Collection of teaching guidelines wl exceptionalities

Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 1
Analysis
1. Describe the main character in the movie you watched?
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2. What was his/her exceptionality? Describe?
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3. What problems/difficulties did the main character
experience?
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4. Who provided support? What support did he/she get his/her
environment?
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Introduction
Teaching-learning is a complex process of knowledge,
skills, emotion and comprehension that will require well-planned
classroom procedures that every learner is motivated and
encouraged to participate in the class discussion. Furthermore,
the teacher is knowledgeable enough in selecting appropriate
instructional materials and instructional media in teaching with
respect to the learning styles and multiple intelligences of
learners in order to produce meaningful and effective learning.
Meanwhile, learning styles and multiple intelligences of
students are important considerations in lesson objectives
preparation because it will help the teachers to think of possible
and appropriate instructional materials that will fit in their skills,
knowledge and abilities. Thus, the principles, methods and
strategies of teaching are significant to the students’ learning
process.
However, there are learners with exceptionalities and
special needs that every teacher should make a well-balanced
and well-organized teaching process that will motivate and
encourage them to learn effectively and meaningfully. Hence,
this Collection of Guidelines or Tips on How to Work with
Students with Exceptionalities presents the significance of
teaching-learning process with respect to the learners with
exceptionalities and special needs.

Effective Teaching Practices for Students With
Exceptionalities
Students with exceptionalities have unique challenges
when learning in school and it is your job to make sure that the
student receives a free and appropriate education. The special
needs associated with the students vary. Some students may
have learning disabilities, behavior problems, physical
challenges or mental disabilities. Exceptional students may also
be gifted in one or several areas. Planning ahead, learning how
to provide accommodations so the students can learn required
lessons, and patience go a long way towards teaching
exceptional students.
Planning
 Plan lessons that build up to the larger learning goal. In
teaching students with disabilities, you are likely required
to use the regular education curriculum to teach students.
Use graphic organizers (worksheets with charts) to help
the students break information down into smaller chunks.
Even if you are not the student's special education case
manager, the teacher who schedules and manages the
student's Individualized Education Plan will be invited to
the IEP committee meetings with parents, other teachers
and administrators. Students who fall under certain
special education categories, learning disabled or
autistic, for example, will receive an IEP as outlined in the
Individuals with Disabilities Education Act.
Following the student's IEP is of great importance when
teaching exceptional children. An IEP tells you which
accommodations the child is entitled to, in addition to
providing information on the child's disability. Create a
summary of IEP accommodations (extra time for
classwork or small group testing, for example) and refer
to the accommodations frequently, taking them into
account when planning lessons.
Brief Lectures
 Never lecture for 30 minutes or longer. Keep lectures
short, 15 minutes or less. Lecture, allow students to
practice what you have taught, and lecture again. Ask
questions during your lecture to make it as interactive as
possible. Use prior knowledge, what the students already
know, to help them make connections to the new lesson.
Cooperative Groups
 Teamwork allows students to work in groups and
removes some of the pressure associated with learning.
Students can work together in pairs or in groups of three
or four. Encourage students who prefer to work alone to
join a group, asking the student who he or she would like
to partner with. Develop a reward system to acknowledge
each time the student joins a group. Don't force the

student to join the group, especially if the child has an
emotional behavioral disturbance. Consider giving each
student in the group a job, so that everyone participates.
Rewards
 Students respond to positive feedback and rewards.
Giving students verbal praise or rewards for good work or
effort can motivate exceptional students. Oftentimes
exceptional students are highly critical of themselves or
they have received an onslaught of negative feedback
from adults over a period of time. They will value your
praise.
Source: http://www.ehow.com/list_5936114_effective-teaching-
practices-students-exceptionalities.html
EMOTIONAL DISTURBANCE
Strategies
It is important to implement strategies that address the
needs of the individual. We recommend that you apply these
strategies across home, school, and community contexts.
Learning and Academics
 Post a general class schedule that indicates what students
should be expected to do as they enter your classroom,
when homework is collected, etc.
 Before your students enter class, write on the board what
will happen during that specific class period and how long
each activity will take.
 Develop and maintain an active schedule with evenly
intermixed direction instruction, individual seatwork, and
cooperative learning activities.
 To prevent student frustration, intersperse more
challenging, acquisition-oriented learning activities with
review / maintenance-enhancing activities.
 Provide time for the student to catch up on missed work or
to review concepts that they are struggling with.
 If the student enters your classroom just after lunch or
physical education, it may be necessary to first engage
them in a lively class discussion to appropriately “channel”
excess distractibility or hyperactivity.
 Use self-monitoring checklists that the student can use to
check off activities as completed.
 Break assignments into “chunks” to avoid overwhelming the
student.
 Seat student in close proximity to teacher, towards front of
the room.
 Provide additional review.
 Teach self-monitoring for attention.
 Use separate setting and/or extended time for exams and
tests if needed.
 Explicitly teach test-taking strategies.
 Explicitly teach organizational skills (use of planners,
notebooks, folders, checklists).

