learning differently oct 2000

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LEARNING

DIFFERENTLY

An Introduction to LearningDisabilities and Adult Literacy

Adult Literacy and Continuing Education Manitoba280-800 Portage Avenue EducationWinnipeg, Manitoba R3G 0N4 and Training


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Learning Differently: An Introduction to LearningDisabilities and Adult Literacy

Prepared by:

Lori Herod, M.Ed., B.A.

October 2000

Adult Literacy and Continuing Education Manitoba280-800 Portage Avenue EducationWinnipeg, Manitoba R3G 0N4 and Training


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The Adult Literacy and Continuing Education, Department ofManitoba Education and Training, would like to thank the followingpeople/organizations for their support of Project Brid gesunderwhich this course was produced.

Funding - The National Literacy Secretariat

Administrative Support - St. Agnes Anglican Church,

Carberry, Manitoba

Accountant - Ms K. Orchard

Curriculum Development - Ms L. Herod

ACKNOWLEDGEMENTS


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Manitoba Education and Training

Adult Literacy and Continuing EducationLevel II Certification Course: Learning Differently

Page

Course Information 1

Module 1: Introduction to Learning Disabilities 3

Module 2: Strategies for Teaching and Learning 23

Module 3: Reading, Writing, and Spelling 36

Module 4: Conclusion 45

References 53

Resources 54

Organizations 56

TABLE OF CONTENTS


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Learning Differently Adult Literacy & Continuing Education 1

Manitoba Education and TrainingAdult Literacy and Continuing Education

Level II Certification Course - Learning Differently

General

Learning Differentlyis an optional course for the Level II Literacy Certificate. It isoffered here in correspondence mode and should take between ten and fifteenhours to complete. The material is relevant to all four stages of literacy in theprovince of Manitoba.

Prerequisite

The prerequisite for this course is successful completion of the Learning Stylesand Strategies course.

Objectives

The objectives of this course are to:

provide a definition and overview of learning disabilities

suggest methods of informally screening learners for a learning disability

examine instructional and learning strategies for use with adult literacylearners who may have a learning disability and/or Attention DeficitDisorder

Outline

The topics that will be covered in this course include:

overview of learning disabilities and Attention Deficit Disorder

informal screening tools

general strategies for teaching and learning

specific techniques for reading, writing and spelling

resources

COURSE INFORMATION


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Assignments and Evaluation

The course will be evaluated on a Complete/Incomplete basis.

There are assignments at the end of each module that should be completed at

your own pace. Completed assignments should be forwarded as a package toALCE via one of the following methods:

Mail: Correspondence CoursesAdult Literacy and Continuing Education (ALCE)280 800 Portage AvenueWinnipeg, Manitoba R3G 0N4

E-mail: [email protected]

Fax: (204) 948-3104

Questions/Comments/Assistance

If you require assistance, clarification or have questions or comments about thematerials, please telephone ALCE at:

(204) 945-8247 in Winnipeg or1-800-282-8069 ext. 8247 Toll free


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Introduction

What is a learning disability (LD) and how would I recognize one? What is

Attention Deficit Disorder (ADD) and how does it interfere with learning? Canliteracy practitioners/volunteers help these adult learners to improve their literacyskills, or do they require specialists? If we can help, how do we do so? Thesequestions are all typical ones that many of us in the field of literacy have aboutLD/ADD learners. This course will introduce you to teaching and learningconcepts related to LD/ADD learners, and help to answer some of thesequestions.

Definitions

Learning Disability (LD)

This is a generic term which refers to a group of neurological disordersindividuals are born with and which are permanent. These disabilities are due todysfunction in the central nervous system and are caused by biochemical and/orgenetic factors. LD is notcaused by visual, auditory/motor handicaps, mentalretardation, and/or emotional disturbance (although these may occurconcurrently).

MODULE 1: INTRODUCTION

Module Outline

Introduction Definitions

Learning Disability (LD) Attention Deficit

Disorder (ADD) Learning Differently Screening Summary Assignment Appendixes


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A useful definition is provided by Purton (1990):

Simply stated, a learning disability IS:

A distinct handicapping condition in the presence of average to

superior intelligence; An information processing problem that interferes with an individual's

ability to develop, integrate and demonstrate verbal and non-verbalabilities;

A condition which can affect an individual's performance in a varietyof areas including reading, writing, spelling, calculation,communication, memory, attention, organization, coordination, and/orsocial competence;

Pervasive in that it can affect self-esteem, education, vocation,socialization, and daily living activities throughout life; and,

An "invisible handicap" which affects an estimated 10 to 15% of the

population and crosses all socioeconomic boundaries

A learning disability is NOT:

A hearing, sight or motor handicap;

mental retardation or a lack of ability;

a lack of motivation or effort;

emotional disturbance;

due to cultural or economic disadvantage; and/or,

a result of inappropriate or poor instruction.

LD adults do not have impaired or even lower intellectual ability than adults whodo not have a learning disability. That is, general intellectual functioning is notimpaired and these learners have average to superior ability to reason and make

judgements. What does tend to be impaired or diminished, however, is theindividual's ability toprocess information. This is now widely recognized as apermanent handicapping condition.

Some examples of common information processing disabilities include:

Aphasia - impairment of the ability to understand or use oral language.

Dysgraphia - extremely poor handwriting or the inability to perform themotor movements required for handwriting.


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Dysnomia - difficulty in recalling or remembering words or the names ofobjects.

Dyscalculia - lack of ability to perform mathematical functions.

It is worthwhile repeating here that these problems are not a question of pooreyesight, hearing, etc. Rather, the problem is in the brain's ability to processinformation through these senses.

Attention Deficit Disorder

Attention Deficit Disorder (ADD) is often included under the umbrella of learningdisabilities, although the question of whether or not it is a learning disability per

se is still under debate. Roughly forty percent of individuals with ADD have co-existing learning disabilities and for this reason, we will include it in this course.

ADD is a dysfunction of attention versus an information processing difficulty.Much like the latter, however, it interferes with learning to greater or lesserdegrees depending on the severity of the individual's deficit. Although ADD isalso neurological in origin, unlike LD various medications are available to helpreduce and control the symptoms. The behaviour of learners with ADD is oftencharacterized by one or more of the following:

inattentiveness

distractibility impulsiveness

physical restlessness/hyperactive behavior

While students with an information processing dysfunction may also exhibitsimilar behaviours from time-to-time, they are generally milder, temporary andsituational. In ADD students, however, they are excessive, long-term, pervasive,and affect learning, work, relationships, etc.


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Learning Differently

LD/ADD does not represent an inability or incapacity to learn, but moreaccurately a need to learn differently. The approach taken to teaching and

learning will depend on the mix and severity of LD/ADD of each individual. Silver(1995) suggests that there are four stages of information processing that may beaffected to greater or lesser degrees by LD:

1) Input- the process of receiving/recording information that comes from thesenses in the brain

2) Integration- the process of interpreting this information including:

sequencing - difficulty organizing information into a logical order

abstraction - difficulty in inferring meaning, confuse different meanings

of the same word used in different ways, understanding jokes or puns organization - difficulty taking bits of information and integrating them

into concepts

3) Memory- mild to severe difficulties moving information from short-term tolong term memory storage for later retrieval

4) Output - difficulty conveying information verbally and/or non-verbally

language - difficulty organizing thoughts, putting ideas into words andcommunicating these thoughts verbally

motor - fine motor disabilities (e.g., poor handwriting), as well as grossmotor disabilities (e.g., clumsiness)

LD learners will have strengths and weaknesses at each stage depending on thetype(s) of disability. Appendix A contains some detailed examples of informationprocessing difficulties in these areas. Although learning disabilities can affectmany areas, in that this is an introductory course we will only focus on threegeneral types:

visual processing dysfunction

auditory processing dysfunction

motor processing dysfunction

A visual processingor perceptual disorder refers to a diminished ability to makesense of information taken in through the eyes. This is different from problemsinvolving sight or sharpness of vision. Difficulties with visual processing affecthow visual information is interpreted or processed by the brain.


