Transcript Teaching and Tutoring Students with Learning Disabilities

Teaching, Tutoring, Accommodations
for Disabilities that Impact
Math and Working with Parents
Helping Students Navigate
Academic Success
Dr. Paul and Kimberly Nolting
Academic Success Press, Inc.
http://www.academicsuccess.com
[email protected]
(941) 951-8160
Copyright 2011
Agenda
Disability Definitions
Learning & Memory Processing
Processing Deficits and Effects on Learning
Reasonable Accommodations
Teaching/Tutoring Concerns – Best Practice
Helping Advisors and Parents to Work Together
Training Tutors and Instructors
Students with Disabilities
The Myths and Truths
Myths
Disabilities can go away
Students with LD, ADHD and TBI
have low intelligence or are slow
learners
If they would just study harder or
be exposed to more educational
opportunities they would not be
LD
Students with disabilities have the
same learning problems.
Disabilities can be cured.
Disabilities do not exist.
Truths
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Disabilities do not disappear but
may range in expression and
severity at different life stages
By definition a student with LD has
average to high intelligence.
Disabilities are neurological in
origin. They have a central nervous
system basis. It doesn’t arise from
lack of exposure to life experiences.
There are many different learning
disabilities that require different
strategies. A student can have
more than one learning disability
type.
Disabilities are permanent
conditions.
Disabilities do exist under ADA
Learning Disabilities: Definitions
• A learning disability is a persistent condition of presumed
neurological dysfunction, which may also exist with other
disabling conditions. This dysfunction continues despite
instruction in standard classroom situations. Learning
disabled adults, a heterogeneous group, have these
common attributes:
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Average to above average intellectual ability
Severe processing deficits
Severe aptitude-achievement discrepancy (ies)
Measured achievement in an instructional or employment setting
Measured appropriate adaptive behavior in an instructional or
employment setting (California Community College system)
– Interpretation is changing under new ADA
Definitions of Math and Other
Disabilities
Acalculia – inability to read or write numbers in that individuals
can not perform calculations or having impaired spatial
organization
Dyscalculia – failure to develop math (arithmetic) competences
that is not due to a brain injury or mental impairment
Dysalgebria – students with average to above average IQ can
master calculations but can not master algebra (Nolting, 2000).
Dyslexia – is not a math learning disability but may cause math
learning problems due to misreading or miscopying numbers
and letters.
Dysgraphia – is not a math disability but may cause math learning
problems due to poor hand writing and copying from the board.
What Does It Take to Really Learn?
Sensory Register and Input
• Sensory input is when an
individual physically takes in the
information using any of the
human senses.
• Sensory register is when the
mind neurologically accepts the
information. The information
captured by our senses is
translated into an entity that our
brain can register. The brain
must decide what to register and
what to throw out.
Forgetting =
Information not input or
registered.
What Does It Take to Really Learn?
Short Term Memory
Once the brain receives this
information our shortterm memory stores it
for a brief time, like the
time from listening to
something in a lecture to
writing it down in your
notes.
Forgetting =
Information not held
on to or recorded
What Does It Take to Really Learn?
Working Memory
WM is like RAM in a computer.
It holds a series of thoughts from short
term memory and/or long term memory
long enough to either transfer it to long
term memory and/or abstract reasoning
in order to understand the new concept.
A second dimension of working memory
is the ability to recall the information or
“work” with the information to solve a
problem.
Through the process of working
memory, new information is transferred
into long-term memory.
Forgetting =
Information not
Understood
What Does It Take to Really Learn?
Long-term memory
Long-term memory is a storehouse of
material that is retained for long
periods of time. It is recalled into
working memory to complete learning
tasks like solving problems, writing
papers, or creating a musical
composition.
Forgetting =
Information not
rehearsed/reviewed
What Does It Take to Really Learn?
Abstract Reasoning
Covalence
Abstract Reasoning uses
recalled concepts to
make new meaning and
understanding without
using language, either
spoken, written, or in
thought. This is perhaps
the most difficult stage to
understand.
