timeless reflections presents: even start family literacy 2007 training teaching learning disabled...

Timeless Reflections presents:

Even Start Family Literacy 2007

TrainingTeaching Learning Disabled Adults

• Overview: What are you facing?

• Lesson 1: What is a learning disability

• Lesson 2: Facts about learning disabilities

• Lesson 3: Types of learning disabilities

• Lesson 4: Recognizing Learning Disabilities

• Lesson 5: Strategies for teaching learning disabled adults

• Lesson 6: Available GED accommodations for learning disabled adult

Each lesson includes a list of activities and a set of test questions.

Course Contents

Teaching Learning Disabled Adults

Overview: What are you facing?


You teach learners who have been out of school for several years.

You plan and prepare instruction carefully to help your students prepare to take the GED equivalency exam. You allow for individual differences.

But some students still don’t get it. No matter how much extra help is given. You and the student are frustrated. What can you do now?

This course presents information about teaching learning disabled adults.

• Define a learning disability.

• Identify the types of learning disabilities.

• Understand the incidence of learning disabilities among adult

• Develop a learning disabilities checklist

• Learn teaching strategies to support learning in adults with LD

• Recognize the GED accommodations available for learning disabled adult

Course Goals


Lesson 1

What is a learning disability?


Define learning disability

• “Learning Disability is a term educators use to describe a wide range of learning problems affecting students’ abilities in basic reading, reading comprehension, language comprehension, speaking, basic writing, expressive writing, basic math or applied math.”

• A learning disability causes difficulty with learning or applying academic skills in one or more academic areas

• A learning disability is a neurological disorder. In simple terms, a learning disability results from a difference in the way a person's brain is "wired."

Reading

Language/speaking

Writing

Math



• Every individual with a learning disability is unique and shows a different combination and degree of difficulties. A common characteristic among people with learning disabilities is uneven areas of ability, “a weakness within a sea of strengths.” For instance, an adult with dyslexia who struggles with reading, writing and spelling may be very capable in math and science.

• People with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual's potential an

actual achievement.

Eachlearningdisabled

adult is

unique



• Persons with learning disabilities look “normal”, bright and intelligent. And yet, are unable to demonstrate the expected skill level of some one of similar age.

• This is why learning disabilities is often referred to as hidden disabilities.

Learning disabilities

is oftenreferred

toas

“hiddendisabilities”.



• Learning disabilities should not be confused with learning problems which can basically be attributed to visual, hearing, or motor handicaps; of mental retardation; of emotional disturbance; behavior problems or environmental, cultural or economic disadvantages.

Learning disabilities

should not be

confusedwith

learning problems.



• There is no cure for a learning disability. It is a lifelong challenge.

• Appropriate support and intervention will help persons with learning disabilities to achieve success in school, home, relationships and the community.

Learning disability

is a

lifelongchallenge.

Test 1 Question 1

Understand the incidence of learning disabled adults in population

Learning disability is a term to describe ____________________.

Complete the statement.

Test 1 Question 1: Answer


Learning disability is a term to describe

a wide range of learning problems affecting students’ abilities in basic reading, reading comprehension, language comprehension, speaking, basic writing, expressive writing, basic math or applied math.

Test 1 Question 2


Learning disability is ____________________.

(Choose one answer.)

1. Emotional disturbance

2. Learning problem

3. Neurological disorder



A neurological disorder

Learning disability should not be confused with learning problems resulting from emotional disturbance, visual, physical or emotional impairments or economic or social deprivation.

Test 1 Question 3


Explain the phrase “weakness in a sea of strengths”.



Students with a learning ability may have problems with reading and language skills but excel in other areas like math and spelling.

Test 1 Question 4


Why is learning disability often referred to as hidden disabilities?



Students with learning disabilities do not look any different than other students. The difference often is not recognized until students are unable to demonstrate an expected skill level similar to other students in the same age range.

Test 1 Question 5


Attention disorders and learning disabilities are the same.

1. True

2. False



False

Attention Deficit Hyperactivity Disorder (ADHD) is a condition in which it is hard for students to control their behavior and/or pay attention.

Lesson 2

Facts and statistics about learning disabilities

Facts and statistics about learning disabilities


• Learning disabilities often run in families.

• 15% of the general population

– 1 out of 7 Americans have a learning disability

• 50-80% of ABLE population

• 40% of TANF population

• Over 60% of those in corrections

• Difficulty with basic reading and language skills are the most common learning disabilities

– 80% of students have reading problems

• Attention disorders and learning disabilities often occur at the same time

The probabilityof having

a learningdisabled

adultin

GEDclasses

is high.