 Ask previous teachers about techniques that were effective
with the student in the past.
 Anticipate classroom situations where the student's
emotional state may be vulnerable.
 Be aware of how the student communicates.
 Keep instructions simple and very structured.
 Provide opportunities for group participation.
 Keep classroom organized.
 Serve as a model for the students
 Provide structure in classroom with regard to physical
features of the room, scheduling, routines, and rules of
conduct.
 Clearly distinguish time, place, and expectations during
unstructured activities.
 Let students know your expectations.
 Provide students with clearly stated learning objectives.
 Use visual supports to supplement verbally delivered
instructions and information.
 Seek input from student about his / her strengths and
weaknesses.
 Modify classroom activities to meet the learning needs of
the student, while maintaining the same learning objectives.
 Be sensitive when pairing students together.
 Keep activity instructions simple but structured.
 Acknowledge contributions of student.
 Be aware of student's socialization skills when asking for
participation.
 Make a plan with student to replace inappropriate
responses with appropriate responses.
 Work gradually toward group activities.
 Target and teach behaviors such as taking turns, working
with partners, and following directions.
 Demonstrate and reward appropriate reading.
 Review and discuss with the student all of the steps
involved in activity.
 Give clear examples of what the student should expect with
an activity or project.
 Prepare alternative activities that the student can work on
independently.
 Collect a portfolio of work samples from the student.
 Teach student how to attribute successes to effective
strategy use and effort.
 Monitor student progress through informal assessment.
 Self-monitoring techniques can be used in the school
setting. Self-monitoring of attention involves signals to the
student to determine how much attention is being paid to a
task. This can be done using a signal such as a random
beep, timer, or cue provided by the teacher. The student
then records on or off task behavior on a recording sheet.

Self-monitoring techniques can be tied to rewards and
accuracy checks.
Socialization
 Explicitly and frequently teach social rules and skills.
 Model appropriate responses to social situations.
 Engage student in role-play opportunities to practice
appropriate responses.
 Explain rules / rationales behind social exchanges.
 Target perspective-taking skills.
 Teach student to accurately label his / her own emotions.
 Teach student to accurately label the emotional status of
others (based on facial cues, verbal cues, etc.).
 Be aware of and control for teachers, aides, and students
with whom the student interacts negatively.
Behavior
 Arrange observation and data collection system to monitor
student’s behavior across all school contexts.
 Use data to inform decision-making.
 Regularly communicate with family members and teachers
to ensure consistent response to student’s behavior.
 Model tolerance and acceptance.
 Provide opportunities for the student to assume
responsibilities, such as distributing papers.
 Teach other students to ignore inappropriate attention-
seeking behaviors.
 Have other students (who demonstrate appropriate
behavior) serve as peer tutors.
 Be aware that some students may work better alone.
 Develop rules that are clear (and give concrete examples).
 Specify rewards for following rules, as well as consequences
when rules are disobeyed.
 Be consistent when enforcing rules, emphasize positive over
punitive.
 Model responses to potential triggers for escalation.
 Engage student in role-play opportunities to practice
appropriate responses.
 Provide models of acceptable behaviors.
 Respond to the student, not to their behavior.
 Use positive and age-appropriate comments frequently to
reinforce good behavior.
 Teach students to monitor their own behavior.
 Use individualized behavioral contracts with the student.
 Monitor seating arrangements in the classroom.
 Teach student to identify signs of stress, anxiety, anger, etc.
 Be aware of the student’s triggers for anger, stress, and
anxiety.
 Use visual organizers to help student evaluate appropriate
alternatives to maladaptive behavior.

 Teach student to describe the conflict or problem, identify
possible responses, select a response, and evaluate the
selected response.
 “Think out loud” as you generate alternatives and select a
response.
 Provide subtle pre-corrective prompts in situations where the
student has often displayed interpersonal relationship
problems in the past.
 Use visual scales to help the student label escalating
emotions (e.g. 1-5 scales, Volcano scale).
 Teach and practice coping strategies to reduce anxiety,
stress, anger, etc.
 Develop a coping plan; rehearse plan with student when
they are calm.
 Keep potentially harmful objects or substances out of reach.
 Use time-out sessions to cool off disruptive behavior.
 Make sure the punishment fits the "crime."
 Immediately praise good behavior and performance.
 Pre-establish consequences for misbehavior with student.
 Administer consequences immediately.
 Withhold reinforcement for inappropriate behavior.
 Recognize signs of escalation.
 Remain calm, state misconduct, and avoid debating or
arguing with student.
 Ask student for reward ideas.
 Change rewards if they are not effective in changing
behavior.
 Develop a schedule for using positive reinforcement; work to
thin that schedule of reinforcement over time.
 Work for overall improvement, which may be slow.
 If student has a desire for attention, find ways to recognize
positive contributions.
 If student shows aggressiveness, being in charge of an
activity may reduce aggressiveness.
 Set goals with the student that can realistically be achieved.
 Set up a special time-out location, so student has a place to
go to take a break (could be a quick trip to the restroom or
water fountain).
 Behavior management techniques can be used in the
home, school, and community settings. Functional Behavior
Assessments/Behavior Intervention Plans can be created by
examining a student's specific problem behavior, identifying
antecedents, understanding consequences that maintain the
behavior, and developing strategies to reduce the
inappropriate behavior and increase desirable behavior.
Affective Characteristics
 Regularly communicate with family members, guidance
counselors, community-based service providers, counselors,
etc.

