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Identifying and Assisting Students with Learning Disabilities By: Katie…
Identifying and Assisting Students with Learning Disabilities
By: Katie Kalmusky
Observe and document signs that student may be struggling
Implement differentiation strategies
Discuss with parents
Share strategies
Parents may have used successful strategies at home
Using consistent strategies at home and at school give student greater chance of success (Citron, K. Personal interview. April 2 2020).
Build a strong relationship
Be positive, open, and transparent (Citron, K. Personal interview. April 2 2020).
Ensure parents know you have child's best interests at heart (Citron, K. Personal interview. April 2 2020).
Tier 1: Seek support from special education teacher
Tier 2: Push-In Intervention (In-class special education support)
Tier 3: Pull-Out Intervention
Student receives explicit instruction in a small group setting or one-on-one (Citron, K. Personal interview. April 2 2020).
Instruction is regularly provided by special education teacher (Morin, 2020)
Student has more personalized interaction which helps build trust and provides extra emotional support (Morin, 2020)
Student gets more direct instruction that is tailored to their unique needs (Morin, 2020)
Student is supported by the special education teacher outside of the general education classroom
Student requires daily ongoing support to be successful
Special education teacher supports the student inside classroom
Student requires a few daily strategies to assist them with academia and with working with other students (Citron, K. Personal interview. April 2 2020).
Support can include both academic work and with social interactions (Citron, K. Personal interview. April 2 2020).
Student can manage fairly independently
Meet with special education teacher to discuss new strategies
Continue to have ongoing dialogue about student's progress (Citron, K. Personal interview. April 2 2020).
Create new differentiation strategies to engage student
Make changes to support model as necessary (Morin, 2020)
Seek support from administration to monitor the student's case (Citron, K. Personal interview. April 2 2020).
Create an individual learning plan for the student
Provide a variety of different tasks
Provide individualized tasks that match the student's strengths and preferred learning style
Flexible assessment models
Provide alternate assessment models that reflect the student's personal strengths, such as a verbal exam, poster, performance, etc.(Differentiation & LR Information for SAS Teachers, n.d.).
Encourage collaboration for peer-to-peer support
Provide a multi-sensory approach to learning (visual aids, clear instruction, realia) (Differentiation & LR Information for SAS Teachers, n.d.).
Use assistive technology
Talking dictionaries, audio copies of textbooks, pocket spellers, etc.
Provide daily feedback to monitor progress (Differentiation & LR Information for SAS Teachers, n.d)
Modify directions: keep them clear and concise.
Provide leveled reading materials (Differentiation & LR Information for SAS Teachers, n.d.).
Academic
Reluctance to complete tasks
The student requires modifications to access the curriculum content independently (Citron, K. Personal interview. April 2 2020).
Requiring high level of support to complete tasks
Large gaps in foundational knowledge (Citron, K. Personal interview. April 2 2020).
Anxiety about certain tasks (reading, writing, math, etc) (Citron, K. Personal interview. April 2 2020).
Social/Emotional
Attention seeking behaviors
Large reactions to small problems (Citron, K. Personal interview. April 2 2020).
Difficulty establishing and maintaining relationships (Citron, K. Personal interview. April 2 2020).
Inability to regulate emotions in a healthy way (Citron, K. Personal interview. April 2 2020).
Withdrawn behavior, not engaging with peers, teacher, or class materials
How to Identify Learning Disabilities in Children
https://www.youtube.com/watch?v=J-GR0Ne1Avo
(eHow Education,2010)
:pencil2:
(Varga, 2017)
(Stivers, 2015)
(English, 2016)
(Oladujoye, 2016)
(Grentz, 2016)
:video_camera:
References:
Differentiation & LR Information for SAS Teachers. (n.d.). Differentiation Techniques for Special Needs Students .
Retrieved April 3, 2020, from
https://sites.google.com/site/lrtsas/differentiation/differentiation-techniques-for-special-education
English. (2016).
Boy Sitting on Books.
Retrieved from
https://pixabay.com/photos/books-feet-legs-person-reading-1841116/
Grentz, L. (2016).
Student Writing
. Retrieved from
https://pixabay.com/photos/i-am-a-student-learning-school-1412778/
Morin, A. (2020, March 5). The Difference Between Push-In and Pull-Out Services. Retrieved April 4, 2020, from
https://www.understood.org/en/school-learning/special-services/special-education-basics/the-difference-between-push-in-and-pull-out-services
Oladujoye, J. (2016).
Informal Discussion
. Retrieved from
https://pixabay.com/photos/listen-informal-meeting-chatting-1702648/
Stivers, C. (2015).
Girl Looking Out of the Window
. Retrieved from
https://pixabay.com/photos/child-school-girl-children-830988/
Varga, J. (2017).
Student Drawing
. Retrieved from
https://pixabay.com/photos/school-draw-drawing-education-1974369/
eHow Education. (30 March 2020) Elementary Education: How to Identify Learning Disabilities in Children [Video File]. Retrieved from:
https://www.youtube.com/watch?v=J-GR0Ne1Avo
Citron, K. Personal interview. (April 2 2020).
Hurst, J. Personal interview. (April 2 2020).
