For ME

When we look at what is working, we find a key.

When we look at what a child can do - likes to do - is consumed doing, we find a learning ability.

When we look at what a child cannot do, puts off, refuses to work on, gets poor scores on, that is the key to help us do a better job of helping the youngster. We view it as a challenge - an opportunity.

When we find something a child cannot do, we find a challenge rather than a disability. Our challenge is to find what will work, what ought to come next, to prepare the student TO DO

When we find something a student may never be able to do - we move on to what they can do rather than labeling the student as disabled. Can't carry a tune? Then that is not your strength, so we focus on what you can do. Can't memorize times tables? We will help you memorize something else, and give you a calculator. Can't see colors? We will help you adapt and work on what you do well.

What do authorities in special education say about Learning disabilities?

Definitions of Learning Disability

Menninger's: There are many types of learning disabilities. If your child seems to have more difficulty with academic tasks than would be expected based on intellectual ability, he or she may have a learning disability. A comprehensive educational evaluation can help determine the nature and extent of the problems and identify helpful teaching strategies. She knows her spelling words for the test but then spells them all wrong the next week. His homework is completely finished, but then he forgets to hand it in. He seems so bright, but his grades are terrible, and he hates to read. The other kids are doing fractions, but she is still stuck on the multiplication tables. He can tell you all about something, but he can’t put it down on paper. He did OK in high school, but now he is really struggling in college, and he always hated to read.

National Institute of Mental Health: "Learning disability" is not a diagnosis in the same sense as "chickenpox" or "mumps." Chickenpox and mumps imply a single, known cause with a predictable set of symptoms. Rather, LD is a broad term that covers a pool of possible causes, symptoms, treatments, and outcomes. Partly because learning disabilities can show up in so many forms, it is difficult to diagnose or to pinpoint the causes. And no one knows of a pill or remedy that will cure them.

National Institute of Health: Learning Disability is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math.

PL94-142 and IDEA: In general, the term "specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. Disorders included: Such terms includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. Disorders not included: Such terms does not include learning problem that is primarily the result of visual hearing or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage. -IDEA, 20 u.s.c. ff 1400 et seq., 1997

National Committee on Learning Disabilities, 1994 - Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition of and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction and may appear across the life span. Problems of self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities, but do not themselves constitute a learning disability. Although learning disabilities may occur concomitantly with other handicapping conditions (for example, sensory impairment, mental retardation, serious emotional disturbance) or with extrinsic influences (such as cultural difference, significant or inappropriate instruction), they are not the result of those conditions or influences.

Learning Disabilities: Specific Areas of Learning Disabilities Learning Disabilities is a term used to describe a wide range of disabilities and not one single disability. Therefore the broad field of Learning Disabilities may be subdivided into smaller categories. Then the characteristics of each category may be more easily discussed rather than attempting to describe the characteristics of learning disabilities as a whole. The categories into which a learning disability may be classified are as defined according to the difficulties the student experiences. Expressing Oral Language Individuals in this category have trouble combining the individual components of the spoken English language to communicate ideas and concepts. An individual in this category may have no trouble organizing and developing written thoughts. It is when they have to speak those thoughts that they experience difficulties. Understanding Oral Language Individuals in this category have difficulties processing oral language and interpreting the abstract ideas and concepts symbolized by the spoken word. While the individual may have difficulties understanding oral language, they may be perfectly capable of expressing their own thoughts in words or writing. Basic Reading Skills These individuals experience difficulties in translating written symbols into sounds and words. Understanding Written Material While these individuals may have mastered the art of interpreting written symbols into sounds and words, they have difficulty in understanding the overall meaning of the written language while it is being read. They may have no problem reading each individual word, but they find themselves unable to understand the meaning of the sentences and the paragraphs that the words make up. Calculating/Reasoning Math Other individuals experience difficulties in understanding the relationships between mathematical concepts. They find it difficult to grasp the symbols and spatial relationships associated with mathematics and with sequencing and the concept of numerical value. Written Expression Some individuals may be perfectly able to form spoken words into sentences and ideas. However, they may be unable to express those ideas in the form of writing. Organizational/Content Skills Many learning disabled students have difficulty in grouping or arranging concepts, ideas, and general information in a logical order.

Behavioral Characteristics of Learning Disabled Students

Since LD does not occur in isolation, it can be difficult to sort out the difference between can and cannot, will and won't. Of course, by my definition, the label is not the point. Rather, it is critical to recognize the markers of a student who is having difficulty with the material or the way it is being presented.

Our personal philosophy about education tends to define our view of student actions. If we believe that children are built to learn, love to learn and only stop when thwarted, discouraged or attending to another need, then we see a student who is not learning as an opportunity for intervention and support.

