Effective Practices for Students
with Learning Disabilities
Steve Fadden, Ph.D.
Landmark College Institute for
Research and Training
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Topics
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October 2009
General issues, behaviors, and practices
Success Characteristics and Metacognition
Universal Design
Assistive Technology
Student-Centered Support Systems
(c) 2009 Landmark College Institute for Research and Training
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Many Disabilities Are Hidden Or
Invisible
• Learning disabilities (LD) constitute largest
group of students with disabilities
▫ American Association for the Advancement of Science’s 2002
publication, New career paths for students with disabilities:
Opportunities in science, technology, engineering, and mathematics
• “Students with disabilities are less likely than
their peers without disabilities to complete a full
secondary school academic curriculum,
especially in math and science curriculum
areas.”
▫ National Council on Disability, 2003:
http://www.ncd.gov/newsroom/publications/2003/education.htm
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Nonverbal: Characteristics
Issues
Behaviors
• Pictorial/spatial thinking
• Processing of nonverbal cues
(facial, vocal, body)
• Visual-spatial relationships
• Part-to-whole relationships
• Executive functioning (active
working memory, organization,
sequencing, emotional
regulation)
• Adjusting to novel situations
• Top-down processing
• Processing speed deficits
• Sensory hypersensitivity and
integration
• Loud, excessive, interrupts
• Intense, narrow interests,
monopolizes conversation
• Inappropriate laughter (or none at
all)
• Poor eye contact, stands too close
• Stoic or anxious, perseverative
behavior
• Misinterprets reading, humor,
sarcasm
• Writing appears clumsy, jumbled
• Struggles with building models,
drawing diagrams
• Misses deadlines
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Nonverbal: Best Practices
Academic
Social
• Counseling, peer mentoring,
pragmatics training
• Executive Functioning Coaching
• Reduced visual stimulation and
sensory input
• Direct, verbal explanations;
feelings with text
• Structure and routines, ample
transition time
• Frequent, consistent feedback
• Simple room configuration;
space for rituals
• Augment images with
text/verbal information
• Social Stories and Comic Strip
Conversations for social rules and
interactions
• Rules sheets for policies, procedures
• Practice routines (bathroom
etiquette, hygiene, dining hall
procedures)
• Consistent room organization and
structure
• Ability to anticipate/avoid sources
of overstimulation
• Schedule for predictability (avoid
extremes)
• Mastery of campus map, locations,
resources
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Language: Characteristics
Issues
Behaviors
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• Avoids reading, writing, or
speaking
• Difficulty generating,
articulating ideas
• Comprehension and memory
issues
• Doesn’t take notes
• Disorganized thoughts
• Needs extra time
• Easily fatigued, frustrated
• Trouble learning new words
• Mechanical & spelling errors
Word analysis
Phonemic awareness
Phonics skills
Word formation
Word storage
Sensorimotor linguistic
integration
• Organization and production
of language and speech
• Visual guided motor skills
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Language: Best Practices
• Multisensory language instruction
• Decreased emphasis on text or lecturing; increased
use of kinesthetic, visual-spatial activities
• Direct instruction on reading comprehension, note
taking, process writing
• Explicit and balanced grading rubrics
• Additional time for processing, formulating, and
producing
• Alternative modes of input and output
• Assistive Technology to promote decoding,
comprehension, writing
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Attention: Characteristics
Issues
Behaviors
• Initiating activities
• Organizing, planning,
prioritizing
• Selective focus, inhibition of
non-relevant information
• Maintaining mental effort
• Awareness and regulation of
emotions
• Working memory capacity
• Memory encoding and recall
• Time management
• Self-concept and self-esteem
• Inconsistent focus, motivation
• Difficulty transferring skills
• Disorganized, overwhelmed by
prioritization
• Inconsistent performance
• Difficulty meeting deadlines
• Memory, recall difficulties
• Lack emotional awareness,
support
• Issues with independence
and/or dependence
• Unhealthy locus of control
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Attention: Best Practices
• Multisensory instruction
• Assistive Technology for organization,
comprehension, memory
• Frequent, consistent behavioral feedback
• Counseling, mentoring, Executive Function
coaching
• Direct instruction on metacognitive processes
• Explicit and balanced grading rubrics
• Reduced distractions
• Instruction and support for self-regulation
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Math: Characteristics
Issues
Behaviors
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• Difficulty with 3+5, 33x3, 5 vs
• Can’t remember formulas,
sequences
• Difficulty processing groups
• Trouble with currency, phone
numbers, times, dates
• Difficulty estimating 5 x 207 =
~1,000 vs. ~10,000
• Incorrect recall of math facts
• Inappropriate use of math
vocabulary
• Unpredictable errors
Language processing
Mathematics vocabulary
Number sense
Numerical relationships
Visual-spatial processing,
alignment
• Visual perception of quantity
• Sequencing
• Processing verbal symbolism
(multiplication facts)
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Math: Best Practices
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October 2009
Ruled/lined paper, graph paper
Sufficient spacing between problems
Instant answers, chances to re-do
Pure and simple number information
Math vocabulary instruction, clarification
Prompts for specific strategies
Additional processing time
Alternative testing formats
Opportunity to write and talk through each step
(c) 2009 Landmark College Institute for Research and Training
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Success Attributes
• Defined across a number of domains:
Goldberg, R.J., Higgins, E.L., Raskind, M.H., & Herman, K.L. (2003). Predictors of success
in individuals with learning disabilities: A qualitative analysis of a 20-year longitudinal
study. Learning Disabilities Research & Practice, 18(4), 222-236.
