1 division of special education paraeducator institute specific learning disability

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Division of Division of Special EducationSpecial Education

Division of Division of Special EducationSpecial Education

Paraeducator Institute

Specific Learning Disability

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What is a Specific What is a Specific Learning Disability?Learning Disability?

What is a Specific What is a Specific Learning Disability?Learning Disability?

””

It is defined by • Federal law which informs the• CA Ed Code, and frames• LAUSD policy

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How does the law define a Specific Learning

Disability?

It begins with an assessment, and all of the following parts must be in place before an IEP team

can lawfully determine that a child has a Specific Learning Disability

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The SLD Puzzle: All parts must fit

A severe discrepancy mustexist between the child’s

ability and her achievementin one or more of these achievement areas

Listening Comprehension

Written Expression

Basic Reading Skills

Reading Comprehension

Mathematics Calculation

Mathematics Reasoning

Oral Expression

First

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More parts to SLD…The assessment must show that

the discrepancy is due to a disorder in one or more of the basic

psychological processes:

Attention Visual Processing

Auditory Processing

Cognitive Abilities includingAssociationConceptualizationExpression

2nd

Sensory-motor Skills

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More SLD CriteriaThe severe discrepancy should

not be primarily caused by:

Lack of instruction in reading and mathematics

Visual, hearing or motor impairments

Mental retardation

Environmental, cultural or economic disadvantage--Situational trauma

3rd

Emotional Disturbance

Limited English proficiency

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If the severe discrepancy is caused by any of these factors, the child is not SLD,

and these factors then become

Lack of instruction in reading and mathematics

Visual, hearing or motor impairments

Mental retardation

Environmental, cultural or economic disadvantage--Situational trauma

Emotional Disturbance

Limited English proficiency

EXCLUSIONARY FACTORS

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What behaviors do SLD students exhibit in the classroom and at

school?

• They show a range of behaviors. • Students are not grouped on the basis

of their processing disorder(s).

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• In one classroom, students may have disorders in– Attention– Visual processing– Auditory processing– Sensory-Motor skills– Cognitive abilities (association,

conceptualization, and expression)

Or they may not have a processing disorder at all.They may only have behavior problems.

What behaviors do SLD students exhibit?

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• Post and explain clear limits and guidelines.

•Daily•Keep it S-I-M–P-L-E

• Make sure that consequences are clearly defined.

When Behavior Gets in the Way of Everything:

General Guidelines

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General Guidelines

• Know your own agenda and goal– Avoid child-adult contests.

•They win the moment you enter the contest.

– Keep objective and professional.•You are the adult.

Be respectful! Model, Model, Model

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General Guidelines

• Create future.– If they are in elementary, help them

visualize themselves in middle or high school.

– If in high school, help them visualize themselves being independent adults.

Ignore some behavior (for a short time).

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General Guidelines• Whenever possible, use the Socratic

method.– Ask a specific question when calling

attention to unacceptable behavior: • “Excuse me, what are you doing?”•“Excuse me, what did we discuss?”•“Is that what you are supposed to be doing?”

AVOID NONSPECIFIC “WHY” AND “WHAT” QUESTIONS.BAD QUESTION: “Why are you acting like that?

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General Guidelines

• Listen• Acknowledge their point of view.

– “I understand that you believe….”

• Speak softly, firmly, & emphatically.

Loudness begets loudness.

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ACTIVITY ACTIVITY ACTIVITY ACTIVITY

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Exhibited Difficulties: List 2 in each Category

BEHAVIOR1.

2.

READING1.

2.

WRITING1.

2.

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Problem SolvingAt the end of the presentation we

will look at the problems that you listed and find appropriate strategies based upon what we have learned.

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Attention Problems

Constant movement and fidgeting Difficulty taking turns in gamesBlurts out in conversationsActs without thinking about

consequences

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AttentionDifficulty controlling temper

outburstsProblems paying sustained attention Unorganized, lack of attention to

detailsDifficulty listening or paying

attention to details

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Strategies for Attention Difficulties

Provide a consistent schedule for daily activities.

