1 - curricularmusings



This is your Test TE 870 self test for week 9

Understanding common LDs and adapting you curriculum

Take this test as a pre test to see what you know, then correct it after you complete the reading and watch the videos and place writing this journal and your reflection on it about in your journal

1. What is the percentage of students with Specific Learning Disabilities (SLDs)? How many would that be then, on average, for a class of 25?

15%. About 4 students in a class of 25. Wow.

2. What is it we really ask a student to do when we ask her to follow a direction and give us some sort of product? Describe the three majors stages of the learning process and give six examples of ways in which student can have difficulty. (re-read p. 8 In “Resources for…” i.e. attention, information processing and product)

Attention Phase

1. Student filters or suppresses other visual, auditory, and tactile factors that are unnecessary to task.

Processing Phase

2. The student’s brain begin processing the information (perception, memory, organization, and comprehension)

3. Student perceives visual information (and if LD, often the information will appear distorted)

4. Visual memory is activated

5. Matches string of sounds (of directions) to meaning. If LD, often the information will be heard in a distorted fashion.

Output phase

6. Student begins visual-motor task

3. In order to determine whether or not a child has a learning disability, one measure commonly used is the Weschler Intelligence Scale WISC-III. What tends to be distinctive when the sub-parts of an LD child’s test scores are plotted?

In comparison with an average child, whose sub-plots are relatively evenly high, and a slow learning, whose sub-plots are lower, an LD child’s sub plots are very high in some areas and very low in others.

4. What are some of the assessment tools that you can use to give you information about a potential disability and how are they used? List and define three.

Informal Reading Inventory: A tool used by teachers to determine the appropriate reading level of a child. Often involves a set of graded word lists or passages. The teacher keeps record of student’s miscues or errors to hypothesize where the reading difficulty may be

Graded Word List: A tool used by teacher to assess the comprehension and recognition of certain words. The teacher keeps record of student’s miscues or errors to hypothesize where the reading difficulty may be.

Informal Test of Information Processing: Tests that identify areas of weakness and strength in a child’s processing of visual, auditory, or kinesthetic information. Often used from published material, but not standardized using a norming process.

Sometimes student show problems that are very typical of a particular disability. For example:

5. Jacob has problems in keeping his place when reading.

This is most typical of visual-spatial deficit

6. Tyler has problems in understanding the main idea or theme of what was read.

This is most typical of dyslexia or visual processing (student spends so much time decoding, has no mental energy or “space” left for understanding”

7. Ashley has problems in attaching sounds to letters and distinguishing words that rhyme.

This is most typical of dyslexia

8. Alex can follow written directions but struggles with oral directions.

This is most typical of auditory processing disorder

9. The writing of Paige a third grade student, shows many missing figures and words, reversals, inversions and transpositions.

This is most typical of visual processing deficit

In other cases, problems are common signs of several different problems. For example

10. Slow reading could be a sign of

dyslexia or visual processing deficit

11. Answering the previous question when the teacher has asked a new one could be a sign of

Auditory processing deficit or ADHD

12. Misperceiving social situations could be a sign of

ADHD or Visual processing deficit

13. Restlessness during videos and visual presentations could be a sign of

Visual processing deficit or ADHD or auditory processing deficit

14. Maya has trouble listening to lectures.  When the teacher asks a question she is typically unable to respond or gives responses that appear to be off the topic.  She complains that the teacher is talking too quickly. Maya may have what kind of deficit? Auditory processing deficit

15. Christopher is poorly organized.  He is clumsy and his written work is usually sloppy.  He can’t seem to understand cardinal directions on maps and eastern and western regions. He also has difficulty with time concepts and chronology. What kind of deficit might Paul have? Organizational deficit

16. What learning disability does this non-exhaustive symptom list describe? Math deficit

• seeming to have no “sense of number”

• having trouble learning error-free counting, memorizing arithmetical facts, following procedures, or executing strategies

• can do the above task(s), but very slowly

• exhibiting dislike of or anxiety towards math, or avoidance behaviors

17. Highlight one item from each of the three sets as most typical for dyslexia.

• Student confuses words of similar meaning.

