learning disabilities what you need to know to unlock the mystery

Learning DisabilitiesLearning Disabilities

What you need to know to What you need to know to unlock the mysteryunlock the mystery

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It is essential that Job Corps staff have a It is essential that Job Corps staff have a foundational understanding of learning foundational understanding of learning

disabilities (LD) in order to appropriately serve disabilities (LD) in order to appropriately serve these students.these students.

It is very difficult to identify effective strategies It is very difficult to identify effective strategies and reasonable accommodations if we do not and reasonable accommodations if we do not

understand the barriers that the student with a understand the barriers that the student with a learning disability is facing.learning disability is facing.

Why do you need to know about Why do you need to know about Learning DisabilitiesLearning Disabilities

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

A LD is a A LD is a neurobiologicalneurobiological condition condition that affects the way individuals of that affects the way individuals of average to above average average to above average intelligenceintelligence receivereceive, , processprocess, or , or expressexpress information. information.

A LD negatively impacts the ability to A LD negatively impacts the ability to acquire basic skills of listening, acquire basic skills of listening, speaking, thinking, reading, spelling, speaking, thinking, reading, spelling, writing, and/or mathematics.writing, and/or mathematics.

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Special NoteSpecial Note

Each individual with a LD is unique and Each individual with a LD is unique and the disability manifests itself in the disability manifests itself in

varying combinations and degrees of varying combinations and degrees of difficulty.difficulty.

Often, the individual with a LD Often, the individual with a LD demonstrates uneven areas of ability demonstrates uneven areas of ability and may have a gap between his/her and may have a gap between his/her potential and actual achievement. potential and actual achievement.

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ExampleExample

A student who does really well in all of A student who does really well in all of his/her classes except math. This student his/her classes except math. This student loves to read and write and often is loves to read and write and often is performing at the top of their class in performing at the top of their class in English and Social Studies. Math on the English and Social Studies. Math on the other hand seems like a foreign concept. other hand seems like a foreign concept. This student has difficulty understanding This student has difficulty understanding abstract ideas and difficulty remembering abstract ideas and difficulty remembering the steps to solve problems. This student the steps to solve problems. This student can learn math but has difficulty unlike can learn math but has difficulty unlike reading. reading.

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In FactIn Fact

To some degree we all can relateTo some degree we all can relate

We all have strengths and We all have strengths and weaknessesweaknesses

We all have things that come We all have things that come naturally and things we have to work naturally and things we have to work harder atharder at

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Take a moment and think about Take a moment and think about what are some of your strengths what are some of your strengths

and weaknesses.and weaknesses.

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PerceptionsPerceptions

Our strengths and weaknesses may Our strengths and weaknesses may dictate how we perceive thingsdictate how we perceive things

Doing it your way does not make it Doing it your way does not make it right or wrongright or wrong

People with LD may perceive things People with LD may perceive things differently then youdifferently then you

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What do you see?What do you see?

1010 10

Nose

Mouth

Eye

1111 11

Earring

Necklace

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Areas LD ImpactsAreas LD Impacts

There are four stages of information processing used in There are four stages of information processing used in learning:learning:

InputInput – Information is primarily brought into the brain – Information is primarily brought into the brain through the eyes (visual perception) and ears (auditory through the eyes (visual perception) and ears (auditory perception). We do acquire input through our other senses perception). We do acquire input through our other senses as well (i.e., touch, smell, taste).as well (i.e., touch, smell, taste).

IntegrationIntegration – Once we take in information, it has to be – Once we take in information, it has to be sequenced, understood (literally or abstractly), and then sequenced, understood (literally or abstractly), and then organized into complete thoughts or concepts. organized into complete thoughts or concepts.

MemoryMemory – Memory aids us in holding the information long – Memory aids us in holding the information long enough to be used and then decides whether to store it enough to be used and then decides whether to store it long term or discard it. long term or discard it.

OutputOutput – Finally, we communicate information by means of – Finally, we communicate information by means of language output or though motor activity such as writing, language output or though motor activity such as writing, drawing, gesturing, etc.drawing, gesturing, etc.

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What a LD is NotWhat a LD is Not

It is not: It is not: An attention disorder, such as Attention-An attention disorder, such as Attention-

Deficit/Hyperactivity Disorder (ADHD). Deficit/Hyperactivity Disorder (ADHD). AD/HD and LD may and often do occur at AD/HD and LD may and often do occur at the same time, however.the same time, however.

