TEACHING CHILDREN

WITH LEARNING
DISABILITIES
 LEARNING DISABILITIES
DONEC QUIS NUNC

The term learning disabilities was only founded in 1963 by Samuel Kirk. At
that time, children with LD were referred to by such terms as:

“perceptually handicapped,”

“brain-injured,” and

“neurologically impaired”

were served in classrooms for students with MR or in most cases, were not
receiving any specialized services in the public schools.
 DEFINITION
DONEC QUIS NUNC
LEARNING DISABILITY:

(1) a disorder in the processing of information

involved in understanding and using language (spoken or written)

(2) Difficulties in learning, particularly reading, writing, mathematics, and/or

spelling

(3) The problem is not primarily due to other causes

(4) Special educational services needed to succeed in school

**Severe discrepancy between potential and achievement

 PREVALENCE
DONEC QUIS NUNC

Almost 3 million children (ages 6 through 21) have some form of a learning
disability and receive special education in school.

LD form the largest category in special education.

In fact, approximately 50% of all children who receive special education have
a learning disability

3:1 ratio males to females

 DISORDER IN PROCESSING INFORMATION
DONEC QUIS NUNC

First, having a learning disability means that the brain "processes"

information differently than most other students.

Simply stated, certain kinds of information get stuck or lost while traveling
through the brain of the student with LD.
 INFORMATION PROCESSING
DONEC QUIS NUNC

Information processing refers to how your brain:

Takes in information,

Uses information,

Stores the information in memory,

Retrieves the information from memory,

and Expresses the information

 INFORMATION PROCESSING
DONEC QUIS NUNC

Students with LD struggle with certain kinds of learning because their brains
have difficulty "processing" certain kinds of information.

It is like when you go on a car trip and get stuck in road construction and
need to take a detour. It takes you a lot longer to get where you are going. Its
the same with information going through the brain of a student with LD.

Different kinds of information travel through different parts of the brain.

That's why some information is learned quickly and easily while other
information is much more difficult.
 VISUAL PROCESSING
DONEC QUIS NUNC

Visual Processing involves how well a student can use visual information.
When he sees something, especially something complex,

e.g., does he understand it quickly and easily? Can he "visualize" things (like
pictures, shapes, words, etc.) in his head? Can he remember information that
he sees?
DONEC QUIS NUNC
 PLEASE READ
DONEC QUIS NUNC

Mhat I bib last snwwer

Wy frieub Roddie donght a bop frow the det shod for $148. His darents
pave hiw the wouey pnt saip that he wonlp have to day half to thew over the
snwwer dy poinp sbecial chores aronud the yarp. He fipnreb he conlp rebay
his dareuts L4 bollars.

Later that pay, I cawe over to share sih exciteweut. With the bop’s pip
ears aup mappinb tail, we blayeb all bay. Roddie chose a dlne collar for hiw.
The E of ns bassep onr snwwer pays dike ripinp, hikiup, and blayinp pall.
 ANSWER THESE QUESTIONS
DONEC QUIS NUNC

Mhat bib Roddie duy frow the det shod?

Mhat color bib Roddie choose for the bop’s collar?

Hom wnch wouey bib Roddie fipnre he conlp rebay his dareuts?
 WHAT I DID LAST SUMMER
DONEC QUIS NUNC

My friend Robbie bought a dog from the pet shop for $148. His parents gave
him the money but said that he would have to pay half to them over the summer
by doing special chores around the yard. He figured he could repay his parents
74 dollars.

Later that day, I came over to share his excitement. With the dog’s big ears and
wagging tail, we played all day. Robbie chose a blue collar for him. The 3 of us
passed our summer days bike riding, hiking, and playing ball.
 ANSWERS
DONEC QUIS NUNC

What did Robbie buy from the pet shop? A dog

What color did Robbie choose for the dog’s collar? Blue

How much money did Robbie figure he could repay his parents? 74 dollars
 AUDITORY PROCESSING
DONEC QUIS NUNC

Auditory Processing- involves how well a student can use auditory

information.