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Learners with visual processing difficulties would tend to have problems:

visualizing words

recalling letter sequence properly

reversing or rotating letters (most commonly "b" and "d" but also p/g/q/

and w/m, n/u) copying accurately

keeping their place when reading (e.g., slipping lines)

An auditory processingdisorder interferes with an individual's ability to analyzeor make sense of information taken in through the ears. This is different fromproblems involving hearing per se, such as deafness or being hard of hearing.Difficulties with auditory processing do not affect what the ear hears, but do affecthow this information is interpreted, or processed by the brain.

An auditory processing deficit can interfere directly with speech and language,

but can also affect all areas of learning, especially reading and spelling. Wheninstruction in school relies primarily on spoken language, the individual with anauditory processing disorder may have serious difficulty understanding thelesson or the directions. Learners with auditory processing difficulties commonlyexperience problems:

segmenting or sequencing words

"holding" the sound in his/her head while writing it out

checking a spelling phonetically

filtering out background sound

distinguishing differences in sounds

A motor processing dysfunction refers to difficulties in fine and/or gross motorskills. Some common difficulties include:

clumsiness (gross motor), lack of coordination

poor handwriting

poor sense of direction (e.g., right/left discrimination)

poor verbal expression (e.g., use words out of context)

Screening for Learning Disabilities and ADD

Formal assessments are often not possible for adult LD/ADD learners becausethe availability of learning disability specialists is limited and the cost of theirservices prohibitive. As such, LD/ADD often goes undiagnosed. Armed withsome informal screening techniques, however, literacy practitioners can identifygeneral areas of difficulty in learning and help many LD/ADD students to developeffective strategies for overcoming and/or compensating for these difficulties.


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It should be noted that once completed, these general screening forms could beused as the basis for learners and their physicians to arrange for a more formalassessment by a trained specialist.

Some general indications of LD may include difficulties:

following written instructions

remembering verbal instructions

with reading, writing, spelling, and/or mathematics (which are not due

to gaps in educational background) with social skills (e.g., developing and maintaining relationships)

with organization and time management

with paying attention and/or being easily distracted

with fine and gross motor coordination

It is important to note that all of us experience these difficulties from time-to-time.For LD/ADD learners, however, these difficulties are ongoing. A screening formthat captures the above areas and others has been included as Appendix B tothis module (Screening Form: Learning Disabilities). Before we assume that thestudent has a learning disability, however, it is important to ensure that there isn'tanother explanation such as:

an underlying physical/emotional problem

gaps in the learner's educational background

language difficulties

This information is captured in Part A. Once these have been ruled out we canbegin to look for evidence of LD/ADD. This information is captured in Part B. If

ADD is suspected, two forms have been included to assist practitioners inmaking a more detailed assessment (see Appendixes C and D).

Again, it should be emphasized that the screening form is not intended to beexhaustive since there is such a wide range of learning disabilities. It is also notintended to provide a definitive diagnosis of a specific learning disability sinceliteracy practitioners/volunteers are NOT trained to do so. The actual process ofdiagnosing LD/ADD is a very detailed and involved process, and requires aspecialist to do so.

Note: The word "screening" is emphasized in this section,

because without specialized training, literacy practitionerscannot and should not attempt to formally assess or makea specific diagnosis of either LD or ADD. The goal ofscreening should be to identify barriers to learning in orderto develop an individualized and appropriate program.


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Summary

Unfortunately, because LD/ADD are neurological in origin, they are permanent.With the exception of ADD for which a variety of medications are available, thereis no "treatment" per se for LD. However, with our assistance many LD/ADD

students can develop and use different strategies for learning more effectively. Inthis module we defined the terms "learning disability" and "Attention DeficitDisorder" and differentiated between the two. We looked at the stages ofprocessing that can be affected by LD and examined some characteristicbehaviours of ADD learners. Several forms were provided for informal screeningof LD/ADD learners. In the following modules we will look at both instructionaltechniques and learning strategies for helping LD/ADD learners improve theirliteracy skills.


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Assignment - Module 1

Please answer the following on a separate piece of paper.

1. Please indicate if the following statements are true or false and explain your

answer.

a) Persons with a learning disability have lower intelligence than thosewithout.

b) LD adults who wish to improve their literacy skills cannot be helped by aliteracy program as they need to work with a specialist.

c) Learning disabilities are permanent.

d) Attention Deficit Disorder (ADD) is due to a psychological/emotional

problem.

e) Literacy practitioners/volunteers should not attempt to diagnose a learningdisability or ADD.

2. Please explain in your own words why adults with learning disabilities havemore difficulty learning.

3. Please explain in your own words the difference between a learning disabilityand Attention Deficit Disorder.

4. What is one of the first things you would check when screening a person for alearning disability/attention deficit? Why?

5. What is one area of information that should be collected during a screening?Why?

6. Please give one example of a difficulty in each of the areas listed below thatmay indicate a learning disability:

a) Reading b) Writing c) Speech d) Physical


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Appendix ATo Module 1

UNDERSTANDING PROCESSING DEFICITS(Adapted from LD Online at http://www.ldonline.org/index.html)

ProcessingDeficits

Difficulties Strategies

Auditory Sequencing Confusion with numbersequences, lists or lists ofdirections. Hearing ninety-fourinstead of forty-nine.

Provide written instructions asreinforcement of oral instruction. Use ofvisuals with lectures.

Auditory Memory Difficulty remembering what washeard, difficulty rememberingimportant points. Spells poorly.

Provide written instruction to look back on.Don't penalize spelling, just correct. Providebasic outlines of what is being presented.

Visual Sequencing Problems in using a separateanswer sheet. Loses place easily.Problems with reading.

Reversing or misreading numbersor letters.

Read directions aloud. Provide oralinstruction. Color code things written down.When writing on the board, use a variety of

colors.

Visual Memory Diff iculty remembering what wasseen. Reading comprehension.Difficulty with math equations.Poor recall of information.

Provide handouts that are clearly written.Provide oral instruction.

Dysgraphia Inability to form letters correctly.Cannot read their own writing.

Oral tests. Tapes projects.

Visual MotorIntegration

Mechanical problems in testtaking. Difficulty copying fromboard or book. Spaces poorly.Poor written work. Unorganized.

Allow use of computer/tape recorder.Provide individual written outlines so thereare fewer steps to process.

AuditoryDiscrimination

Often seems to misunderstand.Trouble telling differencesbetween similar sounds or words(e.g., seventeen for seventy).Seems to hear but not to listen.

Talk at a slower pace. Give one task at atime.

Auditory FigureGround

Trouble hearing sounds overbackground noises

Reduce or eliminate background noise.Speak louder and enunciate clearly.

Visual FigureGround

Trouble seeing an image withincompeting background. Pickingone line of print from another whilereading.

Using an index card or marker whenreading to blot out distraction of otherwords.

VisualDiscrimination

Seeing the difference between twosimilar objects.

Clearly space words/problems on a page.

Spatial Orientation Loses materials. Late to class.Difficulty with oral reading.Unorganized homework. Difficultyjudging time.

Provide more time for assignments orshorten them. Encourage silent reading.Provide less reading material and morereading time. Provide help in organization.

ExpressiveLanguage

Difficulty expressing themselves. Provide opportunities for written reports.Allow adequate time to respond toquestions.

Receptive Language Appears not to be listening.Incomplete work.

Have students repeat directions back toyou for understanding.

Organization Incomplete/unorganized work. Develop weekly calendar. Provide writtendirections for work.


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(CONFIDENTIAL when completed)

Appendix BTo Module 1

SCREENING FORM: LEARNING DISABILITIES

Name: __________________________________ Date: ________________

PART A - BACKGROUND

1. Previous Diagnosis

Were you ever tested for and/or diagnosed with a Yes No

learning disability? If yes, please explain:

Did anyone in your family have a problem with learning? Yes No If yes, please explain:

2. Education

Where did you go to school?

