Tutoring Students with Learning Disabilities

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Tutoring Students with Learning Disabilities

• Characteristics of LDs
• Strategies to Help Students with LDs in Their
  Learning
• Presenter
• Mike Walker, Learning Strategist
• Presented to Peer Tutor Session
• September 2002

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General Learning Outcomes(Presentation
Objectives)

• Define the term learning disability.
• Describe how a LD might affect learning.
• Examine non-academic affects of LDs.
• Explore what you can do as a tutor.
• Discuss effective instructional strategies for
  tutoring all students, including students with
  LDs.

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A quick overview . . .

• What is a
• Learning Disability?

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What is a Learning Disability?

• A new definition
• from the LDAO

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In brief Learning Disabilities

• refers to a variety of disorders that affect the
  acquisition, retention, understanding,
  organization or use of verbal and/or non-verbal
  information.

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These disorders

• result from impairments in one or more
  psychological processes related to learning in
  combination with otherwise average abilities
  essential for thinking and reasoning.

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These psychological processes are

• phonological processing
• memory and attention
• processing speed
• language processing
• perceptual-motor processing
• visual-spatial processing
• executive functions (e.g., planning, monitoring
  and metacognitive abilities)

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Learning disabilities

• range in severity and invariably interfere with
  the acquisition and use of one or more of the
  following important skills

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These skills are

• oral language (e.g., listening, speaking,
  understanding)
• reading (e.g., decoding, comprehension)
• written language (e.g., spelling, written
  expression)
• mathematics (e.g., computation, problem solving)
• organizational skills
• social perception
• social interaction

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What a LD is Not!

• IT IS NOT
• low intelligence/an intellectual disability
• mental illness/emotional disturbance
• autism
• visual or auditory acuity problems
• laziness/lack of motivation
• a way to avoid other issues
• a physical handicap
• the result of a poor academic background

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So, a Learning Disability is an Information
Processing Impairment

• It is like having too many bridges out as well as
  too many overlapping pathways along the
  information highways of the brain.
• Dale R. Jordan
• U. of Arkansas

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A Simple Model of Learning Information
Processing

• Attention
• Sensory Input
• Decoding
• Processing
• May include Storage
• and/or Retrieval processes
• Encoding
• Physical Output

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Where can IP break down? Dr. Allyson G.
Harrison, Queens University

• 1. Frontal lobe functioning deficits
• - abstract and conceptual thinking
• 2. Memory impairment
• - Short term memory
• - Working memory-mental blackboard dynamic
  process
• - Long term memory
• - Storage vs retrieval issues
• 3. Sequencing deficits (visual or auditory)

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Breakdown continues Dr. Allyson G. Harrison,
Queens University

• 4. Speed of information processing
• 5. Attention
• - Selective (cannot choose/focus)
• - Sustained (cannot maintain)
• - Divided (cannot shift/hyperfocus)
• 6. Narrow processing style - cant
  simultaneously attend to process multiple
  aspects of a stimulus field

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Still breaking down Dr. Allyson G. Harrison,
Queens University

• 7. Poor scanning resolution-miss relevant data
• 8. Right hemisphere dysfunction good at details
  but not global picture. Gets lost in details,
  easily overloaded. Cant make sense of
  holistically presented information. Poor ability
  to interpret visual cues.
• 9. Faulty output mechanism - interferes with
  demonstration of adequate information processing.

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Diagnosing a Learning Disability

• The Criteria

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Average StudentAptitude vs Achievement normal
differences
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Student with a LD (Reading)Aptitude vs.
Achievement significant differences
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Visual LD (Dyslexia) Aptitude, Achievement
Info Processing
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Aptitude, Achievement, Info Processing Auditory
(CAPD)
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So how might an LD affect a Learner?

• A Couple of Examples . . .

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Cant you read this?

• Myle arn in gdisa bi LI tyma kesit dif Ficu
  ltform eto re Adi tslo wsm edo wnwh eniha veto re
  AdmYte xtbo Ok sbu twhe nius Eboo kso Nta peo rco
  mpu Teri zedsc ree nrea Din gsof twa Reto lis
  tent Om yte xtbo ok sith elp sal Ot.

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Cant you see this?

• Cant you see the _________?