Atomic
structure
Covalent
bonding
compared
to ionic
means...
Electron
s
Forgetting =
Information not connected
What Does It Take to Really Learn?
Memory Output
Finally, in order to demonstrate
understanding, an individual must
recall (memory output) learned
facts and/or concepts in some
form and express the knowledge.
This takes place in the form of
written tests, papers or
presentations most often within
the college environment.
Memory Output utilizes the entire
cognitive process. It is much
more than just remembering
information for a test.
Forgetting =
Information not
recalled
Auditory Processing Disorder
Definition: Students with auditory
process problems have difficulty
synthesizing words and understanding
words in noisy classrooms. These
students may misinterpret words
or not “hear” the words. This is not a
hearing problem or short term memory
problem. It is a problem of misinterpretation
of words spoken words.
Primary Affected Areas:
sensory register, short
term memory
Observable Behaviors: students
misunderstanding math vocabulary;
difficulty solving word problems; difficulty
reading the text and understanding
lectures
Processing Speed Disorder
Definitions: Students with a visual speed
processing disorder have great difficulty
quickly recognizing numbers and
conceptually similar visual objects. A
student with visual speed processing
disorder is able to visually process but very
slowly.
Primary Affected Areas: sensory input &
register; significantly related to math
Common Observable Behaviors: re-reading sentences &
paragraphs; scanty notes or no notes at all; very slow in
completing homework, very slow in doing on line homework, very
slow in completing tests, having difficulty quickly recognizing
variables and math symbols, problems with automoticity
Short-term Memory Processing
Disorder
Definition: Short-term memory disorder is
categorized as auditory memory. It is the
difficulty in keeping information in short term
memory long enough to transfer it into working
or long term memory. Also it is the automoticity
of rearranging numbers in your head.
Primary Affected Areas: Subsequent effects on the long-term
retrieval, working memory, long term memory, and abstract
reasoning. Students who cannot hold information for more than a few
seconds cannot use it to rehearse or recall from working memory.
Observable Behaviors: Auditory: forget oral instructions; difficult to
be group learner; ask questions about recent information; can’t hold on
to steps long enough in mind to understand concept; difficulty in
manipulating numbers in you head; difficulty in switching number in an
equation presented verbally; some problems with abstract learning
Visual-Spatial Thinking Processing Disorder
Definitions: A student with a visual- spatial
processing disorder has great difficulty in
recognizing and synthesizing visual
information. The student also has difficulty
remembering visual information and
remembering it in the correct order.
Primary Affected Areas: sensory input &
register; short term memory
Common Observable Behaviors: re-reading sentences &
paragraphs; “chicken scratch” notes or no notes at all; problem
solutions all over the page; numbers miss-aligned; copying down
incorrectly; difficulty reading tutor/instructor handwriting; facial
gestures while looking at something; misreading variables and
numbers such as b for d or 9 as a 6 or + for x
Long-Term Retrieval Processing
Disorders
Definitions: Students with LTR
disorders have minimal ability
to input or retrieve information
in active memory in order to
understand concepts. The
LTR process pertains to speed
of putting information
into/taking it out of long-term
memory and abstract memory.
Primary Affected Areas:
Abstract/fluid reasoning, Longterm memory; Memory output;
Any learning task that involves
using several pieces of
information or concepts; tired after
a short period of studying
Observable Behavior: Confusion on multiple
step assignments; Brain Traffic Jam; spaced out
look; student understands step by step
problem solving but can not put all the steps
together to solve the next problem.
Working Memory Processing Disorders
Definitions: Students with
working memory disorders
have minimal ability to retain a
large amount of information in
active memory in order to
understand concepts.