Mental retardation, autism, hearing or Mental retardation, autism, hearing or visual impairment, physical disabilities, or visual impairment, physical disabilities, or emotional disorder.emotional disorder.

Caused by lack of educational Caused by lack of educational opportunities (i.e., frequent changes of opportunities (i.e., frequent changes of schools, poor school attendance, or lack of schools, poor school attendance, or lack of instruction in basic skills). instruction in basic skills).

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Let’s Talk SpecificsLet’s Talk Specifics

What are some types of What are some types of learning disabilities? learning disabilities?

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DyslexiaDyslexia

Difficulties with accurate and/or fluent Difficulties with accurate and/or fluent word recognition and by poor spelling and word recognition and by poor spelling and decoding abilities. These difficulties decoding abilities. These difficulties typically result from a deficit in the typically result from a deficit in the phonological component of language. phonological component of language. Secondary consequences may include Secondary consequences may include problems in reading comprehension and problems in reading comprehension and reduced reading experience that can reduced reading experience that can impede growth of vocabulary and impede growth of vocabulary and background knowledge. background knowledge. [Adopted by the [Adopted by the IDA Board, November 2002 and by the IDA Board, November 2002 and by the National Institutes of Health, 2002].National Institutes of Health, 2002].

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How it How it maymay manifest manifest

Difficulty reading grade level textDifficulty reading grade level text Poor handwriting and spellingPoor handwriting and spelling Poor memory skillsPoor memory skills Trouble summarizing a storyTrouble summarizing a story

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Accommodations that Accommodations that couldcould benefit benefit

Using visuals or hands on activitiesUsing visuals or hands on activities Using picture imagery Using picture imagery Use of computer and/or spell checkUse of computer and/or spell check Text read out loudText read out loud Extra time to complete reading tasksExtra time to complete reading tasks

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DyscalculiaDyscalculia

Difficulty performing calculations; Difficulty performing calculations; Difficulty with numbers; Spatial Difficulty with numbers; Spatial problems; Difficulty placing numbers problems; Difficulty placing numbers into vertical columns.into vertical columns.

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May have difficulty with word May have difficulty with word problemsproblems

Difficulty using steps in math Difficulty using steps in math operationsoperations

Difficulty with fractionsDifficulty with fractions Challenge to make change and Challenge to make change and

handle moneyhandle money Difficulty organizing problems on the Difficulty organizing problems on the

page page

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Use diagrams and draw math concepts Use diagrams and draw math concepts Provide peer assistance Provide peer assistance Suggest use of graph paper Suggest use of graph paper Suggest use of colored pencils to Suggest use of colored pencils to

differentiate problems differentiate problems Work with manipulatives Work with manipulatives Draw pictures of word problems Draw pictures of word problems Talking calculatorTalking calculator

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DysgraphiaDysgraphia

Illegible handwriting; Difficulty Illegible handwriting; Difficulty writing within a defined space; Letter writing within a defined space; Letter reversals; Letter transposition; reversals; Letter transposition; Omission of letters or words; Poor Omission of letters or words; Poor spelling.spelling.

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How it How it maymay manifest manifest May have illegible printing and cursive writing May have illegible printing and cursive writing Inconsistent spacing between words and letters Inconsistent spacing between words and letters Exhibits strange wrist, body or paper position Exhibits strange wrist, body or paper position Has difficulty pre-visualizing letter formation Has difficulty pre-visualizing letter formation Copying or writing is slow or labored Copying or writing is slow or labored Shows poor spatial planning on paper Shows poor spatial planning on paper Has cramped or unusual grip/may complain of Has cramped or unusual grip/may complain of

sore hand sore hand Has great difficulty thinking and writing at the Has great difficulty thinking and writing at the

same time same time

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Suggest use of word processor Suggest use of word processor Use oral exams Use oral exams Allow use of tape recorder for lectures Allow use of tape recorder for lectures Allow the use of a note taker Allow the use of a note taker Suggest use of pencil grips and /or Suggest use of pencil grips and /or

specially designed writing aids specially designed writing aids Provide alternatives to written Provide alternatives to written

assignments (video-taped reports, audio-assignments (video-taped reports, audio-taped reports) taped reports)

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DyspraxiaDyspraxia

Problems with muscle control and Problems with muscle control and coordination; Apparent clumsinesscoordination; Apparent clumsiness

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Unable to follow a single (or set of) Unable to follow a single (or set of) instructions, or to do so in the right instructions, or to do so in the right sequence sequence

