Supporting Students with Specific Learning Disabilities

Kim BloorEducational & Developmental Psychologist

DSF Literacy and Clinical Services

Outline

Learning Difficulties vs. Learning Disabilities What is Dyslexia? What is Dysgraphia? What is Dyscalculia? What is the impact in the classroom? Supporting Students

Learning Disabilities vs. Learning Difficulties

Learning Difficulties or Learning Disabilities?

Learning Difficulties – generic term referring to the 20 - 25 % of students who exhibit problems acquiring academic skills as a consequence of a range of causes.

These include:– Intellectual disability– Physical / sensory defects– Emotional/behavioural difficulties– Lack of opportunity– Instructional casualties(National Health and Medical Research Council, 1990)

Learning Difficulties or Learning Disabilities?

Of the 20 – 25% of students exhibiting problems acquiring academic skills many struggle to acquire a reasonable level of literacy.

OECD Research (PISA – Program for International Student Assessment) found that almost 41% of 15 year old boys in Australia had literacy levels either below or at the lowest levels of functional literacy.

Learning Difficulties or Learning Disabilities?

Learning Disabilities – result from impairments in one or more psychological processes related to learning. They interfere with the acquisition and use of one or more of the following skills: Oral language Reading Written language Mathematics

Learning Disabilities

Visible signs of a Learning Disability

Academic skills below expectation for age, general ability and educational opportunities

Obvious gap between perceived or apparent potential to learn and level of achievement

Not due to intellectual disability, sensory or physical deficit, emotional disorder or lack of educational experiences (resulting in a learning difficulty)

Intrinsic and enduring

Criteria used to identify a Specific Learning Disability

Unexpected underachievement in relation to chronological age;

Unexpected underachievement in relation to cognitive ability;

Evidence of an inherent processing difficulty (phonological processing, auditory working memory, information processing speed, visual processing);

Exclusion of other plausible explanations; Failure to respond to targeted, systematic and

prolonged intervention

Prevalence of Learning Disabilities

15 - 20% learning difficulties

5% Dyslexia plus other LDs

Approximately one student with a LD per class

Specific Skill Disorders

Referred to as Specific Learning Disorders

Dyslexia (Reading)Dysgraphia (Written Language)Dysphasia (Oral Language)Dyspraxia (Fine Motor)Dyscalculia (Mathematics)

(“Dys” = intrinsic or developmental)

These are learning problems NOT intellectual problems

Specific Learning Disorders

Dyslexia Dysgraphia Dyscalculia

Neurobiological in origin – genetic

Lifelong – although environment may alter the course

Core deficit = underlying phonological processing deficit

Core deficit = underlying phonological processing deficit (rapid naming ability)

Core deficit = underlying deficit in concept of number

Difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities

Difficulties with spelling, handwriting and/or written expression

Difficulties learning and/or comprehending maths, including understanding numbers, learning how to manipulate numbers, and learning math facts

May occur alone or co-morbidly

Dyslexia

Characteristics of Dyslexia

Difficulty learning letter names and sounds Slow and inaccurate oral reading Dislike or reluctance to read Problems sustaining attention to literacy activities Spelling and written expression difficulties Poor phonological awareness Slow rapid automatised naming Reduced short-term auditory memory and working

memory Sequencing and organisation difficulties

Secondary characteristics

Poor reading comprehension mediated by decoding problems

Very slow to complete written work – both in-class and out of class

Reduced reading experience that impedes the growth of vocabulary and acquired knowledge

Dysgraphia

Characteristics of Dysgraphia

Difficulty learning letter names and sounds Slow and inaccurate handwriting, low levels of

automaticity in the retrieval and production of alphabet letters (even as adults)

Dislike or reluctance to write Problems sustaining attention to literacy activities

(particularly written expression) Frequently associated with reading disorders; May have phonological processing impairments; May have low RAN

What you may see in the classroom

Poor legibility in written assignments Struggle to meet grade-appropriate standards

for content and length Trouble finishing written work within time

limits Highly motivated (despite appearances) but

can be emotionally traumatised by experiences

Problems generating text Do not readily use planning or editing

techniques

Two Main subtypes of Dysgraphia

Language Based Dysgraphia Difficulties constructing meaningful and

effectively structured written expression Extreme difficulty getting thoughts in order and

down on paperNon-Language (Motor) Dysgraphia

Handwriting difficulties associated with an impairment in motor co-ordinatiosn

Can be viewed as a specific subset of motor dyspraxia.

Dyscalculia

Characteristics of Dyscalculia Difficulty navigating back and forth when counting, especially

in 2’s and 3’s Struggle to recall numbers and facts Do not readily use rules and procedures to build on known

facts Difficulty grasping that the words ten, hundred and thousand

have same relationship to each other as the numerals 10, 100 and 1000.

Struggle with concept of measurement and spatial orientation Confusion over printed symbols and signs Frequent number reversals Poor procedural skills Inability to subitise even with small quantities

Individuals with Dyscalculia differ in the extent to which they exhibit difficulties in mathematics.

Although it can be argued that many of the defining features of dyscalculia can be seen in students who do poorly in mathematics, it is the severity of these difficulties and their resistance to remedial intervention that set dyscalculic students apart from others with learning difficulties.

What you may see in the classroom

Good at speaking and literacy, but slow to develop counting and maths problem solving skills.

Good memory for printed words but difficulty reading numbers or recalling numbers in a sequence.

Good with general maths concepts but frustrated when specific computation and organisation skills need to be used.

Difficulties with estimation/approximation Trouble with concepts of time and money. Inability to count backwards

What you may see in the classroom

Poor sense of direction, easily disorientated and easily confused by changes in routines.

