Characteristics of Adhd and Teaching Methods
What is a Learning Disability?
“Learning Disabilities” refer to a number of disorders that may affect the acquisition,
Organization, retention, understanding, or use of verbal or non-verbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from difficulties in one or more processes related to perceiving, thinking, remembering, or learning. These include, but are not limited to, language processing, phonological processing, visual spatial processing, processing speed, memory and attention, and executive functions (e.g. planning and decision-making) (Adapted from Learning Disabilities Association of Canada
Specific Learning Disability Student Diagnosed with: (Definition)
3. The Achievement Profile of Students with Learning Disabilities
By studying the pattern of scores, an educator may begin to determine some of the students’ underlying strengths and areas of need. Assessment may be determined through curriculum-based assessment or norm referenced assessment. When students have low achievement, it may be helpful for the teacher to have both curriculum-based and norm-referenced achievement measures, helping to guide the teacher in providing instruction and adaptations.
Teachers Make The Difference: Teaching students with Learning Disabilities at Middle and secondary Levels
3
Teachers may:
❑ request a cognitive assessment if a student is experiencing academic difficulty, but has not had a cognitive assessment;
❑ check for the psych educational reports (including the student’s cognitive profile);
❑ ask questions about the results of the cognitive assessment or the written report to the registered psychologist who performed the assessment;
❑ continue to work closely with the student, making an effort to provide the instruction and
“Learning Disabilities” refer to a number of disorders that may affect the acquisition,
Organization, retention, understanding, or use of verbal or non-verbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from difficulties in one or more processes related to perceiving, thinking, remembering, or learning. These include, but are not limited to, language processing, phonological processing, visual spatial processing, processing speed, memory and attention, and executive functions (e.g. planning and decision-making) (Adapted from Learning Disabilities Association of Canada
Specific Learning Disability Student Diagnosed with: (Definition)
3. The Achievement Profile of Students with Learning Disabilities
By studying the pattern of scores, an educator may begin to determine some of the students’ underlying strengths and areas of need. Assessment may be determined through curriculum-based assessment or norm referenced assessment. When students have low achievement, it may be helpful for the teacher to have both curriculum-based and norm-referenced achievement measures, helping to guide the teacher in providing instruction and adaptations.
Teachers Make The Difference: Teaching students with Learning Disabilities at Middle and secondary Levels
3
Teachers may:
❑ request a cognitive assessment if a student is experiencing academic difficulty, but has not had a cognitive assessment;
❑ check for the psych educational reports (including the student’s cognitive profile);
❑ ask questions about the results of the cognitive assessment or the written report to the registered psychologist who performed the assessment;
❑ continue to work closely with the student, making an effort to provide the instruction and
References: Lewis, S., & Bates, K. (2005). How to implement differentiated instruction? Journal of Staff Development, 26(4), 26-31. Painter, D. (2006). Instructional planning for differentiated learning. Learning & Leading with Technology. Schlechty, P. (1997). Inventing better schools: An action plan for educational reform. San Francisco: Jossey-Bass. Smutny, J. (2003). Differentiated Instruction. Phi Delta Kappa Fastbacks 506, 7-47. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development Tomlinson. C., Brighton, C., Hertberg, H., Callahan, C., Moon, T., Brimijoin, K, Conover, L., & Reynolds, T. (2003). Differencing instruction in response to student readiness interest, and learning profile in academically diverse classrooms: A review of the literature. Journal of the Education of the Gifted, 27(2/3), 119-145. van Garderen, D., & Whittaker, C. (2006). Planning differentiated, multicultural instruction for secondary inclusive classrooms. Teaching Exceptional Children, 38(3), 12-20. Voltz, D. (2003). Personalized contextual instruction. Preventing School Failure, 47(3), 138-43.