May seem easily distractible May seem easily distractible May be slow learning new games and their May be slow learning new games and their

rules rules Sense of balance may be affected Sense of balance may be affected May appear to be disorganized or have May appear to be disorganized or have

difficulty finding itemsdifficulty finding items Difficulty driving Difficulty driving

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Use of computerUse of computer Use color-code system to label or Use color-code system to label or

identify materials identify materials Provide calendarsProvide calendars Step-by-step instructions or Step-by-step instructions or

directionsdirections

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Visual Processing (Perceptual) Visual Processing (Perceptual) DisordersDisorders

Difficulty in interpreting information Difficulty in interpreting information taken in visuallytaken in visually

Is not related to problems with visionIs not related to problems with vision

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Cannot copy accurately Cannot copy accurately Loses place frequently Loses place frequently Has difficulty negotiating around Has difficulty negotiating around

campus campus Misaligns letters; may have messy Misaligns letters; may have messy

papers, which can include letters papers, which can include letters colliding, irregular spacing, letters colliding, irregular spacing, letters not on line not on line

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Allow students to dictate creative stories Allow students to dictate creative stories Provide alternative for written Provide alternative for written

assignments assignments Suggest use of pencil grips and specially Suggest use of pencil grips and specially

designed pencils and pens designed pencils and pens Allow use of computer or word processor Allow use of computer or word processor Reduce copying tasks Reduce copying tasks Provide tracking tools: ruler, text windows Provide tracking tools: ruler, text windows Use large print books Use large print books

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Auditory Processing (Perceptual) Auditory Processing (Perceptual) DisordersDisorders

Difficulty in interpreting information Difficulty in interpreting information taken in auditorilytaken in auditorily

Is not related to difficulty with Is not related to difficulty with hearinghearing

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How it How it maymay manifest manifest May misinterpret or have difficulty remembering May misinterpret or have difficulty remembering

oral directions; difficulty following directions in a oral directions; difficulty following directions in a series series

Has difficulty comprehending complex sentence Has difficulty comprehending complex sentence structure or rapid speech structure or rapid speech

Says “What?” a lot, even when has heard much of Says “What?” a lot, even when has heard much of what was said what was said

Often is distracted by background sounds/noises Often is distracted by background sounds/noises May process thoughts and ideas slowly and have May process thoughts and ideas slowly and have

difficulty explaining them difficulty explaining them Misspells and mispronounces similar-sounding Misspells and mispronounces similar-sounding

words or omits syllables; confuses similar-words or omits syllables; confuses similar-sounding words sounding words

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Show rather than explain Show rather than explain Supplement with more intact senses Supplement with more intact senses

(use visual cues, signals, handouts, (use visual cues, signals, handouts, manipulatives) manipulatives)

Provide noise eliminating Provide noise eliminating headphonesheadphones

Allow them 5-6 seconds to respond Allow them 5-6 seconds to respond (“think time”) (“think time”)

Tape record lecturesTape record lectures

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When Writing AccommodationsWhen Writing Accommodations

TALK to the individual – they know bestTALK to the individual – they know best What works for one student might not What works for one student might not

work for anotherwork for another LD manifests itself differently in each LD manifests itself differently in each

individualindividual Some students might have had excellent Some students might have had excellent

resources and accommodations in the past resources and accommodations in the past and may not need certain and may not need certain accommodationsaccommodations

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Also Keep in MindAlso Keep in Mind

The strengths of the individual and The strengths of the individual and preferred learning style (when giving preferred learning style (when giving multiple step direction use pictures multiple step direction use pictures along with writing for a student who along with writing for a student who has excellent visual memory)has excellent visual memory)

What could be used or altered to What could be used or altered to eliminate a barrier (a computer to eliminate a barrier (a computer to write instead of paper and pencil)write instead of paper and pencil)

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Also Keep in Mind Also Keep in Mind (continued)(continued)

Are they sufficient to provide the Are they sufficient to provide the student access to all areas of the student access to all areas of the program?program?– If not, what additional accommodations are If not, what additional accommodations are

necessary (e.g., in vocations, residential, other necessary (e.g., in vocations, residential, other common areas)?common areas)?

What accommodations has the What accommodations has the individual received in the past? (IEP, individual received in the past? (IEP, 504 Plans, Vocational Rehabilitation 504 Plans, Vocational Rehabilitation Documentation) and do they remain Documentation) and do they remain relevant to the current situation?relevant to the current situation?

