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Students with Learning Disabilities in the Classroom

Students with Learning Disabilities in the Classroom. Chapter 8. Adaptive Behavior. Task Orientation: interaction between discrete aspects of attention Disruptive Behaviors: range from passively staring out the window to throwing a desk

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Students with Learning Disabilities in the Classroom

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  1. Students with Learning Disabilities in the Classroom Chapter 8

  2. Adaptive Behavior • Task Orientation: interaction between discrete aspects of attention • Disruptive Behaviors: range from passively staring out the window to throwing a desk • Hyperactivity: major problem with LD, usually out of seat behaviors and increased body movement

  3. Behavior in Instructional Groups • Individual seat work: students with LD are more off task • Small group work: more on-task but need to monitor behaviors closely • See Teaching Tips pg. 245

  4. Elementary Teacher Interactions • Teachers interact more frequently with students with LD but focus more on behavioral management issues rather than instructional issues. • Instructional Statements: need to carefully consider the appropriate level of questions to foster academic growth • Start with lower level questions for acquisition • Provide high-order questions once students learn concepts

  5. Differentiated Classroom • Varying the question complexity • Cubing: technique to consider a concept from six points of view

  6. Differentiated Curriculum – Layered Curriculum http://help4teachers.com/

  7. Cognitive Characteristics of Adolescents with LD • Cumulative deficit: due to deficits in achievement, they fall further and further behind their peers (see figure 8.1 pg. 251) • Academic plateau: improvement ceases altogether (e.g., reading at 5th grade level in the 10th grade) • Working-memory-strategy problems

  8. Social & Emotional Characteristics in Secondary Classrooms • Motivation: problems due to repeated failure • Self-Concept: generally think they are OK as a person but low self-concept in academics • Locus of Control: students with LD demonstrate a more external-locus-of-control • Depression & Suicide: 20% males and 32% females with LD are severely depressed • Among suicides in Los Angeles, 50% involved adolescents with LD (Peck, 1985).

  9. Program Options for Adolescents with LD • Tutorial model: special education is used as a tutoring program for content areas • Basic-skills remediation model: special education class is used in reading, language arts, and math instruction • Work-study model: emphasizes job skills and experience • Functional-skills model: instruction in various survival skills (complete job application, tax forms) • Learning-strategies model: assist in coping with the demands of the standard high school curriculum • Inclusive service delivery: team teaching with spec.ed.

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