When he hears something, especially something detailed, does he understand

it quickly and easily? Can he “hear" things (like sounds, numbers, words,
etc.) in his head? Can he remember information that he hears?
 PROCESSING SPEED
DONEC QUIS NUNC

Processing Speed refers to how fast information travels through the brain.

All LD students experience some processing speed difficulty when required

to process information through their weakest processing "channel" or
"modality".

It is like having the brain work at 30 miles per hour when the rest of the
world (and all the information) is going 55 miles per hour. Such students just
can't keep up.
 PROCESSING SPEED
DONEC QUIS NUNC

Who was the first President of the United States?

Who = a question

Was = Past tense

First = #1

President of United States-Leader of Nation

SIGNS OF A LEARNING
DISORDER
 WHAT WE NOTICE
DONEC QUIS NUNC

Do not make adequate progress and keep up with their peers academically

Are inconsistent in their ability to understand and complete schoolwork

May show scatter in their standardized test scores

But have average or above average IQ levels

Signs and symptoms of learning disabilities: Ages 10-13

Difficulty with reading comprehension or math skills

Trouble with open-ended test questions and word problems

Dislikes reading and writing; avoids reading aloud

Poor handwriting

Poor organizational skills (bedroom, homework, desk is messy and

disorganized)
Trouble following classroom discussions and expressing thoughts aloud

Spells the same word differently in a single document

Signs and symptoms of learning disabilities: Ages 10-13

Difficulty with reading comprehension or math skills

Trouble with open-ended test questions and word problems

Dislikes reading and writing; avoids reading aloud

Poor handwriting

Poor organizational skills (bedroom, homework, desk is messy and

disorganized)
Trouble following classroom discussions and expressing thoughts aloud
Spells the same word differently in a single document
 Trouble learning basic math concepts
Difficulty telling time and remembering sequences

Signs and symptoms of learning disabilities: Ages 10-13

Difficulty with reading comprehension or math skills

Trouble with open-ended test questions and word problems

Dislikes reading and writing; avoids reading aloud

Poor handwriting

Poor organizational skills (bedroom, homework, desk is messy and

disorganized)
Trouble following classroom discussions and expressing thoughts aloud
Spells the same word differently in a single document
 EXCLUSION
DONEC QUIS NUNC

Visual Disability

Hearing Disability

Motor Disability

Mental Retardation

Emotional Disturbance

Emotional, Cultural or Economic Disadvantage

 DIFFICULTIES IN LEARNING
DONEC QUIS NUNC

Dyslexia- Severe difficulty learning to read

Dysgraphia- Severe difficulty learning to write

Dyscalculia- Severe difficulty learning to do mathematical concepts and computation

Dysorthographia- Severe difficulty learning to spell

Dyspraxia (Sensory Integration Disorder)- Problems with motor coordination

Central Auditory Processing Disorder - Difficulty processing and remembering language-

related tasks

Non-Verbal Learning Disorders - Trouble with nonverbal cues, e.g., body language; poor
coordination, clumsy

Visual Perceptual/Visual Motor Deficit - Reverses letters; cannot copy accurately;

Language Disorders (Aphasia/Dysphasia)- Trouble understanding spoken language; poor

reading comprehension
 DYSLEXIA
DONEC QUIS NUNC

Language-basedLD

Evidence supports genetic

inheritance

Structural brain differences

Affects the“processing
mechanics”of reading, writing,
spelling, math

Brains also show unique strengths

 READING
DONEC QUIS NUNC

process of extracting meaning from print.

involves both visual-perceptual and auditory-linguistic processes

Evolutionarily a new skill, only 5000 years old, therefor, not a natural process
but acquired through explicit instruction
 FIVE IMPORTANT AREAS OF READING
DONEC QUIS NUNC

Phonics

Phonemic awareness

Fluency

Vocabulary

Comprehension
 SIGNS OF DYSLEXIA
DONEC QUIS NUNC

Decoding errors, difficulty segmenting words, transpose, insert or omit letters

Slow reading, lacking fluency which can affect comprehension of material

Poor spelling skills, lack of recognition of patterns of words (i.e. like, mile,
sale)