If we have a world view that suggests that children do not want to learn, are lazy or unmotivated and tend to intentionally seek ways to disrupt, then we may see student lack of learning as a personal attack or a child's individual agenda.

In the first view, we see the student as worthy of our help, time and attention.

In the second viewpoint, we see the child as the enemy and may slip into an adversarial stance.

Slip into the comfort of seeing children as wishing to learn, vitally compelled to work at knowing, always thinking. From that position, look at the following checklist of things students do when learning isn't fun or satisfying.

[Just for fun, try this checklist on yourself. Of course, it will be a better fit if you do it as you feel about a subject that gives you difficulty.]

LDA of Canada Checklist

This check list is designed to alert the classroom teacher to the possible presence of a learning disability among one or more of his/her students. It is on the web at The Learning Disabilities Association of Canada site and was developed by Foothills Academy in Calgary.

Directions: For each characteristic described below, check YES if the child exhibits the behavior. You will probably find that children will have greater deficits in one area than in another. This will indicate areas of strength and weakness. A few children will have many deficit areas. Because this check list is not standardized and results will be based on each teacher's subjective judgment, it is recommended that the teacher complete a check list for every child in his/her class. Students who score abnormally high in comparison to the other students will then be most suspect. If you are concerned that a child in your class is learning disabled, you may wish to seek further assessment.

Definition
1. Seems bright	Yes No
2. Does some things well, others poorly	Yes No
3. Is failing at school in one or more subjects	Yes No
Auditory Disabilities:
1. Doesn't listen in class	Yes No
2. Doesn't remember what he is told, eg: following directions	Yes No
3. Has limited speaking and/or listening vocabulary	Yes No
4. Has a poor sense of rhythm	Yes No
5. Can't discriminate between similar sounds	Yes No
6. Mispronounces words	Yes No
7. Has difficulty learning phonics: eg sounding out words	Yes No
8. Reading errors are similar in meaning, eg puppy-dog	Yes No
9. Spelling errors resemble correct word in appearance	Yes No
10. Remembers what he sees	Yes No
Visual Disabilities:
1. Reverses letters when reading or writing	Yes No
2. Is a slow reader	Yes No
3. Sounds out words that should be sight words	Yes No
4. Reading substitutions are visually similar but disrupt the meaning, eg horse-house	Yes No
5. Loses his place or omits words when reading	Yes No
6. Has difficulty copying from the board	Yes No
7. Spelling errors are phonetic	Yes No
8. Can't remember what he has seen: eg pictures, scenes	Yes No
9. Has a superior ability to remember what he has heard	Yes No
Oral Language Disabilities:
1. Speaks in incomplete sentences	Yes No
2. Has an immature vocabulary	Yes No
3. Can't seem to find the word(s) to express his thoughts	Yes No
4. Dislikes participating in class discussions	Yes No
5. Has poor reading comprehension	Yes No
6. Uses incorrect verb tenses	Yes No
7. Mispronounces words	Yes No
8. Sentences seem "mixed up"	Yes No
9. Uses gestures rather than words	Yes No
Written Language Disabilities
1. Poor writing posture	Yes No
2. Written work is untidy	Yes No
3. Sequence of movements in forming letters is incorrect	Yes No
4. Beyond grade three, is still reversing letters	Yes No
5. Letters vary in size and wander off the lines	Yes No
6. Has difficulty copying from the board	Yes No
7. Is slow completing written work	Yes No
8. Can't seem to express ideas in writing in a logical or intelligible manner	Yes No
Motor Coordination:
1. Is poor in sports	Yes No
2. Seems clumsy	Yes No
3. Drops things	Yes No
4. Has poor balance	Yes No
5. Has poor eye-hand coordination: eg. cutting, writing	Yes No
Orientation:
1. Can't tell time	Yes No
2. Lacks ability to judge time spans: eg. bed time, birth date	Yes No
3. Performs poorly on timed tests or assignments	Yes No
4. Can't plan ahead	Yes No
5. Gets lost	Yes No
6. Confuses directions: eg. north, south, left, right	Yes No
7. Has difficulty making comparisons of size and/or distance	Yes No
ATTENTIONAL DISABILITIES
Hyperactivity:
1. Acts impulsively: eg. acts first, thinks later	Yes No
2. Is moving constantly	Yes No
3. Behavior is inconsistent from day to day	Yes No
4. Is disruptive in class	Yes No
5. Has a short attention span	Yes No
Disinhibition
1. Attention seems to wander	Yes No
2. Daydreams	Yes No
3. Comments are off topic	Yes No
4. Starts assignments without having listened to directions	Yes No
Distractibility:
1. Is easily distracted by sights and sounds around him/her	Yes No
2. Can't discriminate between what is important and what isn't	Yes No
Perseveration:
1. Persists in an activity or a train of thought to an obsessive level	Yes No
Organization:	Yes No
1. Is rarely prepared for class	Yes No
2. Loses assignments and personal belongings	Yes No
3. Has a messy locker and/or desk	Yes No
4. Notes are disorganized	Yes No
5. Is often late or forgetful	Yes No
Social Perception:
1. Dislikes school, complains frequently	Yes No
2. Seldom takes responsibility for his own actions: eg. blames others	Yes No
3. Loses his temper easily	Yes No
4. Insensitive to the feelings of others	Yes No
5. Has few friends	Yes No
6. Is withdrawn	Yes No
7. Does not participate in group activities	Yes No
8. Does not like change	Yes No