Students also have problems
manipulating that information
to solve problems. Low RAM
Primary Affected Areas:
Abstract/fluid reasoning, Long-term
memory; Memory output; Any
learning task that involves using
complex pieces of information or
concepts; math problems that
require using multiple concepts at
the same time to solve;
significantly related to math
Observable Behavior: Confusion on multiple
step assignments; Student may understand
each concept but can not organize the steps
in order to solve the problem. tired and
frustrated after a short period of studying
Comprehension-Knowledge (LTM)
Processing Disorders
Definition: Students with long-term
memory problems have minimal ability
to store information for a long period
of time. The length of time for which
students can hold information may
vary. For instance, a student may
learn material during one monthly unit and not remember it
during the next unit. On the other hand it could be that
a student remembers how to work a math problem one
day and then forget how to do it the next day.
Primary Affected Areas:
working memory, abstract
reasoning and long term
retrieval; significantly
related to math
Observable Behaviors: holes in the
foundation of concepts needed for further
learning --- have to relearn information
but remembers bits and pieces
Fluid /Abstract Reasoning Processing
Disorder
Definition: Abstract reasoning disorders keep students from being able
to form concepts and solve abstract problems that include novel
situations and extrapolating information. It is also the inability to
identify relationships with unfamiliar concepts and making
inferences.
Primary Affected Areas:
working memory, long term
memory, memory output, all
dependent on the level of
critical thinking required
highly significantly related
to math
Covalence
Atomic
structure
Covalent
bonding
compared
to ionic
means...
Electron
s
Observable Behaviors: need for repeated instruction as if information
was never learned; repeated blank looks; ability to mimic processes but
not apply them, not making inferential leaps; can’t generate alternate
problem solving strategies
Additional COG Useful Clusters
• Verbal Ability: The student’s ability for language development that
includes the comprehension of individual words and the
comprehension word relationships.
• Thinking Ability: The student’s ability to process non language based
information that is placed into short-term memory but needs
additional processing to be understood.
• Cognitive Efficiency: The student’s ability to cognitively process
information accurately and automatically. For example, student’s
visual/auditory speed in processing numbers (frees up working
memory).
• Cognitive Fluency: The student’s ease and speed in performing
cognitive tasks of recalling information. Faster fluency means more
working memory can be use to solve math problems.
• Broad Attention: The student’s ability to input and process auditory
information for a short period of time. Students with low scores may
have a memory input deficit.
Additional Considerations and
Accommodations
Using the Stages of Memory to determine break downs in learning
- Handout
Using processing deficits to determine appropriate educational
and testing accommodations - Handout
Working with advisors and parents
Difference between poor academic preparation and learning
disabilities
Traumatic Brain Injury and math – Vets
ADHD and math learning
Additional Considerations and
Accommodations
Using processing deficits to determine appropriate educational
accommodations - Handout
Calculators
Note-taking
On line homework
Others
Using processing deficits to determine appropriate testing
accommodations - Handout
Pneumonic devices
Test reader
White board
Other
Traumatic Brain Injury (Vets) and ADHD and math learning
Math and general study skills and disabilities
COLLEGE SUCCESS: FAMILY AFFAIR
NAVIGATE COLLEGE:
navcollege.com
Online resource for parents & new students
First Year Experience:
New Roles for Parents and Students
Parents learn about the
college culture and
what first year students
experience, so they
can coach from the
sidelines, support
emotionally, and
nurture independence
in their children, while
continuing to grow as a
family in a new stage of
life for everyone.
Students get a heads up
about the first year of
college by learning
what is expected and
learning strategies to
study effectively,
problem solve through
challenges, and
manage life so they can
not only succeed but
enjoy their first year of
college.
Parental Transition: The Affective Roots
• Parental fear of the unknown
• Emotional attachment
• Parental need for hovering as a coping
strategy to address their:
– Desire for their students to excel
– Need for students to not make mistakes
– Fear of the students’ emotional being
• Parents have a hole in their daily routines
and purpose as parents
Navigate College for Parents
Early education for parents regarding the
college culture, policies
Guide for parents and students to discuss
the transitions for everyone during this
new experience
Reassurance that much of what their
students will experience is normal
transition
Continual source of practical strategies to
become “coaches”
Navigate College for Students
• Heads up for students (and parents) about
important academic calendar dates
• Early intervention like a briefing before pilots
take to the air.
