATIVEBE CREATIVE

Resources:Resources:

http://http://www.ldonline.orgwww.ldonline.orghttp://http://www.disabilityservices.nscc.cawww.disabilityservices.nscc.cahttp://http://ldans.nsnet.orgldans.nsnet.orghttp://http://microscience.on.camicroscience.on.cahttp://http://www.aroga.comwww.aroga.comhttp://www.frontiercomputing.on.cahttp://www.frontiercomputing.on.cahttp://http://www.readingmadeeasy.cawww.readingmadeeasy.cahttp://www.headstrongnation.orghttp://www.headstrongnation.org

Thank YouThank You