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?
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