Learning Disabilities: Simple Assessment And Proven Teaching . - Decoda
Learning Disabilities:Simple AssessmentandProven Teaching TechniquesWorkshop Highlights learn how to assess different types of Learning Disabilities using avery simple assessment tool learn strategies to assist students with this Learning Difficulties create specific lessons using classroom proven techniques thatyou can use the very next dayWorkshop Presenters:Gloria Olafson – BEd, Elementary Teaching, Orton-Gillingham tutor trainercertified through the Canadian Academy of Therapeutic Tutors.Gloria has 22 years experience as a trainer, and as a learning disabilitiesteacher using Orton-Gillingham in the classroom. She continues to tutor.Stephanie Lindstrom – BEd in Learning Disabilities, M.A., Educational Leadershipand Administration.Stephanie has 15 years experience as a classroom teacher and is currentlyteaching. She has been a co-presenter for 10 years and a tutor for 13 years.“This project was made possible with funding support fromthe Government of Canada’s Office of Literacy and Essential Skills.”
Learning Disabilities: Simple Assessmentand Proven Teaching Techniques WorkshopNorthern Lights College, ChetwyndOverviewPresenters: Gloria Olafson and Stephanie Lindstrom Fraser Lake Chapter of LearningDisabilities Association of British ColumbiaOne of the highlights of this workshop was to learn how to assess different types of LearningDisabilities using a very simple assessment tool. Attendees were allowed to ask the presentersquestions at any time during the workshop and a lot of valuable information was given andreceived. Some educators had specific students in mind, while others kept their questionsmore general that could be applied to any student they may encounter. This discussion led tothe development of a variety of different tools being developed in the afternoon.The presenters then offered comments and suggestions on specific strategies to assist theparticular students and more general information on students with certain Learning Difficulties.The presenters were very open about some of their past students and related some strategiesthat had worked for them in the past. They also told the attendees about strategies that didnot work well and gave possible reasons why they didn’t work.In the afternoon, the attendees spent time looking at and developing materials to use withtheir students. Some attendees mentioned they would be taking some of the materials toschool with them the next day to try with their students. After we concluded the hands-onportion of the workshop, we wrapped up with a discussion of what was learned and whatfurther information we would like to have.All the following tools can be used independently of each other. There was such a variety ofeducators attending the workshop that we developed tools that would suit each of our needs.After the tools were developed, we shared the various ones amongst ourselves. Instead ofcoming away with just one tool we could use, most of us came away with two or three.“This project was made possible with funding support fromthe Government of Canada’s Office of Literacy and Essential Skills.”
Learning Disabilities: Simple Assessmentand Proven Teaching Techniques WorkshopNorthern Lights College, ChetwyndAreas of Deficit: Impacts and StrategiesThe following pages contain an overview of various areas of deficits that a student maypresent with. This tool is to help educators who have students with common areas ofdeficit and to let them know the possible impacts on a student with learning disabilitiesand give suggestions regarding resources and strategies to improve student learning.The first column describes the deficit, the second column describes the potentialimpacts to the student’s learning, and the third column lists resources and strategiesthat can be used to help overcome the deficit. This chart describes a range ofdifficulties and cannot be used as a diagnostic too.This is part of the Orton-Gillingham Multisensory workshop that was presented byStephanie Lindstrom and Gloria Olafson of the Learning Disabilities Association: FraserLake North West Chapter at Northern Lights College, Chetwynd campus. If you haveany questions regarding the Orton-Gillingham Program, please contact either Gloria orStephanie.Gloria Olafsonsdld@bcgroup.net250 699-6495Stephanie Lindstromsteph.l@ldabc.ca250 699-2522“This project was made possible with funding support fromthe Government of Canada’s Office of Literacy and Essential Skills.”Areas of Deficit: Impacts & StrategiesPage 1
