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Learning Disabilities Addressing the SupportingSupporting Needs of Students Inclusive withLearning SCHOOLS Disabilities Addressing the SupportingSupporting Needs of Students Inclusive withLearning SCHOOLS Disabilities 2015 Manitoba Education and Advanced Learning Manitoba Education and Advanced Learning Cataloguing in Publication Data Supporting inclusive schools : addressing the needs of students with learning disabilities Includes bibliographical references. ISBN: 978-0-7711-7314-1 (pdf) 1. Inclusive education. 2. Learning disabled children—Education. 3. Learning disabled teenagers—Education. 4. Learning disabilities—Study and teaching. 5. Deaf children—Education—Manitoba. 6. Hearing impaired—Education—Manitoba. I. Manitoba. Manitoba Education and Advanced Learning. 371.9 Manitoba Education and Advanced Learning School Programs Division Winnipeg, Manitoba, Canada Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Manitoba Education and Advanced Learning. Errors or omissions will be corrected in a future edition. Sincere thanks to the authors, artists, and publishers who allowed their original material to be used. All images found in this document are copyright protected and should not be extracted, accessed, or reproduced for any purpose other than for their intended educational use in this document. Any websites referenced in this document are subject to change. Educators are advised to preview and evaluate websites and online resources before recommending them for student use. Print copies of this resource (stock number 80714) can be purchased from the Manitoba Learning Resource Centre (formerly the Manitoba Text Book Bureau). Order online at www.mtbb.mb.ca. This resource is also available on the Manitoba Education and Advanced Learning website at www.edu.gov.mb.ca/k12/specedu/documents.html. Available in alternate formats upon request. Disponible en français. C ONTENTS Introduction v Module 1 Understanding Learning Disabilities 1-1 Module 2 Addressing the Needs of Students with Learning Disabilities 2-1 Module 3 Supporting Students with Reading Disabilities 3-1 Module 4 Supporting Students with Learning Disabilities in Written Expression 4-1 Module 5 Supporting Students with Mathematics Disabilities 5-1 Module 6 Supporting Students with Nonverbal Learning Disabilities 6-1 Module 7 Supporting Self-Advocacy and Success in Student Learning 7-1 Module 8 Supporting Student Transition from School to Post-Secondary Education and Employment 8-1 S UPPORTING I NCLU S IVE S CHOOL S A DDRE ss ING THE N EED S OF S TUDENT S iii C ONTENT S WITH L E A RNING D I sa BILITIE S S UPPORTING I NCLU S IVE S CHOOL S A DDRE ss ING THE N EED S OF S TUDENT S iv C ONTENT S WITH L E A RNING D I sa BILITIE S Introduction Students with learning disabilities have diverse, complex, and interrelated difficulties, often hidden or subtle, that affect their learning. While there is great variability among students with learning disabilities, they are generally described as individuals of at least average intelligence who have difficulty processing information and who experience unexpected academic difficulties that cannot be explained on the basis of other diagnosed disabilities or environmental influences. These students exhibit strength and success in other learning and processing areas. Although learning disabilities are lifelong, their impact on quality of life can vary depending on demands in the environment. Programming for students with learning disabilities is a dynamic, interactive process that requires problem-solving and teamwork among educators, students, and parents. Adapted from: Alberta Learning. Unlocking Potential: Key Components of Programming for Students with Learning Disabilities. Edmonton, Alberta: Alberta Learning, 2002. https://archive.education.alberta.ca/. S UPPORTING I N C LUSIVE S C HOOLS A DDRESSING THE N EEDS OF S TUDENTS v I NTRODU C TION WITH L E A RNING D IS A BILITIES The eight modules in this resource are intended to support educators as they work with students with learning disabilities within inclusive classrooms and schools. Module 1: Understanding Learning Disabilities contains information about Module1 the definition and diagnosis of learning disabilities. Module 2: Addressing the Needs of Students with Learning Disabilities contains information about the ways in which learning disabilities are Module2 expressed in the classroom and the role of the classroom teacher in the identification and assessment of students who experience learning difficulties. This module further contains information about evidence-based teaching practises that support learning for all