This document discusses learning disabilities and provides strategies for teachers. It defines learning disabilities as the inability of the brain to process and learn information typically. The most common disabilities mentioned are dyslexia, ADHD, dysgraphia, dyspraxia, and others. For each disability, it outlines common symptoms and challenges students face. The document then provides ideas for classroom accommodations and strategies teachers can use to help students with various disabilities, such as seating arrangements, breaking tasks into smaller parts, using colors and fonts, and allowing extra time on tests. Resources for further information are also listed.

1. Welcome
to Canelones Province Sala!

2. Addressing Everyone:
Learning Disabilities
Canelones Sala – July 2012
PAD Estela Cirimello – Prof. Marcela Scuadroni – PAD Elena Garcia

3. What is a
Learning Disability?

4. The inability of the brain to
process and learn information
the way it is typically
presented
Dr. Linda Silbert , 2007

5. What’s your opinion about
these comments from
Uruguayan teachers?

6.  I wasn’t trained to teach these kids, so I don’t
see why I have to do it.
 If the policy is to include them, the State has to
provide us with the tools to deal with them.
 School premises are not prepared for them --
we barely have wheel-chair access…
 Very easy to say we have inclusion policies,
but what about the tools to make policies
come true?

7. Most frequent
Learning Disabilities

8.  Dyslexia
 ADD or ADHD (Attention Deficit Disorder)
 Dysgraphia
 Dyspraxia (Sensory Integration Disorder)
 Nonverbal Learning Disability
 Cerebral Palsy
 CAPD (Central Auditory Processing Disorder)
 Visual Processing Disorder
 Autism
 Asperger Syndrome

9. Asperger

10. Dyslexia
inherited learning disability that
impairs a person's ability
to read and write

12. Symptoms
 struggle concentrating
 feel stupid or have a low self esteem
 struggle with left and right, or before and after
 poor coordination and clumsiness
 often find remembering simple things challenging
 battle with understanding directions, finding words
to express themselves
 poor and slow handwriting

13. However, they…
 learn better through hands on demonstration and
visuals
 have same intelligence range as that of those
without it
 can utilize the brain's ability to alter and create
perceptions
 are highly aware of the environment

14. and they…
 are more curious than average
 think mainly in pictures instead of words
 are highly intuitive and insightful
 think and perceive multi-dimensionally (using all
the senses)
 can experience thought as reality
 have vivid imagination

15. Some ideas
 use simple fonts (Arial, Times New Roman, Bookman)
 use larger fonts (14 or more) and double spacing

16.  have options on the same line and use colors
 sit with them while doing the test
E
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 emphasize on oral (instructions, explanations, etc.)

17. Notice there are no “the”

18. ADHD (or just ADD)
Attention deficit hyperactivity disorder
learning disability characterized
by hyperactivity, inattention, and
impulsivity

19. Symptoms
o has difficulty paying close attention to details or
makes careless mistakes on homework or tests
o has difficulty sustaining attention in tasks/activities
o does not seem to listen when spoken to directly
o does not follow through on instructions
o fails to finish schoolwork / avoids schoolwork
o has difficulty organizing tasks

20. o misplaces or loses assignments or books
o becomes distracted easily
o seems to be fidgeting all the time
o has difficulty remaining seated / quiet
o talks excessively
o often interrupts/struggles to wait for turn before
acting

21. Some ideas
 seat student in the least distracting area of the
classroom
 seat student close to you or positive role models
 set clear rules and display them in plain view (state
consequences and rewards)
 facilitate peer tutoring and group work
 schedule activities that demand more attention at
the beginning

22.  give test activities one by one and provide enough
practice tests
 allow extra time or consider allowing oral answers
 break assignments into smaller units
 avoid putting too much information on each page
 use borders, colors, or highlighting to emphasize
key directions or important points
 help students remember to turn in homework

23.  use prearranged verbal or visual cues to
correct behavior and make frequent eye
contact
 consider allowing the student to use
headphones with soft music during
individual work
 alternate physical and mental activities, or
design lessons that involve movement as
part of learning

25. Resources
Bender, W.N. (2007) Learning Disabilities: Characteristics, Identification, and Teaching
Strategies. Corwin Press, UK
Bender, W.N (2002) Differentiated Instruction for Students with Learning Disabilities. Corwin
Press, UK
Silbert, L.B. & Silbert, A.J. (2007) Why Bad Grades Happen to Good Kids: What Parents Need
to Know, What Parents Need to Do. Beaufort Books, NY
Turner, E. & Pughe, J. (2003) Dyslexia and English. D. Fulton Publishers, UK
Nijakowska, J. (2010) Dyslexia in the Foreign Language Classroom. Short Run Press Ltd., UK
Rief, S. & Stern, J. (2010) The Dyslexia Checklist: A Practical Reference for Parents and
Teachers. Jossey-Bass, SF
Davies, R.D. & Braun, E.M. (2010) The Gift of Dyslexia. The Berkeley Publishing Group, NY
Reid, G. (2005) Dyslexia and Inclusion. D. Fulton Publishers, UK
Farrel, M. (2006) The Effective Teacher’s Guide to Dyslexia and Other Specific Learning
Difficulties. Routledge, NY
ADHD Tips for Teacher. Retrieved from www.utschoolcounselor.org (Jan, 2012)
Rief, S. (2005) How To Reach And Teach Children with ADD/ADHD: Practical Techniques,
Strategies, and Interventions. Jossey-Bass, SF