This presentation discusses differentiated learning strategies for students with disabilities. It begins with an overview of disabilities including ADHD, auditory disabilities, and learning disabilities like dyslexia and dyscalculia. It then covers developing individualized education plans with goals and assessing student progress. Specific strategies are presented for assisting students with ADHD, auditory disabilities, dyslexia involving structured practice, and dyscalculia using visual aids. The presentation aims to provide information to accommodate all learning levels through differentiation.

1. Differentiated
Learning: A Passport
to assistive
learning…
Presented by:
Bobby Roberts

2. Agenda
 Overview
 Identify Concern
 IEP
 ADHD
 Auditory Disabilities
 Learning Disabilities
to include
reading/writing
 Dyscalculia
 Dyslexia
 Video Presentation

3. Learning Disabilities
 The Individuals with Disabilities Education
Act (IDEA), a federal law, defines a
learning disability as a condition when a
child's achievement is substantially below
what one might expect for that child.
 Learning disabilities do not include
problems that are primarily the result of
intellectual disabilities, emotional
disturbance, or visual, hearing, emotional
or intellectual disabilities.

4. Overview
 Children with disabilities are at a
disadvantage and may need to work
harder to achieve his or her goals.
 It is in this setting that a thoughtful, caring
and well-educated teacher may
become a shining example of excellence
in an otherwise darkened world.

5. Overview Cont.’
 Disabilities vary and may include
Attention Deficit/Hyperactivity Disorders
(ADHD), blindness, deafness, brain injuries,
physical injuries, Autism, Autistic Spectrum
Disorders, learning disabilities and more.

6. Concern conceptualized
 Differentiated learning for multiple
students with varying needs
 Including the three (3) fundamentals of
teaching
Setting Goals
Taking Action
Assessing Student Progress to monitor
Growth

7. Individualized Education Plan
(IEP)
 The first step is to gather specific data regarding the
student's progress or academic problems. This may be
done through:
 a conference with parents
 a conference with the student
 observation of the student
 analysis of the student's performance (attention,
behavior, work completion, tests, classwork,
homework, etc.)

8. IEP Cont.’
 Developing a team
to assist with
providing a plan to
achieve the short
term goals that will
lead in to long term
goals:
 The professionals on
the evaluation team
can include:
 a psychologist
 a physical therapist
 an occupational
therapist
 a speech therapist
 a special educator
 a vision or hearing
specialist
 others, depending
on the child's specific
need

9. ADHD defined
 Attention-deficit/hyperactivity
disorder (ADHD) includes a combination
of problems, such as difficulty sustaining
attention, hyperactivity and impulsive
behavior.

10. ADHD teaching strategies
 Keep in mind that a child with ADHD may
lag in social maturity. Even if he's on
target academically, think of him as
being two years younger than his
classmates - and work with him
accordingly.

11.  Alternate high- and low-energy lessons.
Follow a spirited music class with a period
of creative writing. Schedule a subject
that requires great concentration - such
as math - after recess or physical
education.

12. Provide alternatives to the standard classroom seat.
Some children do better work if they're allowed to
move while doing their lessons; not having to focus on
keeping still frees up energy for learning.
Have them stand at raised tables at the back of the
classroom, or allow them to pace quietly while thinking
through a problem. During literature or free reading, let
students sit on pillows, in armchairs, or on the floor.

13. Auditory Disabilities
 Hearing Assistive Technology (HATS) for
Children
 A personal FM listening system transmits a
speaker's voice directly to the user's ear.
This may help the listener focus on what
the speaker is saying. The unit consists of a
wireless transmitter (with microphone)
worn by the speaker and a receiver (with
earphone) worn by the listener.

14. Diagnosis of Learning
Disabilities
 Usually, the teacher or parent notices that
the child is struggling to learn or is behind
in class. An evaluation can be requested
by the teacher or the parent. A
comprehensive set of tests are given to
see why the child has difficulty.

15. Dyscalculia (difficulty with
mathematics)
 Arithmetic involves recognizing numbers
and symbols, memorizing facts, aligning
numbers, and understanding abstract
concepts like place value and fractions.
Any of these may be difficult for children
with developmental arithmetic disorders,
also called dyscalculia.

16.  Students with learning disabilities benefit
from instruction that is explicit and well
sequenced. Effective teachers help
students with LD learn how to use
strategies for managing their assignments.

17. How to assist a student with
Dyscalculia
 Using a number line to help a child
understand the difference between larger
and smaller numbers. The child could be
asked to point to different numbers and to
describe their relationship to other numbers
on the line.
 Or objects could be grouped to represent
numbers. Something else that can help
children understand number relationships is to
have a math problem described in the form
of a story.

18. Dyslexia (difficulty reading)
 Dyslexia is characterized by difficulties
with accurate and/or fluent word
recognition and by poor spelling and
decoding abilities. Reading disabilities
affect 2 to 8 percent of elementary
school children.

19. How to assist student with
Dyslexia…
 Students with dyslexia often need a great
deal of structured practice and
immediate, corrective feedback to
develop automatic word recognition skills.
 For students with dyslexia, it is helpful if
their outside academic therapists work
closely with classroom teachers.

20. Video on Instruction a writing
Assignment
 https://www.youtube.com/watch?v=x1Wt
05eh4BU

21. Summation
 All students have varying needs as it
pertains to completing tasks as well the
educational process. It is important to
differentiate the learning process to
accommodate for all learning levels and
this slide show provided information to
assist with bridging the gap.