Helping ALL children reach their very best potential.

TEACHING CHILDREN WITH LEARNING DIFFICULTIES AND DISABILITIES

C. Anderson, 2013

Definition of ‘Learning Disabilities’•A broad term to describe ‘A disorder or malfunction which results in the person learning differently without the disorder or malfunction…’•Australian Commonwealth Disability Discrimination Act 1992

‘Learning Difficulties’ versus ‘Learning Disabilities’• Definitions vary between countries and often used inter-changeably. In Australia:

Learning Difficulties:• Most often refers to general difficulties in learning to read and

write, though can also be seen in other learning areas.

• Can be caused by EXTERNAL or INTERNAL factors.

Learning Disabilities:• Difficulties in learning are caused by internal factors INTRINSIC

to the individual.• Individuals learn and process information differently.• Significant and often life-long.

Prevalence• In Australia ….• Learning Difficulties – 10-16% of students• Learning Disabilities – approx. 4%

• In the United Kingdom …• Learning Difficulties – Uses a different definition to Australia, so difficult to compare.• Learning Disabilities – approx 2%

• In the United States …• Almost 3 million children have some form of LD.

However….•The real figure may actually be more

than 30% if general learning difficulties, behaviour issues and low achievement are taken into consideration. (Westwood, 2003)

How it represents•Affects individuals in how they take in, remember, understand or express information (Australian Psychological Society).

•Difficulties in LEARNING – particularly reading, spelling, spoken language or Maths.

•Does not refer to an individual’s intelligence – many people with learning disabilities are considered ‘talented and gifted’ or above-average in intelligence.

Causes• Can be:• INTERNAL

• Medical• Physical• Inherent• Neurological

AND/OR

• EXTERNAL• Opportunities• Experiences• Families and/or Communities

Categorising Learning Disabilities• Can be broadly grouped into 4 categories.

1. Language

2. Calculation

3. Problems with Motor Skills

4. Communication Disorders

BUT….

• Many other conditions and disabilities that have a negative impact on a child’s learning and could be classed as ‘Learning Disabilities’.• Difficulties caused by social and emotional impact of Learning

Disabilities.

A Who’s-Who of Learning Disabilities•Albert Einstein – Struggled in school. Went on to become the 20th century’s most influential physicist for the development of his Theory of Relativity. Today, he would likely be diagnosed with Asperger’s Syndrome.

A Who’s-Who of Learning Disabilities•Thomas Edison –Believed to have had dyslexia and possibly ADHD. Responsible for major scientific breakthroughs and inventions, including:• The Phonograph –the first means of recording

and playing back sound.• The electric light bulb.

“Genius is one percent inspiration and ninety nine percent perspiration.”

A Who’s-Who of Learning Disabilities• John Lennon – probably dyslexic. •Alexander Graham-Bell – as above.•Richard Branson – also dyslexic.•Agatha Christie – dysgraphia (difficulties in understanding written word)• Jules Verne – ADHD•Leonardo da Vinci – Aspergers•Steven Spielberg – dyslexia• Jamie Oliver – dyslexia.

Indicators of a Learning Disability or Difficulty• Generally illegible writing• Unfinished words or omitted words• Transposed (backwards) numbers or letters. EG: s, d, b, e, p,q, g, 3,6, 7, 2 and 9 most common.•Words or numbers spoken out of order• Difficulties in discriminating size, shape or colour• Hyperactivity• Difficulties with gross or fine motor skills.• Difficulties in modulating voice• Issues relating to the impact of the individual’s particular learning issue: reading, writing, spelling, attention, Maths, attention, social-emotional.

Strategies for the Classroom• Specific strategies will apply for specific conditions. BUT, in general, consider the following….

Provide a clear structure and expectationsChildren with Learning Difficulties have trouble focusing. Let them know, clearly, what is expected for the lesson.

• Use different communication modes to express these – ie: say it and write it on the board in simple language.

• Use specific language• Present material in small chunks.• Clarify new vocabulary at beginning of lesson.• Model, practice, check – repeat.• Pause, Prompt, Praise.

Be Flexible•Allow different approaches to classroom procedures. EG

Note-takingOral responsesUse of technologyAssessmentTime frames

Be organised and promote organisation•Maintain an organised classroom – a place for everything and everything in its place.•Keep learning resources in the same place and easily-accessible.•Have procedures for textbooks, work missed etc.•Organisation and structure helps keep children with learning issues from being distracted and getting anxious about simple classroom procedures and resources.•Keep desks clear of unnecessary clutter.

•Think about where you seat students.

Model planning•Teach students the skills to plan and break their work down into manageable ‘chunks.’ For example:

1. Brainstorming2. Mind mapping3. Outlining ideas – without the need to self-

correct and edit.4. Using visual prompts5. Graphic organisers and scaffolds

Reward and acknowledge•Notice even the small achievements.• Judge ‘success’ by the child’s abilities and efforts.

Give timely feedbackCorrect the student's work as soon as possible to allow for immediate gratification and feedback.

“Students with learning disabilities do not often have foundations of success when it comes to schoolwork. Therefore, when they hand in work they begin to worry about how they did. If they do not receive it back quickly, some children may use a great deal of energy worrying about the reactions of others if they did not do well.” (National Association of Special Education Teachers)

Draw on the senses•As much as possible, take a multi-sensory approach to your lessons. Provide opportunities for activities that are:•Visual•Auditory•Kinesthetic•Tactile

Increases educational value for ALL students, but particularly those with learning difficulties.

Mnemonics and memory-enhancers

• Encourage students to create their own mnemonics – personally relevant = memorable.• Be as silly as you like – if something is funny, there’s a better chance we’ll remember it.• Brainstorm key words• Flashcards – traditional and online• Increase attention • Use external prompts – ie: diary, bulletin board• Encourage higher order thinking to activate active learning

Resources•Learning Support Teacher•School Counsellor•Colleagues•Learning Difficulties Australia. Find them online HERE.•Learning Disabilities Online. Find them HERE.•Australian Learning Disability Association. HERE•My Scoop-it topics. These are curated on an ongoing basis. Find them HERE.

Remember….

“Students with disabilities are more like all other children than they are different from them.”