Pronounce a word many different ways within the same reading passage
NEUROBIOLOGY OF DYSLEXIA
DONEC QUIS NUNC
DONEC QUIS NUNC
 SIGNS OF DYSLEXIA
DONEC QUIS NUNC

Substitute one word for another (for/of, were/where, are/and, was/saw)

May struggle with the ‘vocabulary’ of math and understanding word

problems

May have difficulty recalling words for both oral and written expression

Often attempt to hide their struggles

Self esteem may be very low

 CELEBRITIES WITH DYSLEXIA
DONEC QUIS NUNC

Tom Cruise

Walt Disney

Magic Johnson
 MISCUES IN READING
DONEC QUIS NUNC

Correction: A common sign of a competent reader, a correction is a miscue

that the student corrects in order to make sense of the word in the sentence.

Insertion: An insertion is a word or words added by the child that are not in
the text.

Omission:During oral reading, the student omits a word that changes the
meaning of the sentence.

Repetition:The student repeats a word or portion of the text.

Reversal:A child will reverse the order of the print or the word. (from instead
of form, etc.)
OBJECT ORIENTATION AND OBJECT
DONEC QUIS NUNC
IDENTIFICATION

p b
d q
DONEC QUIS NUNC
 HELP FOR DYSLEXIA
DONEC QUIS NUNC

Specific programs and methods of teaching that can significantly improve the
acquisition of skills.

Find a teacher/tutor trained in an approach like Orton/Gillingham,

Lindamood-Bell, Phonographix or any similar systematic, multi-sensory,
explicit method for teaching the elements of language.
 STRATEGIES FOR DYSLEXIA
DONEC QUIS NUNC

Teach the ‘rules’ of language, which include the sounds paired with symbols
(letters, vowel teams, types and rules of syllables, doubling rule, etc.)

Begin As Soon As Possible – but it is never too late to improve skills

Technology can also assist greatly such as TTS

 STRATEGIES FOR DYSLEXIA
DONEC QUIS NUNC

Pair audio books (read aloud programs) with written text to improve
vocabulary and comprehension while building decoding skills

Use printed worksheets that are well- organized, well spaced and uncluttered

Present material in small units

Allow oral expression of information for assessments

 STRATEGIES FOR DYSLEXIA
DONEC QUIS NUNC

Offer a note frame for simple fill in during class discussion or a

classmates/teachers complete notes

Grade spelling and writing mechanics separately or not at all when they
are not the purpose of an assessment

Use visual supports and manipulatives during lectures and math lessons
 STRATEGIES FOR DYSLEXIA
DONEC QUIS NUNC

Use of voice recognition software such as Dragon Naturally Speaking or a

scribe to get ideas onto paper

Use of a laptop or word processor if typing skills are sufficient – allow

spelling and grammar check

As skills improve, decrease accommodations / modifications when possible

 INTERVENING FOR REVERSALS
DONEC QUIS NUNC
When forming the letter b, start with the st
Try to prevent letter confusion before itcircle.
begins.
To write the letter d do just the oppos
first, followed by the stick.
When forming the letter b, start with the stick first, followed by the circle.
Have start
To write the letter d do just the opposite: your child
with use lined paper
the circle first, so it is clear wh
followed
by the stick. to the stick. Also be sure your student does n
paper when writing any of the confusable lett
Have your child use lined paper so it is clear where the circle is in relation
to the stick. Also be sure your student does not lift the pencil from the
The All About® Reading program is carefully structure
paper when writing any of the confusable letters.
of letter reversals. We teach the sounds of potenti
and d in separate lessons. The child’s task is simplif
make one new visual discrimination at a time.

How to Solve Letter Reversals © 2015 by All Ab

 INTERVENING FOR REVERSALS
DONEC QUIS NUNC

If your child already reverses letters, resolve the confusion.