Lesson 3

Types of learning disabilities


Identify types of learning disabilities

Listen

Listen to the audio which will

1. Review lessons 1 and 2

2. Explain types of learning disabilities

Click the icon.

http://origin.eastbaymedia.com/~weta/ram/ldonline/ccld1.ram



Dyslexia

Dyscalculia

Dysgraphia

• Dyslexia

– A language based disability in which a person has trouble understanding written words. It is also known as a reading disorder or reading disability.

• Dyscalculia– A mathematical disability in which a person has

trouble understanding arithmetic problems and mathematical concepts

• Dysgraphia– A writing disability in which a person finds it difficult to

form letters and write within a confined space.



Language disorders

Nonverbal disabilities

• Auditory and Visual Processing Disorders– Sensory disorders in which a person has

difficulty understanding language even when hearing and vision are normal

• Nonverbal disabilities– A neurological disorder which causes problems

with visual spatial, organizational, evaluative and intuitive processing functions.



Another Look

atLearning

Disabilities

• Learning disabilities in reading

– Students may have difficulty with basic reading skills such as recognizing the connection between letters and sounds. It is also possible that students may have excellent basic ability to read words but be unable to understand the meanings of sentences and paragraphs as in reading comprehension skills.

• Learning disabilities in writing

– Students have problems with basic writing skills, expressive writing skills, or both. They may be unable to recognize the connection between letters and sounds and consequently cannot write them. Ability to express thoughts in writing may also be a problem.



Another Look

atLearning

Disabilities

• Learning disabilities in math– Students may have difficulty with basic math and applied

math. Learning basic algorithms like long division and column addition are difficult.

• Learning disabilities in listening comprehension– Listening comprehension is also sometimes called receptive

language. Students with LDs in listening comprehension have difficulty processing spoken language. They may be unable to filter out unimportant sounds and focus on their teachers.

• Learning disabilities in oral expression– Students with difficulty in oral expression cannot effectively

communicate their thoughts. In many cases, these students understand communication from others very well, but they cannot respond appropriately.



Areas

of

Difficulties

Learning Disability Area of Difficulty

Dyslexia Processing Language

Dyscalculia Math Skills

Dysgraphia Written Expression

Auditory Processing Interpreting auditory information

Visual Processing Disorder Interpreting visual information

Test 2 Question 1

Identify and explain the types of learning disabilities

What are five types of learning disabilities?



1. Dyslexia

2. Dysgraphia

3. Dyscalculia

4. Language disorders

5. Nonverbal disorders

Test 2 Question 2:


Match the learning disability with its description.

Dyslexia

Dysgraphia

Dyscalculia

Language disorders

Nonverbal disorders

A. writing disability in which a person finds it difficult to form letters and write within a confined space

B. Sensory disorders in which a person has difficulty understanding language even when hearing and vision are normal

C. A neurological disorder which causes problems with visual spatial, organizational, evaluative and intuitive processing functions.

D. A mathematical disability in which a person has trouble understanding arithmetic problems and mathematical concepts

E. A language based disability in which a person has trouble understanding written words. It is also known as a reading disorder or reading disability



Dyslexia

Dysgraphia

Dyscalculia

Language disorders

Nonverbal disorders

E

A

D

B

C

Test 2 Question 3


Describe the behavior of a learning disabled student for each.

1. Reading

2. Writing

3. Math

4. Oral Expression

5. Listening Skills



• Reading

– Inability to recognize connection between letters and sounds

– May have basic sight vocabulary but unable to understand sentences and paragraphs

• Writing

– Unable to express thoughts

– Unable to recognize connection between letters and sounds and therefore can not write them

• Math

– Difficulty with algorithms, memorizing addition, subtraction, multiplication and division facts

• Oral Expression

– Difficulty communicating thoughts

– Inappropriate responses

• Listening comprehension

– Unable to focus on teacher

– Inability to filter out distractions and unimportant sounds

Lesson 4

Identifying learning disabled adults

Identifying learning disabled adult

Develop a learning disabilities checklist

Listen

Listen to the audio which will

1. Give a list of signs to identify learning disabled adults

2. Make a list of the characteristics to identify learning disabilities in adults

Click the icon to listen.

http://origin.eastbaymedia.com/~weta/ram/ldonline/ccld2.ram



Learning

Disability

Checklist

• Continues to spell incorrectly, frequently spells the same word differently in a single piece of writing

• Avoids reading and writing tasks

• Trouble summarizing

• Trouble with open-ended questions on tests

• Weak memory skills

• Difficulty adjusting to new settings

• Works slowly

• Poor grasp of abstract concepts

• Either pays too little attention to details or focuses on them too much

• Misreads information



View

&

Review

Add to your check list

Follow the link to National Institute to Literacy to view their learning disabilities checklist for adults

Click the icon.

http://www.nifl.gov/nifl/ld/archive/resource.htm

Suggested Activity: Lesson 4


Review the checklist for identifying learning disabilities in adults

1. Identify any of the characteristics which you have observed in your adult students.

2. Did the student (s) exhibit one or more of the characteristics?

3. Select one of the students you have identified and create a profile for that student.

Reflections

Lesson 5

Strategies for teaching learning disabled adults


Learn teaching strategies to support learning in adults with LD

Strategies for

teachingadults

withLD

• Scaffold instruction.– Begin with explicit teacher-mediated instruction – Move to student-mediated instruction as students begin to acquire the skill

• Focus activities on assessing individual students to monitor progress.