Did you miss much school for any reason? Yes No If yes,please explain:


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What was the last grade that you completed? ________________

Did you repeat any grades in school? Yes No

If yes, which grade(s) and what area(s) didyou experience difficulties in? Why?

Which subjects were easiest for you in school? Why?

Which subjects were hardest? Why?

Did you receive any special help in school? Yes No If yes, please explain what type and whether

or not you found the help useful.

When did you leave school and for what reason?


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3. Language

What language do you know best? _____________________________

In your opinion, how well do you: Poorly Well Very Well

Speak this language? _____ _____ _____ Read this language? _____ _____ _____ Write this language? _____ _____ _____

Do you know any other languages and if so which?

In your opinion, how well do you: Poorly Well Very Well Speak English _____ _____ _____ Read English _____ _____ _____ Write English _____ _____ _____

4. Physical/Emotional Problems

Do you have any problems with your vision? Yes No If yes, please explain:

Do you have any problems with your hearing? Yes No If yes, please explain:

Do you have any physical problems that may Yes Noaffect or interfere with your learning? If yes, please explain:


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Do you have any emotional* problems that Yes Nomay affect or interfere with your learning? If yes, please explain:

Are you on any medication that may affect or Yes Nointerfere with your learning? If yes, please explain:

*Emotional problems are an especially sensitive/private area for manylearners. Please respect this and ensure that confidentiality is protected. Inaddition, please remember that we are not in the position to diagnoseand/or counsel learners in this area.


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PART B - LEARNING ABILITIES AND DIFFICULTIES

This section is intended as a general screening toolfor programs. The checklistoutlines areas that LD students typically have difficulty in. Ten or more "Often"responses may indicate the presence of a learning disability.

Rarely Sometimes Often Often experiences difficulty in

interpersonal relationships

Has low self-esteem and/or self-confidence

Tends to procrastinate

Often feels confused, disorganized

Often feels frustrated, stressed and/orparalyzed under pressure

Tends to be forgetful. Often daydreams

Tends to be impulsive (act first, thinklater)

Has difficulty understanding jokes

Has a poor sense of direction

Often loses track of time

Has difficulty retrieving words frommemory

Has difficulty putting thoughts into words

Often gets words out of sequence whenspeaking or mixes up syllables in a word

Often uses words out of context

Feels like people often speak too quickly

Has difficulty listening to others for longand often doesn't understand what wassaid

Has difficulty organizinginformation/sequencing ideas

Has difficulty managing time

Has difficulty following directions,particularly written ones

Needs additional time to complete tests,assignments

Has difficulty memorizing things (e.g.,

multiplication tables) Has difficultyremembering material

learned over time



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Appendix CTo Module 1

SCREENING CHECKLIST: ATTENTION DEFICIT DISORDER

Adapted from Driven to Distractionby E.M. Hallowell & J.J. Ratey (1994),Toronto: Pantheon Books. The list includes suggested symptoms since diagnosisof ADD symptoms in adults is still under review. Note: This checklist isintended for general screening of ADD and not as a diagnostic tool.

Name: ________________________________ Date: __________________

Please check the most appropriate answer for each of the following:

1. Do you have feelings of underachievement and a sense of not accomplishinggoals?

Never______ Sometimes______ Often______

2. Do you have problems getting organized?


3. Do you procrastinate (put things off) or have trouble getting started onsomething?


4. Do you have a lot of project on the go, but have trouble finishing them?


5. Do you say what is on your mind without considering if it may be inappropriate?


6. Do you get involved in high stimulation activities?



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7. Are you bored easily?


8. Are you distracted easily?


9. Do you have difficulty focusing your attention?


10. Do you tune out or drift away when reading or conversing?


11. Do you hyperfocus?


12. Are you creative and intuitive?


13. Do you have trouble following "proper" procedures?


14. Are you impatient?


15. Do you have a low tolerance for frustration?


16. Are you impulsive in what you say and/or do?


17. Do you worry a lot?



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18. Do you feel insecure?


19. Do you have mood swings or does your mood tend to change quickly?


20. Are you restless physically; are your thoughts restless?


21. Do you have a tendency toward addictive behaviour?


22. Do you have problems with self-esteem?


23. Have you ever been told that you are inaccurate in assessing your own behaviour or performance?


24. Is there a history of Attention Deficit Disorder, manic-depressive illness,depressions, substance abuse and/or other impulse control disorders in yourfamily? If yes, please explain.

Totals: Never _______ Sometimes _______ Often_______

Fifteen or more "Often" responses may indicate that the individual has ADD andshould investigate having a more formal assessment done.



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(CONFIDENTIAL when completed)Appendix D

To Module 1

SCREENING CHECKLIST: ATTENTION DEFICIT DISORDER

Note: The following checklist was adapted from theADD Symptom Checklist(Amen,1995) and is intended as a general ADD screening tool. It cannot andshould not replace a diagnosis by a trained specialist.

Name: ________________________________ Date: __________________

Using the following scale, enter the appropriate number next to each item.

0 = Never 1 = Rarely 2 = Occasionally 3 = Frequently 4 = Very frequently

Past History

History of ADD symptoms in childhood, such as distractibility, short attention span,impulsivity or restlessness

History of not living up to potential in school or work (report cards with commentssuch as "not living up to potential")

History of frequent behavior problems in school (mostly for males)

History of bed wetting past age 5

Family history of ADD, learning problems, mood disorders or substance abuseproblems

Short Attention Span/Distractibility

Short attention span, unless very interested in something

Easily distracted, tendency to drift away (although at times can be hyper focused)

Lacks attention to detail, due to distractibility

Trouble listening carefully to directions Frequently misplaces things

Fidgets or moves around while reading, or goes to the end first, trouble staying ontrack

Difficulty learning new things, because it is hard to stay on track during directions

Poor listening skills

Tendency to be easily bored (tunes out)

Restlessness

Restlessness, constant motion, legs moving, fidgetiness

Has to be moving in order to think

Trouble sitting still, such as trouble sitting in one place for too long, sitting at a deskjob for long periods, sitting through a movie

An internal sense of anxiety or nervousness


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0 = Never 1 = Rarely 2 = Occasionally 3 = Frequently 4 = Very frequently

Impulsivity

Impulsive, in words and/or actions (spending)

Say just what comes to mind without considering its impact (tactless)

Trouble going through established channels, trouble following proper procedure, an

attitude of "read the directions when all else fails" Impatient, low frustration tolerance

A prisoner of the moment

Frequent traffic violations

Frequent, impulsive job changes

Tendency to embarrass others

Lying or stealing on impulse

Poor Organization

Poor organization and planning, trouble maintaining an organized work/living area

Chronically late or chronically in a hurry

Often have piles of stuff

Easily overwhelmed by tasks of daily living

Poor financial management (late bills, check book a mess, spending unnecessarymoney on late fees)

Some adults with ADD are very successful, but often only if they are surroundedwith people who organize them.

Problems Getting Started and Following Through

Chronic procrastination or trouble getting started

Starting projects but not finishing them, poor follow through

Enthusiastic beginnings but poor endings

Spends excessive time at work because of inefficiencies

Inconsistent work performance

Negative Internal Feelings

Chronic sense of underachievement, feeling you should be much further along inyour life than you are

Chronic problems with self-esteem

Sense of impending doom

Mood swings

Negativity

Frequent feeling of demoralization or that things won't work out

Relational Difficulties

Trouble sustaining friendships or intimate relationships

Trouble with intimacy

Tendency to be immature

Self-centered; immature interests

Failure to see others' needs or activities as important

Lack of talking in a relationship Verbally abusive to others

Proneness to hysterical outburst

Avoids group activities

Trouble with authority

Short Fuse

Quick responses to slights that are real or imagined

Rage outbursts, short fuse


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0 = Never 1 = Rarely 2 = Occasionally 3 = Frequently 4 = Veryfrequently

Frequent Search For High Stimulation

Frequent search for high stimulation (bungee jumping, gambling, race track, highstress jobs, ER doctors, doing many things at once, etc.)

