Tutoring Students with Learning Disabilities

Prof. Dr. Aytekin İŞMANFull-Time Professor at Sakarya University, Computer & Instructional

Technology Department

04/21/23Prof. Dr Aytekin İŞMAN1

Tutoring Students with Learning Disabilities

General Learning Outcomes(Presentation Objectives)

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Define the term Learning Disability (LD).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.

What is a Learning Disability?

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A quick overview . . .

In brief… Learning Disabilities

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

These disorders

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

These psychological processes are

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

monitoring and metacognitive abilities)

Learning disabilities

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

These skills are

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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 skillssocial perceptionsocial interaction

What a LD is Not!

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IT IS NOT:low intelligence/an intellectual disabilitymental illness/emotional disturbanceautismvisual or auditory acuity problemslaziness/lack of motivationa way to avoid other issuesa physical handicapthe result of a poor academic background

It is like having too many bridges out as well as too many overlapping pathways along the “information highways”

of the brain.

Dale R. JordanU. of Arkansas

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So, a Learning Disability is an Information Processing Impairment

A Simple Model of Learning & Information Processing

AttentionSensory InputDecodingProcessing

May include Storage and/or Retrieval

processesEncodingPhysical Output

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Where can Information Processing (IP) break down? Dr. Allyson G. Harrison, Queen’s University

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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)

Breakdown continues Dr. Allyson G. Harrison, Queen’s University

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4. Speed of information processing5. Attention

- Selective (cannot choose/focus)- Sustained (cannot maintain)- Divided (cannot shift/hyperfocus)

6. Narrow processing style - can’t simultaneously attend to & process multiple aspects of a stimulus field

Still breaking down Dr. Allyson G. Harrison, Queen’s University

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7. Poor scanning resolution-miss relevant data8. Right hemisphere dysfunction: good at

details but not global picture. Gets lost in details, easily overloaded. Can’t make sense of holistically presented information. Poor ability to interpret visual cues.

9. Faulty output mechanism - interferes with demonstration of adequate information processing.

The Criteria

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Diagnosing a Learning Disability

Average StudentAptitude vs Achievement – normal differences

9590

103

9395

105100

105

50

60

70

80

90

100

110

Aptitude VIQ, PIQ, FSIQ Achievement

R Recog

R Comp

M Calc

M App

Writing

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Student with a LD (Reading)

Aptitude vs. Achievement – significant differences

95

70

103

85

75

105100

105

50

60

70

80

90

100

110

Aptitude VIQ, PIQ, FSIQ Achievement

R Recog

R Comp

M Calc

M App

Writing

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Visual LD (Dyslexia) Aptitude, Achievement & Info Processing

Aptitude (IQ) Achievement(R,S,M)

Info Process

Grapheme

Phoneme

Memory

Speed

Verbal

Visual/Sp

Fluid R

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Aptitude, Achievement, Info Processing Auditory (CAPD)

Aptitude (IQ) Achievement(R,W,M)

Info Process

Auditory

Visual

A-Memory

V-Memory

Speed

Verb Reason

V/S Reason

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A Couple of Examples . . .

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So how might an LD affect a Learner?

Can’t you read this?

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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.

Can’t you see this?

Can’t you see the _________?

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IP impairments may cause academic difficulty with… *

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Alphabet/PenmanshipCopying/Note-Making Reading, Writing, Spelling & MathListening & SpeakingExpressing what is Known & UnderstoodAttention & MemoryPersonal Organization Time and SequenceSlow Work Speed

*From Introducing Learning Disabilities to Postsecondary Educators

The Meighen Centre for Learning Assistance and Research, Mount Allison University

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Social & Emotional Aspects* of a Learning Disability

A Tough Fact

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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.

Possible Academic Problems

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silent reading/reading aloudwriting/spellinglearning languages/mathexpressing what is known and understoodhaving to re-do school work at homehaving no time off since everything takes

longerdropping out

Possible Social/Emotional Problems

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feeling dumb, stupid, embarrassed, frustrated, anxious, lonely, isolated

being called stupid, lazy; being put down by teachers, friends, and even parents

feeling nobody understandsfeeling need of helpfearing rejection & failurealways having to cover up, act a role

Possible Career/Vocational Problems

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lack of basic skillslack of social skills“It’s never cured”, “It never goes away”having to cover upnever feeling adequatelow expectationsjobs don’t last

Typical accommodations available to students with learning disabilities at

the post-secondary level

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Meeting Their Needs . . .

