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Supporting Students with Specific Learning Disabilities
Kim BloorEducational & Developmental Psychologist
DSF Literacy and Clinical Services
Outline
Learning Difficulties vs. Learning Disabilities What is Dyslexia? What is Dysgraphia? What is Dyscalculia? What is the impact in the classroom? Supporting Students
Learning Disabilities vs. Learning Difficulties
Learning Difficulties or Learning Disabilities?
Learning Difficulties – generic term referring to the 20 - 25 % of students who exhibit problems acquiring academic skills as a consequence of a range of causes.
These include:– Intellectual disability– Physical / sensory defects– Emotional/behavioural difficulties– Lack of opportunity– Instructional casualties(National Health and Medical Research Council, 1990)
Learning Difficulties or Learning Disabilities?
Of the 20 – 25% of students exhibiting problems acquiring academic skills many struggle to acquire a reasonable level of literacy.
OECD Research (PISA – Program for International Student Assessment) found that almost 41% of 15 year old boys in Australia had literacy levels either below or at the lowest levels of functional literacy.
Learning Difficulties or Learning Disabilities?
Learning Disabilities – result from impairments in one or more psychological processes related to learning. They interfere with the acquisition and use of one or more of the following skills: Oral language Reading Written language Mathematics
Learning Disabilities
Visible signs of a Learning Disability
Academic skills below expectation for age, general ability and educational opportunities
Obvious gap between perceived or apparent potential to learn and level of achievement
Not due to intellectual disability, sensory or physical deficit, emotional disorder or lack of educational experiences (resulting in a learning difficulty)
Intrinsic and enduring
Criteria used to identify a Specific Learning Disability
Unexpected underachievement in relation to chronological age;
Unexpected underachievement in relation to cognitive ability;
Evidence of an inherent processing difficulty (phonological processing, auditory working memory, information processing speed, visual processing);
Exclusion of other plausible explanations; Failure to respond to targeted, systematic and
prolonged intervention
Prevalence of Learning Disabilities
15 - 20% learning difficulties
5% Dyslexia plus other LDs
Approximately one student with a LD per class
Specific Skill Disorders
Referred to as Specific Learning Disorders
Dyslexia (Reading)Dysgraphia (Written Language)Dysphasia (Oral Language)Dyspraxia (Fine Motor)Dyscalculia (Mathematics)
(“Dys” = intrinsic or developmental)
These are learning problems NOT intellectual problems
Specific Learning Disorders
Dyslexia Dysgraphia Dyscalculia
Neurobiological in origin – genetic
Lifelong – although environment may alter the course
Core deficit = underlying phonological processing deficit
Core deficit = underlying phonological processing deficit (rapid naming ability)
Core deficit = underlying deficit in concept of number
Difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities
Difficulties with spelling, handwriting and/or written expression
Difficulties learning and/or comprehending maths, including understanding numbers, learning how to manipulate numbers, and learning math facts
May occur alone or co-morbidly
Dyslexia
Characteristics of Dyslexia
Difficulty learning letter names and sounds Slow and inaccurate oral reading Dislike or reluctance to read Problems sustaining attention to literacy activities Spelling and written expression difficulties Poor phonological awareness Slow rapid automatised naming Reduced short-term auditory memory and working
memory Sequencing and organisation difficulties
Secondary characteristics
Poor reading comprehension mediated by decoding problems
Very slow to complete written work – both in-class and out of class
Reduced reading experience that impedes the growth of vocabulary and acquired knowledge
Dysgraphia
Characteristics of Dysgraphia
Difficulty learning letter names and sounds Slow and inaccurate handwriting, low levels of
automaticity in the retrieval and production of alphabet letters (even as adults)
Dislike or reluctance to write Problems sustaining attention to literacy activities
(particularly written expression) Frequently associated with reading disorders; May have phonological processing impairments; May have low RAN
What you may see in the classroom
Poor legibility in written assignments Struggle to meet grade-appropriate standards
for content and length Trouble finishing written work within time
limits Highly motivated (despite appearances) but
can be emotionally traumatised by experiences
Problems generating text Do not readily use planning or editing
techniques
Two Main subtypes of Dysgraphia
Language Based Dysgraphia Difficulties constructing meaningful and
effectively structured written expression Extreme difficulty getting thoughts in order and
down on paperNon-Language (Motor) Dysgraphia
Handwriting difficulties associated with an impairment in motor co-ordinatiosn
Can be viewed as a specific subset of motor dyspraxia.
Dyscalculia
Characteristics of Dyscalculia Difficulty navigating back and forth when counting, especially
in 2’s and 3’s Struggle to recall numbers and facts Do not readily use rules and procedures to build on known
facts Difficulty grasping that the words ten, hundred and thousand
have same relationship to each other as the numerals 10, 100 and 1000.
Struggle with concept of measurement and spatial orientation Confusion over printed symbols and signs Frequent number reversals Poor procedural skills Inability to subitise even with small quantities
Individuals with Dyscalculia differ in the extent to which they exhibit difficulties in mathematics.
Although it can be argued that many of the defining features of dyscalculia can be seen in students who do poorly in mathematics, it is the severity of these difficulties and their resistance to remedial intervention that set dyscalculic students apart from others with learning difficulties.
What you may see in the classroom
Good at speaking and literacy, but slow to develop counting and maths problem solving skills.
Good memory for printed words but difficulty reading numbers or recalling numbers in a sequence.
Good with general maths concepts but frustrated when specific computation and organisation skills need to be used.
Difficulties with estimation/approximation Trouble with concepts of time and money. Inability to count backwards
What you may see in the classroom
Poor sense of direction, easily disorientated and easily confused by changes in routines.