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IP impairments may cause academic difficulty
with

• Alphabet/Penmanship
• Copying/Note-Making
• Reading, Writing, Spelling Math
• Listening Speaking
• Expressing what is Known Understood
• Attention Memory
• Personal Organization
• Time and Sequence
• Slow Work Speed
• (See Appendix A)

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Social Emotional Aspects of a Learning
Disability

• From Introducing Learning Disabilities to
  Postsecondary Educators
• The Meighen Centre for Learning Assistance and
  Research, Mount Allison University

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A Tough Fact

• 50 of adolescent suicides had previously been
  diagnosed as having learning problems. The
  single most commonly cited factor for this
  desperate act was low self-esteem arising from
  school failure.

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Possible Academic Problems

• silent reading/reading aloud
• writing/spelling
• learning languages/math
• expressing what is known and understood
• having to re-do school work at home
• having no time off since everything takes longer
• dropping out

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Possible Social/Emotional Problems

• feeling dumb, stupid, embarrassed, frustrated,
  anxious, lonely, isolated
• being called stupid, lazy being put down by
  teachers, friends, and even parents
• feeling nobody understands
• feeling need of help
• fearing rejection failure
• always having to cover up, act a role

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Possible Career/Vocational Problems

• lack of basic skills
• lack of social skills
• Its never cured, It never goes away
• having to cover up
• never feeling adequate
• low expectations
• jobs dont last

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Meeting Their Needs . . .

• Typical accommodations available to students with
  learning disabilities at the post-secondary level

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Test/Exam Accommodation

• Common
• extra time
• spell checker
• use of a computer
• distraction-free environment
• leniency towards spelling grammar

• Less Common
• reader
• scribe
• e-reader
• voice dictation

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Classroom/Lecture Accommodation

• Common
• tape recorder
• note-sharer/taker
• use of overheads/ visual organizer
• Alpha-Smart/lap-top computer/Pocket PC

• Less Common
• FM system
• wait time when called upon
• lecture notes on reserve/on web
• lecture outline in advance

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Personal Study Accommodation

• master notebook
• organizer
• talking spell checker
• texts on tape
• tape/digital recorder
• computer
• scanner
• e-reader/e-texts
• voice dictation
• reduced course load

• study buddy
• mentor
• academic skills
• peer tutor
• professional tutor
• technology training
• targeted learning strategy training based on LD
  assessment

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Despite accommodation

• Direct instruction in the area of weakness is
  extremely valuable hence, the value of the tutor
  in the learning process.

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What you can do . . .

• How can you support a student with a learning
  disability?

sources online Tutoring Strategies for LD
Students. http//depts.gallaudet.edu/englishworks/
tutoring/tutortechLD.html Tutoring Student with
Learning Disabilities. http//lynchburg.edu/public
/writcntr/guide/tutoring/ld.htm
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General principles . . .

• Learning disabilities are permanent
• ? you arent going to fix the disability
• You have to use strategies to work around or
  compensate for the disability
• Learning disabilities are heterogeneous each
  learner has a unique profile
• ? you must be flexible in your approach
• Remember, you are tutoring in your area of
  strength, and as such the content may seem
  intuitive to you this is not so with the
  student!

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General Strategies

• Give student time (practice patience)
• Tutor in a quite environment (visual noise, too)
• Present info in small, manageable steps
• Restate/present info in a variety of ways (text,
  graphs, charts, drawings multi-sensory)
• Write out instructions or tape instructions
• Give examples, lots of practice, test knowledge
• Allow frequent breaks (cognitive load)
• Teach strategies for reading, note taking, study,
  etc.

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Math Science

• Use colour coding
• Memorize/drill (rote learning) while walking or
  exercising
• Use flowcharts, diagrams
• Use flashcards
• Use graph paper instead of lined
• Create simulations
• Provide hands-on materials and hands-on
  activities when possible

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Reading

• Discuss key terms unfamiliar vocab/jargon
• Use colour/highlighting
• Read aloud
• Help student outline lessons, new material
• Teach a reading strategy (SQ3R, SQRW)
• Discuss the material
• Probe for information get the student to clearly
  define and elaborate (avoid yes/no questions)
• Use sketches, mind maps, flowcharts

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General tips when tutoring students with LDs

• Be patient (disability slows certain processes)
• Do not rely solely on language to explain
• Teach the process dont skip steps
• Encourage independence
• Respect students confidentiality
• Get help from professor, Georgia, learning
  strategist
• Ask the student what he/she needs

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Be a GREAT teacher

• Use multi-modal teaching techniques, and
• remember . . .