Help the child learn routines.For young children, use a picture calendar.Make labels for where things belong.Use specific color coded folders for each

subject area.

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Be consistent so that the child knows what to expect!With praise and rewardsWith consequences

Be generous with praise that is specific to the behavior.

Avoid being overly critical!


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To aid in organization:Daily supervise the child in reviewing

homework assignments.Help the child develop and use checklists

and to do lists.Help the child set goals.


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To aid in organization:Break projects into smaller

manageable chunks.Allow movement breaks throughout

each period.Stress organizational routines.


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The teacher will stay in communication with parents so that the parent knows what is going on at school.

Parent tip: Have the child organize the backpack

each evening at a set time.Do not organize it for him or her!


Organized backpacks

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Avoid Being Overly Critical

•Children and adolescents who have a history of learning and behavior difficulties are very sensitive to criticism.•Criticism creates hostility.•Hostility is a barrier to learning because hostile thoughts are stronger than positive ones.

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Auditory ProcessingPhonological Skill Difficulties

Difficulties observed:Phonemic awareness first noted in the very

early grades which lead toReading problems Distinguishing differences between similar

soundsUnderstanding spoken language

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Difficulties Observed:Staying focused on auditory information

being givenFollowing verbal directions

Distinguishing meaningful sounds from background noise

Auditory Processing

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Difficulties Observed:Remembering people’s namesMemorizing numbers, telephone

numbersFollowing multi-step directionsRecalling stories or songs

Auditory Processing

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Difficulties Observed:Confusing similar sounding words

reserve preserve

Understanding people who speak quickly

Finding the right words to use when speaking

Auditory Processing

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Difficulties Observed:Understanding and recalling sequencesConfusing multi-digit numbers, (e.g., 74 and 47)Confusing lists and other types of

sequences

Auditory Processing

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Difficulties Observed:Often needs words or sentences

repeatedRemembering a list or sequencePoor ability to memorize information

learned by listeningInterprets words too literally

Auditory Processing

What am I supposed

to do?

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Distinguishing phonemesPractice:

rhyming segmenting words into syllablesSegmenting compound wordsSound-blendingUsing similar wounding words (like

obvious/oblivious)

Strategies for Auditory Processing Difficulties

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Picking out important sounds from a noisy environment:

Seat the child near the audio sourceFront of class or near a video monitor

Eliminate unnecessary background nose during tasks and learning timeOutdoor noiseTV, stereo


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Long-term and short-term auditory memory:

Provide written material to accompany verbal instructions or lectures

Strengthen note-taking skillsProvide visual cues

Use different colored chalks for emphasis or to reinforce a point.

Use hand signals when moving on to another topic.


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Understanding and recalling auditory sequences

Use charts, overhead presentations when sequential information is given.

Use gestures or images to reinforce understanding and memory of a sequence list.


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Using sight to notice and compare the features of different items to distinguish one item from another

Seeing differences between two similar shapes or objects

Noticing the similarities and differences between

Visual ProcessingOrthographic Skill

Development

VISUAL DISCRIMINATON

ColorsShapesPatterns

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Using sight to notice and compare the features of different items to distinguish one item from another

Differentiating colors or similarly shaped letters and numbers

Visual ProcessingOrthographic Skill

Development

MORE VISUAL DISCRIMINATON

PROBLEMS

b d p q 6 9 2 5

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Difficulties Observed:Seeing and distinguishing the order of symbols, words or images Using a separate answer sheet Staying in the right place while reading a

paragraphSkipping lines while readingReading the same line over and overReversing or misreading letters, numbers

and words

Visual Processing and Orthographic Skill

Development

VISUAL SEQUENCING

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Difficulties Observed:Seeing and distinguishing the order of symbols, words or images

Understanding math equationsAligning numbers in math problems

Visual Processing and Orthographic Skill

Development

MORE VISUAL SEQUENCING

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Difficulties Observed:Ability to recall something seen or learned some time agoAbility to remember something seen or learned very recently

SpellingReading comprehension

Visual Processing andOrthographic Skill

Development

VISUAL MEMORY

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Difficulties Observed:

Remembering how to spell familiar words that have irregular spelling

night wrong knife

intrigue antennae


Development

More Visual MemoryProblems

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Confusing or not understanding

written symbols


Development


+ X / &

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Using a calculator or keyboard with speed and accuracy

Remembering telephone numbers


Development


TELEPHONE NUMBER

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Difficulties Observed:Knowing an object when only parts

are visibleIdentifying a word with a letter missingUnderstanding a passage when a word

or words are missing.