▫ Crime/substance abuse, Education, Employment,
Family relations, Independence, Life satisfaction,
Psychological health, Social relationships
• Common attributes of “successful behaviors”
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October 2009
Self awareness/self acceptance
Proactivity
Perseverance
Emotional stability
Appropriate goal setting
Use of effective social support systems
(c) 2009 Landmark College Institute for Research and Training
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Factors that Promote Success
• Encourage a positive and proactive outlook
Gerber, P.J., Ginsberg, R., & Reiff, H.B. (1992). Identifying alterable patterns of vocational
success in highly successful adults with learning disabilities, Journal of Learning
Disabilities, 25, 475-487.
▫ Feelings of control over goals and circumstances
▫ Proactive internal decision-making
 Cultivating an internal desire to succeed
 Understanding the importance of strong goal orientation
 Reframing LD into a positive, productive experience
▫ Need for effective external manifestations
 Creating systems to promote persistence
 Ensuring goodness of fit between abilities and
environment
 Using creativity to cope with setbacks
 Establishing a supportive social ecology
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Metacognition
Metacognition
Control, selfregulation
October 2009
Knowledge of
own thought
processes
(c) 2009 Landmark College Institute for Research and Training
Beliefs and
intuitions
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Metacognition: Practices
• Model active questioning and ask students to
evaluate their own understanding of content
• Provide opportunities for self-reflection and selfassessment
• Identify requirements of the ‘hidden curriculum’
and discuss how they can be met
• Publish clear rubrics and have students apply
them to each other’s work
• Provide authentic choices through multiple
assignments and assessment options
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Metacognition: Modeling
• Mastery Peer Led Team
Learning
• Integrates technology with
group study techniques
• Online role models who
engage in “self-talk” to solve
problems
• Includes problem-solving
strategy templates
• Raises awareness of effective
problem solving processes and
skills
Project led by Robert Koff & Christine Street,
Washington University:
http://www.mpltl.org/
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Universal Design and Education
U.D. for Instruction
U.D. for Learning
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• Incorporate multiple means of
engaging, challenging, and
motivating learners
• Provide multiple means of
representing information
• Support multiple means of
expressing knowledge
Equitable use
Flexibility in use
Simple and intuitive
Perceptible information
Tolerance for error
Low physical effort
Size and space for approach
and use
• A community of learners
• Instructional climate
Center for Applied Special Technology,
retrieved 3/12/07, from:
http://www.cast.org/research/udl/ind
ex.html
Shaw, S., Scott, S., & McGuire, J. (2001).
Retrieved 3/12/07 from:
http://www.facultyware.uconn.edu/U
DI_examples.htm
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Assistive Technology for Learning
• Concept mapping software to
quickly capture and visually
organize information
• Speech recognition systems to
convert spoken words into
digital text and information
• Electronic organizers to track
and remind users of tasks and
sequences
October 2009
• Annotation and commenting
systems to track and view
changes over time
• Text–to–speech software to
convert text to audible
information
• Reading systems to convert
text to speech and promote
elaboration and processing of
written information
(c) 2009 Landmark College Institute for Research and Training
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Strategy Instruction Integration
• Technology benefits learning best when integrated
with strategy instruction
▫ Reduces barriers associated with disabilities
▫ Promotes understanding, thinking, and learning
• Strategies include:
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October 2009
Active reading
Textbook note-taking
Test preparation
Process writing
Task planning, sequencing, and execution
Time and materials management
(c) 2009 Landmark College Institute for Research and Training
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Graphic Organizers
• Visually depict concepts, properties,
relationships
• Highlights critical versus noncritical differences
• Alternative to verbal or text-based descriptions
• Associates examples with explanations
• Used for self-assessment
Allen, J. (2007). Tools for Teaching Academic Vocabulary, Grades 4-12.
Portland, Maine: Stenhouse Publishers
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Role Models
• Messages about what
is “normal” and
possible
• Explicit paths to
success
Example: NFB Youth Slam
http://www.youtube.com/watch?
v=xyC_ZsBxs58
October 2009
(c) 2009 Landmark College Institute for Research and Training
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Student-Centered Support Systems
Counseling
Services
Advisor
Academic Skills
Support Center
Instructor
Office Hours
First Year Special
College Course
Diagnostic
Consulting
Services
Peer
Mentoring
Parents
October 2009
High School
Transition Support
Services
College
Transition
Support Services
(c) 2009 Landmark College Institute for Research and Training
Work
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Guidelines to Support Struggling
Students
• Set expectations
▫ Engagement within and beyond classroom setting
▫ Requirements for academic and social performance
• Anticipate lack of awareness and independence
▫ Unrealistic expectations about academic rigor
▫ Under-prepared for self-regulation
▫ Need for reasonable academic, social and organizational
goals
• Engage students in goal development and assessment
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October 2009
Explicitly express goals
Experiment with methods to achieve goals
Evaluate and assess progress
Introduce resources, support strategies and techniques
(c) 2009 Landmark College Institute for Research and Training
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