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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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When Behavior Gets in the Way of Everything:
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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When Behavior Gets in the Way of Everything:
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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When Behavior Gets in the Way of Everything:
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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When Behavior Gets in the Way of Everything:
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!
Strategies for Attention Difficulties
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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.
Strategies for Attention Difficulties
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To aid in organization:Break projects into smaller
manageable chunks.Allow movement breaks throughout
each period.Stress organizational routines.
Strategies for Attention Difficulties
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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!
Strategies for Attention Difficulties
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
Strategies for Auditory Processing Difficulties
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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.
Strategies for Auditory Processing Difficulties
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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.
Strategies for Auditory Processing Difficulties
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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
Visual Processing andOrthographic Skill
Development
More Visual MemoryProblems
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Difficulties Observed:
Confusing or not understanding
written symbols
Visual Processing andOrthographic Skill
Development
More Visual MemoryProblems
+ X / &
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Difficulties Observed:
Using a calculator or keyboard with speed and accuracy
Remembering telephone numbers
Visual Processing andOrthographic Skill
Development
More Visual MemoryProblems
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.
Visual Processing andOrthographic Skill
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
Visual Processing andOrthographic Skill
Development
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Difficulties Observed:
Copying from the board or from books
Writing neatly and quickly
Reading with speed and precision
Visual Processing andOrthographic Skill
Development
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Difficulties Observed:
Accurately identifying information from pictures, charts, graphs, maps, etc.
Organizing information from different sources into one cohesive document
Visual Processing andOrthographic Skill
Development
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Difficulties Observed:
Finding specific information on a printed pagee.g., Getting a number out of the
phone book
Remembering directions to a location
Visual Processing andOrthographic Skill
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.”
Strategies for Visual Processing and
Orthographic Skill Development
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.
Strategies for Visual Processing and
Orthographic Skill Development
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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.
Strategies for Visual Processing and
Orthographic Skill Development
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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.
Strategies for Visual Processing and
Orthographic Skill Development
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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
Strategies for Visual Processing and
Orthographic Skill Development
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
Strategies for Visual Processing and
Orthographic Skill Development
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
Strategies for Visual Processing and
Orthographic Skill Development
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Use a ruler as a reading guide and a highlighter.
Provide a tape recording to supplement note-taking.
Strategies for Visual Processing and
Orthographic Skill Development
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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.
Strategies for Visual Processing and
Orthographic Skill Development
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Help students create a checklist for editing work:SpellingNeatnessGrammarSyntaxClear progression of ideas
Strategies for Visual Processing and
Orthographic Skill Development
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Reduce amount of copying Focus on writing original
answers and ideas Break assignment deadlines up
into smaller chunks
Strategies for Visual Processing and
Orthographic Skill Development
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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