Leading transformational change: inner and outer skills
An owerview on Learning disabilities...PPT
1. An overview of
Disabilities, common
characteristics, and
helpful hints
From: Johns, B & Crowley, EP (2005).Students
with Disabilities and General Education: A
desktop Reference for School Personnel.
Horsham, PA: LRP Publications. Chapter 7.
2. IDEA definition of “specific learning
disability:
A disorder in one or more basic
psychological processes involved in
understanding or in using language,
spoken or written, which disorder
may manifest itself in imperfect
ability to listen, think, speak, read,
write, spell or do mathematical
calculations.
4. Learning disabilities do not include:
Visual
Hearing
Motor disabilities
Mental retardation
Emotional disturbance
Environmental, cultural, or economic
disadvantage
5. Learning disabilities are not
Synonymous with low achievers
Mild disabilities, and they are life-
long
Fixable and short term
6. Some characteristics of children
with learning disabilities
Student learns a skill in a different way or
at a different pace
Student has difficulty processing
information in particular ways
Student has difficulty storing information
either short term or long term
Student has difficulty in the perception of
information (letter or number reversal)
Student has difficulty perceiving social
situations (sees them differently)
7. What a teacher can do for students
with learning disabilities
Learn about the child and the learning disability
Use multiple learning styles and multiple forms of
communicating instructions
Avoid lengthy directions
Use strategies to help students remember
Break down tasks into smaller steps
Provide additional time for schoolwork and tests
Allow the student with reading problems to use textbooks
on tape or similar devices
Allow the student with listening difficulties to borrow notes
or use a tape recorder
Allow the student with writing difficulties to use a computer
with spell check, grammar checks, or speech recognition
Teach organizational and study skills
8. Speech or language disability
defined:
Communication disorder, like
stuttering, impaired articulation,
language impairment or voice
impairment
9. Characteristics of speech or
language disability
Mispronouncing syllables or whole
words
Voice disorder, including abnormal
pits, loudness or voice quality
Fluency disorder, pauses, hesitations,
repetitions
Stutter
Reluctance to speak
10. What the teacher can do for
speech and language disorders
Work closely with speech therapist
Minimize the pressure to perform verbally
and reduce student’s anxiety
Use nonverbal listening skills such as eye
contact and facial expressions
Let the student finish talking
Don’t finish the student’s sentences
Do not allow other students to make fun
of the student
Provide positive feedback for all
communication efforts
11. Emotional disturbance defined
Inability to learn or maintain satisfactory
interpersonal relationships that can not be
explained otherwise
Inappropriate behavior or feelings under normal
circumstances
Mood of unhappiness or depression
Develops physical symptoms or fears associated
with personal or school problems
Schizophrenia
Does not apply to students who are maladjusted,
unless they have an emotional disturbance.
12. What the teacher can do for
students with Emotional
disturbances
Provide positive recognition for appropriate
behavior
Set clear limits so student knows what is
expected
Provide posted rules/expectations and teach the
student what they mean and provide reminders
Follow the student’s behavioral intervention plan
(IEP)
Develop a non-verbal cueing system to assist the
student
Provide assigned seating
Start each day new…don’t hold grudges
13. Autism defined
Developmental disability that affects
verbal and nonverbal communication
and social interaction before age 3.
