For a higher education course

2. So what are we talking
about?
Learning Disabilities: are often biological/neurological disorder
that “affects the brains ability to receive, process, store and
respond to information” (NCLD, 2014).
As educators we know that learning disabilities and physical
disabilities will impact how a student learns, retains information
and behaves on a day to day basis.

3. A simple start to understanding your students…
1. Work with parents and students that have
been identified with a learning disorder or
physical disability. Identify what their needs
may be and how these students function
outside of school.
2. Understand the learning and functioning
difficulties of your students.
3. Never view a difficulty in learning and
functioning in a negative light. Remember all
students are different in one way or another.

4. Identify state level, county level and institutional level support
*IEP or Individualized Education Programs are free of charge services
provided to students in public schools that have learning and physical
disabilities.
*Students identified as having ADHD, autism, hearing impairment,
speech impairment, emotional and cognitive challenges or any other
learning disorders may have access to specific IEPs.
*Teachers work with parents and doctors to evaluate a child’s disability
and functioning at school. An assessment occurs only with parent
approval. Once a report is provided parents and teachers work together
to determine what IEP is used.
*If needed some students may receive a few hours a week of personal
service (for example speech therapy, counseling, special education).

5. Assistive Technology
Devices used to assist individuals with
disabilities with day to day functioning.
As educators it’s imperative to know
what assistive technology a student
might be using, how to work the
device, what the student may need if
the device stops functioning and how
to make a student comfortable with
using that device in the classroom.
As teachers we know that each
student is different. Our students
differ in culture, ethnicity,
socioeconomic status, height, weight,
behavior, learning strengths and
difficulties.
EX: Teaching Module
Allow your students to creatively share one
aspect about themselves that they think is
different from everyone else.
*Implement a lecture or project on positive
aspects of standing out but accepting
differences.
*Introduce individuals in history and
technology that have overcome a disability
and used their difference in a positive way.
Fun Fact: Did you know Payton Manning had
a cleft lip and Albert Einstein is speculated to
have Aspergers Syndrome? Or that Olympic
swimmer and gold medalist Michael Phelps
has ADHA?

6. SIX step process to finding a solution for children
that need assistive technology.
1. Gather Information regarding the child and family, start a
discussion
2. Focus on everyday activities and identify where the child has
difficulty functioning during activities.
3. What is the child’s current level of participation?
4. Identify and discuss solutions with family and other individuals
that are needed for assistance.
5. Use the device, observe the child and record the child’s
interaction with use of the technology.
6. Identify what worked and did not work, make changes and
adjustments as needed.

7. What can you do in class?
As a teacher with a bright and intelligent student with a hearing
disability, there are some simple techniques I use to go along
with the students hearing device.
Henry (student’s actual name not uses) sits at the front of the
class where he can read my lips if he needs to.
I try to avoid as much background noise (TV, computer, radios) as
possible and work with the school to keep my classroom
carpeted.
Words are a very important component in my classroom (I use
the chalk board and power points as much as possible).
Providing Henry with more than one way to collect information.

8. Continued…
Adam and Sarah are also very bright students that are often a
handful in the classroom. They were recently diagnosed with
ADHD and often have difficulty in focusing in class.
To keep them engaged I’ve created lectures and group activities
with role play as a component.
Before each exam the class plays a review game that requires
them to get up and move around a bit. The movement, group
work and interest keeps the entire class engaged not just my
students with LD.
The school has also provided a Live Scribe Smart Pen for these
students. Both meet with me twice a week individually to go over
notes. The pen allows them to record notes so they can
concentrate on one thing at a time.
I also encourage use of assistive technology for various
subjects. For example talking scientific calculators for math.

9. Other Factors to Keep in Mind…
Educators in to keep in mind that along with lesson plans and
assistive learning technology tools it’s also imperative to ensure
that students with disabilities understand classroom
expectations.
Teachers have to demonstrate frequently and have to provide
positive reinforcements (students should know when they’re
doing something correctly)
If working with students one on one ask students to repeat
what’s being asked of them frequently. Do your students
understand requirements?
Work with students to reinforce the difference between positive
between positive and negative behavior
Recognize correct learning and behavioral choices.