Tools for the Classroom and the Center Debbie Jones, Disability Specialist Humanitas, Inc....

Tools for the Classroom and the Center

Debbie Jones, Disability Specialist

Humanitas, Inc.

Del-Jen/Horizons Youth Services

Joint Academic and Career Technical Training Conference

April 19, 20071

Defining “Tools”Tangible vs. Intangible

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What is a Learning Disability?A learning disability is a neurological disorder that affects one or more of the basic psychological processes involved in understanding or in using spoken or written language.

The disability may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations.

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Perceptions

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Nose

Mouth

Eye

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Earring

Necklace

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Count the black dots only!Count the black dots only!

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Experiencing a Learning Disability

Which hand do you use to write?

Using the opposite hand and while your eyes are closed, write the

following:

“My name is [fill in name] and I am attending the conference

session on LD Tools.”

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Experiencing a Learning Disability Challenging neurological resources

related to visual motor integration. How did you feel? Was it

Laborious? Frustrating? Tiring?

Writing is really that difficult for these students

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Myths & Misperceptions

Lazy or dumb Need to “try” harder

Accommodations are a “crutch” Have to learn to do things without them

for the “real” world

Can perform tasks sometimes so can’t have a disability Inconsistent

Hyperfocus12

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Tangible Tools

Web Resources

Newsletters/Journals

Books/Videos/Audio Tapes

Computer Aided Instruction

Assessment Data

IEPs/504 Plans

Individual with a Disability

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Tangible Tools (cont.)

Resource Organizations

Technology – Hi-tech and Low-tech

Resource Specialists

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Web Resources

Job Corps Disability Website

Job Corps Learning Disabilities Website

LD Online

www.ldonline.org

All Kinds of Minds

www.allkindsofminds.org

Job Corps Disability Websitehttp://jcdisability.jobcorps.gov

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Job Corps LD Websitehttp://jccdrc.jobcorps.gov/ld

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Newsletters/Journals

Newsletters

JC Instructional

JC Disability

Journals

Intervention

Journal of Learning Disabilities

Remedial and Special Education

Learning Disability Quarterly

Books, Videos, and Audio Tapes Books:

Overcoming Dyslexia, Sally Shaywitz

A Mind at a Time, Dr. Mel Levine

Teaching Learning Strategies and Study Skills to Student with Learning Disabilities, Attention Deficit Disorders or Special Needs, Stephen Strichart & Charles Mangrum II

Books, Videos, and Audio Tapes Videos

F.A.T. City, Richard Lavoie (not person-first)

www.pbs.org Ennis’ Gift - A Film About Learning

Differences, inspired by the legacy of William Ennis Cosby www.pbs.org

Developing Minds, Mel Levine www.allkindsofminds.org

Audio Tapes Reaching Minds, Mel Levine

www.allkindsofminds.org

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Computer – Aided Instruction Inspiration - Students develop

essential learning strategies as they create graphic organizers to visually represent concepts and relationships.

http://www.inspiration.com/productinfo/inspiration/index.cfm

PowerPoint

FASTT Math – (2nd grade and up)

www.tomsnyder.com

Assessments

Learning Preferences

Learning Style Inventories

Achievement Tests

Intelligence Testing

TABE/GED/State Standards Tests

Classroom Testing (formative)

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504 Plans/IEPs

504 Plans

Accommodations

IEPs

Present Levels of Performance

Accommodations

Goals

Assessment Participation

http://jccdrc.jobcorps.org/ld/iep

The Individual with a Disability

Is often a valuable resource about their

own disability, accommodation, and

learning needs.

Resource Organizations

Division of Vocational Rehabilitation (DVR)

JC Program Instruction 99-03

Job Accommodation Network (JAN)

One-Stops – Disability Navigators

Centers for Independent Living

Other State Disability Service Agencies

Technology

Hi-Tech

Screen Readers

Alpha-Smarts, Computers

Voice Dictation

Talking calculators/thermometers/tape measures

Digital/Variable Speed Tape Recorders

Smart Boards/White Boards

Technology

Lo-Tech

Specialty Paper (e.g., graph, colored, textured)

Writing Utensils & Accessories (e.g., pencils, highlighters, grips, etc.)

Organizers (e.g., planners, calendars, etc.)

Positioning tools (e.g., clipboards, slant boards, velcro, etc.)

Resource Specialists Regional Disability Coordinators

Regions 1 and 4 – Shannon Bentley shannonbentley_rn@yahoo.com

Regions 2 and 3 – Pat Jackson pbjackson@outdrs.net

Region 5 – Kimberly Jones (& Michelle Day during the training period) kim.jones@humanitas.com

Region 6 – Sylvia Domagalski sjdnurse@aol.com

Resource Specialists

National Disability Program Manager - Michelle Day, Humanitas michelle.day@humanitas.com

Disability Specialist - Debbie Jones, Humanitas debbiemjones@comcast.net

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Intangible Resources Universal Design

Learning Strategies

Universal Design

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DESIGN PRINCIPLE EXAMPLE

Flexibility in Use

Accommodates a wide range of individual preferences and abilities. Classroom where the student may choose to hand write, word process, or voice dictate an essay in order to demonstrate mastery

Equitable UseWebsite that is designed so that it is accessible to everyone, including people who are blind

Simple/Intuitive Use

Easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Shop equipment with control buttons that are clear and intuitive (e.g., red buttons for stop and green for go)

Universal Design

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DESIGN PRINCIPLE EXAMPLE

Perceptible Information

Television programming projected in classrooms or other meeting areas that includes captions

Tolerance for ErrorEducational software program that provides guidance when the user makes an inappropriate selection

Low Physical Effort

Doors that are easy to open by people with a wide variety of physical characteristics demonstrate the application of this principle

Size & Space for Approach & Use

Adjustable table to accommodate any individuals height and size

The use of Universal Design improves

overall accessibility for all students and

creates a more inclusive atmosphere. It

does not, however, replace the obligation

to accommodate qualified individuals with

disabilities.

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Teaching Learning Strategies

Why do students with learning disabilities need to become strategic learners?

Metacognitive Strategies

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Memory Exercise

• 5• 8• 0• 2• 9• 7• 6• 1• 8• 3

Who can remember all 10 numbers?

What strategy or strategies could we have used to better help us remember that series of numbers?

(580) 297-6183

Memory Strategies

Repetition Grouping Mental Picture Rhyming Acronym Abbreviation Acronymic Sentence Graphic Sentence

Teaching Learning Strategies Assess the student’s awareness of

the strategy to be used. Provide opportunities for students to

discuss, reflect upon, and practice the strategies with classroom materials and authentic tasks.

Provide feedback. Gradually have the student select

the learning strategy to use for a particular activity or assignment.

Teaching Learning Strategies Provide instruction, review, and

provide feedback until the student is able to self-select and apply learning strategies effectively.

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Poster available at www.disabilityisnatural.co

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Posters

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