Area of DeficitPotential ImpactsResources and StrategiesA student may have difficulty Improve Student Learning by Perceptual and Information ProcessingStoring,Holding information in workingDirect instructionretaining andmemory while using it toUse a mnemonic (an example is to use mnemonicsrecallingperform a task (use ato capture information in a memorable way suchinformation,dictionary, write a summary ofas how to spell the word “friend” “A friend is aimages, sounds,the story read in class,friend to the end”.)or experiencescomplete homework, recallUsing association a student can relate a new wordbasic facts)to a familiar word. Students can also associate aStoring information in longpicture, mental image or gesture to a word.term memory for future recallGraphic organizers (Graphic organizers are visualInterpreting and(remember the story fromrepresentations of information that link newunderstandingyesterday, recall classroomknowledge to existing information)visual androutines, retrieve words,Play memory games using weekly vocabulary lists,auditorymemorize chemistry equationsSocial Studies, or Science unit words.informationor symbols)Tape record lessons to be listened to again atcombining andNote-takinghomecoordinatingDifferentiating betweenEncourage note taking as a close activityelements into aforeground and backgroundReview more often before proceedingwhole(e.g., hear a teacher’s voiceUse advanced organizersover background noise)Allow open book testingRecognizing shapes andUse multisensory instructionpatterns, noting similaritiesAllow use of word processor for spelling andand differenceseditingIntegrating knowledgeMove to front of the room for instructions(associate letter shapes and/orWrite instructions on the board or on a separatesounds effectively to writesheetCompleting tasks with severaldifferent steps to complete,such as written tasksRapidly processing informationin order to respond at the paceexpected in classUnderstanding oralinstructions, even wheninstructions involve familiarroutines.Areas of Deficit: Impacts & StrategiesPage 2
Language and Auditory processingListening,Understanding what is saidvocabulary,(receptive language)comprehension,Expressing thoughts clearlyand speaking:(expressive language)expressingRemembering oraloneself clearlydirections/informationand(auditory memory)understandingLearning new vocabularyspoken languageMaking connections betweenwords and the ideas theyrepresentOrganizing thoughts verballyand in written formUnderstanding instructionsand expressing oneselfSkips lines when readingOmits words when readingBlurry vision or itchy eyeswhen readingAreas of Deficit: Impacts & StrategiesUse concrete and visual materials to supportlearning conceptsBe sure students know they can requestclarification at any time: make sure students arecomfortable le asking for help by creatingopportunities for questions one-on-oneTap into students’ prior knowledge regularly tohelp them make meaningful connectionsSlow down when you speakProvide time for students to explain concepts andideas to each other, such as by using the ThinkPair-Share strategyBreak listening tasks into chunks and orient thelistener to the purpose of the communication (e.g.“First we are going to talk about how to set up thepage .”)Have the student sit close to you and watch yourlipsRepeat directions/instructions and/or have thestudent repeat them for youSummarize spoken directions using visualrepresentations for each step or by writing eachstep in a different colourAllow additional time for the student to processand additional time for recall of informationProvide repetition, examples and encouragementregularly. It may be possible to record a lesson forreview at homeReduce pressure whenever possible and observestudents carefully to assess their level ofunderstandingEncourage student to use a bookmarkReproduce material and have student highlight orunderline words as they readEnlarge printed materialReproduce copies on blue, tan, or green colouredpaper (florescent lights on white paper produce aglare)Encourage students to rest eyes for 30 secondsPage 3
