Download - Copyright (c) 2003 Allyn & Bacon Chapter 2 Teaching Students with Learning Disabilities or Attention Deficit Hyperactivity Disorders This multimedia product

copyright (c) 2003 Allyn & Bacon

Chapter 2

Teaching Students with Learning Disabilities or Attention Deficit Hyperactivity Disorders

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Learning Disabilities Definitions and Types

IDEA Definition– Student does not achieve commensurate with

his or her age and ability level in one or more several specific areas when provided with appropriate learning experiences

– The student has a severe discrepancy between achievement and intellectual ability in one or more of seven areas…


Learning Disabilities Definition (continued)

Oral Expression

Listening Comprehension

Written Expression

Basic Reading Skills

Reading Comprehension

Mathematics Calculation

Mathematics Reasoning


Definition of Specific Learning Disability (continued)

A student is not regarded as having a specific learning disability if the discrepancy is primarily the result of:– Visual, hearing or motor disability– Mental retardation– Emotional disturbance– Environmental, cultural, or economic

disadvantage


Characteristics of Students with LD

Most students with LD seem more different than alike.– Overriding characteristics:

Unexpected difficulty or low performance in one or more academic areas

Ineffective or inefficient information processing or learning strategies in the area(s) of difficulty


Types of Learning Disabilities

Dyslexia– Severe difficulty in learning to read, particularly with

decoding and spelling

Dysgraphia– Severe difficulty learning to write, including handwriting

Dyscalculia– Severe disability in learning mathematical concepts and

computation


Reading Difficulties

Reading difficulties are evident in over 85% of students with LD (Lyon, 1999)

Difficulties are associated with– Phonemic awareness – Alphabetic principle– Rapid naming


Why the Increase in the Prevalence of Learning Disabilities? (Hallahan, 1992; Lerner, 2001)

Growing public awareness of LD

Greater social acceptance

Limited alternatives for other students at-risk

Social and cultural influences on central nervous system integrity

Increasing needs for literacy at work and daily life


Instructional Techniques and Accommodations for Students with LD

Tips to Remember– No one approach is relevant for all students– Use “Best Teaching Practices”

Overview of lesson or unit Use Visuals (I.e., overhead projector) Organize learning activities and working groups Relate the learning to the students’ daily lives Be creative and humorous


Common Practices in predicting Academic Success of Students with LD

Control of task difficulty Small interactive groups Direct instruction Advance Organizers Cognitive strategies


Self-Monitoring Questions

What is my purpose for learning or doing this?

What is my plan for doing this task?

Does what I am learning, reading or doing make sense?

What do I already know about this topic?

How am I doing with my work?

What are the main points I am learning?

How can I use this elsewhere?


Helpful Instructional Principles

Use learning tools and aids Adjust work load and time Present and have students demonstrate their

learning in multiple ways Teach students to use memory strategies


Attention Deficit Hyperactivity Disorder

Definition– Two types

Inattention Hyperactivity-Impulsivity

DSM-IV Classification– ADHD, Predominantly Inattentive Type– ADHD, Predominantly Hyperactive-Impulsive Type– ADHD, Combined Type


Inattention Refers To:

Consistent (over 6 months) and highly inappropriate levels of at least six of the following:– Failing to pay close attention to details and

making careless mistakes that are inconsistent with child’s developmental level

– Failing to sustain attention to tasks and/or play activities


Inattention Refers To (continued)

– Failing to listen, even when spoken to directly– Failing to complete tasks– Having difficulty with organization– Resisting to work on tasks that require

sustained attention– Losing materials and objects– Becoming easily distracted– Being forgetful


Hyperactivity Refers To

Consistent (over 6 months) and highly inappropriate levels of at least six of the following:– Hyperactivity

Fidgeting or squirming Having a difficult time remaining and seated in class Running or climbing excessively when it’s not

appropriate Having difficulty playing quietly Acting a though he/she is “driven by a motor” Talking too much


Impulsivity Refers To

Consistent (over 6 months) and highly inappropriate levels of at least six of the following:

– Blurting out answers– Difficulty waiting for their turn– Interrupting others or butting into activities

Onset of inattention and/or hyperactivity should be present before age 7 and in two or more separate settings.


Core Characteristics of ADHD

Poor sustained attention or vigilance

Impulsive or poor delay of gratification

Hyperactivity or poorly regulated activity

Diminished rule-governed behavior

Increased variability of task performance


Instructional Guidelines and Accommodations for ADHD

Positive attitudes towards mainstreaming and inclusion of students with ADHD

Ability to collaborate as a member of an interdisciplinary team

Knowledge of behavior-management procedures

Personal characteristics


Educational Interventions

Use novelty in instruction and directions

Maintain a schedule

Prepare students for transitions and provide support in completing transitions

Emphasize time limits



Provide organizational assistance Provide rewards consistently and often Be brief and clear Arrange the environment to facilitate attention Provide optimal stimulation Allow for movement and postures other than

sitting



Keep homework assignments separate from unfinished school work

Use homework as practice for materials that have already been taught

Identify the minimum amount to demonstrate learning

Provide timelines for tasks associates with long-term assignments


Medication as Treatment

Stimulant medication Ritalin Dexadrine Adderall Cylert Concerta

Medication is only one aspect of a treatment plan

Download - Copyright (c) 2003 Allyn & Bacon Chapter 2 Teaching Students with Learning Disabilities or Attention Deficit Hyperactivity Disorders This multimedia product

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