Learning Differences in the Library Sara Kelley-Mudie [email protected].
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Learning Differences in the Library Sara Kelley-Mudie sara.kelley-mudie@formanscho ol.org
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Transcript of Learning Differences in the Library Sara Kelley-Mudie [email protected].
The Forman School
Learning Differencevs.
Learning Disability
Photo by E.O. Hoppe
“I’m sorry Mrs. Einstein, but Albert is not performing to his potential.”
What LD is. . . and isn’t
Lion
Green
Tibet
Toyota
Goat
Elephant
Orange
Australia
Pink
Moose
Ford
France
Horse
Chevrolet
Blue
Canada
Lion
Green
Tibet
Toyota
Goat
Elephant
Orange
Australia
Pink
Moose
Ford
France
Horse
Chevrolet
Blue
Canada
Characteristics of LD StudentsAcademically
Executively
Characteristics of LD Students
Socially
Characteristics of LD Students
Motivationally
Characteristics of LD Students
Aspects of Motivation—Carol Dwek
Goal is desirable
Goal is attainable
Goal is attainable without superhuman effort
Receptive Language
The issue Difficulty reading
signs, handouts, and other print material
Difficulty with comprehension and recall of lengthy texts
Receptive Language
The solution Screen readers/audio books Add images to signs and instruction Flowcharts (also helpful for
students with executive functioning issues)
Provide templates and guided notes Keep copies of assignments
available in the library/online
Graphic Organizers
Learning Differences
Are “invisible disabilities”
There’s still a powerful stigma about being LD
UDL provides opportunities for LD students to demonstrate their intelligence
Become more of a problem in high school
Can cause problems in non-academic areas as well
People with LD are often more creative—either as a cause or result of their LD
Expressive Language The issue
Difficulty brainstorming keywords/terms for searching
Struggle with articulating abstract or complex concepts
May struggle with both written and oral language, or only one area of expressive language
Expressive Language The Solution
Instruction on using a thesaurus to brainstorm (visual thesauri are particularly useful)
Use of clustering search engine (like Clusty.com) for searching
For students who struggle with writing, provide opportunities for students to record themselves
Incorporate structured pre-writing activities
Sequencing
The issue Difficulty categorizing
information Difficulty following a
process with multiple steps Limited awareness of
deadlines and difficulty pacing work appropriately
Sequencing
The solution Lots of signs Map of the library Graphic representations of
processes Color code the steps in a process Walk students to shelf when
locating a book
Attention
The issue Easily distracted Become impatient easily Difficulty staying in one place Struggle to follow a process
from beginning to end
Attention The solution
Frequent redirection Allow small breaks when you
notice attention lagging Handouts to guide each step of
the research process Allow gum-chewing and doodling Tasks where students can move
Audio books and e-text
Bookshare.org
DAISY (Digital Accessible Information SYstem)
AMIS
Resources and information available at:http://formanlibrary.wikispaces.com/ldinthelibraryhttp://kmthelibrarian.blogspot.com/
All photos © Forman School unless otherwise noted. Used with permission.
Sara [email protected]
Photo © Sara Kelley-Mudie
