1 Module Ten—Learning Disabilities
Introduction A Learning Disability (LD) is a permanent disorder which affects the manner in which individuals with normal or above average intelligence take in, retain, and express information. Like interference on the radio or a fuzzy TV picture, incoming or outgoing information may become scrambled as it travels between the eye, ear, or skin, and the brain. Abilities are frequently inconsistent: a student who is highly verbal with an excellent vocabulary has difficulty spelling simple words; a student who learns very well in lecture cannot complete the reading assignments. These striking contrasts in abilities and styles were evident in many famous individuals. Nelson Rockefeller has dyslexia, a severe reading disability, and yet he was able to give very effective political speeches. Albert Einstein, Thomas Edison, Charles Schwab, Winston Churchill, Cher, Henry Winkler, Whoopi Goldberg. Bruce Jenner, Greg Louganis, and Nolan Ryan are among famous celebrities with dyslexia or other learning disabilities who achieved great success. Learning disabilities are often confused with other non-visible handicapping conditions like mild forms of mental retardation and emotional disturbances. Persons with learning disabilities often have to deal not only with functional limitations, but also with the frustration of having to “prove” that their invisible disabilities may be as handicapping as paraplegia. Thus, a learning disability does not mean the following: 1. Mental Retardation: Students who are learning disabled are not mentally retarded. They have average to above average intellectual ability. 2. Emotional Disturbances: Students who are learning disabled do not suffer from primary emotional disturbances such as schizophrenia. The emotional support they need is due to the frustration mentally healthy individual experience from having a learning disability. 3. Language Deficiency Attributable to Ethnic Background: Students who have difficulty with English because they come from a different language background are not necessarily learning disabled. Effects of Learning Disabilities on Students Following are characteristic problems of college students with learning disabilities. Naturally, no student will have all of these problems. Study Skills Inability to change from one task to another No system for organizing notes and other materials Difficulty scheduling time to complete short and long-term assignments Difficulty completing tests and in-class assignments without additional time Difficulty following directions, particularly written directions
2 Interpersonal Skills Impulsivity Difficulty delaying resolution to a problem Disorientation in time—misses class and appointments Poor self-esteem Reading Difficulty reading new words, particularly when sound/symbol relationships are inconsistent Slow reading rate—takes longer to read a test and other in-class assignments Poor comprehension and retention of material read Difficulty interpreting charts, graphs, scientific symbols Difficulty with complex syntax on objective tests Writing Problems in organization and sequencing of ideas Poor sentence structure Incorrect grammar Frequent and inconsistent spelling errors Difficulty taking notes Poor letter formation, capitalization, spacing, and punctuation Inadequate strategies for monitoring written work Oral Language Difficulty concentrating in lectures, especially two to three hour lectures Poor vocabulary, difficulty with word retrieval Problems with grammar Math
Difficulty with basic math problems Difficulty with aligning problems, number reversals, confusion of symbols Poor strategies for monitoring errors Difficulty with reasoning Difficulty reading and comprehending word problems Difficulty with concepts of time and money
General Strategies for Students with Learning Disabilities o Special training in specific disability issues is not generally necessary for tutors. Being sensitive, caring, and having a positive attitude will get you started. o Students with disabilities are more like non-disabled students than not. They have the same worries, daily activities, and interests we all do. o If the student is deaf, look and talk directly to the student and not to the interpreter.
3 o Keep the tone and volume of your voice within the normal range, unless you are specifically requested by your tutee to raise your voice. o If you suspect your tutee needs basic assistance with activities such as standing, sitting, locating materials, etc. please offer to help; wait to see if your offer is accepted before taking action. If your assistance is wanted, and you are uncertain how to proceed, by all means ask what to do and how to do it. o Do not get hung up on the fear of being politically incorrect; for example, it is okay to use the word “see” in conversation with a visually impaired student. o If a tutee uses a chair, scooter, crutches, cane, or other device, remember that these should be treated as part of the student’s body. Do not lean on a chair, or move crutches or cane away from where the student has placed them unless specifically requested to do so. o Most importantly, relax. Keep in mind that you are dealing first and foremost with a person—who just happens to have a disability.
