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Specific Learning Disabilities
      A Neurological Disorder



            A Workshop for
           Paraprofessionals
Who am I?
Gale E. Cossette, Ph.D.

Reading interventionist VVCS

LD Specialist/Reading Specialist

Highly Qualified in Elementary Special Education,
Reading, Elementary Educator, and Early Childhood

President of the NH Branch of the Learning Disability
Association

Develop online professional development courses for
OPEN NH and teach them.
AGENDA
Individual activity
The brain and learning
Learning disabilities and causes
NH definition of SLD
Types
What they look like
In class strategies
Resources
The Brain

Frontal Lobe

Behavior, attention,
creativity, intellect,
libido, abstract
thought, reasoning,
non-verbal learning,                                Occipital Lobe
speech, and smell
                                                    Reading, vision




                Temporal Lobe

                Hearing, memory fear,
                some language,
                speech and auditory
                memories
Left Side & Right Side

  Left                                 Right

  Lots of reading                      New learning
  Writing                              Pictures, diagrams
  Assignments                          Video
  involving reading                    Talks about feelings
  and analyzing                        Social Activities
  Attention to detail                  Music
  Quantitative                         The Big Picture
  methods
  Organized approach                   Creative projects
  to assignments                       New Learning
Education favors the left side of the brain – Best to teach to both
How Learning Occurs

The more dendrites the better
Can increase dendrites through active learning
Transmit nerve signals to the brain at 200 mph




               Axon                              Dendrites
Learning
Electrical charges – synapses
Dopamine helps electrical charges go to dendrites
Repeated activities strengthen charges
An active and challenged brain creates more dendrites

                                          Synapse
The Brain and Learning Disabilities


 Exposure to toxins
 Genetics
 Birthing factors
 Symmetry of brain
 Developmental disruptions
 Nutrition
 Tobacco/Alcohol/Drugs
Learning Disabilities

Any disability that affects/inhibits a
child to acquire and apply knowledge


  Autism
  Traumatic Brain Disorder
  Mental Retardation
  Specific Learning Disability
Specific Learning Disability
                 It is a lifelong disability.


                 RTI

                 Discrepancy Model


     Child does not achieve according to
      age and ability levels in one or
      more identified criteria and has
      been provided with the opportunity
      to achieve.
NH Specific Learning Disability Criteria

      Team find a severe discrepancy in:

                     Oral Expression




              Listening Comprehension


Written Expression
Criteria - Continued

Basic Reading Skill
Reading Comprehension

Mathematics Calculation
Mathematics Reasoning
BUT, Not a Learning Disability, If:

       Severe discrepancy is a result of

 Visual, hearing, or motor impairment

 Mental Retardation

 Emotional Disturbance

 Environmental, Cultural, or Economic
 Disadvantage
Disclaimer


The following are different types of learning disabilities,
what they might look like in the classroom, and
strategies to use in the classroom.

They do not suggest that a student has a disability
because he/she displays these signs.

To identify a child as having a learning disability entails
a team approach and the following of the special
educational process.
Listening Comprehension
    Central Auditory Processing Disorder

Difficulty processing information or language, but no problems with
remembering non-verbal language or sound

Process sounds slowly, but difficulty in repeating them.

Misspells/mispronounces similar sounding words (celery/salary, three/free)

Often distracted by other noises

Difficulty in staying focused on and remember verbal presentations

Misinterpret or difficulty following verbal directions

Difficulty with rapid speech

“Ignores” people, especially when engrossed

Says “What?” a lot, even when he has just “heard” what was said

Literal, does not get puns or jokes
Listening Comprehension
                                 Strategies

Student to constantly verbalize concepts

Allow student 5-10 seconds to respond

Show vs. explaining

Speak slower

Visual cues, manipulatives, handouts

Vary pitch and tone

Reword/help understand confusing oral directions

Avoid child listening and writing at the same time

Ask specific questions to see if student understands

Reduce or space directions – “Ready?”

Provide favorable seating – less distractions

Teachers look at student when speaking
Visual Perceptual/Motor Deficit
   Affects Reading/Writing/Comprehension

Substitutes small sight words (I/me, he/she)

Letter reversals

Eye itches, blurs, pain

Holds head at odd angles while reading

Holds pencil too tightly/breaks pencils

Cannot copy accurately

Looses place while reading

Struggles to cut and/or paste

Messy papers/misaligned letters
Oral Expression

Difficulty in expressing thoughts verbally

Difficulty labeling objects

Frustrated by having to say a lot and no way to
say it

Can describe a word or draw it, but cannot retrieve
the word

Difficulty getting jokes
Oral Expression Strategies
Provide alternatives:

