Mentoring Students with Learning Disabilities Characteristics of LDs & Strategies to Help Students with LDs in Their Learning Presenter: Mike Walker, Learning Strategist Presented to Peer Tutor Session September 2002Slide 2
General Learning Outcomes (Presentation Objectives) Define the term learning inability. Portray how a LD may influence learning. Look at non-scholastic effects of LDs. Investigate what you can do as a coach. Talk about powerful instructional procedures for coaching all understudies, incorporating understudies with LDs. Tutor2.pptSlide 3
A fast diagram . . . What is a Learning Disability?Slide 4
What is a Learning Disability? Another definition from the LDAOSlide 5
In brief… Learning Disabilities … alludes to an assortment of clutters that influence the securing, maintenance, comprehension, association or utilization of verbal and/or non-verbal data. Tutor2.pptSlide 6
These clutters … result from debilitations in one or more mental procedures identified with learning in blend with generally normal capacities fundamental for intuition and thinking. Tutor2.pptSlide 7
These mental procedures are phonological handling memory and consideration preparing speed dialect handling perceptual-engine handling visual-spatial handling official capacities (e.g., arranging, observing and metacognitive capacities) Tutor2.pptSlide 8
Learning handicaps … range in seriousness and perpetually meddle with the securing and utilization of one or a greater amount of the accompanying essential aptitudes: Tutor2.pptSlide 9
These abilities are oral dialect (e.g., tuning in, talking, understanding) perusing (e.g., unraveling, cognizance) composed dialect (e.g., spelling, composed expression) science (e.g., calculation, critical thinking) authoritative aptitudes social recognition social association Tutor2.pptSlide 10
What a LD is Not! IT IS NOT: low insight/a scholarly incapacity dysfunctional behavior/passionate aggravation a mental imbalance visual or sound-related sharpness issues lethargy/absence of inspiration an approach to stay away from different issues a physical impediment the aftereffect of a poor scholastic foundation Tutor2.pptSlide 11
So, a Learning Disability is an Information Processing Impairment It resemble having excessively numerous extensions out and additionally an excessive number of covering pathways along the "data roadways" of the mind. Dale R. Jordan U. of ArkansasSlide 12
A Simple Model of Learning & Information Processing Attention Sensory Input Decoding Processing May incorporate Storage and/or Retrieval forms Encoding Physical Output Tutor2.pptSlide 13
Where can IP separate? Dr. Allyson G. Harrison, Queen\'s University 1. Frontal flap working shortages - unique and theoretical speculation 2. Memory impedance - Short term memory - Working memory-mental slate; dynamic procedure - Long term memory - Storage versus recovery issues 3. Sequencing deficiencies (visual or sound-related) Tutor2.pptSlide 14
Breakdown proceeds with Dr. Allyson G. Harrison, Queen\'s University 4. Velocity of data preparing 5. Consideration - Selective (can\'t pick/center) - Sustained (can\'t keep up) - Divided (can\'t move/hyperfocus) 6. Tight handling style - can\'t at the same time go to & process various parts of a jolt field Tutor2.pptSlide 15
Still separating Dr. Allyson G. Harrison, Queen\'s University 7. Poor filtering determination miss important information 8. Right side of the equator brokenness: great at points of interest yet not worldwide picture. Loses all sense of direction in points of interest, effortlessly over-burden. Can\'t understand comprehensively exhibited data. Poor capacity to decipher visual signs. 9. Defective yield instrument - meddles with exhibit of sufficient data preparing. Tutor2.pptSlide 16
Diagnosing a Learning Disability The CriteriaSlide 17
Average Student Aptitude versus Achievement – typical contrasts Tutor2.pptSlide 18
Student with a LD (Reading) Aptitude versus Accomplishment – noteworthy contrasts Tutor2.pptSlide 19
Visual LD (Dyslexia) Aptitude, Achievement & Info Processing Tutor2.pptSlide 20
Aptitude, Achievement, Info Processing Auditory (CAPD) Tutor2.pptSlide 21
So by what means may a LD influence a Learner? A Couple of Examples . . .Slide 22
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Can\'t you see this? Wouldn\'t you be able to see the _________? Tutor2.pptSlide 24
IP hindrances may bring about scholarly trouble with… * Alphabet/Penmanship Copying/Note-Making Reading, Writing , Spelling & Math Listening & Speaking Expressing what is Known & Understood Attention & Memory Personal Organization Time and Sequence Slow Work Speed (*See Appendix A) Tutor2.pptSlide 25
Social & Emotional Aspects* of a Learning Disability * From Introducing Learning Disabilities to Postsecondary Educators The Meighen Center for Learning Assistance and Research, Mount Allison UniversitySlide 26