 Be aware of fears (through communication with the student,
teachers, and parents).
 Be aware of medication schedules and what the medication
effects may be.
 Be positive and supportive.
 Introduce opportunities for free writing, journaling, or
drawing to express feelings.
 Monitor for signs of drug and alcohol use.
 Monitor for signs of self-mutilation (e.g. cutting).
 Monitor for signs of gang involvement.
 Take any threats of suicide seriously; immediately report
Source:http://www.do2learn.com/disabilities/CharacteristicsAnd
Strategies/EmotionalDisturbance_Strategies.html
GUIDELINES FOR TEACHING STUDENTS WITH
DISABILITIES
General Strategies for Optimizing Learning:
Many teaching strategies that assist students with
disabilities are also known to benefit students without
disabilities. Instruction provided in an array of approaches will
reach more students than instruction using one method. DS
offers the following suggestions to assist instructors in meeting
the growing diversity of student needs in the classroom,
particularly those with disabilities. DS welcomes any additional
strategies instructors have found helpful.
The Syllabus & The Textbook:
 Make class syllabus and list of required texts available by
request to students before the start of the semester. This
allows time for students to obtain materials in alternative
formats and to begin reading assignments.
 If available and appropriate, select a textbook with an
accompanying study guide for optional student use.
Early in the Semester:
Place a statement in your syllabus and make an
announcement at the first meeting of the class such as: “If you
are a student with a disability or believe you might have a
disability that requires accommodations,
This approach preserves students’ privacy and also
indicates your willingness to provide accommodations as
needed.
 Because many students with disabilities need additional time
to process and complete assignments, convey expectations
in the syllabus (e.g., grading, material to be covered, due
dates).
 Announce reading assignments and list in the syllabus well in
advance for the benefit of students using taped materials or
other alternative formats. Recording an entire book takes an
average of six weeks; DS can produce the materials in

installments when informed of the sequence in which the
materials will be used.
General strategies for Teaching and Presenting:
 Begin class with a review of the previous lecture and an
overview of topics to be covered that day. At the conclusion
of the lecture, summarize key points.
 Highlight major concepts and terminology both orally and
visually. Be alert for opportunities to provide information
in more than one sensory mode.
 Emphasize main ideas and key concepts during lecture
and highlight them on the blackboard or overhead.
 Speak directly to students; use gestures and natural
expressions to convey further meaning.
 Diminish or eliminate auditory and visual distractions.
 Present new or technical vocabulary on the blackboard or
overhead, or use a handout.
 Use visual aides such as diagrams, charts, and graphs;
use color to enhance the message.
 Give assignments both orally and in written form; be
available for clarification.
 Provide adequate opportunities for participation,
questions and/or discussion.
 Provide timelines for long-range assignments.
 Use sequential steps for long-range assignments; for
example, for a lengthy paper
1. select a topic
2. write an outline
3. submit a rough draft
4. make necessary corrections with approval
5. turn in a final draft.
 Give feedback on early drafts of papers so there is adequate
time for clarification, rewrites, and refinements.
 Provide study questions and review sessions to aid in
mastering material and preparing for exams.
 Give sample test questions; explain what constitutes a good
answer and why.
 To test knowledge of material rather than test-taking savvy,
phrase test items clearly. Be concise and avoid double
negatives.
 Facilitate the formation of study groups for students who
wish to participate.
 Encourage students to seek assistance during your office
hours and to use campus support services.
Points to Remember:
 When in doubt about how to assist, ask the student directly
and check the Instructor Contact letter provided by Student
Disability Services. If you still have questions, call the SDS
office.

 When students ask for extended deadlines, approved
absences, or rescheduled examinations, please have the
student discuss these requests with Dr. Sanders first.
 Confidentiality of all student information is essential. At no
time should the class be informed that a student has a
disability, unless the student makes a specific request to do
so.
 The Student Code of Conduct regarding disruptive behavior
applies to all students. Clearly state behavioral expectations
for all students; discuss them openly in your classroom, on
your syllabus, and with individual students as needed.
 If you require assistance or guidance concerning a student
with a disability, please contact the appropriate DS
coordinator.
Accommodations:
Accommodations make it possible for a student with a
disability to learn the material presented and for an instructor to
fairly evaluate the student’s understanding of the material
without interference because of the disability. A student needs
official authorization before receiving accommodations. The
student is responsible for providing the DS office with current
documentation from qualified professionals regarding the nature
of the disability. After talking with the student and, if necessary,
the instructor, the SDS office determines appropriate
accommodations based on the nature and extent of the
disability described in the documentation. The SDS office
constructs an Instructor Letter specifying authorized
accommodations. The student is responsible for delivering the
letters to the instructors and discussing accommodations based
on the contents of the letter. The process of requesting and
receiving accommodations is interactive; all people involved—
the student, the instructor and the SDS office—have a
responsibility to make sure the process works.
Examples of Reasonable Accommodations, which students with
disabilities may require:
 Use of interpreters, scribes, readers, and/or note takers
 Taped classes and/or texts
 Enlarged copies of notes, required readings, handouts
and exam questions
 Extended time on exams
 Quiet, distraction-free environment for taking exams
 Use of aids, such as calculators or desk references,
during exams
 Use of computers in class or access to computers for
writing assignments and exams
 Taped or oral versions of exams
 Preferential seating in the classroom
 An accessible website following the guidelines of Section
508
Source: http://web.jhu.edu/disabilities/faculty/guidelines.html