Scoring: Definition = 3; Coordination = 6; Auditory Disabilities =10; Orientation =7; Visual Disabilities =9; Attentional Disabilities = 12; Oral Language Disabilities = 9; Organization = 5; Written Language Disabilities = 8; Social Perception = 8; TOTAL: 77

Information about LD

Subject	Personal notes
National Information Center for Children and Youth with Disabilities NICHCY Large site with info and links LD Home page - large organization Discussion on learning disabilities Check list to initiate inquiry into LD Council for Learning Disabilities Definitions for many sources

Tips and Strategies

 

Gathering information and reading about youngsters with the wide spectrum of learning issues may obscure our earlier discussions about the importance of seeing the student first and recognizing the importance of meeting basic needs. Our need to be and our need to do are intertwined. In our schools, the emphasis on the need to do often overshadows our interest in who a student is. Especially with students who are experiencing the LD feeling, it is best to remember the old refrain --- Doobeedoobeedoobeedoobeedoo

Meeting Student Needs and Promoting Communication and Personal Growth

Just as you would with anyone you care for, pay attention to the needs - the real, pressing needs to be and feel successful. When a youth needs space or stimulation, instead of becoming involved in a power struggle such as - "You will do this assignment or this homework and you will do it now like everyone else" kind of response, engage in problem solving. Some students cannot read. You may need to make accommodations. After all, you would if the student were blind. If a student cannot make notes as you lecture, some other student may need to share notes, or you might agree to have the material taped while you are teaching.

Many teachers believe that tests show who didn't try. I think tests show who didn't get the connection - and that belongs to teacher and student. Every "F" I record is a reflection of my teaching ability.

Many teachers believe that they have a right to teach. I believe we have a responsibility to teach. If a student is not learning or cooperating, that failure is partly mine.

This chart gives an example of a positive and supportive way to approach this.

Finding out about a student's individual learning style can support your work with students who are having trouble staying focused, getting started or completing assignments. List tests you might use to evaluate learning style and learning preferences.

 

 

 

Einstein and Me. Available through the Learning Disabilities Association of Massachusetts, 1275 Main Street, Waltham, MA (617) 891-5009. Dr. Jerome Schultz interviews students about their experiences with learning disabilities.

 

 

Book List

Brown, C. (1965). Manchild in the promised land. New York: Macmillan.

Lee, D. (1992). Faking it: A look into the mind of a creative learner. Portsmouth, NH: Heineman Educational Books. Moss, P. B. (1990).

An autobiography: P Buckley Moss: The people's artist. Waynesboro, VA: Shenandoah Heritage. Sacks, O. (1985).

The man who mistook his wife for a hat. New York: Summit Books. Troyer, P. H. (1986).

Father Bede's misfit. Monkton, MD: York Press.

 

References

Academic Therapy Publications. (1995). Directory of Facilities and Services for the Learning Disabled. Novato, CA: Academic Therapy Publications. This directory is published every two years and includes a state-by-state list of private schools, facilities, diagnostic and tutorial services.

Brooks, R.. (1991). The Self-esteem Teacher. Circle Pines: American Guidance Service. The book is part of an all-school approach called "Seeds of Self-esteem" including videos, a journal and posters.

Latham, P. H. and Latham, P. S. (1994). Succeeding in the Workplace: Attention Deficit Disorder and Learning Disabilities in the Workplace. A Guide to Success. Washington, DC: JKL Communications. Information about strategies and accommodations for work success.

Levine, M. (1994). Educational Care. Cambridge, MA: Educators Publishing Service, 1994. The author describes a system for understanding and helping children with learning problems.

Lipkin, M. (1994). SchoolSearch Guide to Colleges with Programs or Services for Students with Learning Disabilities. Belmont, MA: Schoolsearch Press. (617) 489-5785.

Meltzer, L. J., et. al (1996).. Strategies for Success: Classroom Teaching Techniques for Students with Learning Problems. Austin, TX: Pro-Ed, 1996. A wide range of teaching strategies that can be implemented in the inclusive classroom are offered.