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We Learn... William Glasser

• 10 of what we read
• 20 of what we hear
• 30 of what we see
• 50 of what we both see and hear
• 70 of what is discussed with others
• 80 of what we experience personally
• 95 of what we teach someone else

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Or Simply

• Tell me and I will forget
• Show me and I may remember
• Involve me and I will understand
• Ancient Chinese proverb

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So remember . . .

• See
• Listen
• Say
• Model
• Do
• Do again
• The list goes on . . .

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and . . .

• These strategies should work for all students.
• With non-LD students, you are still teaching to
  an area of weakness.
• Using these strategies will make you an awesome
  teacher.
• And, unfortunately, even awesome teachers may not
  reach all students ?

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To review . . .

• Raise self-esteem by staying positive you may
  be the person who makes a difference
• Include the student in the process ask How can
  I help you?
• Focus on strengths, accommodate for weaknesses
  (sensory, cognitive, MI)
• Teach learning strategies (or refer for direct
  instruction)
• Use the resources of the learning strategist
• Encourage/teach social skills
• Offer positive, realistic feedback

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What did we learn?

• Learning disabilities are caused by information
  processing deficits
• Students with LDs are heterogeneous with unique
  profiles
• LDs are lifelong and can affect a person
  socially, emotionally, vocationally as well as
  academically
• Direct instruction (tutoring) can be a valuable
  learning tool
• Know your student ask for help use multi-modal
  instructional strategies

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More Info . . .

• On learning disabilities
• www.schwablearning.org
• www.ldonline.org
• www.ldpride.net
• www.ldao.on.ca
• www.ldrc.ca
• http//specialed.about.com/cs/learningdisabled
• Mikes Learning Resources site
• www.nipissingu.ca/faculty/mikew/resource

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Questions?

• . . . our thanks for this opportunity!

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Appendix LDs Academic Performance

• Specific Deficits which may occur in Adolescents
  and Young Adults with Learning Disabilities
• From Introducing Learning Disabilities to
  Postsecondary Educators
• The Meighen Centre for Learning Assistance and
  Research, Mount Allison University

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Reading

• word reversals, confusion of similar words,
• difficulty applying phonics
• problems reading multi syllable words
• slow or uneven reading, difficulty adjusting
  speed
• poor comprehension and retention of material

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Writing

• problems with forming letters, spacing, capitals,
  and punctuation
• spelling errors, inconsistent spelling, letter
  reversals, word reversals
• difficulty with sequencing
• difficulty with sentence structure, poor grammar,
  omitted words
• difficulty copying from board, overhead, or
  textbook

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Listening Speaking

• difficulty extracting meaning from oral language
• difficulty "reading" subtle messages in body
  language, facial expressions, tones of voice,
  sarcasm, irony, understatement or overstatement
• difficulty expressing orally ideas which the
  student seems to understand
• problems describing events or stories in proper
  sequence
• problems with grammar and inflectional or
  derivational endings

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Math

• difficulty memorizing basic facts
• confusion or reversal of numbers, sequences, or
  operational symbols
• difficulty copying problems, aligning columns
• difficulty reading or comprehending word problems
• problems with reasoning and abstract concepts

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General Knowledge

• lack of basic foundations in any discipline
• lack of the background to understand common
  cultural references
• unawareness of these gaps in general knowledge,
  or reluctance to acknowledge them
• as a teacher, please carefully assess the
  value/timing of withdrawal

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Attention

• difficulty in turning attention to a task
• difficulty in maintaining attention
• difficulty attending to spoken language,
  inconsistent concentration
• difficulty in switching from one task to another

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Memory

• difficulty remembering material presented through
  only one channel (visual or auditory)
• need for far more work and time than usual to
  store material in long-term memory
• short term memory may be limited and subject to
  overload

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Organization/Time Management

• frequent lateness and disorganization
• apparent inattention, asking the question that
  was just answered
• slowness in getting things down, difficulty
  following instructions
• need for more time to complete assignments
• confusion in spatial orientation, getting lost
  easily, difficulty following directions