• Emphasize individual concerns rather than group concerns.

Research has shown that we can teach students with learning disabilities how to learn. We can help them find success in learning by using interventions that use the techniques of direct instruction and learning strategy instruction.

Success of the learning disabled adult hinges on individual achievement, individual progress, and individual learning

Instruction must be explicit, directed and individualized to foster learning.



Strategies for

teachingadults

withLD

a. break learning into small steps;

b. administered probes;

c. supply regular quality feedback;

d. use diagrams, graphics and pictures to augment what they were saying in words;

e. provide ample independent, well-designed, intensive practice;

f. model instructional practices that they wanted students to follow;

g. provided prompts of strategies to use

h. engaged students in process type questions like “How is strategy working? Where else might you apply it?”

Intervention Strategies



Watch the video titled, “A Student Story”

Watch • Which will give a student’s perspective about

– Lifelong challenges of learning disabilities

– Teaching strategies that make a difference

Click the icon to watch.

http://www.able-ohiou.org/public/video/7/viewer_high.html?sess=ed322cfc9eb403d408115de8ff7&time=118167818

Suggested Activity: Lesson 5


Reflect on the student’s perspective.

1. What were the memorable experiences and challenges this student face?

2. What characteristics did this student exhibit which went undetected in his early educational experience?

3. What teaching strategies and techniques helped him to find success and reach his goals?

4. What other teaching strategies would have been helpful for this student?

Reflections



MoreStrategies

for teachingadults

withLD

• Be prepared.– Be sure to plan for instruction.– Identify learning objectives for student

• Use a variety of approaches (appeals to different learning styles)– Individualized instruction– Small group discussion

• Encourage interaction (builds confidence, reinforces learning, builds on adults knowledge and experience)

– Allow students to work in pairs

• Use audio and visual aids effectively

• Manage handouts and assignments– Present main points– Limit amount of content printed on handouts– Give assignments relevant to content and limit length of practice items

• Check continuously for understanding.– Ask structured questions that helps adult learner reflect on skills and identify gaps or

inconsistencies in learning

• Give positive and focused feedback.

Test 3 Question 1


What three things impacts learning for adults with learning disabilities?



1. Individual achievement

2. Individual progress

3. Individual learning

Test 3 Question 2


What three key elements characterize effective instruction for the learning disabled adult?



1. explicit

2. directed

3. Individualized

Test 3 Question 3


Why should a variety of teaching techniques be used with the learning disabled adult?



appeals to the different learning styles

Test 3 Question 4


What is an effective way to use visuals with the learning disabled adult?



to support, explain and picture the spoken word

Lesson 6

GED accommodations for

learning disabled adults

GED accommodations for learning disabled adults

Recognize available GED testing accommodations

• Every GED candidate has a right to a fair opportunity to demonstrate knowledge in every skill area presented on the GED test.

• Learning disabilities can affect a candidates performance on the GED test. Some may experience difficulties with reading, writing, speaking, doing math or processing information.

• Accommodations are available for adults with documented learning disabilities.

Afair

opportunityfor every

GEDcandidate

GED accommodations for learning disabled adults

Recognize available GED testing accommodations

• Audiocassette edition (with large-print reference copy)

• Large print edition

• Braille edition

• Extended time

• Use of a scribe

• Use of a talking calculator or abacus

• Supervised frequent breaks

• Use of a private room

• One-on-one testing at a health facility or candidate’s home

• Vision-enhancing technologies

• Use of video equipment

• Sign-language interpreter

• Other accommodations as warranted by candidate’s need

Afair

opportunityfor every

GEDcandidate

References


• About.com: Learning Disabilities– http://learningdisabilities.about.com/od/whatisld/a/whatissld.htm

• About.com: Adult/Continuing Education– http://adulted.about.com/od/disabilities/a/LDadults.htm

• Central/Southeast Able Resource Center– http://able-ohiou.org/ld_training_vide

• LD Online– http://www.ldonline.org/firstperson/7030

• Learning Disabilities Association– http://www.ldaamerica.org/aboutld/adults/index.asp

• National Institute for Literacy– http://www.nifl.gov/nifl/ld/archive/resource.htm

timeless reflections presents: even start family literacy 2007 training teaching learning disabled...

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