Phonological ProcessingProvide students with direct instruction of phonics skills:IdentifyingHearing and rememberingRhyming wordssounds withinsound sequences and soundwords:Breaking compound words into individual wordspatternssegmenting andand words into syllablesRecognizing similarities andrecallingIdentifying initial sounds on wordsdifferences (phonologicalphonemes andawareness)Indentifying final sounds on wordsmorphemes thatRecognize specific sounds orIdentifying medial sounds in wordscombine to formdifferentiate between auditorySegmenting words into their component soundwordsstimuliDeleting sounds from wordsRetrieving from long termAdding beginning sound to make phoneme blendsThis skill includesmemory phonological codes orsubstituting sounds within wordsdevelopment ofsounds associated with letters,Adding beginning sound to make phoneme blendsexplicitword segments and wholeSubstituting sounds within wordsknowledge inwords so as to decodeSound blendingsyllable(blending and segmenting)awareness,unfamiliar words and/orMake adjustments to the learning environment:onset and rhymerecode words in written formSeat students away from sources of noiseawareness andRetaining and manipulatingReduce auditory distractionsunderstandinginformation in verbal form,Make wall charts to depict phonicsthat words cansuch as the recall of numbers,Create word walls based on phonics componentsbe broken downwords and sentencesinto partsComprehending meaning of(segmenting)text due the arduous focus ondecodingPoor Motor AbilitiesInterpreting andunderstandingsensoryinformation(visual, auditory,body positioning,arousal/anxiety,and touch stimuli)Developing the feel ofappropriate pencil grip, learningto tie shoelacesBeing aware of body inrelationship toothers/surroundingsRegulating responses to beingtired, over stimulated, frustrated,or worriedRecognizing organization of ideasin textIntegrating sequentialinformation such as steps in abiology experiment or numbersequencesCannot copy accuratelyForms letters poorlyCannot write in a given amountof spaceNo space between wordsSlow, laborious handwritingAreas of Deficit: Impacts & StrategiesSeat child near the boardSeat child in the front rowTeach student to use their index finger to keep theirplace or use a sticky noteTrain student to remember groups of letters orphrases to copyEliminate copying tasks by using handoutsAllow student to take an oral testShorten assignmentsAllow student to use word processorLet students dictate test answers into a tape recorderNo erasing, cross out with one line and continueStudent work at chalkboard doing gross motormovements like figure 8’sPage 4
Social and Organizational SkillsIdentify, clarifyAnalyzing, categorizing,and addresscomparing/contrasting andproblemsorganizingConnect pastReflecting, assessing, andexperienceevaluatingwith presentConnecting past learning to newactionssituationsInteract wellPredicting, experimenting towith othersextend meaning by formingFeelconnections between priorappropriatelylearning and new informationconfident andEstablishing and teUnderstanding personal strengthssocialand challengesresponsibilityRegulating own behaviour tocomply with classroom andschool rulesUnderstanding the value ofplanningUnderstanding consequences ofdecisionsReading social situations or bodylanguageOrganizing personal spaceAreas of Deficit: Impacts & StrategiesDiscuss with students their methods for learning andwhat ways are better than others. Consider questionslike: What is the reason for this work? Have I donesomething like this before? What are the differentways to do this? What is the best way to do this?Help students understand that each person usesstrategies that help them stay organized, rememberwhat to do and be successful. It is also important toexplicitly talk about and make the connection betweenattention, effort and learning. Equally important is theunderstanding that repetition can be helpful.Students can also be provided guidance to evaluatetheir progress throughout a task. Guide them througha process to step back from work and ask: Is thisstrategy working? Is there another way I can do thisbetter? Is this working for me?Role play social situations in classUse real situations that arise to alert students to bodylanguage and how to respond appropriatelyEncourage parents and students to let you know whenproblems ariseMake provisions for a time out area for students tocalm down and rebalanceUse an assignment calendarTeach students how to organize to change tasks – clearaway books from one subject, clear off desk top, takeout new materialsTeach students about margins, headers, etc Page 5