• Student confuses words of similar sound.

• The student has difficulty determining the main idea.

• The student has a talent for high-level conceptualization.

• Learning that is accomplished best through a foundation of rote memorization.

• Learning that is accomplished best through meaning and explanation rather than rote memorization.

This one surprised me. One important take-away for me from this reading was that when teaching children who are dyslexic, or even have other specific learning disabilities, one needs to be very explicit and teach many strategies outright, rather than waiting for them to develop on their own.

18. What can you do to help a dyslexic child to read better? Give three specific examples.

1. Explain that they are not unintelligent and they will need endurance and logic to break the code of English.

2. Teach what sounds are represented by what letters

3. Teach common rules of English, such as spellings that often have the same sound and roots, affixes, and morphology.

19. Many students with learning disabilities have various language related weaknesses. Instead, they often have a preferred style of learning, such as auditory, visual, or hands-on. One of the oldest and most effective remedial techniques is to present information through a variety of modalities so that the student can "see it", "hear it", or "manipulate it". Give an example of each for the social studies topic of your choice. I were teaching about _____________, I could…….

If I were teaching about conjugating verbs, I would repeat the sounds over and over again. I usually make up a song to help students remember. I would show the spellings of the verbs on the board, but also give students manipulables to move around to show the different conjugations.

I’m often very explicit in teaching verbs, but after an initial presentation, I often just use the verbs conversationally. Now, I see I need to continue to teach explicitly throughout the unit and beyond.

20-22 While orally reading the sentence "Pioneers rode on wagons," a third grade girl substitutes “Pioneers rope on Wagons”. These are four possible responses (among many) that you might have.

A. Ask the student to point to one word at a time with her finger and re-read it.

B. Have the student use phonic analysis on the word "rode" before continuing.

C. Encourage other students in the reading group to correct the reader's error immediately.

D. Ask the student if the sentence makes sense.

Based on the nature of their ability and disability:

20. Which should you use for the dyslexic student? B

21. Which should you use for the student with a visual-spatial deficit? A

22. Which should you use for the student without a disability? D

23. Ahmed is a sixth-grade student with Asperger's syndrome. When modifying instruction for Ahmed, his teachers should be aware that students with Asperger's syndrome most often display which of the following characteristics?

A. becoming overly occupied with one particular topic

B. being reluctant to engage in activities that require extended attention

C. becoming frustrated due to difficulties understanding what is being presented

D. becoming anxious when asked to work on a project alone

24. You are preparing to administer a classroom test to a fifth grade student who has attention deficit

hyperactivity disorder (ADHD). Which of the following procedures would be most important for the teacher to follow before administering this test?

A. Review all of the instructions for each section of the test before the student begins working.

B. Ask the student if he or she has any last-minute questions about the material being tested.

C. Ensure that the student's environment is free of auditory and visual distractions.

D. Explain to the student the importance of keeping track of time to ensure completion of the test.

Antoine is a ninth-grade student with a learning disability that affects his visual processing. Which of the following strategies would likely be most effective for you to use in modifying multiple-choice tests for him?

A. highlighting key words in the questions

B. providing a scribe to record his answers

C. eliminating multisyllabic words

D. limiting the number of answer choices to two

25. Alyssa is a tenth-grade student with an auditory processing deficit. You, her teacher, expect every one to join in class discussions and will call on students when their hands are not raised. Since Alyssa does not like to participate in class discussions, she will not raise her hand in class. Whenever you call on her, Alyssa makes a joke or becomes disruptive. Of the following approaches you can use, which is most likely to help Alyssa participate successfully in class discussions?

(A) Send Alyssa to the office whenever she makes a joke or is disruptive.

(B) Allow a classmate to write the question down and then read aloud the answers Alyssa writes.

(C) Seat Alyssa away from her peers, close to the teacher’s desk.

(D) Require Alyssa to answer one question each day & agree to call on her only when she raises

her hand.

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