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Behavior Management and Social Strategies 

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Behavior Management and Social Strategies 

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There are many strategies teachers can use for LD students based upon their certain disability. I will list just a selected few of common strategies below:
-Encouraging active listening
-Suggest tutoring
-Grade written assignment based on idea only
-Encourage student to take notes during readings, pre/reread texts
-Separate setting

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Teaching Strategies
Learning Disabilities

Learning disability is a general term that refers to a heterogeneous group of
disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span.

Simply stated, a learning disability is a processing difficulty and any of the five senses may be impaired.

Learning disabilities are NOT mental retardation, nor are they the result of a poor academic background, emotional disturbance, lack of motivation, or visual or auditory acuity problems (Association of Higher Education and Disability). A person with a learning disability may have average or above average intelligence. In fact, Albert Einstein, Winston Churchill, Nelson Rockefeller, Thomas Edison, Woodrow Wilson, George Patton, Walt Disney, and Hans Christian Anderson are all thought to have had learning disabilities.

The Impact learning disabilities have on academic performance

No two individuals with a learning disability are alike. Adults with learning disabilities require careful clinical assessment to determine (1) the specific nature of their disability and (2) appropriate accommodation strategies. The following list gives examples of the impact that various learning disabilities have on academic performance.

(From: College Students with Learning Disabilities: A Student's Perspective, Carol Wren & Laura Segal, DePaul University, Chicago, IL)

Strategies for Students with Learning Disabilities

The following lists provide suggestions of instructional strategies based on each specific learning disability. No student would use all of these strategies. Selection of strategies would be based on the individual needs of the student, the objectives of the course and recommended academic adjustments and services.

Talk to students. They are the best resource about their specific needs.

Remember: A learning disability does not mean that the person cannot learn; it means that they learn Differently. Many instructional strategies which are helpful to students with learning disabilities benefit all students.

Information Courtesy of Guilford Technical Community College. Used with permission.

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Learning Disabilities -- Teaching Strategies

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Learning disability is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presum…

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There are FOUR basic types of accommodations for students with LD, such as Presentation, Response, Setting, and Timing/Scheduling. Presentation gives student with LD access to instructional materials in ways that don't require the student to read standard print in a visual format (larger/highlighted text, verbal instructions, alternative answer sheets, Text-to-Speech software, etc.). Response allows the student to complete assignments in alternative ways which may include pointing to answer choices, recording oral responses, alternate answer sheet, or type responses. Setting accommodations allows students to take tests in a separate location for less distractions in a smaller group. Timing/ Scheduling allows the student to have extended time on assignments or tests, one-on-one sessions, frequent breaks, and changing the order of tasks. https://child-testing.com/resource-center/accommodations-for-students-with-learning-disabilities/

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Accommodations for Students with Learning Disabilities

The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities, for example: providing extended exam time, preferential seating, separate testing area, class notes, spell check, use of calculator. Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured, such as: providing text in audio-format when academic knowledge (history, biology, literature) is the target skill being measured.

Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures. Accommodations make it possible for students with learning impairments to demonstrate their learning without being hindered by their disabilities. Appropriate accommodations need to be an integral part of the normal cycle of teaching and testing-never reserved only for periods of assessment.

Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities; they do not change academic standards or expectations. Our reports include a section of detailed accommodations for the learning impaired student. These accommodations will form part of that student's IEP. Call us for more information (813)468-6528.

Classroom accommodations make it possible for students to learn and demonstrate their learning through full participation in classroom instruction.

Assessment (testing) accommodations are changes in assessment materials (e.g., large print) or procedures (e.g., extended time) that allow students to demonstrate their abilities-not their disabilities-during tests and exams. Without accommodations, an assessment may not accurately measure the knowledge and skills of a student with a learning disability (e.g., dyslexia). An accommodation does not change item or test validity.

Modifications Are Different from Accommodations
Modifications to curriculum content, homework assignments, or assessments change the nature of instruction and assessments and what students are expected to learn-but they have the advantage of allowing interaction with other students in the classroom and school. An instructional modification (i.e., homework assignments) might be assignment of math problems requiring a lower level of math knowledge-skill. A modification in curriculum content might be to teach different, lower level concepts and information (e.g., continuation of work on multiplication when other students move on to fractions). Assessment modifications might include use of a calculator on a test of math facts accuracy or text in audio-format when reading comprehension is the target skill being measured. Modifications can be allowed for both testing and instruction. If the validity of a test item or the content of instruction is affected or altered, the change is a modification-not an accommodation.

