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Learning disabilities in primary for presenter

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Amanda DesJardins

Learning disabilities refer to conditions that affect how a person takes in, stores, and expresses information. They can impact areas like reading, writing, math, coordination, behavior, and social skills. While intelligence is average or above average, a learning disability makes it difficult for a person to learn in a typical classroom setting without accommodations. Teachers can help by providing lessons in multiple formats, focusing on strengths, allowing extra processing time, and making lessons interactive with movement. The goal is to help each person feel accepted while building a testimony through adapted methods.

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Learning Disabilities in Primary https://www.lds.org/topics/disability/list/learning- disability?lang=eng
The Animal School
The Learning Process A person with a learning disability has difficulty taking in, remembering, or expressing information. INFORMATION Taking in information MEMORY Understanding, Processing and Filing it to Memory EXPRESSION Withdrawing information and using it in the outside worldFrom Walk a Mile in My Shoes Learning Disabilities Association of Ottawa - Carleton
BC Ministry Definition http://www.bced.gov.bc.ca/specialed/docs/learni ng_disabilities_guide.pdf
Learning Disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal 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 disabilities.
Learning disabilities result from impairments 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, attention and executive functions (e.g. planning and decision making). .
Learning disabilities vary in severity and may interfere with the acquisition and use of one or more of the following: oral language (e.g., listening, speaking, understanding) reading (e.g., decoding, phonetic knowledge, word recognition, comprehension) written language (e.g., spelling and written expression) mathematics (e.g., computation, problem solving)
Learning disabilities may also involve difficulties with organizational skills, social perception, social interaction and perspective taking.
Learning disabilities are life-long. The way in which they are expressed may vary over an individuals lifetime, depending on the interaction between the demands of the environment and the individuals strengths and needs. Learning disabilities are suggested by unexpected academic under-achievement or achievement that is maintained only by unusually high levels of effort and support.
Understanding Learning Disabilities From LDS.org Individuals who have learning disabilities may exhibit a variety of difficulties, including problems with reading, spoken language, writing, or reasoning ability. Hyperactivity and inattention may also be associated with learning disabilities. Coordination, behavior, and interactions with others may also be affected. An individual with learning disabilities may have average or above average intelligence. However, he or she may have difficulties in a classroom setting without appropriate support and accommodation.
FAT City Learning Disability Simulation
Your Job Help them feel accepted and loved. Help them build a testimony. Adapt, adapt, adapt. You do not have to teach them to read, leave it to home and school.
Ways to Help Focus on correct answers and behaviors. Acknowledge and commend the persons efforts. Encourage each person to be involved, and focus on his or her abilities. Build confidence by providing support and appropriate opportunities to serve.
Teaching Tips Prayerfully present well-prepared lessons in a variety of formats, including print, audio, and visual resources.
Teaching Tips Provide an environment where class members are comfortable asking questions about things they dont understand.
Teaching Tips Outline the class schedule and order of events for the class time.
Resources Church Media Library https://www.lds.org/media- library/images?lang=eng
Teaching Tips Allow the student time to process the information, dont put them on the spot.
Teaching Tips A read-along technique using recorded materials may help individuals who have difficulty reading.
Teaching Tips Introduce and explain vocabulary before teaching a lesson. Review new words and information frequently.
Teaching Tips If writing is a challenge, dont make them write. Either skip it or have a student or yourself scribe for them.
Teaching Tips Include movement. A child can stay focused for approx. 1 minute per year of their age (ie. 8 min. for 8 year olds). Often this is less. Movement is very important. Make it part of the lesson if possible.
Teaching Tips Prayerfully strive to understand the persons learning style and how the person best expresses what he or she knows. Play to the persons strengths. (Gardners Multiple Intelligences)
Teaching Tips Treat the person as intelligent. He or she is intelligent. Make accommodations as natural as possible so as to not single an individual out in front of his or her peers.
Teaching Tips Rather than just rehearsing facts, teach by sharing experiences and feelings about the gospel. Learning is easier when people become spiritually and emotionally involved.
Teaching Tips Minimize distractions
Helpful Resources Learning Disabilities Association of British Columbia http://www.ldabc.ca LD Online http://www.ldonline.org National Center for Learning Disabilities.org http://ncld.org LDS.org http://www.lds.org o Media library => serve & teach => primary => primary symbols for teaching
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Learning disabilities in primary for presenter