• Importance of getting involved in college as
soon as possible
• Emotional and psychological health to
become resilient and confident.
• Practical strategies for studying and life
management.
Teaching and Tutoring Concerns
Students will remember
information correctly
when they go to study on
their own.
Students must learn
math study skills
Students will reduce
anxiety
Students will learn how to
self-regulate.
Students will persist when
studying gets tough.
How can we help
them mature into
independent
learners? Can we?
We must focus
as much on how
to learn the
discipline content
as learning the
content.
Task Simplification: Restructuring a multitask assignment or process
Identifying all the parts of a
complex sentence.
1.
Identify each task necessary
for the assignment.
Solving mixture word
problems.
2.
Take the first task and
complete it for each
sentence, word problem,
reading selection.
3.
Go back and repeat for
second, third, etc. step.
4.
Process for checking
answers.
Reading and identifying
inferred main ideas.
Through which stages of
learning/memory does task
simplification help students move?
What processing deficits does this
help bypass?
Asking the Right Questions
Identifying all the parts of a
complex sentence.
1.
List the questions students
must ask themselves to
move from one step of the
process to the next.
2.
Students write down these
questions for a reference
later when studying on their
own.
3.
Can be used as an informal
assessment tool.
Solving mixture word
problems.
Reading and identifying
inferred main ideas.
Through which stages of
learning/memory does task “Ask the
right question” help students move?
What processing deficits does this
help bypass?
Memory Bypasses
Teaching
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Vocabulary lists
Formula sheets/cards
Mental cheat sheets
Three column note taking
Lectures with immediate practice to
break up the inputting time with
rehearsal time.
Structured, step by step process for
reading the textbook
Overhead on during class for
individual reference use during
lecture (post on website)
Class recitation
Review and review
Tutoring
1.
2.
3.
4.
5.
6.
7.
Tape-record sequential steps or
questions that the student and tutor
have created
Place same information on note
cards
Put information cues to music or
rhythmic recitation
Mental cheat sheets
Construct tutoring session to include
constant student verbal and/or visual
feedback. Over and over
Draw pictures for cueing
Review and review
Visual Clarity
Writing and Reading
Mathematics
1.
2.
3.
4.
5.
6.
7.
8.
Graph paper
Color assignment to different
numerical functions and symbols
Problem on left side of paper and
extra math calculations on the right
with line dividing down the middle
Use of capital letters instead of small
letters
Lots of white space
Students use whiteboard
Test format with larger fonts and
more white space
Pictures/graphs for word problems
1.
2.
3.
4.
5.
6.
7.
8.
Computer programs with visual
alterations
Color coding parts of sentences,
paragraphs
Physically cut and paste
Lots of white space
Typing with large simple font
Note cards for organization of
paper and sentence structures
Tests and readings with larger
fonts and more white space.
Pictures for organization of
ideas
Organization of Study
Teaching
1.
2.
3.
4.
Written description of
assignments as well as
verbal
Concrete directions
Suggested long term
scheduling of studying for
exam or completion of
project, paper, etc.
Special mentoring with short
term deadlines and student
conferencing
Tutoring
1.
2.
3.
4.
Model structuring of study
time by structuring tutor time
in similar way
Make sure students leave
with a written approach to
completing other tasks
(model for a while and then
turn responsibility over to
students)
Encourage setting short term
goals for completing
homework
Help students find a
productive study environment
Alternative Math Course Sequence
• Elementary Algebra
Statistics
• Elementary Algebra
Liberal Arts Math
• Elementary Algebra
Topics in Math
Mathematics Learning, Instruction,
Parents and Tutoring Concerns
What are your
concerns?
What can you do
about it?
Conclusion
Each student with disabilities is unique; therefore, it is important to
continue learning about the processing deficits and how they affect
learning in specific disciplines. As a result, an instructor or tutor can
take the suggested strategies and adapt them to meet an
individual’s special learning challenges.
Let’s continue the conversation. Email us at
[email protected] whenever you have questions or when
you have success stories!