A Tough Fact half of youthful suicides had already been analyzed as having learning issues. The absolute most usually refered to consider for this frantic demonstration was low self-regard emerging from school disappointment. Tutor2.pptSlide 27
Possible Academic Problems quiet perusing/perusing so anyone might hear composing/spelling learning dialects/math communicating what is known and comprehended having to re-do school work at home having no time off following everything takes longer dropping out Tutor2.pptSlide 28
Possible Social/Emotional Problems feeling imbecilic, idiotic, humiliated, disappointed, on edge, desolate, disconnected being called moronic, lethargic; being put around instructors, companions, and even guardians feeling no one comprehends feeling need of help dreading dismissal & disappointment continually covering up, act a part Tutor2.pptSlide 29
Possible Career/Vocational Problems absence of essential abilities absence of social aptitudes "It\'s never cured", "It never leaves" covering up failing to feel sufficient low desires occupations don\'t last Tutor2.pptSlide 30
Meeting Their Needs . . . Regular lodging accessible to understudies with learning inabilities at the post-optional levelSlide 31
Common additional time spell checker utilization of a PC diversion free environment tolerance towards spelling & linguistic use Less Common peruser copyist tablet voice correspondence Test/Exam Accommodation Tutor2.pptSlide 32
Common recording device note-sharer/taker utilization of overheads/visual coordinator Alpha-Smart/Portable PC/PC Less Common FM framework hold up time when called upon address notes on store/on web address diagram ahead of time Classroom/Lecture Accommodation Tutor2.pptSlide 33
expert scratch pad coordinator talking spell checker writings on tape/computerized recorder PC scanner tablet/e-writings voice transcription decreased course stack study pal coach scholastic abilities peer guide proficient mentor innovation preparing focused on learning procedure preparing taking into account LD evaluation Personal Study Accommodation Tutor2.pptSlide 34
Despite convenience… Direct guideline in the range of shortcoming is amazingly profitable; thus, the estimation of the mentor in the learning procedure. Tutor2.pptSlide 35
What you can do . . . By what method would you be able to bolster an understudy with a learning disability?* *sources web: Tutoring Strategies for LD Students. http://depts.gallaudet.edu/englishworks/mentoring/tutortechLD.html Tutoring Student with Learning Disabilities. http://lynchburg.edu/open/writcntr/guide/coaching/ld.htmSlide 36
General standards . . . Learning handicaps are perpetual ∴ y ou aren\'t going to "settle" the incapacity You need to utilize systems to "work around" or make up for the inability Learning incapacities are heterogeneous ; every learner has a remarkable profile ∴ you should be adaptable in your methodology Remember, you are coaching in your general vicinity of quality, and accordingly the substance may appear to be natural to you – this is not so with the understudy! Tutor2.pptSlide 37
General Strategies Give understudy time (rehearse tolerance) Tutor in a very situation (visual clamor, as well) Present information in little, reasonable strides Restate/present data in an assortment of ways (content, diagrams, graphs, drawings – multi-tangible) Write out guidelines – or tape directions Give illustrations, bunches of practice, test learning Allow successive breaks (psychological burden) Teach procedures for perusing, note taking, study, and so forth. Tutor2.pptSlide 38
Math & Science Use shading coding Memorize/drill (repetition learning) while strolling or practicing Use flowcharts, charts Use cheat sheets Use diagram paper rather than lined Create recreations Provide hands-on materials and hands-on exercises when conceivable Tutor2.pptSlide 39
Reading Discuss key terms & new vocab/language Use shading/highlighting Read out loud Help understudy layout lessons, new material Teach a perusing system (SQ3R, SQRW) Discuss the material Probe for data; get the understudy to plainly characterize and expound (maintain a strategic distance from yes/no inquiries) Use outlines, mind maps, flowcharts… Tutor2.pptSlide 40
General tips while mentoring understudies with LDs Be persistent (inability moderates certain procedures) Do not depend exclusively on dialect to clarify Teach the procedure – don\'t skip steps Encourage freedom Respect understudy\'s classification Get assistance from educator, Georgia, learning strategist Ask the understudy what he/she needs Tutor2.pptSlide 41
Be a GREAT instructor Use multi-modular showing methods, and recall . . .Slide 42
We Learn... William Glasser 10 % of what we read 20 % of what we hear 30 % of what we see 50 % of what we both see and hear 70 % of what is examined with others 80 % of what we encounter by and by 95 % o
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