Tendency to seek conflict, be argumentative or to start disagreements for the fun ofit

Tendency To Get Stuck (thoughts or behaviors)

Tendency to worry needlessly and endlessly

Tendency toward addictions (food, alcohol, drugs, work

Switches Things Around

Switches around numbers, letters or words

Turn words around in conversations

Writing/Fine Motor Coordination Difficulties

Poor writing skills (hard to get information from brain to pen)

Poor handwriting, often prints

Coordination difficulties

The Harder I Try The Worse It Gets Performance becomes worse under pressure

Test anxiety, or during tests your mind tends to go blank

The harder you try, the worse it gets

Work or schoolwork deteriorates under pressure

Tendency to turn off or become stuck when asked questions in social situations

Falls asleep or becomes tired while reading

Sleep/Wake Difficulties

Difficulties falling asleep, may be due to too many thoughts at night

Difficulty coming awake (may need coffee or other stimulant or activity beforefeeling fully awake)

Low Energy

Periods of low energy, especially early in the morning and in the afternoon Frequently feeling tired

Sensitive To Noise Or Touch

Startles easily

Sensitive to touch, clothes, noise and light

When you have completed the above checklist, total the number of Items with ascore of three (3) or more.

Total number of scores of 3 or 4: ___________

More than 20 items with a score of three or more indicates a strong tendency

toward ADD.



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Manitoba Education and TrainingAdult Literacy and Continuing Education

Level II Certification Course: Learning Differently

Introduction

As we discussed in the previous module, LD/ADD is not due to limited intellectualability. Rather, the problem is neurological in origin and results in processing

and/or attention deficits that can range from mild to incapacitating. This modulefocuses on teaching and learning strategies that can help LD/ADD adult literacystudents accommodate and/or compensate for these deficits.

Setting Goals

One of the first areas that the tutor and learner will need to work together on arethe student's goals. It is important to determine goals because this promotes anindividualized and structured learning plan, both of which enhance learning in thecase of LD/ADD learners in particular. It is crucial that goals be realistic andattainable because many LD/ADD learners have experienced failures related to

learning and require successes and positive reinforcement to stick with learningand gain confidence. As such, it is recommended that short-term goals beemphasized. A sample goal-planning form is included below:

MODULE 2:STRATEGIES FOR

TEACHING AND LEARNING

Module Outline

Introduction Setting Goals Teaching Strategies Learning Strategies

Memory Conclusion Assignment Appendixes


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GOAL PLANNING

Short Term Mid-range Long Term

Goals

TimePeriod

Activities

Resources

Results


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Teaching Strategies

The strategies outlined below are useful with most learners, but work particularlywell with LD/ADD learners because they stress instruction that is very clear,concise, concrete, and organized.

Set the Stage

Begin with a review of the previous session. Outline the material to be covered during the session. Summarize any material before moving on to another topic.

Sequence and Organize Information

After providing an overview of the purpose and goal of the learningsession, break the session down into smaller "chunks."

Ensure that one skill or "chunk" of information has been learned beforemoving on to another. Make very clear transitions from one topic or task to another.

Use a Variety of Methods to Present Material

Engage different sense modalities (sight, hearing, speech, and touch).However, do avoid over-stimulating or overwhelming the learner. It isstrongly recommended that tutors review the material about physicallearning styles presented in Module 1 of the course, Learning Stylesand Strategies.

Make the learning active. The more learners are engaged in theprocess of learning, the more learning is enhanced. This could includesuch things as group discussions, field trips, role-playing, games,experiments, demonstrations, etc. (More about this in Module 4.)

A.

B.

C.


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Make the learning personal. Learning becomes more meaningful andinteresting to adults when it relates to their daily lives. Frame sessionsagainst daily living topics such as driving, cooking, family matters, etc.(More about this in Module 4.)

Accommodate and Modify

De-emphasize timed activities, tests, etc. Because of their processinginefficiencies, LD/ADD learners need extra time to process material.

Modify learning resources to reduce distractions (e.g., use fonts thatare large and plain, reduce the amount of content on a page, removeextraneous material, etc.).

Additional examples of modifications for LD/ADD learners can befound at Appendix A to this module.

Utilize Assistive Technologies

Teach learners to use various technologies that can help alleviateprocessing/attention difficulties (e.g., tape recording lectures, using acomputer, etc.). An extensive list of suggestions has been included as

Appendix B.

Learning Strategies

In that many LD/ADD learners have had sporadic and less than positiveexperiences in school, many need some help "learning how to learn" so to speak.This involves the processof learning to read, write and spell versus the contentor actual subject material. In other words, tutors often need to assist students todevelop and use effective learning strategies. Powell & Purton (1993) give thefollowing description of a strategy:

A strategy refers to the way in which a student approaches a task. Itinvolves the process of planning, completing and evaluating performance(p. 79).


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Some areas that we will likely need to help LD/ADD students develop strategiesfor include:

Learning and Studying - note-taking, paraphrasing and organizingmaterial, memory strategies, and time management.

Problem-solving - effective listening and questioning.

Attending - ability to concentration or focus.

Self-monitoring - increase their awareness of which strategies enhanceand diminish their learning by engaging the learner in the process not justthe content.

Information storage and retrieval - categorizing information, comparingnew information to known information, etc., association, mnemonics,

imagery, etc.

Memory

The last area listed in the previous section refers to memory and is of courseimportant for any learners, but particularly so for LD/ADD learners. SomeLD/ADD learners have a memory processing disability which interferes with thetransfer of information from short to long term memory, while others do not. Forthose who do not have a memory impairment, they may simply need to developsome strategies for remembering and practise these. For those with a deficit,review and practise are essential in greater or lesser amounts depending on the

presence and degree of a memory deficit. Unfortunately for some LD/ADDlearners the deficit is so severe that no amount of review and practise will help.Rather, additional accommodation and/or compensatory techniques will berequired or review and practise will only prove frustrating and contribute to thestudent's sense of failure.

Research by psychologists has given us valuable information about how ourmemory works. We have two types of memory: short-and long-term. Learninginvolves the transfer of information from short to long term memory. Afterlearning something, people are generally able to recall the information quite wellfor about 10 minutes. If, however, the material is not reviewed within 24 hours

and again within a week, approximately 80% of the information will be forgotten.Thus, in order for learners to commit information to long term memory, thematerial must bereviewed and practised. Some tricks or aids for doing soinclude:

We remember things more easily if we organize them into groups,patterns, categories.


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We remember unusual things.

We remember things that interest us most.

We can only remember a few things at a time (7 plus or minus 2 'chunks').

It is difficult to remember things we don't understand.

Our memory works by building links.

We remember things better if we already know something about them.

Learning is an active task -- we have to think about how we can remembersomething.

"Mnemonics" are little tricks or aids to remembering information and which

incorporate many of the things listed above. You can develop mnemonics thatuse acronyms (first letter of each word in a sentence or title), associations,rhymes, and so on. For example, you have a new lock that you want toremember the combination "925" for. You could sing the song "Nine to Five" overa few times and the next time you need to use your lock, you are likely toremember that the combination relates to a song. You have built an associationbetween the two. Several examples of mnemonic devices for reading, writing andspelling are given in the next module.

Conclusion

In this module we touched on the fact that tutor-learner matches must always bemade with care, but this is especially true in the case of LD/ADD students whereextra time, effort, and flexibility may be required. We then looked at some generalinstructional techniques and learning strategies for LD/ADD learners. In Module3, specific techniques for teaching and learning reading, writing and spellingspecifically will be discussed.


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ASSIGNMENT - MODULE 2


1. What do we mean by "setting the stage" and why is it particularly important

for LD/ADD learners?

