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Teaching To Students With Learning Disabilites
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Teaching To Students With Learning Disabilites

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  • 1. Teaching to Students with Learning Disabilities Presented by: Patrick B. Quitugua 12/02/08 For Assistive Technology 443G Dr. J. Cyrus
  • 2. Objectives
    • You will be able to define Learning disabilities
    • as defined by IDEA 2004
    • You will have a preview of specific Learning
    • Disabilities and have an adequate understanding of
    • characteristics of such disorders.
    • Understand what RTI is and it’s components
    • to intervention.
    • You will have adequate knowledge of how to apply
    • Assistive Technology in addressing students with LD
    • through the use of the internet community.
    • Motivation to intervene with a student(s) in your
    • school.
  • 3. IDEA definition:
    • The term "specific learning disability" means a disorder in one or more of the
    • basic psychological processes involved in understanding or in using language,
    • spoken or written, which disorder may manifest itself in the imperfect ability to
    • listen, think, speak, read, write, spell, or do mathematical calculations.
    • (www. ldonline.org /features/idea2004)
  • 4. Prevalence : Published online February 1, 2007 PEDIATRICS Vol. 119 Supplement February 2007, pp. S77-S83 (doi:10.1542/peds.2006-2089L)
    • RESULTS. The lifetime prevalence of learning disability in US
    • children is 9.7%. Although prevalence of learning disability is
    • lower among average developing children (5.4%), it still affected
    • 2.7 million children compared with 3.3 million (27.8%) children
    • with special health care needs. As the number of definitional
    • criteria children with special health care needs met increased
    • from 1 to 5, so did the prevalence of learning disability (15.0%, 27.1%, 41.6%, 69.3%, and 87.8%, respectively).
  • 5. Other Areas of LD
    • Temporal Sequential Ordering
    • Spatial Ordering
    • Memory
    • Language
    • Nuero motor Functions
    • Social Cognition
    • Attention
    • Three D’s
    • Dyslexia
    • Dysgraphia
    • Dyscalculia
  • 6. Dyslexia
    • Common characteristics include problems with:
    • identifying single words
    • understanding sounds in words, sound order, or rhymes
    • spelling
    • transposing letters in words
    • handwriting
    • reading comprehension
    • delayed spoken language
    • confusion with directions, or right/left handedness
    • confusion with opposites (up/down, early/late, and so on)
    • Mathematics
    • (Referenced : http://www.answers.com/topic/dyslexia)
  • 7. Dysgraphia
    • By: National Center for Learning Disabilities (2006)
    • “ Dysgraphia is a learning disability that affects writing abilities. It can manifest itself as
    • difficulties with spelling, poor handwriting and trouble putting thoughts on paper….”
  • 8. Symptoms of Dysgraphia
    • Tight, awkward pencil grip and body position
    • Illegible handwriting
    • Avoiding writing or drawing tasks
    • Tiring quickly while writing
    • Saying words out loud while writing
    • Unfinished or omitted words in sentences
    • Difficulty organizing thoughts on paper
    • Difficulty with syntax structure and grammar
    • Large gap between written ideas and understanding demonstrated through speech.
    • (Reference: http://www.ldonline.org/article/12770)
  • 9. Dyscalculia
    • Impairment of the ability to solve mathematical
    • problems, usually resulting from brain
    • dysfunction.
  • 10. Dyscalculia: Characteristics
    • Shows difficulty understanding concepts of place value, and quantity,
    • number lines, positive and negative value, carrying and borrowing
    • Has difficulty understanding and doing word problems
    • Has difficulty sequencing information or events
    • Exhibits difficulty using steps involved in math operations
    • Shows difficulty understanding fractions
    • Is challenged making change and handling money
    • Displays difficulty recognizing patterns when adding, subtracting,
    • multiplying, or dividing
    • Has difficulty putting language to math processes
    • Has difficulty understanding concepts related to time such as days, weeks,
    • months, seasons, quarters, etc.
    • Exhibits difficulty organizing problems on the page, keeping numbers lined up,
    • following through on long division problems.
    • (referenced:http://www.ldanatl.org/aboutld/parents/ld_basics/dyscalculia.asp).
  • 11. INTERVENTION
    • IDEA of 1997 in Addressing LD
    • RTI: Response to Intervention Core
    • Concepts
    • Application of scientific, researched-based interventions in general
    • education.
    • Measurement of these interventions to students progress
    • Use of the RTI data to inform instruction.
  • 12. RTI Roundtable requirements
    • http://www.ldanatl.org/pdf/rti2005.pdf
  • 13. Assistive Technology Intervention
    • One example of an ATT Organization Called “ABLEDATA” offers over 200 links and information on providing ATT intervention for students with LD.
    • A.T. Literature- Learning Disabilities
    • "How-to" Guide Aids Teachers in Applying Kurzweil 3000 Software to Different Learning Styles in the Classroom
    • "I Like to Take My Own Sweet Time": Case Study of a Child with Naming-Speed Deficits and Reading Disabilities
    • "I've Got a Palm in My Pocket" - Using Handheld Computers in an Inclusive Classroom
    • "We Could Do That!" A Guide to Diversity Practices in California Community Colleges
    • @Iphatec - A Pilot Study on Outcomes of Computer Assisted Reading and Writing for Adults With Dyslexia
    • A Case of Individual Adaptation for Universal Accessibility
    • A Comparison of Woodcock-Johnson Psycho-Educational Battery-Revised and Qualitative Reading Inventory-II Instructional Reading Levels
    • A Computer and Internet Future: Enabling Inclusion?
    • A Mobile Phone That Can Read Books for People With a Visual Disability
    • A Model for Implementing Computer Use With Infants District Wide
    • Reference: http://www.abledata.com/abledata.cfm?pageid=170020&ksectionid=160164&categoryid=15170
  • 14. Summary
    • Individuals with learning disabilities do not learn in the same way as their typical peers
    • without learning disabilities. They often feel alienated, frustrated, and at most times give up
    • and become labeled the troubled kid. Most kids with LD drop out of school, and for the most part are never followed up nor transitioned out of school properly. These students need more intensive, focused learning intervention application that we as teachers need to be well versed. To really be of service to these kids we as teachers need to actively collaborate and research all we can about Assistive Technology that exist. And it’s Love that will drive this obsession”
    • “ Some kids just need more tools to succeed”
    • Courtesy of Pat’s “Delicious Site”:
    • Via You-Tube
    • reference:
    • http://www.youtube.com/watch?v=XNUhws1znAQ
    • http://www.youtube.com/watch?v=IOdZC5iBudM
    • http://www.youtube.com/watch?v=vWzCsI180cc
  • 15. Questions to ponder
    • Are there any students with LD you can identify that are at risk of dropping out? What are you as a teacher willing to do today to help turn
    • things around for this kid?
    • As a teacher are how well versed are you about your student’s IEP and their Transition Plan? What are you willing to do today to make
    • improvements?
    • If you had a child with LD what are willing to do to ensure his success
    • in school and in life ?
    • How many students with LD do you think slipped through the cracks in the past 5 years? Where do you think they are today?
  • 16. References and Supports
    • Special Education (Making a difference/Deborah Deutsch Smith/6 th
    • edition)
    • Dyscalculia
    • (referenced:http://www.ldanatl.org/aboutld/parents/ld_basics/dyscalculia.asp).
    • Teaching kids read with Dyslexia
    • www. learningabledkids.com /reading/text_to_speech_books_on_tape .
    • NJCLD RTI REPORT : http://www.ldanatl.org/pdf/rti2005.pdf

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