Video taping/tape record
Written/visual
Work/practice with a peer
Provide plenty of opportunities to build prior
knowledge
Provide classroom discussion topics before hand
Speaking slowly
Practice story mapping
Graphic organizers
Introduce F.A.T. City

Simulation



How children with a learning
disability perceives the classroom
and its daily activities.
Three Dys’s

Bad, impaired

Dyslexia

Dygraphia

Dyscalculia
Dyslexia
              Reading

Slow, painful reading
Decoding errors/reversals
Encoding problems
May have difficulty w/writing
Difficulty recalling known words
Written language
Math computations
Dyslexia
Quiet areas for reading activities

Books on tape

Large print books/big spaces

Don’t count off for spelling

Laptop for writing

Multi-sensory methods of teaching

Use logic vs. rote memory

Present material in small units

Use different colored chalk on board for each line

Pre-teach in class reading and assign a passage

Paired reading
Dyslexia Strategies, Cont

Spelling Rules

Teach to find errors

Allow students to dictate creative stories

Tracking tools

Experiment with pastel, embossed, or raised
line paper

Restrict copying tasks
Dysgraphia
            Written Expression

Hard to read writing

Mixture of cursive/printing

Unfinished words/letters or omits words

Odd wrist, body, or paper position

Difficulty pre-visualizing letters

Writing very slow and laborious

Poor spatial planning on paper

Cramped or unusual grip

Difficulty thinking and writing notes at the same time
Dysgraphia

Use a word processor
Corrections about writing privately
Oral testing
Tape recorder
Provide notes/note taker
Pre-printed math problems
Wide rule paper or lines
Pencil grips
Alternatives to writing assignments
Grade content vs. writing
Dyscalculia
                                Math

Difficulty understanding math concepts (place value, quantity, number
lines)

Word problems

Sequencing

Steps in solving problems

Understanding fractions

Difficulty recognizing patterns in X, -, +, and /

Challenged when making change

Putting language to math processes

Time, days of the week, keeping numbers lined up

Organization on paper
Dyscalculia

        –   Allow the use of finger/other devices
        –   Use diagrams/draw out concepts
        –   Peer assistance
        –   Graph paper, colored pencils


Manipulatives
Teach how to draw pictures
Mnemonic devices
Rhythm/Music
Computers
Plenty of scratch paper w/lines
Space
Resources

http://www.ldanh.org/ NH Branch of
LDA
http://www.bookshare.org/web/Welco
me.html Books on tape - free for
schools
http://www.ldanatl.org/aboutld/adults/i
ndex.asp Adults with learning
disabilities

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Specific learning disabilities