HELPING CHILDREN WITH LEARNING DISABILITIES
PRACTICAL PARENTING TIPS FOR HOME AND SCHOOL
Has your child recently been diagnosed with a learning
disability? Did you immediately begin to worry about how he or
she will cope with school? It’s only natural to want the best for
your child but academic success, while important, isn’t the end
goal. What you really want for your child is a happy and fulfilling
life. With encouragement and the right support, your child can
build a strong sense of self-confidence and a solid foundation
for lifelong success.
When it comes to learning disabilities, look at the big
picture
Recognizing a learning disorder
By understanding the different types of learning disorders
and their signs, you can pinpoint the specific challenges your
child faces and find a treatment program that works.
All children need love, encouragement, and support, and
for kids with learning disabilities, such positive reinforcement
can help ensure that they emerge with a strong sense of self-
worth, confidence, and the determination to keep going even
when things are tough.
In searching for ways to help children with learning
disabilities, remember that you are looking for ways to help
them help themselves. Your job as a parent is not to “cure” the
learning disability, but to give your child the social and emotional
tools he or she needs to work through challenges. In the long
run, facing and overcoming a challenge such as a learning
disability can help your child grow stronger and more resilient.
Always remember that the way you behave and respond to
challenges has a big impact on your child. A good attitude won’t
solve the problems associated with a learning disability, but it
can give your child hope and confidence that things can improve
and that he or she will eventually succeed.
Tips for dealing with your child’s learning disability
 Keep things in perspective. A learning disability isn’t
insurmountable. Remind yourself that everyone faces
obstacles. It’s up to you as a parent to teach your child
how to deal with those obstacles without becoming
discouraged or overwhelmed. Don’t let the tests, school
bureaucracy, and endless paperwork distract you from
what’s really important—giving your child plenty of
emotional and moral support.
 Become your own expert. Do your own research and
keep abreast of new developments in learning disability
programs, therapies, and educational techniques. You
may be tempted to look to others—teachers, therapists,
doctors—for solutions, especially at first. But you’re the
foremost expert on your child, so take charge when it
comes to finding the tools he or she needs in order to
learn.

 Be an advocate for your child. You may have to speak
up time and time again to get special help for your child.
Embrace your role as a proactive parent and work on
your communication skills. It may be frustrating at times,
but by remaining calm and reasonable, yet firm, you can
make a huge difference for your child.
 Remember that your influence outweighs all others.
Your child will follow your lead. If you approach learning
challenges with optimism, hard work, and a sense of
humor, your child is likely to embrace your perspective—
or at least see the challenges as a speed bump, rather
than a roadblock. Focus your energy on learning what
works for your child and implementing it the best you can.
Focus on strengths, not just weaknesses
Your child is not defined by his or her learning disability.
A learning disability represents one area of weakness, but there
are many more areas of strengths. Focus on your child’s gifts
and talents. Your child’s life—and schedule—shouldn’t revolve
around the learning disability. Nurture the activities where he or
she excels, and make plenty of time for them.
Helping children with learning disabilities tip 1: Take
charge of your child's education
In this age of endless budget cuts and inadequately
funded schools, your role in your child’s education is more
important than ever. Don’t sit back and let someone else be
responsible for providing your child with the tools they need to
learn. You can and should take an active role in your child’s
education.
If there is demonstrated educational need, the school is
required by law to develop an Individualized Education Plan
(IEP) that delivers some educational benefit, but not necessarily
one that maximizes student achievement. Parents who want the
best for their kids may find this standard frustrating.
Understanding special education laws and your school’s
guidelines for services will help you get the best support for your
child at school. Your child may be eligible for many kinds of
accommodations and support services, but the school might not
provide services unless you ask for them.
Tips for communicating with your child’s school:
Being a vocal advocate for your child can be challenging.
You’ll need superior communication and negotiation skills, and
the confidence to defend your child’s right to a proper education.
 Clarify your goals. Before meetings, write down what you
want to accomplish. Decide what is most important, and
what you are willing to negotiate.
 Be a good listener. Allow school officials to explain their
opinions. If you don’t understand what someone is saying,
ask for clarification. “What I hear you saying is…” can help
ensure that both parties understand.
 Offer new solutions. You have the advantage of not being
a “part of the system,” and may have new ideas. Do your

research and find examples of what other schools have
done.
 Keep the focus. The school system is dealing with a large
number of children; you are only concerned with your child.
Help the meeting stay focused on your child. Mention your
child’s name frequently, don’t drift into generalizations, and
resist the urge to fight larger battles.
 Stay calm, collected and positive. Go into the meeting
assuming that everyone wants to help. If you say something
you regret, simply apologize and try to get back on track.
 Don’t give up easily. If you’re not satisfied with the
school’s response, try again.
Recognize the limitations of the school system
Parents sometimes make the mistake of investing all of their
time and energy into the school as the primary solution for their
child’s learning disability. It is better to recognize that the school
situation for your child will probably never be perfect. Too many
regulations and limited funding mean that the services and
accommodations your child receives may not be exactly what
you envision for them, and this will probably cause you
frustration, anger and stress.
Try to recognize that the school will be only one part of the
solution for your child and leave some of the stress behind. Your
attitude (of support, encouragement and optimism) will have the
most lasting impact on your child.
Helping children with learning disabilities tip 2: Identify
how your child learns best
Everyone—learning disability or not—has their own unique
learning style. Some people learn best by seeing or reading,
others by listening, and still others by doing. You can help a
child with a learning disability by identifying his or her primary
learning style.
Is your child a visual learner, an auditory learner, or a
kinesthetic learner? Once you’ve figured out how he or she
learns best, you can take steps to make sure that type of
learning is reinforced in the classroom and during home study.
The following lists will help you determine what type of learner
your child is.
Is your child a visual learner?
 If your child is a visual learner, he or she:
 Learns best by seeing or reading
 Does well when material is presented and tested visually,
not verbally
 Benefits from written notes, directions, diagrams, charts,
maps, and pictures
 May love to draw, read, and write; is probably a good speller
Is your child an auditory learner?
If your child is an auditory learner, he or she:
 Learns best by listening