AttentionFocusing thinking,sensations andmemory toconcentrate onthe right things atthe right timeMathematicsDifficulty inunderstanding orthinking usingnumbersproblemsunderstandingtime and/or spaceconcepts recallingand/or usingnumber factsSelecting attention to the task athand (may have difficultyknowing when to pay attention)Filtering stimuli (ignoring touchsensations or smells which aredistracting or disturbing)Maintaining focus as long asrequired (may go off on tangents)Shifting attention – refocusattention from one task toanotherDividing attention (listen to ateacher while taking notes)Use a signal to indicate directionsHave students move to the frontOral directions should be limited to no more thanthree and have students repeat directions backPut the directions on the boardTeach students to read directions and underline orcircle words that tell them what to doCirculate early during independent work to be suredirections are being followedTeach students about attention and model self-talkthat can enhance it – “Now, stay focused and thinkabout the question”; “I’m going to do this for fivemore minutes and then take a short break.”Provide clear and simple directions, a structuredschedule and a calm work environmentPlan breaks so students can rest and decompressAsk one question at a time. For example, rather thanask students to look at the number 431 and say whichnumber represents hundreds, ones, and tens; askstudent each question separately: Which numberrepresents tens? Which number represents ones?Etc. This approach helps students focus on theimportant features you are highlightingUse a TimeTimerTM to support on-task behaviour andawareness of time. This clock can be hung on the wallor it comes with a stand so teachers can place it whereit is needed in the classroom.Understanding symbols andoperationsRecall of basic facts and formulaeReading instructions and wordproblemsLearning and remembering newvocabularyOrganizing the steps required forproblem-solvingAllow student to use calculator or multiplication chartsAllow student to take open book testAlways use concrete materialUse manipulative to introduce a new conceptTake time to talk about the meaning of symbols anddemonstrate their effects on manipulative/concreteobjectsResearch has confirmed that three concrete lessons(using manipulative devices) and threerepresentational lessons (using pictures and/or tallies)with each lesson consisting of about 20 problems towork through is sufficient for most students withmathematical disabilities to understand the conceptbeing taught (Butler, Miller, Crehan, Babbit, andPierce, 2003).Students can build on these successes by moving tosymbolic representation using standard mathematicalnotationAreas of Deficit: Impacts & StrategiesPage 6
Written LanguageProblems withspelling,handwriting,,and/or writtencompositionLetter reversalsSpelling lists/test very difficult tomasterPunctuation/capitalization andsentence structure difficult tounderstandCreating coherent outlineSequencingAreas of Deficit: Impacts & StrategiesAttach a visual alphabet strip to students’ deskModel the process – demonstrate in a step-by-stepfashion how to plan, create a draft, evaluate what waswritten and then revise and edit. For moreinformation see Tomkins (2000). Teaching Writing:Balancing process and product (3rd edition). UpperSaddle River, NJ: Merrill/Prentice HallModel the inner dialogue writers use while they createUse a formative assessment structure to give feedbackto students about aspects of their writing. For moreinformation see the BC Performance Standards forWriting (available athttp://www.bced.gov.bc.ca/perf stand/writing.htm )or the Six-Trait Writing Assessment Rubric (3examplesavailable us1traits.PDFSupport students’ independence by using scaffoldssuch as a visual representation of steps involved inwriting or feedback on each step as it is completedExplicitly teach spelling patterns and provideopportunities for using electronic spell checkers toidentify misspelled wordsInvolve students in digital storytelling. This is aninnovative way to get students involved in first personnarratives about their own experiences and topics ofinterest. Students will need to problem solve andmake decisions related to organizing and sequencingideas. Students narrate their stories aloud,accompanied by visuals. The narration and picturesare saved as a digital file for sharing with others. Inthis way students are unencumbered by the strugglesinvolved in fine motor skills, spelling, and punctuation.Information and examples are available widely on theinternet. A variety of stories by teachers in trainingare archived ital/examples.phpAdaptations to support the writing process:Fine motor control/Legibility-Use a pencil grip to enhance pencil control-Place paper on a board that is slanted at a 15-30 degreeangle- Place paper on a clipboard to hold it steady-Use paper with bold lines or raised lines to help studentsstay onthe line when writing-Use graph paper when completing math questionsPage 7