Accommodation or Modification?
Choosing between an accommodation or a modification is a decision critical for future educational choices. Modifications change instructional content and knowledge-and their assessment; accommodations do not. A student's IEP team is responsible for making formal decisions related to accommodations (or modifications, if warranted).

Choosing Accommodations Wisely and Purposefully
Each accommodation needs to be matched to the individual student's educational needs. Decide which accommodations are needed to ensure that the student is on equal footing with those who do not have a disability. Provide evidence to support choice of accommodation requests. Are the accommodations linked directly to the student's functional limitations? How? Keep in mind that the answers to these questions may not be the same for instruction and assessment.

Accommodations are only helpful if the student knows how to use them effectively.
Extra time alone rarely improves performance for students with dyslexia-or for students without learning disabilities. Not every student needs, or benefits from, extended time. Extended time provides students with time to use strategies needed to accomplish tasks inherently difficult for them (e.g., systematic decoding strategies for students with poor single word decoding skills; rereading text with complex syntax and grammar in order to comprehend). Some students, who may benefit from extended time, need to be taught how to use the extra time. Students who routinely read too fast for either accuracy or comprehension need to learn explicit word identification strategies as well as strategies for improving their reading comprehension.
Practice is the key to effective use of accommodations. Accommodations should be integrated into classroom practice before use is expected in assessment situations.
Types of Accommodations
Presentation, Response, Setting, and Timing/Scheduling are the four basic types of accommodations used during instruction and assessment.

1- Presentation accommodations allow students to access instructional materials in ways that do not require them to read standard print presented in a standard visual format:
Instruction

Verbal instructions

Repetition of instructions

Text/Instructions in audio-format

Larger print

Fewer Items per page

Visual prompts or cues (e.g., arrow pointing on page)

Highlighted text

Alternative answer sheet

Information in songs or poems (e.g., facts, definitions)

Assessment

Calculator

Speech-to-Text software

Text-to-Speech software

Electronic dictionary

Spelling checker

Grammar check.

2- Response accommodations allow students alternatives for completion of activities, assignments, and tests. Students may be permitted to demonstrate their knowledge and skills in alternate ways, or to solve or organize their work using an electronic device or organizer.

Mark answers in test book instead of on separate answer sheet

Dictate to scribe or record oral responses on audio-recorder

Record oral responses on Livescribe pen

Point to response choices

Type (keyboard) response.

3- Setting accommodations change the location in which a test or assignment is given or the conditions of the assessment setting.

Individual or small group

Reduce visual and/or auditory distractions (e.g., separate desk or location within classroom-"private office")

Distraction-free setting (separate room)

Alternative furniture arrangement

4- Timing/Scheduling accommodations change the length of time allowed for completion of a test, project, or assignment and may also change the way the time is organized (e.g., breaks):

Flexible scheduling (e.g., several sessions vs one)

Extended time

Allowing for more frequent breaks (as appropriate)

Changing order of tasks or subtests

In addition to the types of accommodations and examples listed, devices and strategies that help students to organize their time and their work can sometimes be helpful. Some examples are listed:

Organizers

Timers to keep track of time

Highlighters to mark text

Planners for tracking assignments

Graph paper to organize math problems on paper

Color Coding (e.g., subject areas, categorization within notes).

Study Strategies

Visualization

Retelling as soon as possible after a lecture

Putting new learning into own words as soon as possible after class-talking about learning

Organizing a study group for discussion (practice)

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Accommodations for Students with Learning Disabilities - Child-Testing

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The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities, for example: providing extended exam time, preferential seating, separate testing area, class notes, spell check, use of calculator.

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Identification Procedures and Service Delivery

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Identification Procedures and Service Delivery

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Many ways to identify children with learning disabilities such as problems with educational courses, acting off impulse, difficulty staying focused in classes, difficulty forming complete sentences, and issues with telling time. Students with LD are often times taught in a regular classroom setting, they are pulled out for a certain amount of time to get help from specialized teachers.

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Many children have trouble reading, writing, or performing other learning-related tasks at some point. This does not mean they have learning disabilities. A child with a learning disability often has several related signs, and they don't go away or get better over time. The signs of learning disabilities vary from person to person.