  • 1. Specific Learning Disabilities A Neurological Disorder A Workshop for Paraprofessionals
  • 2. Who am I? Gale E. Cossette, Ph.D. Reading interventionist VVCS LD Specialist/Reading Specialist Highly Qualified in Elementary Special Education, Reading, Elementary Educator, and Early Childhood President of the NH Branch of the Learning Disability Association Develop online professional development courses for OPEN NH and teach them.
  • 3. AGENDA Individual activity The brain and learning Learning disabilities and causes NH definition of SLD Types What they look like In class strategies Resources
  • 4. The Brain Frontal Lobe Behavior, attention, creativity, intellect, libido, abstract thought, reasoning, non-verbal learning, Occipital Lobe speech, and smell Reading, vision Temporal Lobe Hearing, memory fear, some language, speech and auditory memories
  • 5. Left Side & Right Side Left Right Lots of reading New learning Writing Pictures, diagrams Assignments Video involving reading Talks about feelings and analyzing Social Activities Attention to detail Music Quantitative The Big Picture methods Organized approach Creative projects to assignments New Learning Education favors the left side of the brain – Best to teach to both
  • 6. How Learning Occurs The more dendrites the better Can increase dendrites through active learning Transmit nerve signals to the brain at 200 mph Axon Dendrites
  • 7. Learning Electrical charges – synapses Dopamine helps electrical charges go to dendrites Repeated activities strengthen charges An active and challenged brain creates more dendrites Synapse
  • 8. The Brain and Learning Disabilities Exposure to toxins Genetics Birthing factors Symmetry of brain Developmental disruptions Nutrition Tobacco/Alcohol/Drugs
  • 9. Learning Disabilities Any disability that affects/inhibits a child to acquire and apply knowledge Autism Traumatic Brain Disorder Mental Retardation Specific Learning Disability
  • 10. Specific Learning Disability It is a lifelong disability. RTI Discrepancy Model Child does not achieve according to age and ability levels in one or more identified criteria and has been provided with the opportunity to achieve.
  • 11. NH Specific Learning Disability Criteria Team find a severe discrepancy in: Oral Expression Listening Comprehension Written Expression
  • 12. Criteria - Continued Basic Reading Skill Reading Comprehension Mathematics Calculation Mathematics Reasoning
  • 13. BUT, Not a Learning Disability, If: Severe discrepancy is a result of Visual, hearing, or motor impairment Mental Retardation Emotional Disturbance Environmental, Cultural, or Economic Disadvantage
  • 14. Disclaimer The following are different types of learning disabilities, what they might look like in the classroom, and strategies to use in the classroom. They do not suggest that a student has a disability because he/she displays these signs. To identify a child as having a learning disability entails a team approach and the following of the special educational process.
  • 15. Listening Comprehension Central Auditory Processing Disorder Difficulty processing information or language, but no problems with remembering non-verbal language or sound Process sounds slowly, but difficulty in repeating them. Misspells/mispronounces similar sounding words (celery/salary, three/free) Often distracted by other noises Difficulty in staying focused on and remember verbal presentations Misinterpret or difficulty following verbal directions Difficulty with rapid speech “Ignores” people, especially when engrossed Says “What?” a lot, even when he has just “heard” what was said Literal, does not get puns or jokes
  • 16. Listening Comprehension Strategies Student to constantly verbalize concepts Allow student 5-10 seconds to respond Show vs. explaining Speak slower Visual cues, manipulatives, handouts Vary pitch and tone Reword/help understand confusing oral directions Avoid child listening and writing at the same time Ask specific questions to see if student understands Reduce or space directions – “Ready?” Provide favorable seating – less distractions Teachers look at student when speaking
  • 17. Visual Perceptual/Motor Deficit Affects Reading/Writing/Comprehension Substitutes small sight words (I/me, he/she) Letter reversals Eye itches, blurs, pain Holds head at odd angles while reading Holds pencil too tightly/breaks pencils Cannot copy accurately Looses place while reading Struggles to cut and/or paste Messy papers/misaligned letters
  • 18. Oral Expression Difficulty in expressing thoughts verbally Difficulty labeling objects Frustrated by having to say a lot and no way to say it Can describe a word or draw it, but cannot retrieve the word Difficulty getting jokes
  • 19. Oral Expression Strategies Provide alternatives: Video taping/tape record Written/visual Work/practice with a peer Provide plenty of opportunities to build prior knowledge Provide classroom discussion topics before hand Speaking slowly Practice story mapping Graphic organizers
  • 20. Introduce F.A.T. City Simulation How children with a learning disability perceives the classroom and its daily activities.
  • 22. Dyslexia Reading Slow, painful reading Decoding errors/reversals Encoding problems May have difficulty w/writing Difficulty recalling known words Written language Math computations
  • 23. Dyslexia Quiet areas for reading activities Books on tape Large print books/big spaces Don’t count off for spelling Laptop for writing Multi-sensory methods of teaching Use logic vs. rote memory Present material in small units Use different colored chalk on board for each line Pre-teach in class reading and assign a passage Paired reading
  • 24. Dyslexia Strategies, Cont Spelling Rules Teach to find errors Allow students to dictate creative stories Tracking tools Experiment with pastel, embossed, or raised line paper Restrict copying tasks
  • 25. Dysgraphia Written Expression Hard to read writing Mixture of cursive/printing Unfinished words/letters or omits words Odd wrist, body, or paper position Difficulty pre-visualizing letters Writing very slow and laborious Poor spatial planning on paper Cramped or unusual grip Difficulty thinking and writing notes at the same time
  • 26. Dysgraphia Use a word processor Corrections about writing privately Oral testing Tape recorder Provide notes/note taker Pre-printed math problems Wide rule paper or lines Pencil grips Alternatives to writing assignments Grade content vs. writing
  • 27. Dyscalculia Math Difficulty understanding math concepts (place value, quantity, number lines) Word problems Sequencing Steps in solving problems Understanding fractions Difficulty recognizing patterns in X, -, +, and / Challenged when making change Putting language to math processes Time, days of the week, keeping numbers lined up Organization on paper
  • 28. Dyscalculia – Allow the use of finger/other devices – Use diagrams/draw out concepts – Peer assistance – Graph paper, colored pencils Manipulatives Teach how to draw pictures Mnemonic devices Rhythm/Music Computers Plenty of scratch paper w/lines Space
  • 29. Resources http://www.ldanh.org/ NH Branch of LDA http://www.bookshare.org/web/Welco me.html Books on tape - free for schools http://www.ldanatl.org/aboutld/adults/i ndex.asp Adults with learning disabilities