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Working with ld students

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Working with students with learning disabilities requires modifying instructional strategies and materials. Teachers should use multi-sensory approaches, directly teach new concepts, provide frequent feedback, and focus on student strengths. Tests and assignments may need to be shortened, extended time provided, and materials highlighted or simplified. Students with disabilities in specific areas like writing, reading, or math require customized support approaches. Managing students with ADD/ADHD involves clear rules, simplified directions, checking for understanding, specific jobs, and behavioral strategies like rewards and consequences to encourage attention and appropriate participation.

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Working with LD Students Classroom Strategies
Causes Pg. 136 Genetic Factors: Causes before birth Causes during birth Causes after birth
Characteristics Short term memory Low level language skills Low academic performance Difficulty retrieving information Visual perception problems Poor eye-hand coordination Poor social skills Poor organizational skills
Modifying Tests Extend the time Shorten length of test (use less test items) Give students short breaks Provide a separate testing place Put tests on tape Read the test to the student Highlight key words
Modifying Instruction Use a multi-sensory approach Directly teach new concepts or skills Teach new vocabulary Provide feedback often Check for Understanding Set up strategies for class participation Focus on their strengths Simplify your questions & directions
Shorten assignments Provide hands-on activities Use color coding or highlights Use technology when teaching Teach organizational skills Use the buddy system or cooperative groups when teaching Provide copies of notes or have notetaker Use short study guides & outlines
Materials to Use Visuals, Manipulatives, Role-play or acting out Highlighted books or worksheets Use a buddy system Copies of notes, notetaker Tape recorder, books on tape Computers
What would you do? Discuss the following students and what you would do: 1. Student has a disability in written expression. 2. Student has a disability in reading comprehension. 3. Student has a disability in math reasoning.
Students w/ADD The following characteristics will exist for at least 6 months and will have a significant impact on learning. Makes careless mistakes, pays little or no attention to details Has difficulty sustaining attention in tasks or play activities. Often does not listen Often does not follow through instructions Has difficulty organizing tasks and activities Has trouble and dislikes tasks that require mental effort
Student w/ADHD Characteristics must persist for at least 6 months and significantly interfere with learning. Pg. 129 Hyperactivity: often fidgets, often leaves seat, runs or climbs, difficulty with quiet time, often talks excessively Impulsivity: often bursts out answers before waiting a turn, difficulty waiting, often interrupts or intrudes on others.
Causes of ADD/ADHD Related to Brain structure unexplained differences, smaller brain size Chemical imbalance in the brain Reduced brain activity Dysfunction of the frontal lobes Genetics
Modifying Instruction Have clear rules and procedures in your lesson. Simplify complex directions. Sit student close to the front of the room or you. Provide options to sitting Check for understanding often Give students specific jobs Shorten tasks and assignments Pair up with a buddy/good role model
Use Behavioral Strategies Design a motivating classroom that encourages attention and participation hands-on, direct instruction, cooperative learning Conference w/student and establish ways to pay attention and participate Establish rewards for student Administer consequences immediately Be consistent Avoid ridicule and criticism Be realistic with behavioral expectations Teach alternative behaviors that are appropriate Provide a time out area Dont yell Self-monitor Promote Peer relationships

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Working with ld students

  • 1. Working with LD Students Classroom Strategies
  • 2. Causes Pg. 136 Genetic Factors: Causes before birth Causes during birth Causes after birth
  • 3. Characteristics Short term memory Low level language skills Low academic performance Difficulty retrieving information Visual perception problems Poor eye-hand coordination Poor social skills Poor organizational skills
  • 4. Modifying Tests Extend the time Shorten length of test (use less test items) Give students short breaks Provide a separate testing place Put tests on tape Read the test to the student Highlight key words
  • 5. Modifying Instruction Use a multi-sensory approach Directly teach new concepts or skills Teach new vocabulary Provide feedback often Check for Understanding Set up strategies for class participation Focus on their strengths Simplify your questions & directions
  • 6. Shorten assignments Provide hands-on activities Use color coding or highlights Use technology when teaching Teach organizational skills Use the buddy system or cooperative groups when teaching Provide copies of notes or have notetaker Use short study guides & outlines
  • 7. Materials to Use Visuals, Manipulatives, Role-play or acting out Highlighted books or worksheets Use a buddy system Copies of notes, notetaker Tape recorder, books on tape Computers
  • 8. What would you do? Discuss the following students and what you would do: 1. Student has a disability in written expression. 2. Student has a disability in reading comprehension. 3. Student has a disability in math reasoning.
  • 9. Students w/ADD The following characteristics will exist for at least 6 months and will have a significant impact on learning. Makes careless mistakes, pays little or no attention to details Has difficulty sustaining attention in tasks or play activities. Often does not listen Often does not follow through instructions Has difficulty organizing tasks and activities Has trouble and dislikes tasks that require mental effort
  • 10. Student w/ADHD Characteristics must persist for at least 6 months and significantly interfere with learning. Pg. 129 Hyperactivity: often fidgets, often leaves seat, runs or climbs, difficulty with quiet time, often talks excessively Impulsivity: often bursts out answers before waiting a turn, difficulty waiting, often interrupts or intrudes on others.
  • 11. Causes of ADD/ADHD Related to Brain structure unexplained differences, smaller brain size Chemical imbalance in the brain Reduced brain activity Dysfunction of the frontal lobes Genetics
  • 12. Modifying Instruction Have clear rules and procedures in your lesson. Simplify complex directions. Sit student close to the front of the room or you. Provide options to sitting Check for understanding often Give students specific jobs Shorten tasks and assignments Pair up with a buddy/good role model
  • 13. Use Behavioral Strategies Design a motivating classroom that encourages attention and participation hands-on, direct instruction, cooperative learning Conference w/student and establish ways to pay attention and participate Establish rewards for student Administer consequences immediately Be consistent Avoid ridicule and criticism Be realistic with behavioral expectations Teach alternative behaviors that are appropriate Provide a time out area Dont yell Self-monitor Promote Peer relationships