Please note that the generally common signs included here are for informational purposes only; the information is not intended to screen for learning disabilities in general or for a specific type of learning disability.

Common signs that a person may have learning disabilities include the following:

Problems reading and/or writing

Problems with math

Poor memory

Problems paying attention

Trouble following directions

Clumsiness

Trouble telling time

Problems staying organized

A child with a learning disability also may have one or more of the following:

Acting without really thinking about possible outcomes (impulsiveness)

"Acting out" in school or social situations

Difficulty staying focused; being easily distracted

Difficulty saying a word correctly out loud or expressing thoughts

Problems with school performance from week to week or day to day

Speaking like a younger child; using short, simple phrases; or leaving out words in sentences

Having a hard time listening

Problems dealing with changes in schedule or situations

Problems understanding words or concepts

These signs alone are not enough to determine that a person has a learning disability. Only a professional can diagnose a learning disability.

Each learning disability has its own signs. A person with a particular disability may not have all of the signs of that disability.

Children being taught in a second language may show signs of learning problems or a learning disability. The learning disability assessment must take into account whether a student is bilingual or a second language learner. In addition, for English-speaking children, the assessment should be sensitive to differences that may be due to dialect, a form of a language that is specific to a region or group.

Below are some common learning disabilities and the signs associated with them:

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What are some signs of learning disabilities?

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Many children have trouble reading, writing, or performing other learning-related tasks at some point. This does not mean they have learning disabilities. A child with a learning disability often has several related signs, and they don't go away or get better over time. The signs of learning disabilities vary from person to person.

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The acronym LD is commonly used for the term learning disabilities. There are multiple types of learning disabilities, but there are certain ones that are mainly focused on.

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There is a long list of common characteristics associated with Learning Disabilities. With LD reading, spelling, reasoning, mathematical, memory, and oral language skills are all affected. Click the link above to read more about these characteristics in depth.

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What are some of the common characteristics of LD?

The following is a list of common characteristics of an LD student. Conditions must be persistent over a long period of time. Presence of these conditions does not necessarily mean a person is learning disabled.
Reading Skills

Poor decoding skills

Poor reading fluency

Slow reading rate

Lack of self-monitoring reading skills

Poor comprehension and/or retention

Difficulty identifying important ideas in context

Extreme difficulty building ideas and images

Difficulty integrating new ideas to existing knowledge

Weak vocabulary skills

Extreme difficulty understanding words or grammar

Difficulty recognizing high frequency words

Oral comprehension is noticeably stronger than reading comprehension

Extreme difficulty focusing attention on the printed marks

Difficulty controlling eye movements across the page

Wavy or shimmering pages not attributable to poor vision

Spelling Skills

Phonological awareness is noticeably stronger than spelling ability

Frequent spelling errors of high frequency words

Extreme difficulty with homonyms and/or regular spelling patterns

No understanding of the relationship of phonics to written language

No understanding of common spelling rules

Inadequate understanding of phonics even with instruction

Written Expression Skills

Poor writing fluency

Unable to compose complete, grammatical sentences

Difficulty organizing written information

Poor handwriting

Extremely poor alignment

Inability to take notes or copy information from a book or the board

Oral expression is noticeably stronger than written expression

Extremely weak proofreading skills

Oral Language Skills

Inability to hear small differences between sounds, not attributable to a hearing loss, particularly vowel sounds

Difficulty articulating thoughts or ideas orally

Difficulty pronouncing words

Inability to blend sounds together to form words

Difficulty listening and responding to a series of directions

Disorganized recall of facts or details

Mathematical Skills

Poor mathematical fluency

Difficulty memorizing multiplication tables

Difficulty identifying multiples and/or factors

Poor basic calculation skills

Difficulty understanding word or application problems

Poor understanding of mathematical concepts

Difficulty sorting out irrelevant information

Lower visual perceptual and visual-spatial ability

Inability to transfer basic mathematical concepts to solve problems with unpredictable information

Inability to use basic facts within more complex calculations

Memory Skills

Extremely weak ability to store and retrieve information efficiently

Extremely weak ability to hold information for immediate use

Reasoning Skills

Extremely weak ability to solve problems, particularly when information or procedure is unfamiliar

Extreme difficulty recognizing, transforming, or using specific information to reach general conclusions

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The following is a list of common characteristics of an LD student. Conditions must be persistent over a long period of time. Presence of these conditions does not necessarily mean a person is learning disabled.