Learning Disabilities: Simple Assessmentand Proven Teaching Techniques WorkshopNorthern Lights College, ChetwyndDiagnostic ToolThe following nine pages contain a diagnostic tool, lesson plan, and a handouton how to analyze the diagnostic tool. This is part of the Orton-GillinghamMultisensory workshop that was presented by Stephanie Lindstrom and GloriaOlafson of the Learning Disabilities Association: Fraser Lake North West Chapterat Northern Lights College, Chetwynd campus.As stated on the first page in the overview, this tool is to help find out thestudent’s strengths and weaknesses. This tool is designed to be implemented ina one-hour session. It is not going to diagnose everything, but will give you aquick overview of where to begin with the student.Stephanie and Gloria both stress that you need to put your student at easebefore you begin and make sure you are comfortable as well. It will help if youare well organized and show a positive attitude towards the lesson.If you have any questions regarding the Orton-Gillingham Program, pleasecontact either Gloria or Stephanie.Gloria Olafsonsdld@bcgroup.net250 699-6495Stephanie Lindstromsteph.l@ldabc.ca250 699-2522“This project was made possible with funding support fromthe Government of Canada’s Office of Literacy and Essential Skills.”Diagnostic ToolPage 1
Diagnostic SectionVocabularyDiagnostic Lesson The first lesson with a student is to find out thestudent’s strengths and weaknesses. From here teaching begins.The goal of the diagnostic lesson is to assess the students’ abilities ina one hour session. As this is the first lesson, you will not be able toassess everything and can continue further assessment in futurelessons. However, this is a good starting point as you continueworking with your student. It is important to remember that eachstudent will be unique and, therefore, lessons will always be adjustedto meet their needs. For example, a spelling rule for one student maybe taught in one lesson, but for another student the rule may needto be broken down into three lessons.Put your student at ease. Relax yourself. This is a full hour’s work andyou both will be tired at the end. Have good aids, be positive andbe fully organized!Auditory Processing is a pathway to the brain that transmitsinformation that we hear. Both internal and external roadblocks caninterfere with this process.Visual Processing is a pathway to the brain that transmits informationthat we see. Both internal and external roadblocks can interfere withthis process.Diagnostic ToolPage 2
Diagnostic Lesson Plan Level ITutor StudentDate110IntroductionShow name cards and introduce yourselfDirections:1. Write your name at the top right-hand side2. Under your name write your age3. Next write M for male or F for female4. Put L if left-handed, R if right-handed, both if use either handSequences:1. Letters of the alphabet2. Days of the week3. Months of the Year4. Orally another sequence –Visual Processing: Present design to copy on blank paperAuditory Processing:1. Put your pencil point in the middle of the paper.Draw a line to the left, half-way to the edge ofthe paper.2. Continue the line to the top center edge of thepaper.3. Now, draw the line to the left edge of the paper.4. Next draw the line to the bottom left corner.5. Join that point to the center.Spelling Nonsense Words:1. dag10. trung2. sud11. splown(clown)3. queb 12. bliff4. wim13. glay5. bon14. repant6. yonk15. libbot7. gleck 16. rutch8. feme17. habble9. nade18. grationSpelling Sight Words: 1. 4.2. 5.3. 6.Writing: (Write 5 or 6 sentences about themselves)Visual DrillDo the first 30 to 40 sounds from the drill deck. Divide into known andunknown sounds.Auditory DrillSay the sounds and get the student to write them. Check off the ones theyknow on the Diagnostic Auditory Drill Sheet as you are doing them.Reading1Positive Finish3643551255Diagnostic ToolName cardsLined paperLined paperDesignBlank PaperLined paper*Student firstwrites 1-9 andspells thosewords.Continue with10-18 if theycan.Lined paperLined paperDrill DeckLined paperReadingassessmentPage 3
Diagnostic Lesson Plan Level IIntroduction 1 min.1) Have name cards for you and your student. Use your firstname or last name as you prefer.2) Exchange some personal information to get to know your student.Directions 3 min.1. Ask the student to listen to a set of instructions that you aregoing to say slowly and distinctly. There will be no repeating.Tell them to wait until you tell them to go ahead beforedoing anything. They must listen to the entire set ofinstructions before proceeding. Read the following to them.1. Write your name at the top right-hand side of yourpaper.2. Under your name write your age.3. Under your age write M for male or F for female4. Put L if you are left-handed, R if you are righthanded. Put L and R if you can use either handfor most things.Now, tell them to go ahead and write what you have asked.Sequences 6 min.1. In a line across the page, write the letters of the alphabet inorder. (If students ask “write or print?”, “capital or small?”etc. say “Whichever you like.”) If students are stuck then goon. You can tell them that is fine and this will help me workwith you.2. Write the days of the week. Do not worry if you spell themcorrectly. Try and write them in order. Write them in full withno abbreviations. Again they may not be able to do all.3. Write the months of the year in order and in full with noabbreviations. If students cannot do this ask them orally totell you the ones they know.4. Ask them orally to tell you another sequence to find one they do notknow. You will be working on this at some point in the next lessons.Diagnostic ToolPage 4