Method 1: Use tactile surfacesMethod 2: Use “air writing”Method 3:

Use analogiesMethod 4: Draw attention to mouth shape
 USING TACTILE SURFACES
DONEC QUIS NUNC

Using the pointer finger of his dominant hand, have your child trace
the letter b on the textured surface. Be sure that he starts and ends in
the correct place. Practice until he can easily write the letter b
AIR WRITING
DONEC QUIS NUNC

Using the dominant hand, the child uses

his entire arm to write letters in the air as
he says the sound of the letter. The
whole arm should be involved, and the
child should pretend that his pointer
finger is a pen.
 will help him recall the sound of the letter b.
USE
To teach theANALOGIES
letter d, you can use the analogy of a
door. TheDONEC
doorknob
QUISrepresents
NUNC the circle part of the let
represents the straight line, like this:
As you write the letter b, say “bat-ball-/b/,” like this:

“doorknob” “door”

How to Solve Letter Reversals © 2015 by All About®Learnin

To further clarify which side of the letter the straight line is on, tell your student, First you
grab the bat, then you hit the ball.
Have your student practice this motion and chant many times over a two-minute time
period. Repeat the exercise several times a day.
 Have your student practice this motion and chant many times
two-minute time period. Repeat the exercise several times a day
USE ANALOGIES
Show your student that when you read from left to right, you enc
the bat partDONEC QUIS first.
of the letter NUNC If he is ever unsure of the sound thi
makes when he sees it, he should think to himself, “bat-ball-/b/
Show your student that when you read from left to right, you encounter the bat part of the
letter first. If he iswill
everhelp
unsurehim recall
of the soundthe
this sound of the
letter makes whenletter
he seesb.
it, he should
think to himself, “bat-ball-/b/.” This will help him recall the sound of the letter b.
To teach the letter d, you can use the analogy of a doorknob
To teach the letter d, you can use the analogy of a doorknob and a door. The doorknob
door.
represents the circle partThe
of thedoorknob represents
letter, and the thethecircle
door represents part
straight line,of the
like letter, and th
this:
represents the straight line, like this:

“doorknob” “door” “/d/”

How to Solve Letter Reversals © 2015 by All About®Learning Press, Inc.

 USE ANALOGIES
DONEC QUIS NUNC

To clarify which side of the letter the straight line is on, tell your student, First
you grab the doorknob, then you open the door.
Again, practice the motion and chant many times over a two-minute period.
Repeat the exercise several times a day.
Show your student that when you read from left to right, you encounter the
doorknob part of the letter first. If he is ever unsure of the sound this letter
makes when he sees it, he should think to himself, “doorknob-door- /d/.” He
will now be able to recall the sound of the letter d
 Form circles with your
USE ANALOGIES thumbs and pointer fingers
and makes b and d
DONEC QUIS NUNC
with your hands

The letter
A bed is another common b
analogy to help with b and d. Though this … and the letter
forms the d forms the
analogy may help some kids,
head of the for others it may require more thought, and foot of the
for many kids it maybed
notand
become automatic. bed and
makes the makes the
first sound last sound
in the word in the word
bed … bed.

Please see pages 12 and 13 of this report for free printable graphics to help with
b-d letter reversals. Simply print pages 12 and 13 (landscape orientation) and
display the full-page graphics in a convenient location.

How to Solve Letter Reversals © 2015 by All About®Learning Press, Inc. 9

DRAW ATTENTION TO THE MOUTH SHAPE
DONEC QUIS NUNC

For example, when we say /b/, our lips come

together in a straight line. Point out that the
straight line comes first when you write the
letter b.
DRAW ATTENTION TO THE MOUTH SHAPE
DONEC QUIS NUNC

When we say /d/, our lips are open. Coincidentally,

the circle comes first when you write letter d.
 DONEC QUIS NUNC

If your child misreads a b as a d, refer back to the tactile surface activity and
air writing that you did together. Point to the misread letter and say, If you
wrote this letter

If your child can’t answer easily, ask him or her to draw the letter b using air
writing. The sound of the letter (/b/ - bat) should come more easily this way.
Then have your child read the word again.
 DYSGRAPHIA
DONEC QUIS NUNC

Neurologically based learning

disorder that affects writing,
spelling, and math, which require
a complex set of motor and
information processing skills

Lack of automaticity in writing,

thought to be caused by deficiency
in normal muscle memory, visual
& sensory deficits, and message
delivery brain-hand-brain
 EARLY SIGNS OF DYSGRAPHIA
DONEC QUIS NUNC