 Does well in lecture-based learning environments and on
oral reports and tests
 Benefits from classroom discussions, spoken directions,
study groups
 May love music, languages, and being on stage
Is your child a kinesthetic learner?
If your child is a kinesthetic learner, he or she:
 Learns best by doing and moving
 Does well when he or she can move, touch, explore, and
create in order to learn
 Benefits from hands-on activities, lab classes, props, skits,
and field trips
 May love sports, drama, dance, martial arts, and arts and
crafts
Studying Tips for Different Types of Learners
Tips for visual
learners:
• Use books,
videos,
computers,
visual aids,
and
flashcards.
• Make
detailed,
color-coded or
Tips for auditory
learners:
• Read notes or
study
materials out
loud.
• Use word
associations
and verbal
repetition to
memorize.
Tips for kinesthetic
learners:
• Get hands on.
Do
experiments
and take field
trips.
• Use activity-
based study
tools, like role-
playing or
Studying Tips for Different Types of Learners
highlighted
notes.
• Make
outlines,
diagrams, and
lists.
• Use drawings
and
illustrations
(preferably in
color).
• Take detailed
notes in class.
• Study with
other
students. Talk
things
through.
• Listen to
books on tape
or other audio
recordings.
• Use a tape
recorder to
listen to
lectures again
later.
model
building.
• Study in small
groups and
take frequent
breaks.
• Use memory
games and
flash cards.
• Study with
music on in
the
background.
Helping children with learning disabilities tip 3: Think life
success, rather than school success
Success means different things to different people, but
your hopes and dreams for your child probably extend beyond
good report cards. Maybe you hope that your child’s future
includes a fulfilling job and satisfying relationships, for example,
or a happy family and a sense of contentment.
The point is that success in life—rather than just school
success—depends, not on academics, but on things like a
healthy sense of self, the willingness to ask for and accept help,
the determination to keep trying in spite of challenges, the ability

to form healthy relationships with others, and other qualities that
aren’t as easy to quantify as grades and SAT scores.
A 20-year study that followed children with learning disabilities
into adulthood identified the following six “life success”
attributes. By focusing on these broad skills, you can help give
your child a huge leg up in life.
Learning disabilities and success #1: Self-awareness and
self-confidence
For children with learning disabilities, self-awareness
(knowledge about strengths, weaknesses, and special talents)
and self-confidence are very important. Struggles in the
classroom can cause children to doubt their abilities and
question their strengths.
 Ask your child to list his or her strengths and weaknesses
and talk about your own strengths and weaknesses with
your child.
 Encourage your child to talk to adults with learning
disabilities and to ask about their challenges, as well as their
strengths.
 Work with your child on activities that are within his or her
capabilities. This will help build feelings of success and
competency.
 Help your child develop his or her strengths and passions.
Feeling passionate and skilled in one area may inspire hard
work in other areas too.
Learning disabilities and success #2: Being proactive
A proactive person is able to make decisions and take action
to resolve problems or achieve goals. For people with learning
disabilities, being proactive also involves self-advocacy (for
example, asking for a seat at the front of the classroom) and the
willingness to take responsibility for choices.
 Talk with your learning disabled child about problem solving
and share how you approach problems in your life.
 Ask your child how he or she approaches problems. How do
problems make him or her feel? How does he or she decide
what action to take?
 If your child is hesitant to make choices and take action,
try to provide some “safe” situations to test the water, like
choosing what to make for dinner or thinking of a solution
for a scheduling conflict.
 Discuss different problems, possible decisions, and
outcomes with your child. Have your child pretend to be
part of the situation and make his or her own decisions.
Learning disabilities and success #3: Perseverance
Perseverance is the drive to keep going despite challenges
and failures, and the flexibility to change plans if things aren’t
working. Children (or adults) with learning disabilities may need
to work harder and longer because of their disability.
 Talk with your learning disabled child about times when
he or she persevered—why did he or she keep going?
Share stories about when you have faced challenges and
not given up.

 Discuss what it means to keep going even when things
aren’t easy. Talk about the rewards of hard work, as well
as the opportunities missed by giving up.
 When your child has worked hard, but failed to achieve
his or her goal, discuss different possibilities for moving
forward.
Learning disabilities and success #4: The ability to set
goals
The ability to set realistic and attainable goals is a vital skill for
life success. It also involves the flexibility to adapt and adjust
goals according to changing circumstances, limitations, or
challenges.
 Help your child identify a few short- or long-term goals
and write down steps and a timeline to achieve the goals.
Check in periodically to talk about progress and make
adjustments as needed.
 Talk about your own short- and long-term goals with your
child, as well as what you do when you encounter
obstacles.
 Celebrate with your child when he or she achieves a
goal. If certain goals are proving too hard to achieve, talk
about why and how plans or goals might be adjusted to
make them possible.
Learning disabilities and success #5: Knowing how to ask
for help
Strong support systems are key for people with learning
disabilities. Successful people are able to ask for help when
they need it and reach out to others for support.
• Help your child nurture and develop good relationships.
Model what it means to be a good friend and relative so
your child knows what it means to help and support
others.
• Demonstrate to your child how to ask for help in family
situations.
• Share examples of people needing help, how they got it,
and why it was good to ask for help. Present your child
with role-play scenarios that might require help.
Learning disabilities and success #6: The ability to handle
stress
If children with learning disabilities learn how to regulate stress
and calm themselves, they will be much better equipped to
overcome challenges.
 Use words to identify feelings and help your child learn to
recognize specific feelings.
 Ask your child what words they would use to describe
stress. Does your child recognize when he or she is
feeling stressed?
 Encourage your child to identify and participate in
activities that help reduce stress like sports, games,
music, or writing in a journal.