  • 3. The Learning Process A person with a learning disability has difficulty taking in, remembering, or expressing information. INFORMATION Taking in information MEMORY Understanding, Processing and Filing it to Memory EXPRESSION Withdrawing information and using it in the outside worldFrom Walk a Mile in My Shoes Learning Disabilities Association of Ottawa - Carleton
  • 4. BC Ministry Definition http://www.bced.gov.bc.ca/specialed/docs/learni ng_disabilities_guide.pdf
  • 5. Learning Disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal 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 disabilities.
  • 6. Learning disabilities result from impairments 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, attention and executive functions (e.g. planning and decision making). .
  • 7. Learning disabilities vary in severity and may interfere with the acquisition and use of one or more of the following: oral language (e.g., listening, speaking, understanding) reading (e.g., decoding, phonetic knowledge, word recognition, comprehension) written language (e.g., spelling and written expression) mathematics (e.g., computation, problem solving)
  • 8. Learning disabilities may also involve difficulties with organizational skills, social perception, social interaction and perspective taking.
  • 9. Learning disabilities are life-long. The way in which they are expressed may vary over an individuals lifetime, depending on the interaction between the demands of the environment and the individuals strengths and needs. Learning disabilities are suggested by unexpected academic under-achievement or achievement that is maintained only by unusually high levels of effort and support.
  • 10. Understanding Learning Disabilities From LDS.org Individuals who have learning disabilities may exhibit a variety of difficulties, including problems with reading, spoken language, writing, or reasoning ability. Hyperactivity and inattention may also be associated with learning disabilities. Coordination, behavior, and interactions with others may also be affected. An individual with learning disabilities may have average or above average intelligence. However, he or she may have difficulties in a classroom setting without appropriate support and accommodation.
  • 12. Your Job Help them feel accepted and loved. Help them build a testimony. Adapt, adapt, adapt. You do not have to teach them to read, leave it to home and school.
  • 13. Ways to Help Focus on correct answers and behaviors. Acknowledge and commend the persons efforts. Encourage each person to be involved, and focus on his or her abilities. Build confidence by providing support and appropriate opportunities to serve.
  • 14. Teaching Tips Prayerfully present well-prepared lessons in a variety of formats, including print, audio, and visual resources.
  • 15. Teaching Tips Provide an environment where class members are comfortable asking questions about things they dont understand.
  • 16. Teaching Tips Outline the class schedule and order of events for the class time.
  • 17. Resources Church Media Library https://www.lds.org/media- library/images?lang=eng
  • 18. Teaching Tips Allow the student time to process the information, dont put them on the spot.
  • 19. Teaching Tips A read-along technique using recorded materials may help individuals who have difficulty reading.
  • 20. Teaching Tips Introduce and explain vocabulary before teaching a lesson. Review new words and information frequently.
  • 21. Teaching Tips If writing is a challenge, dont make them write. Either skip it or have a student or yourself scribe for them.
  • 22. Teaching Tips Include movement. A child can stay focused for approx. 1 minute per year of their age (ie. 8 min. for 8 year olds). Often this is less. Movement is very important. Make it part of the lesson if possible.
  • 23. Teaching Tips Prayerfully strive to understand the persons learning style and how the person best expresses what he or she knows. Play to the persons strengths. (Gardners Multiple Intelligences)
  • 24. Teaching Tips Treat the person as intelligent. He or she is intelligent. Make accommodations as natural as possible so as to not single an individual out in front of his or her peers.
  • 25. Teaching Tips Rather than just rehearsing facts, teach by sharing experiences and feelings about the gospel. Learning is easier when people become spiritually and emotionally involved.
  • 26. Teaching Tips Minimize distractions
  • 27. Helpful Resources Learning Disabilities Association of British Columbia http://www.ldabc.ca LD Online http://www.ldonline.org National Center for Learning Disabilities.org http://ncld.org LDS.org http://www.lds.org o Media library => serve & teach => primary => primary symbols for teaching

Editor's Notes

  • #17: Demonstrate on the board what a visual schedule might look like