The earliest detectable signs are fine motor issues

Lack of interest in coloring, drawing, writing, puzzles, difficulty with scissors

Late acquisition of skills with zippers, buttons, snaps, shoelaces, eating

utensils

Poor sensory feedback

 ACADEMIC SIGNS OF DYSGRAPHIA
DONEC QUIS NUNC

Slow and/or messy writing, inconsistent letter formation

Excessive or poor pressure in writing

Frequent failure to erase errors, simply write over other symbols

Unusual/awkward pencil grasp

Complains of a sore hand when writing

Complains about the feel of the paper as hand slides over

 ACADEMIC SIGNS OF DYSGRAPHIA
DONEC QUIS NUNC

Fine motor weakness

Visual-spatial weakness; lack attention to visual detail

Clumsy, lack awareness of body in space

Difficulty with handling papers, binder, etc.

Difficulty with visual tracking

 TYPES
DONEC QUIS NUNC
Dyslexic Dysgraphia: With dyslexic dysgraphia, spontaneously written work
is illegible, copied work is fairly good, and spelling is bad. Finger tapping
speed (a method for identifying fine motor problems) is normal, indicating
the deficit does not likely stem from cerebellar damage. A Dyslexic
Dysgraphic does not necessarily have dyslexia (dyslexia and dysgraphia
appear to be unrelated).
 TYPES
DONEC QUIS NUNC

Motor Dysgraphia is due to deficient fine motor skills, poor dexterity, poor
muscle tone, and/or un‐ specified motor clumsiness. Generally, written work
is poor to illegible, even if copied by sight from another document. Letter
formation may be acceptable in very short samples of writing, but this
requires extreme effort and an unreasonable amount of time to accomplish,
and cannot be sustained for a significant length of time. Spelling skills are not
impaired. Finger tapping speed results are below normal.
 TYPES
DONEC QUIS NUNC

Spatial Dysgraphia is characterized by a defect in the understanding of

space, has illegible spontaneously written work, illegible copied work,
normal spelling, but normal tapping speed.
 STRATEGIES FOR DYSGRAPHIA
DONEC QUIS NUNC

Early intervention with an Occupational Therapist to develop fine motor

skills

Use of tri-grasp pencils, pencil grips, wide- lined paper, graph paper, slant
boards

Reduce need for writing

Enlarge worksheets and leave plenty of space for answers

 STRATEGIES FOR DYSGRAPHIA
DONEC QUIS NUNC

Specific instruction in keyboarding - daily use of computer, voice recognition

software

Give copy of notes

Teach skills for tracking details

Do not deduct for spelling, punctuation errors, consider grading separately for
content/mechanics
 REMEMBER!
DONEC QUIS NUNC

Dysgraphia is neurologically based and the strengths and weaknesses vary

greatly from student to student

Is NOT an issue of not trying hard enough

Repeated practice of writing letters and numbers will not ‘fix’ the problem
because automaticity does not develop
 DYSCALCULIA
DONEC QUIS NUNC

Difficulty in mathematics as a
result of impairment to particular
parts of the brain, but without a
general difficulty in cognitive
function (Kosc 1974)

Mathematics involve visual

spatial, language, and digital
processing in the brain

Dyscalculia refers to a wide range

of lifelong learning disabilities
involving math
 SYMPTOMS OF DYSCALCULIA
DONEC QUIS NUNC

Difficulty visualizing patterns, understanding spatial direction, memorizing

facts, making comparisons

Language processing problems can make it difficult for a person to get a

grasp of the vocabulary of math

Difficulty following multi-step procedures and inability to identify critical

information needed to solve equations and more complex problems
 DYSCALCULIA IN YOUNG CHILDREN
DONEC QUIS NUNC

Trouble recognizing printed numbers

Poor memory for numbers

Difficulty learning to count

Difficulty connecting numbers to real world application (3 bowls, 3 spoons, 3

girls)

Difficulty organizing objects by shape

 DYSCALCULIA IN SCHOOL
DONEC QUIS NUNC

Trouble learning math facts (+, -, x, ÷)