 Ask your child to describe activities and situations that
make them feel stressed. Break down the scenarios and
talk about how overwhelming feelings of stress and
frustration might be avoided.
Recognizing stress in your child
It’s important to be aware of the different ways in which
stress can manifest. Your child may behave very differently than
you do when he or she is under stress. Some signs of stress are
more obvious: agitation, trouble sleeping, and worries that won’t
shut off. But some people—children included—shut down,
space out, and withdraw when stressed. It’s easy to overlook
these signs, so be on the lookout for any behavior that’s out of
the ordinary.
Helping children with learning disabilities tip 4: Emphasize
healthy lifestyle habits
It may seem like common sense that learning involves the
body as well as the brain, but your child’s eating, sleep, and
exercise habits may be even more important than you think. If
children with learning disabilities are eating right and getting
enough sleep and exercise, they will be better able to focus,
concentrate, and work hard.
 Exercise – Exercise isn’t just good for the body, it’s good
for the mind. Regular physical activity makes a huge
difference in mood, energy, and mental clarity.
Encourage your learning disabled child to get outside,
move, and play. Rather than tiring out your child and
taking away from schoolwork, regular exercise will
actually help him or her stay alert and attentive
throughout the day. Exercise is also a great antidote to
stress and frustration.
 Diet – A healthy, nutrient rich diet will aid your child’s
growth and development. A diet full of whole grains,
fruits, vegetables, and lean protein will help boost mental
focus. Be sure your child starts the day with a good
breakfast and doesn’t go more than 4 hours between
meals or snacks. This will help keep his or her energy
levels stable.
 Sleep – Learning disability or not, your child is going to
have trouble learning if he or she is not well rested. Kids
need more sleep than adults do. On average,
preschoolers need from 11-13 hours per night, middle
school children need about 10-11 hours, and teens and
preteens need from 8½-10 hours. You can help make
sure your child is getting the sleep he or she needs by
enforcing a set bedtime. The type of light emitted by
electronic screens (computers, televisions, iPods and
iPads, portable video players, etc.) is activating to the
brain. So you can also help by powering off all electronics
at least an hour or two before lights out.
Encouraging healthy emotional habits
In addition to healthy physical habits, you can also
encourage children to have healthy emotional habits. Like you,

they may be frustrated by the challenges presented by their
learning disability. Try to give them outlets for expressing their
anger, frustration, or feelings of discouragement. Listen when
they want to talk and create an environment open to expression.
Doing so will help them connect with their feelings and,
eventually, learn how to calm themselves and regulate their
emotions.
Helping children with learning disabilities tip 5: Take care
of yourself, too
Sometimes the hardest part of parenting is remembering
to take care of you. It’s easy to get caught up in what your child
needs, while forgetting your own needs. But if you don’t look
after yourself, you run the risk of burning out.
It’s important to tend to your physical and emotional
needs so that you’re in a healthy space for your child. You won’t
be able to help your child if you’re stressed out, exhausted, and
emotionally depleted. When you’re calm and focused, on the
other hand, you’re better able to connect with your child and
help him or her be calm and focused too.
Your spouse, friends, and family members can be helpful
teammates if you can find a way to include them and learn to
ask for help when you need it.
Tips for taking care of yourself
 Learn how to manage stress in your own life. Make daily
time for yourself to relax and decompress.
 Keep the lines of communication open with your spouse,
family, and friends. Ask for help when you need it.
 Take care of yourself by eating well, exercising, and
getting enough rest.
 Join a learning disorder support group. The
encouragement and advice you’ll get from other parents
can be invaluable.
 Enlist teachers, therapists, and tutors whenever possible
to share some of responsibility for day-to-day academic
responsibilities.
Communicate with family and friends about your child’s
learning disability
Some parents keep their child’s learning disability a
secret, which can, even with the best intentions, look like shame
or guilt. Without knowing, extended family and friends may not
understand the disability or think that your child’s behavior is
stemming from laziness or hyperactivity. Once they are aware of
what’s going on, they can support your child’s progress.
Within the family, siblings may feel that their brother or
sister with a learning disability is getting more attention, less
discipline and preferential treatment. Even if your other children
understand that the learning disability creates special
challenges, they can easily feel jealous or neglected. Parents
can help curb these feelings by reassuring all of their children
that they are loved, providing homework help, and by including

