Presentation to accompany

Presentation to accompany

Teachers Make the Difference:Teaching Students with Learning Disabilities

at Middle and Secondary Levels

Living Document2009

Teachers Make the Difference:Teaching Students with Learning Disabilities

at Middle and Secondary Levels

Living Document2009

Primer• The user can click on a topic in the Table of

Contents and be directed to the appropriate page.

• The green boxes provide the reader with highlighted information.

• The yellow boxes provide the reader withboxes that can be “check marked.”

• The CHECKLISTS section provides the user with boxes that can be either “check marked” or “filled in with text.”

• The user can SAVE all changes made to the document.

Response to Intervention

• The Ministry of Education promotes the multi-tiered Response to Intervention (RTI) process which provides a continuum of services, supports, and interventions to students.

• The RTI process is effective in serving the needs of all students (including students with learning disabilities) because of its focus on school-wide, group, and individual interventions.

Response to InterventionModel

National Definition

• A student with a learning disability has unique learning needs and strengths that are different from other students with learning disabilities.

• The Learning Disabilities Association of Canada’s definition of learning disabilities can be found at http://www.ldac-taac.ca .

A Student with a

Learning Disability has . . .

• average or above average cognitive ability (thinking and reasoning).

• processing difficulties.

• below average academic achievement.

• unexpected academic underachievement.

Receiving and Processing

Information for Learning Information Processing Model

Adapted from Walcot-Gayda, 2004

Processes Related to perceiving, thinking, remembering, or

learning

• Language Processing

• Phonological Processing

• Visual-Spatial Processing

• Processing Speed

• Memory

• Attention

• Executive Functions (planning or decision making)

Planning for Effective and Differentiated Instruction and Assessment

Flow Chart

Effective Instruction• Differentiated Instruction and the Adaptive Dimension

• Brain Compatible Instruction

• Instructional Groupings

• Explicit Instruction

• Scaffolded Instruction

• Metacognitive Instruction

• Strategy Instruction

• Content Enhancement

• Effective Feedback

• Performance Monitoring

Effective Assessment

• Used Before Instruction (Diagnostic)

• Used During Instruction (Formative)

• Used After Instruction (Summative)

REFERENCES and CHECKLISTS

REFERENCES and CHECKLISTS

For a complete list of references and user-entered checklists, please consult the

document titled,

Teachers Make the Difference:Teaching Students with Learning Disabilities

at Middle and Secondary Levels

Living Document2009

For a complete list of references and user-entered checklists, please consult the

document titled,

Teachers Make the Difference:Teaching Students with Learning Disabilities

at Middle and Secondary Levels

Living Document2009