Development

What is this?

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Difficulties Observed:Organizing and solving math problems

Finding and retaining important information in reading assignments or tests

Writing coherent well-organized essays


Development

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Copying from the board or from books

Writing neatly and quickly

Reading with speed and precision


Development

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Accurately identifying information from pictures, charts, graphs, maps, etc.

Organizing information from different sources into one cohesive document


Development

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Finding specific information on a printed pagee.g., Getting a number out of the

phone book

Remembering directions to a location


Development

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Table DiscussionTable DiscussionWhich of these problems Which of these problems

are you familiar with are you familiar with among students? among students?

Table DiscussionTable DiscussionWhich of these problems Which of these problems

are you familiar with are you familiar with among students? among students?

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Difficulty distinguishing items or features of items when comparisons are made

Clearly space words/problems on a page.

Strategies for Visual Processing and

Orthographic Skill Development

VISUAL DISCRIMINATON

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Look ahead in the lesson to anticipate confusions and point out examples of correct responses.

Heather confuses “was” with “saw.” If those words are coming up in the next day’s lesson, point them out to the her to give her a “head-up.”



was saw

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Practice with “find the item” activities“Where’s Waldo?”Use an index card or marker when

reading to remove the distraction of other words

Color code written instructions or important information.



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Have a proof-reading buddy for all written materials

Use a tape recorder when getting important information

Before writing letters or essays, create an outline to simplify and organize ideas.



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Read written directions aloud.

Vary teaching methods.Written and spoken wordsImages and sounds

Break assignments and chores into clear concise steps.

Multiple steps can be difficult to visualize.



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Give examples.Point out important details of visual

information.Provide information about a task before

starting to focus attention on the activity



What are some examples ofusing an advance organizer?

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Allow students to write answers on the same sheet of paper as the questions

Offer opportunities for the student to explain answers orally



Nudge the student go go beyond one or two word answers.

Lead, question, probe, encourage more.

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Provide paper for writing and math work that has darker lines to make the boundaries more distinct.

Organize assignments to be completed in smaller steps instead of one large finished product



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Use a ruler as a reading guide and a highlighter.

Provide a tape recording to supplement note-taking.



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Use graph paper for math calculation to keep columns and rows organized

Have students proofread work after a delayIt’s easier to see mistakes after a

break.



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Help students create a checklist for editing work:SpellingNeatnessGrammarSyntaxClear progression of ideas



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Reduce amount of copying Focus on writing original

answers and ideas Break assignment deadlines up

into smaller chunks



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The assignment is about the characters in a story.(Character Map) 1. What Lonnie looks like:

1. Due on May 2.2. How Tish acts:

1. Due on May 9.3. How the other characters react to Mark.

1. Due Due on May16.4. Written report on “The Characters in

Lonnie and the Plaid Chicken” due on May 23.

Break assignment deadlines up into smaller chunks

Break assignment deadlines up into smaller chunks

Breaking an assignment deadline up into smaller chunks

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So what? What is important to understand about this?

Copyright 2003Edwin EllisGraphiorganizers.com

BEHAVIOR PROBLEM READING PROBLEM WRITING PROBLEM

Based on your previously listed problems, what strategies would assist the student(s) with their problems in behavior, reading, and writing?

ACTIVITY

1 division of special education paraeducator institute specific learning disability

Documents

model slide

activityactivity slide

attention difficulties

behavior problems

attention difficulty

lack of attention

frames lausd policy

general guidelines