Difficulty developing math problem-solving skills

Poor long term memory for math procedures

Difficulty recalling/defining math vocabulary

Difficulty measuring things

Difficulty with counting, estimating, comparing

 DYSCALCULIA IN SCHOOL
DONEC QUIS NUNC

Difficulty estimating costs

Difficulty learning math concepts beyond the basic math facts

Poor ability to budget or balance a checkbook

Trouble with concepts of time, such as sticking to a schedule or

approximating time

Trouble with mental math

Difficulty finding different approaches to one problem

 STRATEGIES FOR DYSCALCULIA
DONEC QUIS NUNC

Use graph paper

Work on finding different ways to approach math facts

Allow use of a calculator

Practice estimating – logical answer

Highlight symbols and key words

Work with a tutor/teacher one to one to allow extra explanation, practice,

variation of approach
 STRATEGIES FOR DYSCALCULIA
DONEC QUIS NUNC

Introduce new skills with concrete examples moving to more abstract

applications

For vocabulary difficulties, explain ideas and problems clearly and encourage
questions; offer visual math charts

Use visuals and manipulatives

VISUAL MATH CHART
DONEC QUIS NUNC
 EXECUTIVE DYSFUNCTION
DONEC QUIS NUNC

Neurological disability involving

short term and working memory,
organization of materials, time,
and space, and regulation of
attention and focus

When a childʼs ability to complete

tasks appropriate for their age is
below expectations, they may
have Executive Dysfunction
 WHAT ARE EXECUTIVE FUNCTIONS?
DONEC QUIS NUNC

The executive functions are a set of processes that all have to do with
managing oneself and one's resources in order to achieve a goal. It is an
umbrella term for the neurologically-based skills involving mental control
and self-regulation.

The executive functions all serve a "command and control" function; they
can be viewed as the "conductor" of all cognitive skills.

Executive functions help you manage life tasks of all types. For example,
executive functions let you organize a trip, a research project, or a paper for
school.

Often, when we think of problems with executive functioning, we think of

disorganization. However, organization is only one of these important skills.
 THE EXECUTIVE FUNCTIONS
DONEC QUIS NUNC

Inhibition - The ability to stop one's own behavior at the appropriate time,
including stopping actions and thoughts. The flip side of inhibition is impulsivity;
if you have weak ability to stop yourself from acting on your impulses, then you
are "impulsive." (When Aunt Sue called, it would have made sense to tell her, "Let
me check the calendar first. It sounds great, but I just need to look at everybody's
schedules before I commit the whole family.")

Shift - The ability to move freely from one situation to another and to think
flexibly in order to respond appropriately to the situation. (When the question
emerged regarding who would watch the cats, Robin was stymied. Her husband,
on the other hand, began generating possible solutions and was able to solve the
problem relatively easily.)

Emotional Control - The ability to modulate emotional responses by bringing

rational thought to bear on feelings. (The example here is Robin's anger when
confronted with her own impulsive behavior in committing the family before
checking out the dates: "Why are you all being so negative?")
 THE EXECUTIVE FUNCTIONS
DONEC QUIS NUNC

Initiation - The ability to begin a task or activity and to independently

generate ideas, responses, or problem-solving strategies. (Robin thought
about calling to check on the date of the reunion, but she just didn't get
around to it until her husband initiated the process.)

Working memory - The capacity to hold information in mind for the purpose
of completing a task. (Robin could not keep the dates of the reunion in her
head long enough to put them on the calendar after her initial phone call from
Aunt Sue.)

Planning/Organization - The ability to manage current and future- oriented

task demands. (In this case, Robin lacked the ability to systematically think
about what the family would need to be ready for the trip and to get to the
intended place at the intended time with their needs cared for along the way.)
 THE EXECUTIVE FUNCTIONS
DONEC QUIS NUNC

Organization of Materials - The ability to impose order on work, play, and

storage spaces. (It was Robin's job to organize the things needed for the trip.
However, she just piled things into the car rather than systematically making
checklists and organizing things so important items would be easily
accessible, so the space would be used efficiently, and so that people and
"stuff" would be orderly and comfortable in the car.)