family members in any special routines for the child with a
learning disability.
Source:http://www.helpguide.org/articles/learning-
disabilities/helping-children-with-learning-disabilities.htm
STUDENTS WITH LEARNING DISABILITIES
Students with learning disabilities comprise the largest single
category of students with special needs (U.S. Dept. of
Education, 1996). The following criteria are typically used to
identify these students (Mercer, Jordan, Allsopp, & Mercer,
1996; National Joint Committee on Learning Disabilities, 1994):
 The student has significant difficulties in one or more
specific cognitive processes. Such difficulties are
often present throughout a person’s life and are assumed
to result from a specific, possibly inherited dysfunction of
the brain (J. G. Light & Defries, 1995; Manis, 1996).
 Cognitive difficulties cannot be attributed to other
disabilities, such as mental retardation, an emotional
or behavioral disorder, a visual impairment, or
hearing loss. For instance, many students with learning
disabilities obtain average or above-average scores on
an intelligence test, or at least on some of its subtests.
 Cognitive difficulties interfere with academic
achievement to such a degree that special
educational services are warranted. Students with
learning disabilities invariably show poor performance in
one or more specific areas of the academic curriculum
but may exhibit average or above-average achievement
in other subjects.
Common Characteristics In general, students with learning
disabilities are different in many more ways than they are similar
(Bassett et al., 1996; Chalfant, 1989; National Joint Committee
on Learning Disabilities, 1994). They typically have many
strengths but may face such challenges as these:
 Difficulty sustaining attention in the face of distractions
 Poor reading skills
 Ineffective learning and memory strategies
 Difficulty with tasks involving abstract reasoning
 Poor sense of self and low motivation for academic tasks
(especially if they receive no special assistance in areas
of difficulty)
 Poor motor skills
 Poor social skills (Chapman, 1988; Gresham &
MacMillan, 1997; Mastropieri & Scruggs, 2000; Mercer,
1997; H. L. Swanson, 1993; Wong, 1991b)
By no means do such characteristics describe all students
with learning disabilities, however. For instance, some of them
are attentive in class and work diligently on assignments, and
some are socially skillful and popular with peers (Heward,
2006).

Learning disabilities can manifest themselves somewhat
differently in elementary and secondary school students (Lerner,
1985). At the elementary level, students with learning disabilities
are apt to exhibit poor attention and motor skills and often have
trouble acquiring one or more basic skills. As these students
reach the upper elementary grades, they may also begin to
show emotional problems, due at least partly to frustration with
their repeated academic failures.
At the secondary school level, difficulties with attention and
motor skills often diminish, but students may be especially
susceptible to emotional problems. On top of dealing with the
usual emotional issues of adolescence (e.g., dating and peer
pressure), students must also deal with more stringent
academic demands. Learning in secondary schools is highly
dependent on reading and learning from textbooks, but the
average high school student with a learning disability reads at a
third- to fifth-grade level and has few, if any, effective study
strategies (Alley & Deshler, 1979; E. S. Ellis & Friend, 1991).
The following exercise can give you a sense of how these
students might feel under such circumstances.
For many students with learning disabilities, school success
may constantly seem like an uphill battle. Perhaps for this
reason students with learning disabilities are often at risk for
dropping out of school (Barga, 1996).
Adapting Instruction Instructional strategies for students with
learning disabilities must be tailored to students’ specific
strengths and weaknesses. Nevertheless, several strategies
should benefit many of these students:
 Minimize potentially distracting stimuli. Because
many students with learning disabilities are easily
distracted, we should minimize the presence of other
stimuli likely to compete for their attention. For example,
we might pull down window shades if other classes are
working or playing outside, and we might ask students to
keep their desks clear of objects and materials they don’t
need for the tasks on which they’re working (Buchoff,
1990).
 Use multiple modalities to present information.
Because some students with learning disabilities have
trouble learning through a particular modality (e.g.,
through vision or hearing), we need to be flexible in the
modalities we use to communicate information (e.g.,
Florence, Gentaz, Pascale, & Sprenger-Charolles, 2004;
J. W. Wood, 1998). When teaching a student how to read
and spell a particular word, for instance, we might write
the word, say its letters aloud, and have the student trace
or write the word while repeating its letters. And in
lectures to secondary students, we might incorporate
videos, graphics, and other visual materials, and we
might encourage students to audiotape the lectures (J.
W. Wood & Rosbe, 1985).

 Analyze students’ errors for clues about processing
difficulties. For example, a student might solve a
subtraction problem this way: 85-29=64 This student
may be applying an inappropriate rule—always subtract
the smaller number from the larger one. Or a student who
reads the sentence I drove the car as “I drove the cat”
may be having trouble using context clues to decipher
meaning. The following exercise can give you a taste of
what error analysis might involve.
 Teach study skills and learning strategies. Many
students with learning disabilities benefit from being
taught specific strategies for performing tasks and
remembering classroom subject matter (Eilam, 2001;
Graham & Harris, 1996; Wilder & Williams, 2001; J. W.
Wood & Rosbe, 1985). For example, we might teach
them concrete strategies for taking notes and organizing
homework assignments. We might give them questions
to try to answer as they read a story or textbook passage.
And we might teach them certain mnemonics, or memory
tricks, to help them remember particular facts.
 Provide study aids. Students with learning disabilities
often study more effectively when they have scaffolding
to guide their efforts (Brigham & Scruggs, 1995;
Mastropieri & Scruggs, 1992). For instance, we might
provide study guides, outlines, or graphics that help
students identify and interconnect important concepts
and ideas. We might also let students copy (or receive a
duplicate of) the class notes of high-achieving
classmates. Such strategies are helpful not only for
students with learning disabilities, but also for students
with attention-deficit hyperactivity disorder.
Attention-Deficit Hyperactivity Disorder (ADHD)
Almost all students can be inattentive, hyperactive, and
impulsive at one time or another. But those with attention-deficit
hyperactivity disorder (ADHD) typically have marked deficits in
these areas, as reflected in the following identification criteria
(American Psychiatric Association, 1994; Barkley, 1998):
 Inattention. Students may have considerable difficulty
focusing and maintaining attention on assigned tasks.
They may have trouble listening to and following
directions, may make frequent and careless mistakes,
and may be easily distracted by appealing alternative
activities.
 Hyperactivity. Students may seem to have an excess
amount of energy. They are apt to be fidgety, move
around the classroom at inappropriate times, or have
trouble working or playing quietly.
 Impulsivity. Students almost invariably have trouble
inhibiting inappropriate behaviors. They may blurt out
answers, begin assignments prematurely, or engage in
risky or destructive behaviors without thinking about
potential consequences.

