addressing everyone: learningdisabilities
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Presented at Sala Departamental Canelones, July 2012TRANSCRIPT
Welcome to Canelones Province Sala!
Addressing Everyone:
Learning Disabilities
PAD Estela Cirimello – Prof. Marcela Scuadroni – PAD Elena Garcia
Canelones Sala – July 2012
What is a
Learning Disability?
The inability of the brain to
process and learn information
the way it is typically
presented
Dr. Linda Silbert , 2007
What’s your opinion about
these comments from
Uruguayan teachers?
I wasn’t trained to teach these kids, so I don’t
see why I have to do it.
If the policy is to include them, the State has to
provide us with the tools to deal with them.
School premises are not prepared for them --
we barely have wheel-chair access…
Very easy to say we have inclusion policies, but what about the tools to make policies
come true?
Most frequent
Learning Disabilities
Dyslexia
ADD or ADHD (Attention Deficit Disorder)
Dysgraphia
Dyspraxia (Sensory Integration Disorder)
Nonverbal Learning Disability
Cerebral Palsy
CAPD (Central Auditory Processing Disorder)
Visual Processing Disorder
Autism
Asperger Syndrome
Asperger
Dyslexia
inherited learning disability that
impairs a person's ability
to read and write
Symptoms
struggle concentrating
feel stupid or have a low self esteem
struggle with left and right, or before and after
poor coordination and clumsiness
often find remembering simple things challenging
battle with understanding directions, finding words to express themselves
poor and slow handwriting
learn better through hands on demonstration and
visuals
have same intelligence range as that of those
without it
can utilize the brain's ability to alter and create
perceptions
are highly aware of the environment
However, they…
are more curious than average
think mainly in pictures instead of words
are highly intuitive and insightful
think and perceive multi-dimensionally (using all
the senses)
can experience thought as reality
have vivid imagination
and they…
Some ideas use simple fonts (Arial, Times New Roman, Bookman)
use larger fonts (14 or more) and double spacing
have options on the same line and use colors
sit with them while doing the test
emphasize on oral (instructions, explanations, etc.)
E
E
Notice there are no “the”
ADHD (or just ADD) Attention deficit hyperactivity disorder
learning disability characterized
by hyperactivity, inattention, and
impulsivity
o has difficulty paying close attention to details or makes careless mistakes on homework or tests
o has difficulty sustaining attention in tasks/activities
o does not seem to listen when spoken to directly
o does not follow through on instructions
o fails to finish schoolwork / avoids schoolwork
o has difficulty organizing tasks
Symptoms
o misplaces or loses assignments or books
o becomes distracted easily
o seems to be fidgeting all the time
o has difficulty remaining seated / quiet
o talks excessively
o often interrupts/struggles to wait for turn before acting
Some ideas
seat student in the least distracting area of the
classroom
seat student close to you or positive role models
set clear rules and display them in plain view (state
consequences and rewards)
facilitate peer tutoring and group work
schedule activities that demand more attention at
the beginning
give test activities one by one and provide enough
practice tests
allow extra time or consider allowing oral answers
break assignments into smaller units
avoid putting too much information on each page
use borders, colors, or highlighting to emphasize
key directions or important points
help students remember to turn in homework
use prearranged verbal or visual cues to
correct behavior and make frequent eye
contact
consider allowing the student to use
headphones with soft music during
individual work
alternate physical and mental activities, or
design lessons that involve movement as
part of learning
Bender, W.N. (2007) Learning Disabilities: Characteristics, Identification, and Teaching
Strategies. Corwin Press, UK
Bender, W.N (2002) Differentiated Instruction for Students with Learning Disabilities. Corwin
Press, UK
Silbert, L.B. & Silbert, A.J. (2007) Why Bad Grades Happen to Good Kids: What Parents Need
to Know, What Parents Need to Do. Beaufort Books, NY
Turner, E. & Pughe, J. (2003) Dyslexia and English. D. Fulton Publishers, UK
Nijakowska, J. (2010) Dyslexia in the Foreign Language Classroom. Short Run Press Ltd., UK
Rief, S. & Stern, J. (2010) The Dyslexia Checklist: A Practical Reference for Parents and
Teachers. Jossey-Bass, SF
Davies, R.D. & Braun, E.M. (2010) The Gift of Dyslexia. The Berkeley Publishing Group, NY
Reid, G. (2005) Dyslexia and Inclusion. D. Fulton Publishers, UK
Farrel, M. (2006) The Effective Teacher’s Guide to Dyslexia and Other Specific Learning
Difficulties. Routledge, NY
ADHD Tips for Teacher. Retrieved from www.utschoolcounselor.org (Jan, 2012)
Rief, S. (2005) How To Reach And Teach Children with ADD/ADHD: Practical Techniques,
Strategies, and Interventions. Jossey-Bass, SF
Resources