Visual Processing 4 min.Present the following design and say to the student, “Pleasecopy this as exactly as possible.” Sweep your hand over thewhole page as you give the instruction.Auditory Processing 3 min.1. Following Directions: “I want you to draw lines following mydirections. Turn your unlined paper over to the other side.Tell the students you cannot repeat or elaborate. Read thefollowing instructions. DO NOT REPEAT. Allow 10 secondsafter each instruction.1. Put your pencil point in the middle of the paper. Drawa line to the left, half-way to the edge of the paper.2. Continue the line to the top center edge of the paper.3. Now, draw the line to the left edge of the paper.4. Next draw the line to the bottom left corner.5. Join that point to the center.Spelling Nonsense Words 5 min.1. Ask the student to turn back to the lined paper. Explain tothem that, “I will be giving you some nonsense words tospell, not real words, but words which could be real words,and might in fact be a part of a real word.”Explain that there may be more than one way to spell thesewords. Tell them to put down whatever seems reasonable tothem.Ask them to set up their paper by putting down the numbersfrom 1 to 18 in two columns. On the left side of the paper,number the lines from 1 to 9, and in the middle, number thelines from 10 to 18.1.2.3.4.5.6.7.8.9.Diagnostic 4.15.16.17.18.trungsplown (clown)bliffglayrepantlibbotrutchhabblegrationPage 5
Spelling Sight Words 5 min.1. Get the student to number 1 to 3 on the left and 4 to 6 in themiddle. Choose six sight words for the student to spell.Writing 12 min.1. “Now I would like you to write a few sentences aboutyourself. Do not worry about spelling. Just tell me who youare, why you are here, what are your favorite , what do youlike to do, or about your family.”2. For the non-writer get them to explain a picture.Visual Drill 5 min.1. Use the Visual Drill Deck which is the cards with letters on thefront and key pictures on the back.Do the Visual Drill Deck with your student. Only do the visualdrill for 5 min. You will be doing the first 30 or 40 sounds.2. Hold the cards slanted and placed on the table in front ofyou. The student can easily see the letters and you can seethem upside down.3. Say to the student, “Tell me the sound these letters make.”The student tells you the sound without any prompting fromyou.4. If the letters have more than one sound, you can say, “Doyou know another sound?”5. Separate the deck into two piles, “known” and “unknown”.Stop when the student is having too much difficulty. Thecards that are not shown to the student can be labeled “nottested”. These sounds can be tested in future lessons. Whenyou have finished stay positive and point out all the soundsthe student knows. Have labels and elastics to put aroundthe three piles.Auditory Drill 5 min.1. In this drill the tutor says the sound and the student writesdown the spelling for the sound. Have him write all spellingsDiagnostic ToolPage 6
that he knows for each sound. Ask your student to printalong the line as this saves space. Say them in any order.2. Use the Phonic Fundamentals Sound Order. As you give thesounds check the known sounds and put a dash for soundstested but not known.3. You will eventually want to have the auditory sounds knownand the sounds known in the Visual Drill to be the same.4. As new sounds are taught the card will be added to theVisual Drill Deck and the sound will be checked on thePhonic Fundamentals Sound Order.Reading 10 min.1. Have the student read material to find out their level.Have several different levels available.2. Orally ask the students the 4 different types ofquestions.Diagnostic ToolPage 7
