Exceptional Lives - Special Education in Today's Schools (4th Edition)

Dr. Severson Review Guide for Chapter Four - Learning Disabilities

As we begin to discuss areas of exceptionality you should start your assignment of developing a resource guide. I have decided to provide you with the following table that you may use as a summary of each exceptionality in your resource guide. You should bring the following chart to class with you (completed) so that you are ready to discuss the content as a large group with some tasks being performed in your small groups. Notice that the last half of the table does not need to be completed prior to class. You will work on this portion with your group.

Read: Who is Tony Lavendar? p. 102-103. How did Tony's academic performance changed? What created this change?

IDEA defines learning disability as:

 

 

 

 

 
  1. Inclusionary criteria: severe discrepancy between ________________ and __________________.
  2. Exclusionary criteria:

National Joint Committee on Learning Disabilities (NJCLD)

Differences in definition:
"There is no such thing as a typical student with learning disabilities."
Read: Rachel's Story: A College Graduate, p. 106. How would the teachers' attitudes have impacted Rachel if there hadn't been advocacy support for her? What type of environment did Rachel need to be successful?

Academic Achievement

Types of reading difficulties:

 

 

 

 

 

 

Types of difficulties with written language:

 

 

 

 

 

Types of difficulties with mathematics:

 

 

 

 

 

 

Difficulties with short and long term memory:

 

 

 

 

 

 

Metacognition:

Behavioral, Social & Emotional Characteristics

 

Types of problems with interpersonal skills:

 

 

 

 

 

Problems in motivation and self-concept:

Three potential causes for a learning disability:

Prevalence of learning disabilities:

  1. What percentage of all learners with disabilities have learning disabilities?
  2. Why is the number growing?

Types of tests used to determine a learning disability:

 

 
Review the Inclusion Tips of page 117.
The following cells contain topics that we will discuss and problem solve on in class. You will not find information in your text on this content but please print this table and bring it to class.
Ways of helping Students with Learning Disabilities in Inclusive Classrooms IDEAS
Attentional Problems:
  1. Modify the manner and rate of presenting new material (slow the pace, ask frequent questions, use visual organizers)
  2. Have conferences with the student. Help students understand the importance of attention.
  3. Bring the student closer to the teaching (attitudes,actions, physical positioning).
  4. Provide frequent and direct encouragement. Catch them paying attention. Token awards.
  5. Emphasize sustained attention rather than rapid completion of work.
  6. Teach self monitoring.
  
Memory Problems:
  1. Teach highlighting to help with recall.
  2. Allow the use of memory aids (calculators, spelling rules on desk).
  3. Allow students to take smaller steps in learning. Break down instruction, practice and testing into smaller units.
  4. Teach students to rehearse and practice for remembering. Rehearse back information they have just learned.
  
Cognitive Problems:
  1. Presenting material to be learned in a "high meaning" content. They may have less background to attach meaning. How to select headings, key sentences, key terms.
  2. Delay summative testing and grading.Constant awareness of how they are doing.
  3. Place students in a "no failure" learning context. Instruction at their level.
  
Social & Emotional Problems:
  1. Make the classroom reward system understandable and accessible.(additional reward systems, making rewards seem meaningful, positive effects of behavior).
  2. Teach positive behavior. Direct instruction on social skills.
  3. Ask for help. (SpEd teachers, parents, school psychologists, counselors, etc.)