2. Why is goal setting important to LD/ADD learners, particularly short-termgoals?

3. Besides promoting interest and motivation, what is one goal of using a varietyof instructional strategies with LD/ADD students?

4. What is meant by "learning to learn," and what are three examples of areas inwhich we may need to assist LD/ADD students?

5. Please describe in your own words what is meant by accommodating and/ormodifying instruction for LD/ADD students and give three examples.

6. What is an "assistive technology" and give an example that could be usedwith a learner who has an auditory learning disability.

7. What is a "mnemonic" and give one example not already used in this course.


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GENERAL MODIFICATIONS FOR LD/ADD LEARNERS

Presentation Of Material

Break assignment into segments of shorter tasks.

Use concrete examples of concepts before teaching the abstract.

Relate information to the student's experiential base.

Reduce the number of concepts presented at one time.

Provide an overview of the lesson before beginning.

Monitor the learner's comprehension of language used during instruction.

Schedule frequent, short conferences with the student to check forcomprehension.

Provide consistent review of any lesson before introducing newinformation.

Allow student to obtain and report information utilizing cassette recorders,dictation, typewriters/computers, interviews, calculators, and fact sheets.

Highlight important concepts to be learned in text of material.

Monitor the rate at which material is presented.

Give additional presentations by varying the methods using repetition,simpler explanations, more examples and modeling.

Require verbal responses to indicate comprehension.

Give frequent reminders of any deadlines, due dates, etc.

Provide clear, concise directions and concrete examples for homeworkassignments.

Assign tasks at an appropriate reading level.

Allow for the oral administration of tests.


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Focus and Organization

Establish relevancy and purpose for learning by relating to previousexperiences.

Make frequent checks for assignment progress/completion.

Give advance warning of when a transition is going to take place.

Give work in smaller units.

Provide immediate reinforcement and feedback.

Introduce the assignment in sequential steps.

Check that the learner understands any instructions.

Check on progress throughout a task or activity.

Provide time suggestions for each task.

Provide a checklist for long, detailed tasks.

Helping Processing

Give written directions to supplement verbal directions.

Slow the rate of presentations.

Paraphrase information.

Keep statements short and to the point.

Avoid use of abstract language such as metaphors, idioms, and puns.

Keep sentence structures simple.

Encourage feedback from learner to check for understanding.

Familiarize student with any new vocabulary before beginning the lesson.

Reduce the amount of extraneous noise such as conversation, radio, TV,outside noises, etc.

Alert learner to key points.


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Utilize visual aids such as charts and graphs.

Utilize manipulative, hands-on activities whenever possible.

Always demonstrate how new material relates to previously learned

information.

Highlight information to be learned.

Have student verbalize instructions before beginning task.

Avoid crowded, cluttered worksheets by utilizing techniques such asblocking (blocking assignments into smaller segments), cutting (cutworksheets into sections, folding (fold worksheets into sections), andhighlighting, color coding or underlining.

Helping Attention (Excerpted from Bringing Literacy within Reach,LearningDisabilities Association of Canada, 1991)

Try to maintain eye contact with the student. Watch for signs of waveringattention. Try to recall the student by calling her name or touching herlightly.

Some students report that they are helped to attend to the teacher and toshut out extraneous noises by wearing earphones tuned in to a cordlessmicrophone worn by the teacher.

Encourage students to monitor their learning efficiency throughout the dayand try to schedule lessons when they are most alert. Some students withattention disorders have difficulty sleeping at night and are drowsy in themorning, reviving in the early afternoon. They may have low points againin the late afternoon.

Hunger can affect attention. Encourage the student not to work on anempty stomach. Schedule a coffee or snack break after an hour.

Some students report real difficulty attending to the printed page for morethan short periods - sometimes as little as ten minutes. Schedule breaksthat suit the student's needs. Alternate work on a text with oral work.

Permit as much movement as needed.

Avoid boring, repetitive drill. Vary the activities to keep the lessonsinteresting and stimulating. Incorporate fun and surprises.

Keep assignments short. Give immediate feedback.


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Appendix Bto Module 2

COMPENSATING WITH TECHNOLOGY- Adapted from Riviere (1996)

Assistive technology, sometimes referred to as adaptive or access technology,includes a whole realm of high and low technology devices designed to increasethe independence of individuals with learning disabilities by enabling them tocompensate for deficits, enhance self-confidence, and participate more fullyin all settings - work, school, home, and leisure. While not exclusively so, thesetechnologies tend to be electronically sophisticated and largely computer-based.

Assistive technology can enhance the quality of life for a person with a learningdisability by enabling the individual to circumvent specific deficits, whilecapitalizing on given strengths.

Reading, Writing, and Spelling

Word processing is a computer-based writing system that enables the user towrite without having to be overly concerned about making errors. This freedomcan release persons with written language deficits from concern about themechanics of writing, allowing them to redirect their efforts toward the meaning oftheir writing. Using the computer and various features of assistive software forwriting makes the writing process easier, allows more writing to take place, andultimately, boosts the user's self esteem.

Spell checkers, dictionaries, and thesauruses are available as features of word-processing programs, enabling the user to verify or correct spellings and accessword definitions and synonyms. Grammar check and proofreading softwareprograms scan documents and alert the user to probable errors in grammar,word usage, structure, spelling, style, punctuation and capitalization. Template-producing software provides forms, applications, etc., making yet another writingtask that much easier.

Laptop computers/tape-recorders can be used for taking notes during lectures tosupport the individual with written language problems. As well as using pre-writing and writing software programs, an individual with strong auditory skillsmight try dictating ideas onto a tape and listening as a pre-writing technique.


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Organization and Time Management

Devices and approaches that help individuals with learning disabilities getorganized, stay organized and on-track, and make work and learningassignments more manageable include:

beepers/buzzers

digital clocks, digital watches, talking watches

headphones or earplugs to shut out distractions

tape-recorders, mini pocket recorders that allow the user to verbally storeand retrieve telephone numbers, appointments, and individual notesvoice-activated day planners which operate with voice-input technology

Visual Processing

Assistive technologies that can help make visual tasks less complicated andstrenuous include:

tape recorded lectures or work presentations

software program options that enable the user to change background andtext colors or to change font size

magnification hardware (special monitor screen) or software (program

applications) that enlarge and enhance the text and graphics displayed; aswell as enlarging text, the user can alter colors, font, or print size; enlargedcursor control panels that allow the user to choose among a number of bigcursors, as well as the option of a `lefty' cursor

on-screen keyboards and keyboards that speak, that provide voice output

talking, large print browsers that allow users with visual processingproblems to search the Internet

books on disc, once on the computer screen, that can be enlarged and

read back to the user with voice output

material that is scanned, enlarged, and read back to user with voice output

material presented through videotape (using a VCR) or videodisc (using acomputer)


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Auditory Processing

Assistive technologies that can help make auditory tasks less difficult include:

Individual FM amplification devices are designed to isolate and amplify a

single sound source, such as the voice of an instructor, thus reducing theeffects of distracting noise. The system includes a teacher-worn transmitterand a student-worn receiver; it enhances auditory discrimination and auditoryattention by improving listening conditions and attention levels.

Variable speech control tape-recorder (VSC) can help the individual who hasdifficulty processing speech; it enables the user to play back audiotapedmaterial at a slower or faster rate than it was initially recorded without the lossof intelligibility/voice quality. Increasing the playback rate is helpful whenreviewing lecture notes, as well as for practice in strengthening listening skills;the option to decrease the rate is helpful in re- listening to taped textbooks,

etc.

Basic tape-recorders/audio-cassette recorders are a helpful means ofrecording discussions, directions, instructions, etc.


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Introduction

In the last module we discussed general strategies for the teaching and learningof LD/ADD students. In this module we will get a little more specific and look atcapitalizing on stronger physical learning styles and mnemonics or memory aidsin the areas of reading, writing and spelling. It is recommended that the materialfrom the prerequisite for this course, Learning Styles and Strategies, be reviewedprior to completing this module.