Test/Exam Accommodation

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Commonextra timespell checkeruse of a computerdistraction-free

environmentleniency towards

spelling & grammar

Less Commonreaderscribee-readervoice dictation

Classroom/Lecture Accommodation

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Commontape recordernote-sharer/takeruse of overheads/

visual organizerAlpha-Smart/lap-top

computer/Pocket PC

Less CommonFM systemwait time when

called uponlecture notes on

reserve/on weblecture outline in

advance

Personal Study Accommodation

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master notebookorganizertalking spell checkertexts on tapetape/digital recordercomputerscannere-reader/e-textsvoice dictationreduced course load

study buddymentoracademic skillspeer tutorprofessional tutortechnology trainingtargeted learning

strategy training based on LD assessment

Despite accommodation…

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

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

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What you can do . . .

General principles . . .

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Learning disabilities are permanent∴ you aren’t going to “fix” the disabilityYou have to use strategies to “work

around” or compensate for the disabilityLearning disabilities are heterogeneous;

each learner has a unique profile∴ you must be flexible in your approachRemember, 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!

General Strategies

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Give student time (practice patience)Tutor in a quite environment (visual noise,

too)Present info in small, manageable stepsRestate/present info in a variety of ways (text,

graphs, charts, drawings – multi-sensory)Write out instructions – or tape instructionsGive examples, lots of practice, test

knowledgeAllow frequent breaks (cognitive load)Teach strategies for reading, note taking,

study, etc.

Math & Science

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Use colour codingMemorize/drill (rote learning) while

walking or exercisingUse flowcharts, diagramsUse flashcardsUse graph paper instead of linedCreate simulationsProvide hands-on materials and hands-

on activities when possible

Reading

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Discuss key terms & unfamiliar vocab/jargon

Use colour/highlightingRead aloudHelp student outline lessons, new materialTeach a reading strategy (SQ3R, SQRW)Discuss the materialProbe for information; get the student to

clearly define and elaborate (avoid yes/no questions)

Use sketches, mind maps, flowcharts…

General tips when tutoring students with LDs

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Be patient (disability slows certain processes)

Do not rely solely on language to explainTeach the process – don’t skip stepsEncourage independenceRespect student’s confidentialityGet help from professor, Georgia,

learning strategistAsk the student what he/she needs

Use lots of technologies access to success

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Which technologies can be used?

Classical Educational Technologies 1 (Writing Boards)

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Black Board

Magnetic Board

Fabric Covered Board

Classical Educational Technologies 1 (Writing Boards)

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Turntable

Bulletin Board

Classical Educational Technologies 2 (Visual Technologies )

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Written Materials

Graphics

Models &

Samples

Oversized & Small Sized Pictures

Classical Educational Technologies 2 (Visual Technologies )

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Posters & Banners

Caricatures

Newspapers

Classical Educational Technologies 2 (Visual Technologies )

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Dioramas

Trips

Exhibitions

Modern Educational Technologies 1 (Visual & AuditoryTechnologies )

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Electronic Board

Telephone

Radio

Modern Educational Technologies 1 (Visual & AuditoryTechnologies )

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Cassette & CD

Digital & Classical Camera

VCD & DVD

Modern Educational Technologies 2 (Projectors)

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Slide Projector

Overhead Projector

Data Projector

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

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Be a GREAT teacher

We Learn... William Glasser

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10 % of what we read20 % of what we hear30 % of what we see50 % of what we both see and hear70 % of what is discussed with others80 % of what we experience personally95 % of what we teach someone else

Or Simply

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Tell me and I will forgetShow me and I may remember

Involve me and I will understand

Ancient Chinese proverb

So remember . . .

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SeeListenSayModelDoDo againThe list goes on . . .

and . . .

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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

To review . . .

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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 skillsOffer positive, realistic feedback

What did we learn?

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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

. . . thanks

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Questions?