Learning Disabilities & Special Learning Needs in Your Classroom

Transcription

1 Learning Disabilities & Special Learning Needs in Your Classroom CASAS Summer Institute 2014 Nancie Payne, Ph.D. Payne & Associates, Inc. June 20, 2014

2 Welcome Who We Be Need to Knows 2

3 Goals Individuals with LD One in five in the United States Understand Characteristics & Behaviors Use Behavior Questioning to Encourage Self-Disclosure Resources/Referrals Q & A 3

4 A Little Reading Please 4

5 Input Problems Lead to Output Problems Reading Student Learning Disability Visual 5

6 AUDITORY Listening & Verbal 6

7 Repeat These Phrases Comical economists Please pay promptly Shredded Swiss cheese Three free throws Unique New York Which wristwatches are Swiss wristwatches? 7

8 Input Problems Lead to Output Problems Reading Visual Student Learning Disability Hearing Expressive Language 8 Expressive/ Receptive Language Output Problems

9 Writing Take a piece of paper Fold it the size of your forehead Place the paper on your forehead Write your first & last name in cursive with your dominant hand Share your work with your neighbor 9

10 Input Problems Lead to Output Problems Reading Visual Student Learning Disability Hearing Expressive Language 10 of Written Expression/ Dysgraphia Expressive/ Receptive Language Output Problems

11 Square root? What is the relationship of the numerator to the denominator? 11

12 Input Problems Lead to Output Problems Reading Visual Student Learning Disability Hearing 12 Math Dyscalculia of Written Expression/ Dysgraphia Expressive/ Receptive Language Expressive Language Output Problems

13 Coordination Hold your pen in your nondominant hand When I say START Write the Numbers 1 through 20 as fast as you can Do it this way 1, 2, 3, 4, 5, etc. 13

14 Input Problems Lead to Output Problems Reading Integration Affects Output Visual Developmental Coordination Student Learning Disability Hearing 14 Math Dyscalculia of Written Expression/ Dysgraphia Expressive/ Receptive Language Expressive Language Output Problems

15 You Want Me to Do What? Listen Filter in & out Focus 15

16 Input Problems Lead to Output Problems Reading Integration Affects Output ADHD Asperger s Syndrome Autism Visual Developmental Coordination Student Learning Disability Hearing 16 Math Dyscalculia of Written Expression/ Dysgraphia Expressive/ Receptive Language Expressive Language Output Problems

17 Learning Disabilities Heterogeneous group of disorders Manifested by severe difficulties in the acquisition and use of Reading, Writing, & Computing Listening & Speaking Reasoning & Processing Memory Functions Higher Order/Executive Functioning Could be Genetic or Acquired 17

18 Attention s Neurologically based Nervous system disorder Chemical imbalance Usually occurs pre-adolescent maturation Must be present in two or more settings Clear evidence of impairment Not result of other disorders/conditions Can be genetic 18

19 Pervasive Developmental s Social awkwardness / difficulty in mixing with others Lack of eye contact Sensitivity to noise / touch / feel of clothing Difference in speech / extreme logic / very proper speech Anger / aggression Craves routine / resistance to change Appears lost / in own world Communication problems Motor skills problems / uneven gross/fine motor skills Difficulty expressing needs / gestures-points Unresponsive to typical training methods Spinning objects / strong attachment to objects No real fears of danger 19

20 Mental Health s Substantial disorder of Thought, mood, perception, or memory Grossly impairs judgment behavior capacity to recognize reality or ability to meet ordinary demands of life Someone who lacks ability to manage day to day events and/or control behavior 20

21 Types of Mental Health s Anxiety s Panic Attack Specific & Social Phobias Obsessive-Compulsive Intermittent Explosive Mood s Depression Manic s Bi-polar s Post Traumatic Stress 21

22 General Characteristics & Manifestations of Mental Health s Disturbances of thought & perception Dysregulation of mood Inappropriate anxiety Impulse control & behavioral problems Cognitive & Executive Functions dysfunction Executive function deficits Performing functions take longer Problems often identified by friends & family while minimized by individual 22

23 Input Problems Lead to Output Problems Reading Integration Affects Output ADHD Asperger s Syndrome Autism Visual Mental Health s Developmental Coordination Student Learning Disability Hearing 23 Math Dyscalculia of Written Expression/ Dysgraphia Expressive/ Receptive Language Expressive Language Output Problems