Physical Learning Styles

In addition to using various general teaching and learning strategies andassistive technology to offset a learning disability/ADD, another technique is tocapitalize on a stronger physical processing abilities. For example, a student with

a visual learning disability has likely developed a stronger auditory or motorphysical learning style to compensate. By using instructional techniques andactivities that tap into and/or strengthen stronger processing abilities, we canenhance learning.

MODULE 3: READING,

WRITING, AND SPELLING

Module Outline

Introduction Physical Learning Styles

Reading Writing Spelling

Mnemonics Reading Writing Spelling

Summary Assignment Appendixes


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The following tables outline techniques for each physical learning style in theareas of reading, writing and spelling. The tables represent a starting point andare by no means exhaustive. Tutors will need to develop individual activities andtechniques that are suited to each student.

Reading

Visual Auditory Motor

Write down the purposeof the reading anddirections for the activity.

Read out loud. Walk around whilereading, or performsome other activity toestablish a physicalrhythm.

Use large print bookswith as little "clutter" aspossible.

Emphasize the sound ofthe words, in parts andas a whole.

Play word games suchas Scrabble or Boggle.

Develop a wordbank/flash cards formisread words andreview continually.

Give information,directions, askquestions, etc., verballyas often as possible.

Mark reading with notes.

Use context clues tofigure out a word.

Have learner read outloud to acquire specificinformation.

Have the learnerhighlight, underline ordraw a border aroundinformation that he/sheneeds to focus on.

Preview a book beforereading it.

Use echo reading - tutorreads out loud and

learner follows alongreading out loud slightlybehind the tutor.

Put a bookmark or rulerunder the sentence

being read.

Use webbing to map outinformation contained inthe text.

Use a tape recorder solearner may replayinformation as needed

Use a flat magnifying barmoved along over theline of print being read.

Cover up all but the lineor section being read toavoid distraction.

Discuss or have learnerthink out loud aboutsomething s/he has justread.

Use fingertip at to markthe end of the sentencecurrently being read.


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Writing


Use webbing to map outbasic ideas before

writing.

Discuss the learner'sideas before beginning to

write.

Have learner map outideas before writing using

webbing.Break writing down intomanageable chunks(e.g., paragraphs,sections, etc). Start withsmall chunks and moveto bigger ones.

Talk about the differentsections or "chunks" in apiece of writing.

Have learner organize orsequence the writingusing titles and point formnotes.

Have learners practiceuninterrupted, sustainedwriting without regard tospelling, grammar, etc.

Have learners practiceuninterrupted, sustainedwriting without regard tospelling, grammar, etc

and read along as s/hewrites.

Have learners practiceuninterrupted, sustainedwriting without regard tospelling, grammar, etc

Use a computer (i.e.,provides wordprocessing, spell andgrammar check and aneat printout if learnerhas handwritingproblems).

Use a computer withspeech recognitionsoftware (types in text asuser speaks).

Use a computer (i.e.,provides wordprocessing, spell andgrammar check and aneat printout if learnerhas handwritingproblems).

Spelling


Use the "Look, Cover,Write, Check" method(see Appendix A)

Use the "Look, Cover,Write, Check" method(see Appendix A), buthave learner say wordsout loud as s/he writesand corrects them.

Use the "Look, Cover,Write, Check" method(see Appendix A)

Use word families solearners will get the lookof a group of words.

Highlight the similarities.

Use word families forrhyming so learners willget the sound of groups

of words.

Have the learner highlightsimilarities in wordfamilies.

Use a computer spellchecker.

Use a computer voicerecognition softwareprogram and spellchecker.

Use a computer spellchecker.

Break words into chunksin writing.

Verbally break words intosyllables.

Break words into chunksin writing


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Have learner look for littlewords within biggerwords (e.g., "sin" inbusiness)

Say a word and have thelearner try to come upwith little words withinthat word (e.g., "ant" in

elephant)

Dictate words to thelearner and then havehim/her try to find littlewords within each.

Show the learner a wordand have him/her try tovisualize the word andspell it back to you.

Say a word and have thelearner try to visualize itand spell it to youverbally.

Say a word, have thelearner try to visualize itand then write it down.

Change the look of aword: BUSiness(stresses that bus iscorrect spelling althoughsounds like "biz")

Change the sound of theword - say it in anexaggerated or funnyway

Trace the letters with afinger.

The Learning Disabilities Association of Canada has an excellent resourcecontaining detailed teaching and learning techniques/strategies for a wide rangeof disabilities in the areas of reading, writing, spelling, and numeracy (BringingLiteracy within Reach: Identifying and Teaching Adults with Learning Disabilities,1991). It is also recommended that tutors take the courses Strategies forSpelling, and Numeracy for Adult Literacy Learners.

Mnemonics

As discussed in Module 2, "mnemonics" are little memory tricks or aids that canbe used by learners to help them store and retrieve information. The following

are some examples that can be used specifically in the areas of reading, writingand spelling. As with the techniques outlined for physical learning styles, theseare intended as a starting point only. Tutors will need to research and/or developothers that will work effectively for individual students.

Reading

Powell & Purton (1993) suggest the following menumonic for helping learnerswith paraphrasing something they have read - "RAP".

R- Reada paragraph

A - Askyourself what the main idea was and what two details wereP - Putthe main idea and details in your own words


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With regard to reading comprehension, they offer "RIDER" which stands for:

R- Readthe first sentenceI - Imagine(i.e., create a corresponding image)D -Describe the image

E- Evaluatethe image for completeness (i.e., can details be added?)R -Repeatthe steps for each sentence

Writing

Purton (1990) suggests the use of the mnemonic "COPS" for helping learnersremember what to do when editing a piece of their writing. "COPS" stands for thefollowing:

Capitalization

Is the first word of each sentence capitalized? Are proper nouns capitalized?

Overall editing and appearance

Is my handwriting spaced right and legible?

Is my paper neat (e.g., not crumpled, ripped or smudged)?

Have I indented and kept straight margins?

Have I used complete sentences?

Punctuation

Do I have the right punctuation mark at the end of eachsentence?

Have I used commas where they are needed?

Spelling

Eyeball spellings - do they 'look" right?

Have I tried to sound it out?

Have I looked it up in the dictionary?


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Spelling

MnenmonicTechnique

Example(s)

1. Rhyming Beginners - Give learners a list of 5 to 10 words and ask

learners to come up with rhyming words from the sameword family (freeze, sneeze, breeze; crack, smack, lack,back, hack, track; cut, hut, nut, but, gut, rut).Intermediate - Move on to words that sound the samebut are spelled differently (freeze, please, peas, leaves)

Advanced - Move to homonyms (words that sound thesame but are spelled differently) (e.g., red, read; to, too,two; won, one), and then to words that are spelled thesame, but said differently (cut, put; cough, dough)

2. First letter

mnemonics

Use the first letter of the words in a made up sentence

to remember a spelling. Big Elephants Aren't Ugly, theyare BEAUtiful.

3. Imageassociations

When there is confusion about which homonym to use,associate the words with an image (e.g., Which is thehead of the school? The "principle" or the "principal"?The principal is my "pal")

4. Find words withinwords

The learner wants to spell "business" as "bizness."Point out the "bus" in the correct spelling and havehim/her imagine a bright yellow school bus (this is alsoan image association)

5. Say the word in a

'funny' way

The student keeps leaving the "h" out of "when" so

together you say the word as "w" "hen")6. Use different sizes

or colorsWrite the part the learner is having difficultyremembering in a different size or color

e.g., BUS iness

7. Link word toknown words

Link site to its word family, bite, kite

8. Beat out thesyllables of a wordand write out eachpart as it's said

"leg-is-la-ture"

9. Use rhythm Say the names of the letters in a singsong rhythme.g., p-e o-p l-e


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10. Break words intochunks

- You can start with one syllable words and divide theminto two or three letter chunks.(e.g., great - gr / ea / t)- Then you can go on to bigger words, and sound out

the syllables or letter blends.(e.g., terrific - ter / rif / ic)- When you're chunking, you can also focus on the letterblends.(e.g., great - gr / ea / t - that's an 'ea' word, and a 'gr'word)

11. Play gamesrelated whichstimulate wordrecognition/visualmemory

Boggle, spelling bee, Scrabble

Summary

In this module we looked at some techniques to use in reading, writing, andspelling that are based on physical learning styles and mnemonics. In the finalmodule we will discuss key issues to address in your approach to literacyinstruction with LD/ADD students, including "real life" or authentic learning,individualizing instruction, and goal setting.