14. Characteristics of students with
autism
Student may have a range in degree of
intellectual functioning and any adverse
effect on educational performance
Significant communication/language/
interpersonal skill deficits
Self stimulate (rocking, hitting self)
Inappropriate emotions
Becomes upset with routine or
environmental changes
Becomes frustrated when over-stimulated
15. What the teacher can do for
students with autism
Prepare the child for change in
environment or routine
Avoid too much stimulation and a
high noise level
Break down directions into very
small steps
Provide multiple opportunities for
appropriate repetitive movements
16. Other Health impairments defined
Having limited strength, vitality or
alertness due to chronic or acute
health problems such as asthma,
attention deficit disorder or attention
deficit hyperactivity disorder,
diabetes, epilepsy, heart condition,
hemophilia, lead poisoning,
leukemia, nephritis, rheumatic fever,
and sickle cell anemia
17. Characteristics of students with
other health impairments:
Difficulty staying on task or paying
attention to important aspect for a long
period of time
Impulsive
Need to move around frequently
Easily distracted
Problems breathing
Easily infected
Energetic
Difficulty paying attention when not
feeling well
18. What the teacher can do for
students with other health
impairments
Provide many opportunities for movement
Keep lecture and written activities short
Use visuals during teaching centered activities
Provide fidgets (ball, paperclip)
Provide positive reinforcement
Provide organizers away from desk for items
student is not currently using
Use timers
Use highlighters to color code instructions and
key parts of assignments
19. What the teacher can do regarding
other health impairments
Learn about the health disability
Follow physician’s instructions
regarding level of activity
Work with school dietician regarding
dietary restrictions
Watch for changes in behavior or
unusual lethargy
21. Characteristics of students with
mental retardation
Student learns at a slower rate
Student will have difficulty grasping
abstract concepts
Student may not remember
directions he or she is given
22. What the teacher can do for
students with mental retardation
Provide new information at a slower
rate
Provide concrete directions
Repeat directions as much as
possible
Provide reinforcement for rote
material learned
23. Traumatic brain injury
An acquired injury caused by
physical force resulting in total or
partial functional disability or
psychosocial impairment
24. Characteristics of students with
traumatic brain injury
Reduced stamina
Seizures/headaches
Hearing/vision problems
Easily confused
Mood swings and problems with
social skills
25. What the teacher can do for
students with traumatic brain
injuries
Talk with administrator/parent to find the
extent of the injury
Avoid an unstructured daily routine
Keep directions simple and concrete
Plan ahead for specific activities
Be clear on rules and review them
frequently
Document any unusual circumstances of
changes in behavior
26. Hearing impairment defined
Impairment of hearing severe
enough to adversely affect a child’s
educational performance, whether
permanent or fluctuating
27. Characteristics of a student who is
hearing impaired
Uses gestures
Hearing aides
Sign language
May write on paper or refuse to write
on paper if feels inadequate
Isolation due to communication
barriers
Unintentional noises
28. What the teacher can do for a
student who is hearing impaired
Minimize background noise
Face the student when giving instruction
Use an overhead or power point so you
can face the class while instructing
Teacher’s mouth should be fully visible
when speaking
Stand in areas without bright backlighting
Maximize visual and tactile access
Use advance organizers
29. Deafness defined
Hearing impairment so severe that
student can not process linguistic
information through hearing, with or
without amplification
30. Characteristics of deafness
Student may talk very loudly
Student may feel isolated due to
communication barriers
Student may use gestures
Student may use an interpreter
31. What the teacher can do for a
student who is deaf
Address the child, not the interpreter
Increase wait time during lecture
Meet regularly with the interpreter to
assess the communication services
Learn a few signs for vocabulary
frequently used in the classroom
32. Visual impairment defined
Includes blindness, but can include
partial or complete blindness
Some visual impairments may be
corrected with glasses
33. What the teacher can do for
students with visual impairments
Provide extra time to complete a task
Provide verbal descriptions
Help implement an IEP team decision to provide services
necessary
Provide assistance in the student’s orientation to the
classroom and around the building
Talk about where things are
Don’t lead the student; teacher hand at student’s elbow
may be enough
Remind sighted students/adults to identify themselves by
name
Describe objects when referring to them
Don’t leave student standing or waiting along in an open
space
Do not move things in classroom without notifying student
35. Characteristics of students with
deaf-blindness
Demonstrates serious impairments and
growing diversity of impairments
Significant medical complications
Self-stimulating behaviors (rocking)
Easily aroused (frustration, self-abusive,
aggressive, withdrawn)
Lack of responsiveness
Own interests and signaling methods
Vulnerable to stress
36. What the teacher can do for
students who are deaf-blind
Teach systematically what non-
impaired students learn
Increase the length of time to master
daily classroom objectives
Establish sensitivity and awareness
Mutual attention
Respond to student’s signals
Keep classroom emotions positive
37. Orthopedic impairment defined
Clubfoot, absence of an appendage
Polio-myelitis, bone tuberculosis
Cerebral palsy, amputations,
fractures or burns
38. Characteristics of students with
orthopedic impairments
Unable to coordinate body
movement
Muscles may weaken and degenerate
Nerve control and lack of feeling
Painful movement
39. What the teacher can do for
students with orthopedic
impairments
Avoid barriers in the classroom
Plan accommodations ahead of time
Provide extra time for movement and
transitions
Treat student with respect
Provide assistance as needed
Monitor safety and health
Meet with building administrator regarding
specific medical emergency plan
40. Multiple disabilities defined
Combination of disabilities
Teacher should try to find out as
much as possible about the multiple
disabilities
41. General words of advice
Stay informed of changes
– Changes in medication
– Behavioral changes
– Academic changes
Talk with parents and let them know
of any academic or behavioral
changes in their student in response
to any changes in medication
