Addressing everyone: learningdisabilities

Welcome to Canelones Province Sala!

Addressing Everyone:

Learning Disabilities

PAD Estela Cirimello – Prof. Marcela Scuadroni – PAD Elena Garcia

Canelones Sala – July 2012

What is a

Learning Disability?

The inability of the brain to

process and learn information

the way it is typically

presented

Dr. Linda Silbert , 2007

What’s your opinion about

these comments from

Uruguayan teachers?

I wasn’t trained to teach these kids, so I don’t

see why I have to do it.

If the policy is to include them, the State has to

provide us with the tools to deal with them.

School premises are not prepared for them --

we barely have wheel-chair access…

Very easy to say we have inclusion policies, but what about the tools to make policies

come true?

Most frequent

Learning Disabilities

Dyslexia

ADD or ADHD (Attention Deficit Disorder)

Dysgraphia

Dyspraxia (Sensory Integration Disorder)

Nonverbal Learning Disability

Cerebral Palsy

CAPD (Central Auditory Processing Disorder)

Visual Processing Disorder

Autism

Asperger Syndrome

Asperger

Dyslexia

inherited learning disability that

impairs a person's ability

to read and write

Symptoms

struggle concentrating

feel stupid or have a low self esteem

struggle with left and right, or before and after

poor coordination and clumsiness

often find remembering simple things challenging

battle with understanding directions, finding words to express themselves

poor and slow handwriting

learn better through hands on demonstration and

visuals

have same intelligence range as that of those

without it

can utilize the brain's ability to alter and create

perceptions

are highly aware of the environment

However, they…

are more curious than average

think mainly in pictures instead of words

are highly intuitive and insightful

think and perceive multi-dimensionally (using all

the senses)

can experience thought as reality

have vivid imagination

and they…

Some ideas use simple fonts (Arial, Times New Roman, Bookman)

use larger fonts (14 or more) and double spacing

have options on the same line and use colors

sit with them while doing the test

emphasize on oral (instructions, explanations, etc.)

E

E

Notice there are no “the”

ADHD (or just ADD) Attention deficit hyperactivity disorder

learning disability characterized

by hyperactivity, inattention, and

impulsivity

o has difficulty paying close attention to details or makes careless mistakes on homework or tests

o has difficulty sustaining attention in tasks/activities

o does not seem to listen when spoken to directly

o does not follow through on instructions

o fails to finish schoolwork / avoids schoolwork

o has difficulty organizing tasks

Symptoms

o misplaces or loses assignments or books

o becomes distracted easily

o seems to be fidgeting all the time

o has difficulty remaining seated / quiet

o talks excessively

o often interrupts/struggles to wait for turn before acting

Some ideas

seat student in the least distracting area of the

classroom

seat student close to you or positive role models

set clear rules and display them in plain view (state

consequences and rewards)

facilitate peer tutoring and group work

schedule activities that demand more attention at

the beginning

give test activities one by one and provide enough

practice tests

allow extra time or consider allowing oral answers

break assignments into smaller units

avoid putting too much information on each page

use borders, colors, or highlighting to emphasize

key directions or important points

help students remember to turn in homework

use prearranged verbal or visual cues to

correct behavior and make frequent eye

contact

consider allowing the student to use

headphones with soft music during

individual work

alternate physical and mental activities, or

design lessons that involve movement as

part of learning

Bender, W.N. (2007) Learning Disabilities: Characteristics, Identification, and Teaching

Strategies. Corwin Press, UK

Bender, W.N (2002) Differentiated Instruction for Students with Learning Disabilities. Corwin

Press, UK

Silbert, L.B. & Silbert, A.J. (2007) Why Bad Grades Happen to Good Kids: What Parents Need

to Know, What Parents Need to Do. Beaufort Books, NY

Turner, E. & Pughe, J. (2003) Dyslexia and English. D. Fulton Publishers, UK

Nijakowska, J. (2010) Dyslexia in the Foreign Language Classroom. Short Run Press Ltd., UK

Rief, S. & Stern, J. (2010) The Dyslexia Checklist: A Practical Reference for Parents and

Teachers. Jossey-Bass, SF

Davies, R.D. & Braun, E.M. (2010) The Gift of Dyslexia. The Berkeley Publishing Group, NY

Reid, G. (2005) Dyslexia and Inclusion. D. Fulton Publishers, UK

Farrel, M. (2006) The Effective Teacher’s Guide to Dyslexia and Other Specific Learning

Difficulties. Routledge, NY

ADHD Tips for Teacher. Retrieved from www.utschoolcounselor.org (Jan, 2012)

Rief, S. (2005) How To Reach And Teach Children with ADD/ADHD: Practical Techniques,

Strategies, and Interventions. Jossey-Bass, SF

Resources