Tips for Tutoring Students with Specific Learning Disabilities 1. Give instructions in many ways (written, spoken, illustrated, demonstrated). 2. Be clear and concise in oral and written directions; ask tutee to repeat. 3. Break assignments into steps. Make sure steps are in sequence. Clarify and build one step upon another. 4. Encourage student to stand close in a demonstration and sit in the front of the classroom during lectures. 5. Tutor these students in a quiet environment with as few distractions as possible. 6. Go over the syllabus and clearly explain what is expected of the student and when. 7. Show students how to make flash cards of new terms and their meanings. 8. Review at the beginning of the session. Summarize at the end; have the student summarize. 9. Use visuals, auditory, demonstrations, and as many modalities as possible during the session. 10. Relate abstract ideas to concrete examples. 11. Suggest students wear earplugs when studying or testing to reduce noise distractions. 12. For students who have difficulty getting thoughts on paper, move to a computer; change the background color and font; use grammar and spell checkers. 13. Copy the questions at the end of chapters. Read to find the answers to each question; check each off as it is completed. 14. Teach students to use the table of contents, chapter introductions and summaries, and the index to break reading and learning into segments. 15. Use larger print. Switch from cursive to print. 16. Math books often have arrows, different colors, lots of terminology with too much information per page; help the student break down these areas. 17. Let the student write on the chalkboard or whiteboard. 18. Take frequent breaks. Limit the amount of information presented per session.
4 Common Learning Disabilities There are numerous learning disabilities, ranging from intellectual to physical to behavioral to emotional, and sometimes a combination. Two of the more frequently seen disabilities are ADD (Attention Deficit Disorder) or ADHD (Attention Deficit with Hyperactivity Disorder), and Dyslexia, a reading disability. These, will be discussed in greater detail, as these seem to be prevalent disabilities with which tutors work. This information is in no way intended to serve as assessment or diagnosis for tutors who think students may have these disabilities; this must be done by trained medical, psychological, and educational experts. Tutors who suspect their tutee may have a learning disability should report their concerns to the tutor supervisor, who may then refer the student to the counselor or other appropriate persons or agencies.
ADD/ADHD Nearly all people with ADD or ADHD have difficulty with the following: Attention span/Concentration Impulsivity Sensitivity Motor Activity Impatience Organization/Structure These core ADD characteristics seem to surface in adults in three distinct ways. Usually people with ADD fall predominately into one of three categories, but they can exhibit a blend of two or even all three forms. FORM 1: Outwardly Expressed—The Active Entertainer Feelings are expressed openly and actively. Impulsivity and activity are expressed. One with this type of ADD can usually succeed in sales, entertainment, entrepreneurship, or another field utilizing quickness and high energy. Has difficulty with: Activity, verbal & physical Spreading energy thin Impulsivity Over-achievement Temper control Disruptiveness High risk taking Repetitious tasks Frustration Long term projects Blaming others Reactivity Wide mood swings Wanting own way Maintaining Relationships FORM 2: Inwardly Directed—The Restless Dreamer Feelings and behavior are not actively displayed; they are “stuffed” inside. Impulsivity and impatience are subtly expressed. One with this type ADD can find success in most fields utilizing creativity, mechanical, technical, and service-oriented jobs. Has difficulty with: Under-activity Excessive self blame Finishing task Under-achievement Burnout/Depression Restlessness Over-commitment Indecision Ending bad Relationships Too much empathy Procrastination Distractibility
5 FORM 3: Highly Structured—The Conscientious Controller Must work within structure. Tends to feel out of control if structure is changed. Impulsivity and impatience are expressed as judgments. Often anxious and demanding. One with this type of ADD can usually succeed in the military, accounting, or another field utilizing computers and attention to detail and precision. Has difficulty with: Excessive talking Obsessive worrying Perfectionism Unstructured settings Temper control A need to control Over-organization Over focusing Rigidity Demanding Cooperation Judgmental Interruptions Negotiation Positive Qualities of ADD Sensitive Energetic Creative Responds to positive reinforcement Great at finding things Good networker Sees relationships More likely to do things because they want to than because they should, thus often wholehearted (or half hearted) in efforts
Empathetic Feels things deeply Eager for acceptance Sees things from unique perspective Difficult to fool Stand up comic Intense when interested Observant Intelligent Intuitive Warmhearted Hard working Like to help others
Fun Open, unsecretive Inventive Doesn’t harbor resentments Perceptually acute Spontaneous Loyal Sense of humor Imaginative Resourceful Risk takers Flexible Honest
Tutoring Tips 1. Provide a quiet location with few distractions 2. Break material into segments 3. Divide session into small units 4. Give clear, concise instructions 5. Build in interaction 6. Use the student’s learning style 7. Give frequent, positive feedback 8. Teach memory techniques 9. Help students set time schedules 10. Assist with study skills such as note-taking or textbook reading and marking 11. Have student repeat instructions, steps, processes 12. Have student summarize session 13. Use color coding 14. Use concrete, relevant examples 15. Provide structure for session
