Statistics show that approximately 10-15% of
students have a learning disability.
 Of that, about 30-40% also have AD/HD
 But there are rises in other areas of cognitive
disability other than LD

Acquired brain injury
 PTSD, anxiety, depression, bipolar, etc.
 Students on the autism spectrum (currently believed to be
approximately
1out of 100 students
 Developmentally delayed

 With
an intellectual disability
 Who is just lazy or unmotivated
 Emotionally disturbed (unless co-morbid)
 With just a poor academic background
 Who has a visual, hearing or physical
disability
 Who is stupid
Average to above average ability
(intelligence)
 Average academic achievement (in at least
one area)
 Severe processing deficit (difference
between cognitive abilities)
 Severe aptitude-achievement discrepancy
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Copies incorrectly
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Number reversal
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Confusion with operation signs
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Difficulty with visual tracking and visual spatial deficit
Problems with sequencing with multi-step processes
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Visual sequential memory
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Auditory sequential memory
Difficulties with abstract thought (cognitive flexibility)
Processing of the language of math (affects word
problems)
Math anxiety (often difficulty with short term and working
memory)
Multiple spelling errors
 Difficulties with grammar
 Problems with sentence structure and syntax
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Too elementary
Organizational difficulties
Trouble getting ideas from mind to paper
 Time management
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Problems editing
 Poor penmanship
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•
“What I do to manage My time in all I need and for school is tring
to be organized.”
•
“I try to manage my time by giving myself at least and hour or
tow to myself to get my work done. Because I have sixs kids to
take care of.”
•
“Once in school I am trying to get all I can do at school because I
have a job to go to after school which starts at 1:30.”
•
“My school activities last samete I was so stres, out that I was
told to take fun class and I did. Also tookde at the time if I cloud
make it in time.”
•
“Managing how I can not stress myself With all my homework and
working on it.”
 Slow
to process
 Difficulty de-coding words
 Lack of phonemic awareness
 Limited comprehension
 Limited retention
 Confusion between similar words
 Difficulty distinguishing between main ideas
and supporting details.
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Attention and Concentration
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Short Term Memory
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Paying attention and following instructions
Learning only through auditory mode
Remembering information long enough to process it, e.g. taking notes
Follow lengthy discussions, lectures, etc. from beginning to end
Text anxiety
Long Term Memory
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Loses pieces of information in directions, lecture, reading and writing
Doesn’t get it with either verbal or written information alone
Shuts down when overwhelmed or not understanding
Needs to hear more than once
Learning vocabulary and oral language
Reading and listening comprehension
Acquiring and retaining content information
Expressive and receptive language
Retrieval
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Storing information and fluently retrieving it later through association
Being successful with strategies for recall
Word retrieval, so keeps oral and written responses short and elementary
1)
2)
Shame
Fear (of failure, rejection, looking stupid…)
often masked by anger, anxiety or clowning
3)
1)
2)
Environmental or emotional sensitivity
sensory integration
Emotional regulation
Difficulty adjusting to change
Diagnostic Testing
 Determination of eligibility for learning
disability services through standardized
diagnostic testing
 Process involves state mandated LD Model
 Includes discussion of test results and
strategies to compensate for academic
deficits plus identification of unique learning
styles, study skill remediation, screening for
ADHD and self advocacy skill development
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Formal assessment process includes a mandatory intake
interview and completion of intake packet (1 hour)
6-8 hours of standardized psycho-educational assessment
including both an achievement battery and cognitive
battery
For the LD Specialist, an additional 1-2 hours for scoring
and interpretation of test results and documentation of
results within a state level data base.
Preparation of a Diagnostic assessment written report (1
hour)
Individual results meeting with student and preparation of
necessary documentation and paperwork for the
department (1 hour)
Total of 10-12 hours per student
Average of 30 -35 students assessed each semester
Preparation for reaching success in college level
content courses and English
 Emphasis on learning skills in decoding,
vocabulary development, reading comprehension
and retention, critical thinking and
interpretation
 Skill level of students can range from 4th grade
equivalency to 10th grade equivalency
 Curriculum is significantly embedded with study
skills and executive function instruction
 Pedagogy involves multi-modal and diverse
instructional techniques
 Emphasis is on practical application
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Preparation for writing success in college level English
Emphasis on remediating skills in sentence parts and
grammar/syntax as well as paragraph construction and
organization of writing
Used for those unprepared for mainstream writing courses or
as a support for those in a regular English class
Individualized instruction is provided to fill in gaps of writing
skills
Focus is to present grammar in a manner that embraces all
learning styles, encourages group support, and encompasses
more than usual repetition and review
Student success strategies, self-management and critical
thinking in embedded into content with an eye to
transitioning students to college level work and encouraging
matriculation
Material is taught with strategies specific to meets the needs
of learning related disabilities to include: memory,
sequencing, visual processing, auditory processing, specific
language impairments, and attentional issues
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Preparation for problem solving success in college
Emphasis on the development of critical thinking and
in quantitative reasoning abilities needed to
conceptually understand number systems and algebra
Interpret word problems and relate math operations
to practical life situations
Remediation of basic math skills is handled with
individualized self pace work
Group lecture on key concepts covered as a class
with emphasis on multi-modal learning, repetition,
practical application and a slower pace
Issues with math anxiety and learning strategies for
math are embedded into the curriculum
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Course offers specialized computer instruction for students
with disabilities
Emphasis is on identifying individual learning styles and how
to use the computer and assistive technology to compensate
for learning disabilities and academic weaknesses
Basic keyboarding, word processing and internet research is
included as well as course management systems like
Blackboard
Projects involve integrating assistive technology and
computer sophistication with course management and success
All manner of currently available assistive technology is
demonstrated and discussed with opportunity for practice and
mastery. This includes for example
Speech to text software (voice recognition)
 Text to speech software such as Kurzweil 3000 and Natural Reader
 Organizational software such as Inspiration
 Note-taking and memory aids such as Live Scribe Pen
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