Poor long term memory of mathematical concepts. Poor mental maths ability. Difficulty playing strategy games and keeping
scores when playing board/card games. Low processing speed when engaged in maths
tasks Difficulty noticing patterns
Three main subtypes of Dyscalculia
Memory based Difficulties learning and retrieving basic number
facts
Procedural Difficulty learning and applying procedures
involved in calculation
Visuo-spatial Misreading and misrepresenting place value,
transposing numbers and poor bookwork.
Children do not grow out of a learning disability
Learning disabilities cannot be “cured” or “grown out of”
Students with learning disabilities will not work it out for themselves through immersion in literature
Targeted remedial programs can provide a lot of assistance
LD’s may include accompanying challenges...
More challenging to instruct and remediate
Processing impairmentsSensory motor difficultiesBehavioural problemsADHD (up to 40% comorbidity with
Dyslexia)
…and Strengths
CreativityLateral thinkingProblem-solvingVisual and spatial thinkingDeterminationHard work necessary to overcome
difficulties
Implications for the Learning Environment – All SLD’s
Deficiencies in short-term memory and cognitive processing limitations are common.
SLD students often report information overload and confusion due to having multiple ideas that they can’t translate into words.
Difficulties with search and locate strategies required in independent study.
Poor reading rate and comprehension is common. Difficulties compounded when there is an increase in amount of reading and/or a reduction in time.
Poor visual memory. Oral language and discussion often above average.
Increased anxiety in test situationsPoor self esteem and confidence. Often
reluctant to risk take.
Supporting students with Learning Difficulties
Learning Disabilities – Implications for the Learning Environment
Acknowledge the student’s educational history
Possibly endured many years of failure
Working with possible negative views of education
Supporting LD students at school
Having realistic but high expectations for students with learning disabilities
Promoting whole staff awareness
Adopting flexible approaches – teaching until a student has learnt
Accommodations
Adaptations and modifications of classroom practices (teaching, materials, technology)
Should not entail reducing educational standards and requirements
Involve opportunity for alternative assessment procedures which incorporate students’ requirements
Accommodations
Without Accommodations With Accommodations
Students unable to access curriculum and will learn less and less
Students more likely to access the curriculum and learn alongside their peers
Students unable to demonstrate their knowledge, skills and understandings
Students will have an opportunity to demonstrate their knowledge, skills and understandings
Likely to experience frustration, anxiety and tension, reducing chances of learning
Less likely to experience frustration, anxiety and tension, improving their chances of learning and making some progress
Differentiated teaching
There is a range of inclusive teaching strategies that can assist all students to learn, including some specific strategies that suit students with learning disabilities.
Strategies that will improve learning outcomes for all students
Maintain high expectationsEnsure access to curriculumReduce task / information into smaller
(meaningful) ‘chunks’ – ensure student has skills / knowledge to successfully achieve at each step - teach to mastery
Introduce support / scaffolding to ensure success and reduce anxiety
Provide regular and targeted feedback – frequently check for understanding
Revisit / repeat / reinforce key concepts, skills and understandings
When assessing performance, ensure student is able to demonstrate his/her knowledge, skills and understandings ‘on the same basis’ as other students – provide accommodations where necessary.
Strategies that will improve learning outcomes for all students
Targeted strategies for individual students
Changes to how information is presentedUse of visual aids Use of assistive technologyStrategies for spelling and written
expressionSupport for working memoryNeed for repetitionStrategies to reduce anxiety
Using multisensory techniques
LD students benefit from multisensory teaching strategies
If one method of teaching is not working, it will not work a second, 3rd, 4th… time
Presenting information in a variety of ways, using different sensations (touch, movement, sound, speech, vision) assists in saving that information in memory.
Working Memory: Classroom Support
LD students find it difficult to listen and write at the same time – avoid asking them to do this
Be aware of the warning signs of working memory failure Incomplete recallFailing to follow instructionsLosing track of placeAbandoning the task
Students benefitted when teachers modified their practise Reduced number of multi-syllable words Reduced complexity and length Increased pauses between phrases Reduced speed of info delivery Increased meaningfulness of material Repetition to prevent catastrophic loss Made material available Used memory aids
Working Memory: Classroom Support
Need for repetition
Repetition is highly important for students with learning difficulties.
Need to repeat and revise key skills/concepts until they are over-learned
Wherever possible, ensure key statements/instructions/ideas are repeated or highlighted in some way
Demonstrate, guide practice, watch and give corrective feedback, plan practice
Targeted strategies for individual students
Strategies to assist with time management and organisation
Modified class schedule (e.g., instead of LOTE, an extra study period/literacy support is provided)
Ensure students do not have to rely too heavily on reading in order to acquire information
See handout
Differentiated Assessment
Alternate Forms of Assessment
There is a range of inclusive assessment practices which will enhance the learning of all students in the classroom but students with SLD’s may need particular adjustments to assessment tasks.
Ideally, ascertain functional impact on learning and then consider alternative assessment strategies.
Provision of extra time Change of location for testing Reduction in length of an assignment Allowing students to answer tests orally Providing an alternative form of a test to the
student Providing an alternative assignment altogether Opportunity to discuss assignment and review
drafts
Targeted strategies for individual students
Remember
The requirements and objectives of the curriculum should not be diminished by the student receiving accommodations and support
The aim is to achieve equal opportunity not a guaranteed outcome.
The assessment process should provide a reasonable opportunity for students to demonstrate what they have learned.
Focus on what is done well…
Students with dyslexia generally have average to above average cognitive ability – at times superior ability
Look for strengthsMost important factor in future success is
“resilience” or “self esteem”
A final word
A student with a learning disability is a student with learning abilities who can succeed at study
If we teach with learning disabilities in mind, it
will be suitable for everyone and ensure students with a specific learning disability experience success