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1. You are tutoring a student who has an auditory learning disability. Briefly

outline a lesson plan for helping this student to learn to write contractions (Iwill = I'll, you are = you're).

2. You are tutoring a student who has a visual processing disability andAttention Deficit Disorder. You are working together on readingcomprehension. Briefly outline how you might approach a lesson regardingcomprehension of a chapter the learner has just read.

3. You are working with a small group of LD/ADD students on spellinghomonyms (words that sound alike, but are spelled differently such as there,their, and they're). Briefly outline a lesson plan and note any difficulties you

are likely to encounter.


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LOOK, COVER, WRITE, CHECK

(Taken from Klein & Millar, 1990)

A double page of an exercise book is divided into four columns. The columns arenumbered. A list of words the student has trouble remembering how to spell ismade up by the learner and the practitioner and entered in Column 1. (Thepractitioner should check to see that the words are each spelled correctly). Eachword is discussed as to how best to memorize the word (e.g., using a mnemonic,rhyming, etc). One word at a time each word is practiced in the followingmanner:

1) LOOKat the word, noting which parts are especially difficult and say

the word aloud. Close your eyes and try to visualize the word in yourhead.

2) COVERthe word and think about how you will remember it.

3) WRITEthe word in Column 2. Say it as you write it. If you have learnedit in bits, say the bits as you write it.

4) CHECK the word, letter for letter to see if it is written correctly. If not,put an "X" beside the word and copy the spelling a few times on thepage below or another piece of paper. Pay attention to the mistake.Don't just stick in a missing letter if that was your error, write out thewhole word a few times to help you remember it.

5) One day later, repeat the process and write the words in Column 3.

6) Two or three days later repeat the process and write the word inColumn 4.


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Introduction

In this final module, we will integrate the information from the preceding modulesinto a "big picture" so to speak. We will also touch on several points for programsand tutors to consider when developing a learning plan for the LD/ADD learner.

Tutor/Learner Matches

When the screening of a learner has been completed, program staff will need tolook closely consider matching tutors and learners. This is always a crucialaspect to the success of any literacy program, but is especially true with LD/ADDstudents because of their need for individualized attention. While it is not alwayspossible to arrange for one-to-one tutoring, it is preferable for these learners.

A match will require careful thought and discussion on the part of the ProgramDirector and prospective tutor. Some of the ingredients for a successful match

include:

Knowledge about, understanding and acceptance of thebehaviours/learning difficulties possible with LD/ADD learners

a willingness to make long term commitment

MODULE 4: CONCLUSION

Module Outline

Introduction Tutor/Learner Matches Emotional Needs of

Learners Individualized Instruction Authentic, Active and

Integrated Learning Conclusion Assignment Appendixes


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patience to proceed slowly

tolerance for repetition

ability to organize/structure and make material concrete

flexibility and creativity to try a variety of approaches and techniques

understanding and acceptance that learning outcomes will vary dependingon many factors, but in particular the severity and/or mix of the LD/ADD

Emotional Needs of Learners

Literacy learners often have negative emotions attached to learning. This isparticularly true for LD/ADD literacy students since they have a physical barrier toovercome versus gaps in learning and/or second language difficulties that are

typically the underlying problem for other literacy learners.

In the past, there was little awareness and/or acceptance of these neurologicaldeficits among educators and the public in general, and LD/ADD students wereoften viewed in negative terms (e.g., lazy, troublesome, etc). The message tothese individuals was that they were responsible for their inability to learn. Addingto this perception is the fact that many LD/ADD learners have weak/poor socialskills (e.g., inappropriate behaviour, difficulty with relationships, impulsivity,irritability, etc). Thus, LD/ADD students and others often place the blame for theirlearning difficulties on personal weakness versus a physical impairment.

Unfortunately, this often leads to feelings of low self-esteem, depression, and anexpectation that no matter how hard they try, they will fail. And indeed, ifinappropriate strategies and techniques are used, learning will be difficult if notimpossible.


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Tutors will need to take time and effort in helping to build self-esteem andconfidence. Part of this will involve helping learners to look at their disability as alegitimate reason for learning differently (i.e., versus thinking they are wrong or'stupid' because they do not learn like everyone else). This may actually takesome convincing on the part of the tutor, but once LD/ADD students accept this

fact, not only will students approach learning in general more confidently, butthey will also be much likely to ask for accommodations in other learningsituations. Another part includes emphasizing strengths, developing effectivestrategies for accommodating weaknesses, and the liberal, ongoing use ofhumour, praise and encouragement. A final part involves helping some studentsdevelop more appropriate social skills (e.g., turn-taking in conversation withothers, improving listening skills, finding acceptable ways of expressing negativeemotions, being more flexible versus rigid, etc).

Individualized Instruction

Once a match has been made, program staff, the tutor and the learner will needto work on developing an individual learning plan based on the goals of thelearner (see Setting Goals,Module 2). While it is important that programsaddress the individual interests and needs of all literacy learners, it should beclear by now that this is essentialfor LD/ADD learners. The extra attention,explanation, direction etc., is crucial to compensating for the neurologicaldeficit(s) that impedes their ability to learn at a pace and in a style similar to non-LD/ADD learners. Since LD/ADD learners have a mix of type and degree ofdisability, learning in groups is not recommended.


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Some points to keep in mind when developing a learning plan with LD/ADDlearners include:

Involve the learner fully in the planning process.

Set many short-term, achievable goals that will provide positivereinforcement for the learner.

Relate learning to the learner's "real life" needs and/or interests.

Make the program as individualized as possible. It is important thatLD/ADD learners receive as much one-on-one tutoring as they can, andthat instructional strategies be selected and adapted to fit each student.

Help the learner find ways to accommodate for his/her particularprocessing/attention deficit and capitalize on other stronger senses.

Structure the program. Regularity and consistency are particularlyimportant for LD/ADD learners. (A sample lesson plan has been includedat Appendix A to this module).

Limit learning sessions according to each student's ability to pay attentionand process information. The pace of instruction for LD/ADD learnersmust be slower, and include smaller chunks of material than with non-LD/ADD learners. Frequent breaks may be necessary.

Regularly review and practice material. This is essential for helping

LD/ADD learners to process information.

Build success into each learning session. LD/ADD learners often have hadfrustrating and negative experiences in previous learning situations. Assuch, it particularly important to build in areas they can be successful at orperform well in each session. Building self-confidence will enhance theprocess of learning.

Be aware of and sensitive to learners' emotional needs.

Encourage LD/ADD learners to communicate their needs and ask for

appropriate help in other learning situations outside of the literacy program(i.e., self-advocacy).


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Authentic, Active and Integrated Learning

Before concluding this module and the course as a whole, it is important toreiterate and expand on something that was touched on in Module 2; that is, theimportance of making learning authentic, active, and integrated.

Research has shown that with adult students, learning will be most effective if itis authentic; that is, relates to their lives in a concrete way. As such, structuringliteracy instruction around "real life" situations means that students will be able todirectly apply their learning in their lives. This is particularly motivating forLD/ADD learners who have experienced repeated failures in learning and are inneed of the gratification that applying what they have learned can bring.

