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PRESENTED BY LORI LEININGER AND WENDY SWEENEY
ABE DISABILITY SERVICES IN MINNESOTA
CEA REGIONAL IV CONFERENCE
BLOOMINGTON, MNAPRIL 8-9, 2010
What Adults with Disabilities
Wish All Teachers Knew
Session Goals
Useful information and video clips of:
Traumatic Brain Injury (TBI) Acquired Brain Injury Learning Disability (LD) ADHD Instructional Strategies Disability Resources
What is a Traumatic Brain Injury?
A blow or jolt to the head or a penetrating head injury
that disrupts a function of the brain
Causes: Falls Motor Vehicles Assaults Sports Injuries Domestic Violence Child Abuse
Normal BrainNormal Brain Brain Spect Brain Spect
Brain Spects
15 year old male with a serious head injury
Top, front down, surface view
HELPSBrain Injury Screening Tool
Developed by M. Picard,D. Scarisbrick, R. Pauluch. For complete form see, www.mnabedisabilities.org
H - Have you ever Hit your Head or been Hit on the Head?
E - Were you ever seen in the Emergency room, hospital, or
by a doctor because of an injury to your head?
L - Did you Lose consciousness or experience a period of being dazed or confused because of an injury to your head?
P - Do you experience any of these Problems in your daily life since you hit your head?
S - Any significant Sicknesses?
Mary Jimmy
What is an Acquired Brain Injury
It is NOT caused by trauma but by internalcomplications. It occurs after birth, is not
hereditary,congenital, or generative
Causes: Strokes Seizures Toxic Exposure Lack of Oxygen Metabolic Disorders Neurotoxic Poisoning
38 year old, 17 years ofheavy weekend alcohol use
One year drug and alcohol free
Acquired Brain Injury Spects
Traumatic/Acquired Brain Injury Symptoms
Difficulty with:
Memory Behavior regulation Speech and language Balance, coordination and mobility Organization Fatigue Attention and concentration
STROOP TEST
Red Blue
Yellow Green
Pink Black
Blue Red
Orange Black
Red Blue
Green Yellow
BlueGreen
Green Blue
Yellow Red
Aphasia Literacy Group
What is a Learning Disability?
At least average intelligence
Significant information processing deficit(s)
Significantly lower than expected academic performance in one or more areas
Life long learning difficulties
These are not Learning Disabilities…
Physical or sensory disabilities
Low ability
Severe emotional difficulties
Lack of academic opportunities
Cultural differences
Common Learning Disabilities:
Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Inbeqenbence is comsidered a civic virtue, for selfrelaicne means puling you own thgiew, paying yourtaxes and not deing a durben on your fellow citnzs.The enphasis in almost lla rehabilitation is to retranethe disblaed persn for probuctive work. If siht qrovesunfeasdle, they nay de comsidered useless and left tohsiugnal apart from the mainstreen.
Learning Disability Symptoms
Strengths along with some weaknesses
Lifelong academic difficulties
Not working up to potential
Frequently needs instructions repeated
Appears distracted or forgetful
Mea John
What is ADHD?
ADHD
Predominantly Inattentive
Type
Predominantly Hyperactive-
Impulsive Type
Combined Type
Symptoms of ADHD
Difficulty:
Paying attention to detail Listening Organizing Starting and completing tasks Focusing Prioritizing
Q
u
o
t
e
s
“I prefer to distinguish ADD as attention abundance disorder. Everything is just so interesting…remarkably at the same time.”
Frank Coppola, MA, ODC, ACG
“As I sit here and talk to you in a relatively calm conversation, there’s an amusement park going on in my head.”
Robert Tudisco, Attorney
May score within normal limits (IQ) but show uneven cognitive skills
Benefits from similar intervention strategies
May regain pre-injury information and skills quickly, but have difficulty learning and retaining new information
SimilaritiesSimilarities
Brain Injury and Learning Disabilities
DifferencesDifferences
Traumatic Brain Injury andAttention Deficit Hyperactivity Disorder
Impulsive, inattentive behavior
Responds to similar intervention strategies
Reduced energy, memory problems, decreased initiative
Less responsive to cuesLess responsive to
insight oriented strategies
More severe and diffuse neurological condition
SimilaritiesSimilarities DifferencesDifferences
Universal Teaching Strategies
Link material to prior knowledge
Concise, clear, simple and specific
Thinking time
Allow frequent breaks
Use multi-sensory instruction by saying, seeing, hearing, reading, tracing, writing
Break information down into small steps
Review information frequently
Give extended time for assignments and tests
Allow alternative learning; such as projects instead of writing papers
Use visual aids whenever possible
Use meaning and contextual materials that relate to the student’s interests
Consider use of assistive technology
Universal Teaching Strategies continued…
Minnesota ABE Disability Website
www.mnabedisabilities.org
Interested in content of thiswebsite for your state?Contact Lori Leininger at763-504-4093 [email protected]
Video Summary
courage
courage doesn’t always roar.sometimes courage is the quiet voice atthe end of the daysaying,
“I will try again
tomorrow.”maryanne radmacher-hershey ’98
Lori LeiningerLori Leininger Wendy SweeneyWendy Sweeney
PANDANew Hope Learning
Center8301 – 47th Avenue NorthNew Hope, MN 55428
763-504-4093
PANDANew Hope Learning
Center8301 – 47th Avenue NorthNew Hope, MN 55428
763-504-4095
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