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Scenario 1Scenario 1

Chris has a learning disability. He Chris has a learning disability. He always seems to have difficulty with always seems to have difficulty with copying from the board. He leaves copying from the board. He leaves out whole words or letters so that out whole words or letters so that what he writes does not make sense. what he writes does not make sense. It is also very difficult to read his It is also very difficult to read his papers. What accommodations could papers. What accommodations could be given to help Chris?be given to help Chris?

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When giving oral directions to Tiffany she When giving oral directions to Tiffany she often responds with “what”. When often responds with “what”. When listening to a lecture, her notes often do listening to a lecture, her notes often do not make sense. She writes down half a not make sense. She writes down half a thought. She states that she only hears thought. She states that she only hears part of what was said and then the person part of what was said and then the person moves on. What accommodations could moves on. What accommodations could be made to Tiffany to help eliminate be made to Tiffany to help eliminate frustration when taking notes?frustration when taking notes?

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David is never able to find anything. David is never able to find anything. He often loses his assignments and He often loses his assignments and appears to be disorganized. He appears to be disorganized. He appears to be clumsy and is always appears to be clumsy and is always falling out of his chair. What falling out of his chair. What accommodations could be given to accommodations could be given to David to help him with his David to help him with his organization?organization?

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Myths about Students with LDMyths about Students with LD

Myth:Myth: Individuals with LD have limited potential.Individuals with LD have limited potential.

Truth:Truth: Individuals with LD conduct successful Individuals with LD conduct successful and fulfilling lives just as individuals without and fulfilling lives just as individuals without disabilities do.disabilities do.

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Myths about Students with LDMyths about Students with LD Myth:Myth: People with LD are lazy.People with LD are lazy.

Truth: Truth: If an individual with a LD has If an individual with a LD has experienced repeated failures, particularly experienced repeated failures, particularly educationally or socially, they often shut educationally or socially, they often shut down and believe it hurts less to not try down and believe it hurts less to not try than it does to try and fail. The individual than it does to try and fail. The individual may feel he/she has no control over what may feel he/she has no control over what happens to him/her which is known as happens to him/her which is known as learned helplessness. Small doses of learned helplessness. Small doses of success are the best antidote to learned success are the best antidote to learned helplessness.helplessness.

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Myths about Students with LDMyths about Students with LD

Myth:Myth: Accommodations provided to Accommodations provided to students with LD, particularly during students with LD, particularly during testing situations, gives them an testing situations, gives them an unfair advantage over students unfair advantage over students without disabilities.without disabilities.

Truth:Truth: An accommodation does not An accommodation does not tip the scales in the student's favor; tip the scales in the student's favor; it merely levels the playing field. it merely levels the playing field.

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ResourcesResources

Job Corps LD WebsiteJob Corps LD Website

http://jccdrc.jobcorps.org/ldhttp://jccdrc.jobcorps.org/ld

Job Corps Disability WebsiteJob Corps Disability Website

http://jcdisability.jobcorps.gov/index.htmhttp://jcdisability.jobcorps.gov/index.htm

Job Accommodation NetworkJob Accommodation Network

http://www.jan.wvu.edu/http://www.jan.wvu.edu/

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Regional Disability CoordinatorsRegional Disability Coordinators Boston and DallasBoston and Dallas──Molly Rosinski (Molly Rosinski (

[email protected]@humanitas.com))

Philadelphia and AtlantaPhiladelphia and Atlanta──Pat Jackson (Pat Jackson ([email protected]@verizon.net))

ChicagoChicago──Kim Jones (Kim Jones ([email protected]@humanitas.com))

San FranciscoSan Francisco──Sylvia Domagalski (Sylvia Domagalski ([email protected]@aol.com))

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Possible responses for scenariosPossible responses for scenarios

Scenario 1: use of computer, note taker, reduce Scenario 1: use of computer, note taker, reduce copying tasks, allow oral presentations for copying tasks, allow oral presentations for assignmentsassignments

Scenario 2: use of a tape recorder, note taker, Scenario 2: use of a tape recorder, note taker, provide visuals when possible, provide handouts provide visuals when possible, provide handouts of notes prior to lecture, use buddy systemof notes prior to lecture, use buddy system

Scenario 3: use color code system, provide binder Scenario 3: use color code system, provide binder with labeled sections, provide calendar, use with labeled sections, provide calendar, use computer to create folders to save assignments computer to create folders to save assignments and documents, provide student with copy of and documents, provide student with copy of schedule or display schedule in classroomschedule or display schedule in classroom

learning disabilities what you need to know to unlock the mystery

Documents

learning disabilities

mystery slide

earring necklace slide

learning disability

areas ld impacts

nose mouth eye slide

input information

express information