Hallowell, Edward M., M.D. and Ratey, John, MD(1994). Driven to Distraction: Recognizing and Coping with ADD, from Childhood through Adulthood. New York: Pantheon Books, Hallowell and Ratey cover a broad range of issues pertaining to ADD/ADHD in both children and adults.

Silver, L. (1993). Dr. Larry Silver's Advice to Parents on Attention Deficit Hyperactivity Disorder. Washington, DC: American Psychiatric Press, Inc., 1993. A guide for parents that includes information about diagnosis and treatment of ADHD.

Silver, L. (1992). The Misunderstood Child. Blue Ridge Summit, PA: TAB Books, . A parent's guide for understanding and helping youngsters with learning disabilities, including social, emotional and family issues.

Smith, S (1991). Succeeding Against the Odds. Los Angeles, CA: Jeremy P. Tarcher, Inc. Stories of adults with learning disabilities, often celebrities, with inspirational lives.

Vail, P. (1990). About Dyslexia: Unraveling the Myth. Rosemont, NJ: Modern Learning Press,

Publications Books for Children and Teens With Learning Disabilities

Fisher, G., and Cummings, R. The Survival Guide for Kids with LD. Minneapolis: Free Spirit Publishing, 1990. (Also available on cassette)

Gehret, J. Learning Disabilities and the Don't-Give-Up-Kid. Fairport, NY: Verbal Images Press, 1990.

Janover, C. Josh: A Boy with Dyslexia. Burlington, VT: Waterfront Books, 1988.

Landau, E. Dyslexia. New York: Franklin Watts Publishing Co., 1991.

Marek, M. Different, Not Dumb. New York: Franklin Watts Publishing Co., 1985.

Levine, M. Keeping A Head in School: A Student's Book about Learning Abilities and Learning Disorders. Cambridge, MA: Educators Publishing Services, Inc., 1990.

Books for Adults With Learning Disabilities

Adelman, P., and Wren, C. Learning Disabilities, Graduate School, and Careers: The Student's Perspective. Lake Forest, IL: Learning Opportunities Program, Barat College, 1990.

Cordoni, B. Living with a Learning Disability. Carbondale, IL: Southern Illinois University Press, 1987.

Kravets, M., and Wax, I. The K&W Guide: Colleges and the Learning Disabled Student. New York: Harper Collins Publishers, 1992.

Magnum, C., and Strichard, S., eds. Colleges with Programs for Students with Learning Disabilities. Princeton, NJ: Peterson's Guides, 1992.

Books for Parents

Greene, L. Learning Disabilities and Your Child: A Survival Handbook. New York: Fawcett Columbine, 1987.

Novick, B., and Arnold, M. Why Is My Child Having Trouble in School? New York: Villard Books, 1991.

Vail, P. Smart Kids with School Problems. New York: EP Dutton, 1987. Weiss, E. Mothers Talk About Learning Disabilities. New York: Prentice Hall Press, 1989.

Books and Pamphlets for Teachers and Specialists

Adelman, P., and Wren, C. Learning Disabilities, Graduate School, and Careers. Lake Forest, Learning Opportunities Program, Barat College, 1990.

Silver, L. ADHD: Attention Deficit-Hyperactivity Disorder, Booklet for Teachers. Summit, NJ: CIBA-GEIGY, 1989.

Smith, S. Success Against the Odds: Strategies and Insights from the Learning Disabled. Los Angeles: Jeremy Tarcher, Inc., 1991.

Wender, P. The Hyperactive Child, Adolescent, and Adult. Attention Disorder through the Lifespan. New York: Oxford University Press, 1987.

Related Pamphlets Available From NIH Facts About Dyslexia

National Institute of Child Health and Human Development Building 31, Room 2A32 9000 Rockville Pike Bethesda, MD 20892 (301) 496-5133 Developmental Speech and Language Disorders--Hope through Research National Institute on Deafness and Other Communicative Disorders PO Box 37777 Washington, DC 20013 (800) 241-1044

VIDEOS

Einstein and Me. Available through the Learning Disabilities Association of Massachusetts, 1275 Main Street, Waltham, MA (617) 891-5009. Dr. Jerome Schultz interviews students about their experiences with learning disabilities.

How Difficult Can this Be? F.A.T. CITY. Available through CACLD, 18 Marshall Street, South Norwalk, CT 06854. (203) 838-5010. F.A.T. CITY explores the frustrations, anxiety and tension associated with learning disabilities through a simulation created by Richard Lavoie in a workshop format with teachers, parents and students.

Last One Picked...First One Picked On. Learning Disabilities and Social Skills: Available through Public Broadcasting Service (800) 344-3337. In this video, Richard Lavoie uses a workshop format to explain the social problems that LD youngsters face.