Analyzing the Diagnostic Lesson Level IDirections1. This checks short term memory, sequencing, and auditoryprocessing: How long does he remember what he hears?Can he remember a sequence of instructions? Can heorganize his thoughts? How does he interpret theinstructions?Sequences1. Sequencing, visual processing, and spelling: Does he knowthe sequence of the alphabet? Are there capitals andlower case mixed (esp. b and d)? How are letters formed(from bottom up, reversed)? Does he hesitate at variouspoints?Visual Processing1. Are all the shapes in one corner or are they arranged downthe page? How much time does he take? Does he sketchcarefully with erasures or does he just go to it?2. Students having problems here may have problems seeingthe parts of a word and how a letter fits in the whole word,blend, phrase, or sentence.3. Students will have difficulty copying information from theboard or book.Auditory Processing1. How well does he understand instructions? What about leftand right? “Top center edge” is often a problem.2. Students will have difficulty following oral directions.Spelling Nonsense Words1. This checks auditory processing, visual processing, phoneticspelling.2. This shows difficulty with short vowels, silent e, multi-syllables.Does he hear the sound I said? Do I have to repeat theword?Spelling Sight Words1. Does he try to sound out these words phonetically?Diagnostic ToolPage 8
Writing1. How are sentence structure, spelling, paragraphs,punctuation? How well does he think in sentences? Doeshe skip words? How is his spelling?Visual Drill1. You now have a set of “known” sounds that can be used infuture lessons.Auditory Drill1. You now have a set of “known” sounds that can be used infuture lessons.Reading1. You now have an idea of the student’s reading level forchoosing material.Diagnostic ToolPage 9
Diagnostic Auditory Drill Checklist Level 1Name DateAmssmtstinsnntbc,k,cksc,sko, uffl,fleftrbrcrfrprtrscrsprstrddrndeapple
Lake North West Chapter at Northern Lights College, Chetwynd campus. If you have any questions regarding the Orton-Gillingham Program, please contact either Gloria or Stephanie. Gloria Olafson sdld@bcgroup.net 250 699-6495 Stephanie Lindstrom steph.l@ldabc.ca 250 699-2522 "This project was made possible with funding support from
If people dying with learning disabilities status 'not known' included the same proportion with learning disabilities as those for whom a status was recorded, there would have been 651 deaths of adults with learning disabilities, giving a rate of 254 per 100,000 population, 4 times the rate for adults without learning disabilities.
Volume 1, No 2 April 2015 LEARNING DISABILITIES ASSOCIATION OF CANADA BOARD NEWSLETTER 5 Planning for the 2015 Symposium on Learning Disabilities – Literacy, Learning Disabilities and Cognitive Strategies: Facilitating the Learning Process for All has commenced in collaboration with the Government of New Brunswick’s Department of Education and Early Childhood
Helping young people with learning disabilities to understand money Helping young people with learning disabilities to understand money 1 introduction 1 Norah Fry Research Centre at the University of Bristol, for Friends Provident Foundation. 2 www.learningdisabilities.org.uk 3 People with learning disabilities in England. Eric Emerson & Chris .
The Center for Disabilities is part of a national network of University Centers of Excellence in Developmental Disabilities Education, Research and Service (UCEDD), authorized by the Developmental Disabilities Assistance and Bill of Rights Act. The Center for Disabilities supports the independence, productivity, and inclusion of individuals with
Learning disabilities range in severity (i.e., mild, moderate, severe). Although the following factors may further complicate the challenges faced by individuals with learning disabilities, such disabilities are not due primarily to: hearing and/or vision problems; socio-economic factors; cultural or linguistic differences;
Learning . disabilities and dementia. Factsheet 430. LP. March 2015. People with learning disabilities, particularly those with Down's syndrome, are at increased risk of developing dementia. If a person with a learning disability develops dementia, they will face different and additional challenges to people who do not have a learning disability.
WEYGANDT FINANCIAL ACCOUNTING, IFRS EDITION, 2e CHAPTER 10 LIABILITIES Number LO BT Difficulty Time (min.) BE1 1 C Simple 3–5 BE2 2 AP Simple 2–4 BE3 3 AP Simple 2–4 BE4 3 AP Simple 2–4 BE5 4 AP Simple 6–8 BE6 5 AP Simple 4–6 BE7 5 AP Simple 3–5 BE8 5 AP Simple 4–6 BE9 6 AP Simple 3–5
even within-state criteria varies from district to district and school to school. Most students with disabilities do not have intellectual disabilities, and most students do not have severe disabilities of any sort. Disability category labels are useful as general descriptors of the types of barriers