Activelearning should not be confused with over-stimulating students. It refersinstead to using a variety of "hands-on" teaching and learning methods ratherthan more passive forms of learning such as lectures, paper and pencil tasks,

etc. In addition to being more interesting and stimulating a variety of senses, thishelps to make abstract concepts more concrete. Concrete knowledge is by itsvery nature easier to "hang onto" or remember than that which is more abstract.Thus for LD/ADD learners, who often have memory and/or attention deficits,active learning is particularly useful.

In addition to being active and authentic, learning needs to be an integratedwhole. That is, reading, writing, and spelling must be blended into learningsessions as a part of the overall process of becoming literate. Brown, Collins andDuguid (1993) offer the following scenario of how we learn to be literate:


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Teaching from dictionaries assumes that definitions and exemplarysentences are self-contained pieces of knowledge. But words andsentences are not islands, entire unto themselves. Experiencedreaders implicitly understand that words are situated. They,

therefore, ask for the rest of the sentence or the context beforecommitting themselves to an interpretation of a word. And then go todictionaries with situated examples of usage in mind(p. 1).

This is true for all literacy learning (and learning in general). However, forLD/ADD learners it is particularly important since knowledge and skills arealways "framed" if you will by a whole literacy approach which, providesneeded context and structure.

Conclusion

Teaching and learning with LD/ADD students is similar in terms of the content(e.g., reading, writing, spelling, numeracy, socialization skills) to other literacylearners. What will differ somewhat, however, is the process. Instruction willneed to be much slower and repetitive, more structured and individualized, andwill lean heavily on the use of compensatory technologies and strategies.

Although not all LD/ADD learners can be helped with their literacy skills to thesame extent as others (depending on the severity of their disabilities), time, effortand the use of appropriate teaching and learning strategies will assuredly resultin noticeable improvements for all.


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1. What does "real life" or "authentic" learning mean and why is it important?

2. Give four examples of authentic learning themes not already used in thiscourse.

3. How is instruction with LD students likely to differ from that of other literacylearners?

4. Why is setting goals particularly important when working with LD learners?


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Appendix Ato Module 4

SAMPLE LESSON PLAN

Details NotesLearningObjectives

Activities

Resources

How it went

Next time

Other


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REFERENCES

Amen, D. (1995). General Adult ADD Symptom Checklist.InternetURL - http://www.oneaddplace.com/addcheck.htm

Bernstein, J. (1987). People, Words and Change: Literacy VolunteerHandbook. Ottawa: People, Words and Change.

Brown, J., Collins, A. & Duguid, P. (1993). Situated Cognition and theCulture of Learning.http://www.ilt.columbia.edu/ilt/papers/JohnBrown.html

Hallowell, E.M. & Ratey, J.J. (1994). Driven to Distraction.Toronto:Pantheon Books.

Purton, D. (1990). Instructional Strategies for Adults with Learning Disabilities.

Yorkton, Saskatchewan; Parkland Regional College.

Purton, D. & Powell, I. (1993). Changing Focus: Building Confidence andCompetence in Adults with Reading Disabilities. Yorkton, Saskatchewan;Parkland Regional College.

Riviere, A. (1996). Assistive technology: Meeting the needs of adults withlearning disabilities.Internet URL -http://www.ldonline.org/ld_indepth/technology/nalldc_guide.html#anchor1673217.

Silver, L. (1995). Reading and Learning Disabilities: A Resource Guide. InternetURL - http://www.nichcy.org/pubs/factshe/fs17txt.htm.
http://www.ilt.columbia.edu/ilt/papers/JohnBrown.htmlhttp://www.ilt.columbia.edu/ilt/papers/JohnBrown.html


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RESOURCES

TEXT

Bringing Literacy within Reach: Identifying and Teaching Adults with Learning

Disabilities. (1991). Ottawa, ON: Learning Disabilities Association ofCanada.

Cincotta, J. (Unk). Destination Literacy: Identifying and Teaching Adults withLearning Disabilities. Available through the Learning Disabilities

Association of Canada at:http://edu-ss10.educ.queensu.ca/~lda/ldindepth/destination.htm

Goldstein, R. (1990). Taking the Mystique Out of Learning Disabilities.Saint John: Laubach Literacy. This book was recommended by KarenBoskamp, Director of the Transcona Literacy Centre. She writes:

This is a good book because it is written at a level that even inexperiencedtutors can understand, and by someone who actually runs a literacy

program and has first hand experience with students with these difficultiesas well as having experience putting her suggestions into practise.)

Purton, D. (1990). Instructional Strategies for Adults with Learning Disabilities.Yorkton, Saskatchewan; Parkland Regional College.

Smith, C. (1991). For You: Adults with Learning Difficulties. Ottawa, ON:Learning Disabilities Association of Canada.

MULTIMEDIA

Powell, I. & Purton, D. (1993). Changing Focus: Building Confidence andCompetence in Adults with Reading Disabilities. Yorkton, Saskatchewan;Parkland Regional College. Includes a detailed outline for a trainingworkshop, 2 instructional video cassettes and a tutor handbook.

Campbell, P. & Brokop, F. (1998). STAPLES (Supplemental Training forPractitioners in Literacy Education): Volumes 1- 2. Two multimediaCD-ROM's with accompanying workbooks.

INTERNET

Adults with Learning Disabilities: Definitions and Issues.http://www.ld-read.org/ALLDissues.html

Assistive Technology: Meeting The Needs Of Adults With Learning Disabilitieshttp://novel.nifl.gov/nalld/assistec.htm


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Interventions for Students with Learning Disabilities.http://www.nichcy.org/pubs/newsdig/nd25txt.htm

LD Online: Adult Issueshttp://www.ldonline.org/ld_indepth/adult/index.html

LD Resourceshttp://www.ldresources.com/

Learning Technologies and Persons with Learning Disabilities: AnnotatedBibliography. On the World Wide Web at http://olt-bta.hrdc-drhc.gc.ca/publicat/bibldise.html. (Prepared by the Learning Disabilities

Association of Canada for the Office of Learning Technologies, November1996).

Learning Strategies Databasehttp://muskingum.edu/~cal/database/conspecific.html

Screening for Adults with Learning Disabilitieshttp://novel.nifl.gov/nalld/assess.htm

Techniques: Working With Adults with Learning Disabilitieshttp://novel.nifl.gov/nalld/techniqu.htm

The National Adult Literacy and Learning Disabilities Centre (US site)http://novel.nifl.gov/nalldtop.htm

The National Adult Literacy Databasehttp://www.nald.ca


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ORGANIZATIONS

Learning Disabilities Association of Manitoba 60 Maryland Street

Winnipeg, MB R3G 1K7 Phone: (204) 774-1821Fax: (204) 788-4090E-Mail:[email protected] Site:http://www.mbnet.mb.ca/enable/ldamb/contact.html

Manitoba Adult Literacy and Continuing Education UnitDepartment of Education and Training280-800 Portage Ave.Winnipeg, MB R3G 0N4

Tel: (204) 945-8247

Toll Free: (204) 1-800-282-8069 ext. 8247 Fax: (204) 948-3104E-mail: [email protected]

Literacy Partners of Manitoba Grain Exchange Building 998-167 Lombard Ave. Winnipeg, Manitoba, R3B 0V3 Tel: (204) 947-5757 Fax: (204) 956-9315 email: [email protected] http://www.nald.ca/litpman.htm

Learning Disabilities Association of Canada323 Chapel St.

Ottawa, Ontario K1N 7Z2 (613) 238-5721 E-mail: [email protected]

Web Site: http://edu-ss10.educ.queensu.ca/~lda/

The National Literacy Secretariat15 Eddy Street, Room 10E10

Ottawa, ON Canada K1A 1K5 Tel: (819) 953-5280

Fax: (819) 953-8076
mailto:[email protected]://www.mbnet.mb.ca/enable/ldamb/contact.htmlmailto:[email protected]://edu-ss10.educ.queensu.ca/~lda/http://edu-ss10.educ.queensu.ca/~lda/mailto:[email protected]://www.mbnet.mb.ca/enable/ldamb/contact.htmlmailto:[email protected]

learning differently oct 2000

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