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copyright (c) 2003 Allyn & Bacon
Chapter 2
Teaching Students with Learning Disabilities or Attention Deficit Hyperactivity Disorders
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copyright (c) 2003 Allyn & Bacon
Learning Disabilities Definitions and Types
IDEA Definition– Student does not achieve commensurate with
his or her age and ability level in one or more several specific areas when provided with appropriate learning experiences
– The student has a severe discrepancy between achievement and intellectual ability in one or more of seven areas…
copyright (c) 2003 Allyn & Bacon
Learning Disabilities Definition (continued)
Oral Expression
Listening Comprehension
Written Expression
Basic Reading Skills
Reading Comprehension
Mathematics Calculation
Mathematics Reasoning
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Definition of Specific Learning Disability (continued)
A student is not regarded as having a specific learning disability if the discrepancy is primarily the result of:– Visual, hearing or motor disability– Mental retardation– Emotional disturbance– Environmental, cultural, or economic
disadvantage
copyright (c) 2003 Allyn & Bacon
Characteristics of Students with LD
Most students with LD seem more different than alike.– Overriding characteristics:
Unexpected difficulty or low performance in one or more academic areas
Ineffective or inefficient information processing or learning strategies in the area(s) of difficulty
copyright (c) 2003 Allyn & Bacon
Types of Learning Disabilities
Dyslexia– Severe difficulty in learning to read, particularly with
decoding and spelling
Dysgraphia– Severe difficulty learning to write, including handwriting
Dyscalculia– Severe disability in learning mathematical concepts and
computation
copyright (c) 2003 Allyn & Bacon
Reading Difficulties
Reading difficulties are evident in over 85% of students with LD (Lyon, 1999)
Difficulties are associated with– Phonemic awareness – Alphabetic principle– Rapid naming
copyright (c) 2003 Allyn & Bacon
Why the Increase in the Prevalence of Learning Disabilities? (Hallahan, 1992; Lerner, 2001)
Growing public awareness of LD
Greater social acceptance
Limited alternatives for other students at-risk
Social and cultural influences on central nervous system integrity
Increasing needs for literacy at work and daily life
copyright (c) 2003 Allyn & Bacon
Instructional Techniques and Accommodations for Students with LD
Tips to Remember– No one approach is relevant for all students– Use “Best Teaching Practices”
Overview of lesson or unit Use Visuals (I.e., overhead projector) Organize learning activities and working groups Relate the learning to the students’ daily lives Be creative and humorous
copyright (c) 2003 Allyn & Bacon
Common Practices in predicting Academic Success of Students with LD
Control of task difficulty Small interactive groups Direct instruction Advance Organizers Cognitive strategies
copyright (c) 2003 Allyn & Bacon
Self-Monitoring Questions
What is my purpose for learning or doing this?
What is my plan for doing this task?
Does what I am learning, reading or doing make sense?
What do I already know about this topic?
How am I doing with my work?
What are the main points I am learning?
How can I use this elsewhere?
copyright (c) 2003 Allyn & Bacon
Helpful Instructional Principles
Use learning tools and aids Adjust work load and time Present and have students demonstrate their
learning in multiple ways Teach students to use memory strategies
copyright (c) 2003 Allyn & Bacon
Attention Deficit Hyperactivity Disorder
Definition– Two types
Inattention Hyperactivity-Impulsivity
DSM-IV Classification– ADHD, Predominantly Inattentive Type– ADHD, Predominantly Hyperactive-Impulsive Type– ADHD, Combined Type
copyright (c) 2003 Allyn & Bacon
Inattention Refers To:
Consistent (over 6 months) and highly inappropriate levels of at least six of the following:– Failing to pay close attention to details and
making careless mistakes that are inconsistent with child’s developmental level
– Failing to sustain attention to tasks and/or play activities
copyright (c) 2003 Allyn & Bacon
Inattention Refers To (continued)
– Failing to listen, even when spoken to directly– Failing to complete tasks– Having difficulty with organization– Resisting to work on tasks that require
sustained attention– Losing materials and objects– Becoming easily distracted– Being forgetful
copyright (c) 2003 Allyn & Bacon
Hyperactivity Refers To
Consistent (over 6 months) and highly inappropriate levels of at least six of the following:– Hyperactivity
Fidgeting or squirming Having a difficult time remaining and seated in class Running or climbing excessively when it’s not
appropriate Having difficulty playing quietly Acting a though he/she is “driven by a motor” Talking too much
copyright (c) 2003 Allyn & Bacon
Impulsivity Refers To
Consistent (over 6 months) and highly inappropriate levels of at least six of the following:
– Blurting out answers– Difficulty waiting for their turn– Interrupting others or butting into activities
Onset of inattention and/or hyperactivity should be present before age 7 and in two or more separate settings.
copyright (c) 2003 Allyn & Bacon
Core Characteristics of ADHD
Poor sustained attention or vigilance
Impulsive or poor delay of gratification
Hyperactivity or poorly regulated activity
Diminished rule-governed behavior
Increased variability of task performance
copyright (c) 2003 Allyn & Bacon
Instructional Guidelines and Accommodations for ADHD
Positive attitudes towards mainstreaming and inclusion of students with ADHD
Ability to collaborate as a member of an interdisciplinary team
Knowledge of behavior-management procedures
Personal characteristics
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Educational Interventions
Use novelty in instruction and directions
Maintain a schedule
Prepare students for transitions and provide support in completing transitions
Emphasize time limits
copyright (c) 2003 Allyn & Bacon
Educational Interventions
Provide organizational assistance Provide rewards consistently and often Be brief and clear Arrange the environment to facilitate attention Provide optimal stimulation Allow for movement and postures other than
sitting
copyright (c) 2003 Allyn & Bacon
Educational Interventions
Keep homework assignments separate from unfinished school work
Use homework as practice for materials that have already been taught
Identify the minimum amount to demonstrate learning
Provide timelines for tasks associates with long-term assignments
copyright (c) 2003 Allyn & Bacon
Medication as Treatment
Stimulant medication Ritalin Dexadrine Adderall Cylert Concerta
Medication is only one aspect of a treatment plan