students, including those with learning disabilities. Also included is information about adaptations, assistive technologies, and instructional strategies (more specifically direct instruction, strategy instruction, and rehearsal and practice), which are essential to support students with learning disabilities. Module 3: Supporting Students with Reading Disabilities contains 3 information about reading disabilities and the ways in which educators can Module support students with reading disabilities. Module 4: Supporting Students with Learning Disabilities in Written Module4 Expression contains information about writing disabilities and the ways in which educators can support students with writing disabilities. Module 5: Supporting Students with Mathematics Disabilities contains Module5 information about mathematics disabilities and the ways in which educators can support students with mathematics disabilities. Module 6: Supporting Students with Nonverbal Learning Disabilities Module6 contains information about nonverbal learning disabilities and the ways in which educators can support students with nonverbal learning disabilities. Module 7: Supporting Self-Advocacy and Success in Student Learning Module7 contains information about strategies that can be used to support students with learning disabilities in advocating for themselves. A list of resources and associations related to advocacy is also included. Module 8: Supporting Student Transition from School to Post-Secondary Module8 Education and Employment contains information about the transition planning process for students with learning disabilities. S UPPORTING I N C LUSIVE S C HOOLS A DDRESSING THE N EEDS OF S TUDENTS vi I NTRODU C TION WITH L E A RNING D IS A BILITIES Module1 Understanding Learning Disabilities S UPPORTING I NCLU S IVE S CHOOL S A DDRE ss ING THE N EED S OF S TUDENT S 1-1 M ODULE 1: U NDERSTANDING L EARNING D ISABILITIES WITH L E A RNING D I sa BILITIE S Students with learning disabilities have average to above average intelligence and potential but experience difficulty processing information that affects learning. Although they may experience unexpected academic underachievement compared to their intellectual ability, they can still experience academic success. Learning disabilities affect the cognitive processes related to learning and are thought to be due to variations in brain structure and function. The learning difficulties experienced cannot be explained on the basis of other diagnosed disabilities or environmental influences. Learning disabilities are complex. They can occur in many different areas of cognitive processing and along a spectrum of severity. As well, they vary greatly in terms of what functions they impact and to what degree that impact is felt by the student. Unlike many other disabilities, learning disabilities are often less obvious and more difficult to identify. A learning disability, unlike a physical disability, cannot be seen. Students with learning disabilities may show no signs of difficulty except in a particular area of cognitive processing. It might not be obvious that a student’s learning difficulties stem from a learning disability. Early identification and intervention are keys to success; although success does not mean the disability disappears. Instead, the student effectively uses strengths and compensatory strategies to reach both academic and personal goals. Key Ideas in this Module ■ Definition of a learning disability ■ Diagnostic criteria ■ Co-morbidity ■ Academic skill deficits and cognitive processing deficits Definition of a Learning Disability According to the Learning Disabilities Association of Canada (LDAC), learning disabilities refer to a number of disorders, which may affect the acquisition, organization, retention, understanding, or use of verbal or non-verbal information including: ■ 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); ■ social skills (e.g., social perception, social interaction, perspective taking); ■ organizational abilities. S UPPORTING I N C LUSIVE S C HOOLS A DDRESSING THE N EEDS OF S TUDENTS 1-2 M ODULE 1: U NDERST A NDING L E A RNING D IS A BILITIES WITH L E A RNING D IS A BILITIES Learning disabilities are suggested by unexpected academic under-achievement, or achievement which is maintained only by unusually high levels of effort and support given a student’s age, schooling, and level of intelligence. This learning difficulty cannot be explained on the basis of other diagnosed disabilities or environmental influences. Learning disabilities are different from global intellectual deficits. Students with learning disabilities
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