24 Other Non-Apparent s Developmental s Mild-Moderate Brain Injuries Seizure s Physical Disabilities Many Medical & Health Conditions Asthma & Allergies Diabetes Chronic fatigue syndrome Cancer HIV & AIDS Heart, liver or kidney problems 24

25 Input Problems Lead to Output Problems Reading Integration Affects Output ADHD Developmental Coordination Asperger s Syndrome Autism Student Learning Disability Visual Hearing Mental Health s Physical Disabilities Traumatic Head Injury 25 Math Dyscalculia of Written Expression/ Dysgraphia Expressive/ Receptive Language Expressive Language Developmental s Output Problems

26 Attention s 4 % of adults (ages 18 to 44) Learning Disabilities 1 in 5 Individuals 10-12% Elementary/Secondary 8-10% Workplace Over 50% in TANF Program 37% in Adult Education Programs 35% in Work Training Autism 1 in 68 Adults Asperger's Syndrome 2-3% of adults 26

27 Prevalence National Institute of Mental Health 1-5 diagnosable Mental Health 1-10 Severe Mental s Only 20% receive Treatment Health & Human Service 1-5 Anxiety that warranted Mental Health Diagnosis 27

28 Caution!! People with non-apparent disorders are less likely to be appropriately diagnosed & treated for co-existing medical conditions Untreated - adults with non-apparent disorders encounter: Diminished skills acquisition Lower education advancement Lack of employment opportunities Family dysfunction Host of life-long interfering elements 28

29 Perceptions The more intangible or hidden the disorder, the more society believes the individual should be able to control it & the greater the negative impact of not being able to do so 29

30 Manifestations & Behaviors Interferes With & Affects Attention & Concentration Reasoning & Processing Memory (Immediate/Short/Long) Oral communication Reading Mathematical Calculations & Application Writing & Spelling Coordination & Motor Function Social & Emotional Maturity Self-concept & Self esteem 30

31 Self-Disclosure Important or Not? Behavioral Questioning Purpose of Disclosure Positive aspects Not-so-positive aspects Can you tell me more How did you feel about How did you decide Can you give an example? What does it mean if What do you think What s your intention here What opportunities can you see in What could happen 31

32 What Should I Do Now? Check Your Expectations 32

33 33 Visual Processing s Ask how person would like information presented Provide large print materials Supply magnifying lenses/material Audio-record description of materials/information Provide e-text or a reader Smart-pen, ipod, smart phone, writer or note taker for specific needs Provide visual pictures for major sections, materials, or resources Supply screen reading and voice-to-text technology Utilize DVDs & CDs.

34 34 Auditory Processing Ask what communication methods are best Always have a printed/pictorial checklist or a materials/resources laminated checklist Use a writing board or tablet Use computer FM Looped System ipod or smart phone apps Minimize demand language questions Voice-to-text computer processing Oral instructions in printed format Connect concepts through hands-on and experiential methods

35 Developmental, Cognitive, Memory & Learning Limitations Keep use high level interest materials at appropriate reading level Use illustrations, pictorial lists, and e-tools Provide mind-mapping and graphic materials Provide pictorial layout Ask high-level questions that do not keep the student in the remedial areas Provide information in sequenced, clear steps Provide access to materials in audio/print form Create memory logs using notebooks, 3 x 5 cards organized in a three-ring binder, laminated checklists, special notebooks, calendars, schedulers, etc 35

36 Concentration & Distractibility Student may work on items in random order Student may forget what he/she wanted keep a notepad or clip board and jot down needs as spoken The student may need several breaks during the learning experience Provide quiet space to use materials Post-its and flags Reduce distractions, both auditory and visual, to assist in concentration and focus When studying, minimize distractions by using noise cancelling ear buds 36

37 Resources & Referrals LD Online Learning Disabilities Association of America CHADD Children & Adults with ADHD National Institute of Mental Health National Alliance for the Mentally Ill National Alliance for Schizophrenia & Depression Websites Worth a Visit 37

38 Thank You!! For More Information or Training Contact: Nancie Payne, Ph.D. Payne & Associates, Inc. 205 Lilly Road NE, Bldg. B, Ste A Olympia, WA Office / Fax Mission Competent, effective disability-related services designed to Maximize Human Potential & Create Productive Environments 38