Students with ADHD do not necessarily show all three of these
characteristics. For instance, some are inattentive without also
being hyperactive, as is true for Tim in the opening case study.
But all students with ADHD appear to have one characteristic in
common: an inability to inhibit inappropriate thoughts,
inappropriate actions, or both (Barkley, 1998; Casey, 2001).
Tim, for example, is easily distracted by his thoughts and
daydreams when he should be focusing on a classroom lesson.
ADHD is assumed to have a biological and possibly genetic
origin (Barkley, 1998; Purdie, Hattie, & Carroll, 2002; Sabbagh,
Xu, Carlson, Moses, & Lee, 2006). But once identified as having
ADHD, many students can be helped through behaviorist
techniques (see Chapter 9) and remediation of cognitive
difficulties. For some students medication (e.g., Ritalin) is also
helpful (DuPaul, Barkley, & Connor, 1998; Gulley et al., 2003;
Purdie et al., 2002).
Common Characteristics In addition to inattentiveness,
hyperactivity, and impulsivity, students identified as having
ADHD may have characteristics such as these:
 Exceptional imagination and creativity
 Cognitive processing difficulties and poor school
achievement
 Classroom behavior problems (e.g., disruptiveness,
noncompliance with rules)
 Difficulty interpreting and reasoning about social
situations
 Greater emotional reactivity (e.g., excitability, hostility) in
interactions with peers
 Few friendships; sometimes outright rejection by peers
 Increased probability of using tobacco and alcohol in
adolescence (Barkley, 1998; Gresham & MacMillan,
1997; Grodzinsky & Diamond, 1992; Hallowell, 1996;
Lahey & Page Carlson, 1991; Landau & McAninch, 1993;
E. P. Lorch et al., 1999; Milch-Reich et al., 1999; Whalen,
Jamner, Henker, Delfino, & Lozano, 2002)
Some students with ADHD may also have a learning
disability or an emotional or behavioral disorder, whereas others
may be gifted (Barkley, 1998; Conte, 1991; R. E. Reeve, 1990).
The symptoms associated with ADHD may diminish in
adolescence, but to some degree they persist throughout the
school years, making it difficult for students to handle the
increasing demands for independence and responsible behavior
that come in high school (Barkley, 1998; Claude & Firestone,
1995; E. L. Hart, Lahey, Loeber, Applegate, & Frick, 1995).
Accordingly, students with ADHD are at greater-than-average
risk for dropping out of school (Barkley, 1998).
Adapting Instruction Researchers and practitioners have
offered several suggestions for helping students with ADHD:
 Modify students’ schedules and work environments.
The symptoms of ADHD tend to get progressively worse
as the day goes on. Ideally, then, students should have
most academic subjects and challenging tasks in the

morning rather than the afternoon. Furthermore, moving
students’ desks away from distractions (e.g., away from
the door and window but not too close to classmates)
and close to the teacher, where behavior can be
monitored, can enhance their attention and achievement
(Barkley, 1998).
 Teach attention-maintaining strategies. Students with
ADHD often benefit from learning concrete strategies for
keeping their attention on an assigned task (Buchoff,
1990). For instance, we can ask them to keep their eyes
on us when we’re giving directions or providing new
information. And we can encourage them to move to a
new location if their current one presents too many
distracting sights or sounds.
 Provide outlets for excess energy. To help students
control excess energy, we should intersperse quiet
academic work with frequent opportunities for physical
exercise (Pellegrini & Bohn, 2005; Pfiffner & Barkley,
1998). We might also give students a settling-in time after
recess or lunch—perhaps reading an excerpt from a
high-interest storybook or magazine article—before
asking them to engage in an activity that involves quiet
concentration (Pellegrini & Horvat, 1995).
 Help students organize and use their time
effectively. Because of their inattentiveness and
hyperactivity, students with ADHD (like Tim in the
opening case) often have difficulty completing daily
classroom tasks. Several strategies can help these
students organize themselves and use class time more
effectively. We can show them how to create to-do lists
and establish a daily routine that they post on their desks.
We can also break large tasks into smaller ones and set
a short time limit for each subtask. And we can provide a
folder in which students transport homework assignments
to and from school (Buchoff, 1990; Pfiffner & Barkley,
1998).
Source:http://www.education.com/reference/article/students-
learning-disabilities/?page=2

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