Poor long term memory of mathematical concepts. Poor mental maths ability. Difficulty playing strategy games and keeping

scores when playing board/card games. Low processing speed when engaged in maths

tasks Difficulty noticing patterns

Three main subtypes of Dyscalculia

Memory based Difficulties learning and retrieving basic number

facts

Procedural Difficulty learning and applying procedures

involved in calculation

Visuo-spatial Misreading and misrepresenting place value,

transposing numbers and poor bookwork.

Children do not grow out of a learning disability

Learning disabilities cannot be “cured” or “grown out of”

Students with learning disabilities will not work it out for themselves through immersion in literature

Targeted remedial programs can provide a lot of assistance

LD’s may include accompanying challenges...

More challenging to instruct and remediate

Processing impairmentsSensory motor difficultiesBehavioural problemsADHD (up to 40% comorbidity with

Dyslexia)

…and Strengths

CreativityLateral thinkingProblem-solvingVisual and spatial thinkingDeterminationHard work necessary to overcome

difficulties

Implications for the Learning Environment – All SLD’s

Deficiencies in short-term memory and cognitive processing limitations are common.

SLD students often report information overload and confusion due to having multiple ideas that they can’t translate into words.

Difficulties with search and locate strategies required in independent study.

Poor reading rate and comprehension is common. Difficulties compounded when there is an increase in amount of reading and/or a reduction in time.

Poor visual memory. Oral language and discussion often above average.

Increased anxiety in test situationsPoor self esteem and confidence. Often

reluctant to risk take.

Supporting students with Learning Difficulties

Learning Disabilities – Implications for the Learning Environment

Acknowledge the student’s educational history

Possibly endured many years of failure

Working with possible negative views of education

Supporting LD students at school

Having realistic but high expectations for students with learning disabilities

Promoting whole staff awareness

Adopting flexible approaches – teaching until a student has learnt

Accommodations

Adaptations and modifications of classroom practices (teaching, materials, technology)

Should not entail reducing educational standards and requirements

Involve opportunity for alternative assessment procedures which incorporate students’ requirements

Accommodations

Without Accommodations With Accommodations

Students unable to access curriculum and will learn less and less

Students more likely to access the curriculum and learn alongside their peers

Students unable to demonstrate their knowledge, skills and understandings

Students will have an opportunity to demonstrate their knowledge, skills and understandings

Likely to experience frustration, anxiety and tension, reducing chances of learning

Less likely to experience frustration, anxiety and tension, improving their chances of learning and making some progress

Differentiated teaching

There is a range of inclusive teaching strategies that can assist all students to learn, including some specific strategies that suit students with learning disabilities.

Strategies that will improve learning outcomes for all students

Maintain high expectationsEnsure access to curriculumReduce task / information into smaller

(meaningful) ‘chunks’ – ensure student has skills / knowledge to successfully achieve at each step - teach to mastery

Introduce support / scaffolding to ensure success and reduce anxiety

Provide regular and targeted feedback – frequently check for understanding

Revisit / repeat / reinforce key concepts, skills and understandings

When assessing performance, ensure student is able to demonstrate his/her knowledge, skills and understandings ‘on the same basis’ as other students – provide accommodations where necessary.

Strategies that will improve learning outcomes for all students

Targeted strategies for individual students

Changes to how information is presentedUse of visual aids Use of assistive technologyStrategies for spelling and written

expressionSupport for working memoryNeed for repetitionStrategies to reduce anxiety

Using multisensory techniques

LD students benefit from multisensory teaching strategies

If one method of teaching is not working, it will not work a second, 3rd, 4th… time

Presenting information in a variety of ways, using different sensations (touch, movement, sound, speech, vision) assists in saving that information in memory.

Working Memory: Classroom Support

LD students find it difficult to listen and write at the same time – avoid asking them to do this

Be aware of the warning signs of working memory failure Incomplete recallFailing to follow instructionsLosing track of placeAbandoning the task

Students benefitted when teachers modified their practise Reduced number of multi-syllable words Reduced complexity and length Increased pauses between phrases Reduced speed of info delivery Increased meaningfulness of material Repetition to prevent catastrophic loss Made material available Used memory aids

Working Memory: Classroom Support

Need for repetition

Repetition is highly important for students with learning difficulties.

Need to repeat and revise key skills/concepts until they are over-learned

Wherever possible, ensure key statements/instructions/ideas are repeated or highlighted in some way

Demonstrate, guide practice, watch and give corrective feedback, plan practice

Targeted strategies for individual students

Strategies to assist with time management and organisation

Modified class schedule (e.g., instead of LOTE, an extra study period/literacy support is provided)

Ensure students do not have to rely too heavily on reading in order to acquire information

See handout

Differentiated Assessment

Alternate Forms of Assessment

There is a range of inclusive assessment practices which will enhance the learning of all students in the classroom but students with SLD’s may need particular adjustments to assessment tasks.

Ideally, ascertain functional impact on learning and then consider alternative assessment strategies.

Provision of extra time Change of location for testing Reduction in length of an assignment Allowing students to answer tests orally Providing an alternative form of a test to the

student Providing an alternative assignment altogether Opportunity to discuss assignment and review

drafts

Targeted strategies for individual students

Remember

The requirements and objectives of the curriculum should not be diminished by the student receiving accommodations and support

The aim is to achieve equal opportunity not a guaranteed outcome.

The assessment process should provide a reasonable opportunity for students to demonstrate what they have learned.

Focus on what is done well…

Students with dyslexia generally have average to above average cognitive ability – at times superior ability

Look for strengthsMost important factor in future success is

“resilience” or “self esteem”

A final word

A student with a learning disability is a student with learning abilities who can succeed at study

If we teach with learning disabilities in mind, it

will be suitable for everyone and ensure students with a specific learning disability experience success

Thank you

www.dsf.net.au

Email: support@dsf.net.au