6 Work-Place Strategies for ADD Adults • Use calendars and daily reminders • Make daily lists of things to do in priority order • Think and plan before acting • Force yourself to complete tasks before going on • Organize information • Do today what you are tempted to put off until tomorrow • Practice calmness in the face of crisis—make molehills out of mountains • Get support from administrators, coworkers • Set manageable goals • Set aside a specific time to deal with certain tasks (email, phone calls, etc) • Create a work space with reduced clutter (a place for everything and everything in its place)
DYSLEXIA What is dyslexia? Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities despite conventional instruction, adequate intelligence, and sociocultural opportunity. Related disabilities include Dyscalculia, a mathematical disability in which a person has unusual difficulty solving math problems and grasping math concepts, and Dysgraphia, a neurological-based writing disability in which a person finds it hard to form letters, write within a confined space, or translate ideas to written form. How common are language-based learning disabilities? 15-20% of the population has a language-based learning disability. Of that percentage of the population, 70-80% has deficits in reading. Dyslexia is the most common cause of reading, writing, and spelling difficulties for both children and adults. Dyslexia affects males and females nearly equally. Dyslexia affects people from different ethnic and socio-economic backgrounds It is never too late for individuals with dyslexia to learn to read, process and express information efficiently given proper diagnosis, appropriate instruction, hard work and support from family and friends. Common Signs of Dyslexia in High School and College Students • May read very slowly with many inaccuracies. • Continues to spell incorrectly, frequently spells the same word differently in a single piece of writing. • May avoid reading and writing tasks. • May have trouble summarizing and outlining. • May have trouble answering open-ended questions on tests.
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May have difficulty learning a foreign language. May have poor memory skills. May work slowly. May pay too little attention to details or may focus too much on them. May misread information. May have an inadequate vocabulary. May have an inadequate store of knowledge from previous reading. May have difficulty with planning, organizing and managing time, materials, and tasks.
Common Signs of Dyslexia in Adults May hide reading problems May spell poorly; relies on others to correct spelling Avoids writing; may not be able to write Often very competent in oral language Relies on memory; may have excellent recall for even small details Often has good “people” skills Often is spatially talented; professions include, but are not limited to, engineers, architects, designers, artists, and craftspeople, mathematicians, physicists, physicians (especially surgeons and orthopedists), and dentists May be very good at “reading” people (intuitive) In jobs is often working well below their intellectual capacity May have difficulty with planning, organization, and management of time, materials, and tasks Often entrepreneurs Tutoring Tips The same suggestions for working with students with ADD and other learning disabilities also apply to students with dyslexia (see pp. 3, 5, and 6). In addition, these tips may help: o Use frames with cutouts to focus attention on small amounts of material o Have students try colored paper for writing or colored overlays for reading o Have students write in colors besides blue or black o Have students circle letters or words with which they have consistent difficulty o Have students read material out loud. o Tape record books, or check to see if the publisher provides the text on tape. o Use a tape recorder in class, then transcribe to notes o Provide ample space between lines when taking notes or working problems. o Color code main ideas o Put written text in graph, chart, or other visual form o Use much verbalization o Use strategies for context clues and cloze procedure
Legal Issues and Disabilities
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Information disclosed by students to tutors must remain confidential unless written permission is given by the student to divulge that information. It is permissible to discuss this information with the tutoring director. However, all personnel must disclose to appropriate authorities information judged to be of an emergency nature, especially when the health and safety of the individual or others are involved. There are specific laws governing the rights of students with disabilities. Section 504 is a civil rights statute from the 1973 Rehabilitation Act which states,” There can be no discrimination to students with disabilities in institutions that received Federal money.” ALL students can access helping services. IDEA, the Individuals with Disabilities Education Act, is not a civil rights statute, but rather a funding issue. All children ages 31/2 through 21 will receive a free education, including any services offered to the regular student population. ADA, the Americans with Disabilities Act, covers all public institutions whether they receive funding or not. It states that a student’s behavior cannot interfere with the education of others, but at the same time any disabled student is allowed access to all programs in which all other students may participate. Providing tutoring is not required under the ADA or Section 504. Giving access to tutoring we provide IS under the law. We are not required to take disabled students who do not have documentation for modifications on file with the ADA supervisor and with the instructor. Neither are we required to take disabled students we feel are not appropriate for the tutoring program; they must have an academic need, and be potentially able to graduate and/or transfer to a university. We will give no more than equal access so there will be no possibility for faculty to perceive inappropriateness.
