Brief description of learning disabilities

1. Working with Students with Disabilities
Quick suggestions for teaching:
Language Difficulties (Dyslexia, Selective Mutism, Down Syndrome, ADD, Autism):
• Rote speech – have students read sentences aloud until they master words in a story
• Provide sound examples
• Have students read poems to develop word association
• Avoid reading aloud in class, unless the child feels comfortable with the selection
Reading Difficulties (Dyslexia, Autism, Down Syndrome):
• Books on tape – have students read while they listen to the story
• Have student use rote reading – read selection multiple times until all words are grasped
• Have students use their fingers or a piece of paper to follow words when they read and ask
questions to keep them interested
• Use a “window” to help students to read words – cut out a box of paper and have students slide
across the words so they only see specific word(s)
• Enlarged print
Short Attention Spans (ADHD, Autism, Down Syndrome):
• Create reading routines
• Have students become active with the book – use puppets, foam boards or music to tell the story.
• Have students use their hands to follow words when they read and ask questions to keep them
interested
• If a student starts to get fidgety, incorporate movement into the story – have them perform a task
any time a specific word is read
• Limit reading in the seat – let them sit/stand in other places of the room such as a bean bags, floor,
magic carpet, etc.
• Keep area clean of distractions
Types of Learning Disabilities:
Dyslexia (5-20% of school-aged children):
• Affects a person’s ability to read, write, and spell
• Are highly visual – they think with pictures
• What is it? The inability to link certain letters together to form words (usually consonants)
• The majority of individuals with dyslexia have trouble decoding and processing language – the
ability to attach a sound to a specific letter
• Often times have poor organizational skills
• Tests to diagnose – Screening Tests and Comprehension Tests
Suggestions for teaching:
• Adapt teaching method to particular student’s needs:
• Use supplementary aids, such as visuals or books on tape
• Allow use of computers for language communication – but make sure to not have this as the
primary source of language.
• Have students exposed to language
ADD Attention Deficit Disorder (7.5% of school-aged children)
• “neurobiochemical condition” – in other terms, a malfunction in the brain
• Affects dopamine in the brain – dopamine is responsible for the function of the central nervous
system. It is associated with movement, attention, and learning,
• ADD is NOT the result of a brain damage,
• Children with autism CANNOT be diagnosed with ADD,
Nichole
Kaercher

2. Working with Students with Disabilities
• Difficulty managing their time,
• Impulsive and quick change of moods,
• Tire easily or lack effort,
• Hyperactivity.
Suggestions for teaching:
• Adapt teaching method to particular student’s needs:
• Be knowledgeable about medications students are taking, be aware of any side effects or change
of behavior
o Have a ‘plan of action’ if something were to occur,
• Allow students to have time to stretch and move around the classroom,
• If student feels the need to do work standing, allow them to,
• Do work that incorporates various short activities to gain and keep attention,
• Make sure to have an organizational pattern and routine for the student to follow,
o Use planners, write homework on the board, use verbal reminders
Autism
• Nervous system disorder
o The nervous system is made up of the brain, spinal cord, and nerves
§ Affects movement, thinking, and senses,
• Appear physically normal,
• Various ranges of ability – not every person with autism acts the same way or has the same level
of difficulty,
• Poor eye contact, difficulty processing information through their senses, different view of the
world – often self-centered view,
• Often lack social skills – make awkward attempts at interaction or completely avoid social
situations,
• Cannot always control their actions,
• Some may have seizures (1 in 4),
• Can start at birth,
• May eventually become mental retardation, however can be “outgrown,”
• THEY CAN LEARN!
Suggestions for teaching:
• Adapt teaching method to particular student’s needs:
• Develop a communication process,
• Break tasks into smaller tasks and do them routinely the same way every time
• Reward positive behavior and completed tasks
• Utilize and understand the importance of occupational therapists
• Teach their peers what autism is and the importance of how they can help the autistic individual
• Make sure never call someone the “autistic kid.” This person is an individual too. Make sure as
teachers and peers to use the students name and don’t label them as autistic.
• Develop an IEP with parents, special education teacher, principle, guidance counselor, and
district therapist
Down Syndrome (varies in percentage of school aged children)
• Have an extra chromosome (extra 21st chromosome)
• Born smaller with fewer brain cells,
• Begins before birth and cannot be reversed – this can be detected while baby is in the womb,
• Various observable physical differences,
• Delayed growth and development
• Lower IQ
Nichole
Kaercher

3. Working with Students with Disabilities
• Need precautions when doing physical activities due to limited bone strength
• Heart defects, epilepsy, speech and hearing impairments,
• Become frustrated easily
• Can be taught but then once teaching is stopped they CAN regress.
Suggestions for teaching:
• Adapt teaching method to particular student’s needs:
• Often time students with Down Syndrome are not put into the general education classroom,
o Although, some parents fight to have children in classroom because of the IDEA Act
(Individuals with Disabilities Education Act), meaning all students with disabilities are
offered a free, public education from birth to age 21,
• Give students a sense of identity and positive encouragement,
• Focus on communication,
• Have short activities that are routine – teach life skills every day,
• Utilize exercise and physical therapy,
• Precisely follow IEP,
• UTILIZE all resources include occupational and physical therapists, as well as pathologists
IDEA gives every student the right to a free public education. Parents and guardians have the opportunity
to choose whether the child is to be placed in a general classroom, special education classroom, home-
schooled, or placed in an institution. This Act provides services from birth to age 21. When students are
placed into their appropriate location, it is the schools responsibility to provide appropriate aids to help
the student.
It is important to keep in mind that when students have a specific learning disability to utilize their
strengths to help support their weaknesses. Make sure to plan specific activities around the area of
weakness, make sure activity is on the child’s level or slightly above.
*ADHD and Autism are NOT necessarily considered learning disabilities, however are important
when teaching a student. An individual cannot be considered to have ADD and Autism/Down
Syndrome because of the range in IQ.
Parent, teacher, and student reference books:
Bowman-Kruhm, M. (2000). Everything you need to know about down syndrome. New York: Rosen
Publishing Group, Inc.
Brill, M. (2008). Autism. Tarrytown, NY: Marshall Cavendish Benchmark.
Fisher, G. (1992). The survival guide for kids with learning differences. Minneapolis, MN: Free Spirit
Publishing
Landau, E. (2004). Dyslexia. Canada: Franklin Watts.
Nadelson, C. (1999). Autism. United States: Chelsea House Publishing.
Quinn, P. (1995). Adolescents and add. New York, NY: Magination Press.
Nichole
Kaercher