Self-Monitoring - The ability to monitor one's own performance and to

measure it against some standard of what is needed or expected. (Despite the
fact that they're off to Missouri without knowing how to get there, with
almost no planning for what will happen along the way, and without a map,
Robin does not understand why her husband is so upset.)
 SIGNS OF EXECUTIVE DYSFUNCTION
DONEC QUIS NUNC

Consistent inability to keep track of personal items

Disorganized binder, locker, desk

Messy bedroom

No “sense of time”

Leave assignments to last minute

Difficulty in starting an activity, evaluating progress and navigating to completion

Consistent difficulty in remembering and following multi-step processes/directions

Difficulty transitioning between activities within a class or at home

Consistent need to have someone else keep them on track

STRATEGIES FOR EXECUTIVE DYSFUNCTION
DONEC QUIS NUNC

Guidance and support in keeping organized

Use a homework folder

Put lists in locker for items needed for each class – color code

Use a monthly calendar to write in test dates, long term assignments,

special events
STRATEGIES FOR EXECUTIVE DYSFUNCTION
DONEC QUIS NUNC

Insist on a homework log

Symbol for “need book” in HW log

Read HW log at locker to fill backpack

Create a portable supplies box - home

Choose a task, set a timer – 20 minutes

Mark off assignments as complete

Pack up bookbag at night and leave by door

GENERAL STRATEGIES FOR LD
Provide high structure and clear expectations. Children who are LD tend
to have difficulty focusing, DONEC
getting started and setting priorities. Creating a
QUIS NUNC
clear structured program allows the student to be exposed to fewer
distractions and possible avoidance and allow for greater focus on work
related tasks.

Allow flexibility in classroom procedures (e.g., allowing the use of tape

recorders for note taking and test-taking when students have trouble with
written language). Keep in mind that the greater the number of options in
responding to a task, the greater chance that a particular student’s learning
style will be useful and successful.

Learning materials should easily accessible, well organized and stored in

the same place each day. The less the LD student has to worry about,
comprehend or remember, the greater chance for success. Too many details
can easily overwhelm this type of student.
All assignments should be presented on the blackboard as well as orally
presented. This multilevel DONEC
sensory approach
QUIS NUNC will only enhance the chances
of the child being able to bring home the correct assignment. This will also
cut down on parent child frustration which often occurs when the child with
learning disabilities brings home part of the assignment or and assumption of
what needs to be done due to a lack of ability in copying quickly.

Make sure that the child's desk is free from all unnecessary materials.
Children with learning disabilities tend to have organizational problems as
well. The less chaos, the better the focus. Use small binders that hold fewer
papers. Keep the desk free of most materials. Otherwise he may be
embarrassed to get up to go to the pail and stuff it in his desk.
Correct the student's work as soon as possible to allow for immediate
gratification and feedback. Students
DONEC withNUNC
QUIS learning disabilities do not often
have foundations of success when it comes to schoolwork. Therefore, when
they hand in work they begin to worry about how they did. If they do not
receive it back quickly, some children may use a great deal of energy
worrying about the reactions of others if they did not do well.

Try to separate him from students who may be distracting. Some children
with learning disabilities are very distractible, while others may use any
external situation to avoid a potential failure situation. Sitting a child with
learning disabilities next to students who are self-motivated and internally
controlled will provide extra structure and controls.
Use multi-sensory teaching methods whenever possible. This is a common
sense issue since all the research
DONEC indicates that the greater number of sense
QUIS NUNC
utilized to learn something, the greater chance for the information to be
understood and retained. Using visual, auditory, kinesthetic or tactile input
together is highly recommended for children with learning disabilities.

Respond to the child’s comments praising whenever possible. Many

children with learning disabilities tend to have secondary emotional issues as
a result of frustration and lower sense of self worth due to academic failure
and stress. Consequently, when he responds or initiates conversation, praise
for the initiation of communication should be praised.
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Give constant feedback. Many children with learning disabilities tend to

write negative scripts about their ability and their performance. Feedback in
any form reduces this negative energy pattern and offers reality, the only
thing that breaks down fear.