Medication Most learning disabled students do not take medication unless there is a dual diagnosis present. Students with ADD or ADHD may or may not take medication. Usually medications have some sort of side effects that could affect a tutoring session. To effectively manage the tutoring session, the tutor may need to know that the student is taking medications that can affect memory, concentration, focus, etc. The tutor does not necessarily need to know the exact disability. If the tutor has a concern as to whether a student’s behavior could be related to medications and the student has not disclosed this information to the tutor, the tutor should share the concern with the tutoring director rather than approaching the student directly.
Other Resources
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School counselors, diagnosticians, curriculum coordinators, reading and math specialists, and other school personnel work with these types of students on a daily basis and have numerous materials and suggestions they can provide.
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Regional Educational Service Centers can provide consultants and materials.
3.
There are excellent resources available through the internet, libraries, and bookstores.
4. Check your community or area for support groups for specific disabilities. These groups often have programs with expert presenters, lists of resources, and other materials from a variety of sources.
Conclusion Students with disabilities often create a unique challenge for tutors. Part of that challenge comes from a lack of understanding of the student and his/her particular needs. Developing a basic knowledge of various disabilities helps dispel some of the mystery of how to facilitate students’ learning. This understanding is the first step in increasing the comfort level of working with the student to achieve the accommodations and/or modifications necessary to meet academic standards and ensure student success. It is wise to remember that students with learning disabilities are first and foremost people with strengths and weaknesses and needs—just like all of us.
Sources
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“Characteristics of ADD”, Lynn Weiss, http://www.adda-sr.org. “Common Behaviors of Teenagers with ADD Easy Reference Guide”, from Teenagers with ADD—A Parents’ Guide, Chris Dendy on http://www.adda-sr.org. “Common Signs of Dyslexia: Adults”, http://www.interdys.org. “Common Signs of Dyslexia: High School and College Students”, http://www.interdys.org. “Developing a Tutoring Program for Learning Disabled Students”, http://www.arc.losrios.edu. “Dyslexia—Disability or Gift?”, Betty Judah, http://www.dyslexiacenter.com “Effects of Learning Disabilities on College Students”, http://www.arc.losrios.edu “Learning Disabilities”, http://www.arc.losrios.edu. “Learning Disabilities”, http://www.owecc.net. “Learning Disabilities—Resources and Web Sites”, http:/www.familyvillage.wisc.edu. Learning Disabilities, Pat Smith, Cedar Valley College, http://www.dcccd.edu/cvc. “Nonverbal Learning Disabilities/Disorders—Resources and Web Sites”, http:/www.familyvillage.wisc.edu/lib_ld.htm “Other Well-Known People with Dyslexia”, http://www.interdys.org/well-known.html. “Positive Qualities of ADD”, LynnWeiss, http://www.adda-sr.org. “Students with Dyslexia”, Carol Walter, Region 10 ESC, 1998. “Teaching Adults with Learning Disabilities”, Cheryl Lowry, ERIC Digest No.99, http://www.ed.gov/databases/ERIC_Digests/ed321156.html “Tips for Adolescents with ADD”, Ray Levy, http://www.adda-sr.org. “Understanding Attention Deficit Disorder”, Jan Deaton, Dallas Public Schools, 1996. “What is Dyslexia?”, http://www.interdys.org “Work Strategies for ADD Adults”, Harvey Oshman, http://www.adda-sr.org. Evaluation
11 Module Ten—Learning Disabilities
1. Give your definition of “learning disability”.
2. What effects on study skills might a student with a learning disability experience?
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List two effects on reading and two effects on math a learning disabled student might have.
4. Name three general strategies for working with students with learning disabilities.
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5. List five tips for tutoring students with specific learning disabilities.
6. Name the three forms of ADD and list two characteristics of each form.
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7. What are three tips for tutoring students with ADD or ADHD?
8. How would you define “dyslexia”?
14 9. What are three common signs of dyslexia in students? What are three different common signs of dyslexia in adults?
10. What three tutoring tips would you try if you had a dyslexic student?
