Access, Accommodation, Technology

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Access, Accommodation, Technology Good Teaching

• Helping Adolescents and Young Adults with
  Learning Disabilities Succeed
• Presenters
• Kristen OHare, Nipissing Student
• Mark Giddens, Assistive Devices Technician
• Mike Walker, Learning Strategist
• February 2002

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Agenda

• What is a Learning Disability?
• Definition, Diagnosis Information Processing
• Problems - Social/Emotional, Vocational
  Academic
• LDs Post-Secondary Services
• What your students can expect
• Accommodations vs. Modifications
• Helping Students with LDs Succeed
• Meet Kristen
• Technology for Students with LDS
• The Big Three
• Other Tools

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A quick overview . . .

• What is a
• Learning Disability?

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What is a Learning Disability?

• IT IS
• invisible
• a lifelong condition (permanent)
• trouble processing information (CNS)
• in a person of average or above average
  intelligence
• a pattern of uneven abilities
• unexpected problems in reading, writing, math,
  listening, speaking, social skills
• a condition which often causes some variability
  even in daily performance

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What a LD is Not!

• IT IS NOT
• low intelligence/an intellectual disability
• mental illness/emotional disturbance
• autism
• visual or auditory acuity problems
• laziness/lack of motivation
• a way to avoid other issues
• a physical handicap
• the result of a poor academic background

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Some Stats . . .

• learning disabilities impact the lives of
  approximately 10 of the population
• approximately 4 of Ontarios school aged
  population is formally identified
• of Ontarios identified exceptional population
• approx. 48 of elementary students are LD
• approx. 54 of secondary students are LD
• 25 to 30 of those with LDs have AD/HD
• 75 to 80 of those with AD/HD have LDs

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Diagnosing a Learning Disability

• The Criteria

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Diagnosing a Learning Disability

• identification is NOT diagnosis
• diagnosis must be made by a psychologist
• based on a discrepancy between ability (as
  measured by IQ) and academic achievement and/or
  information processing
• students at the post-secondary level MUST have a
  recent assessment with a valid diagnostic
  statement in order to get academic accommodation

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Average Student source online
http//scnc.lisd.k12.m1.us/psych/LDStats.html
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Student with a LDsource online
http//scnc.lisd.k12.m1.us/psych/LDStats.html
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A Learning Disability is a Information Processing
Impairment

• It is like having too many bridges out as well as
  too many overlapping pathways along the
  information highways of the brain.
• Dale R. Jordan
• U. of Arkansas

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A Simple Model of Learning Information
Processing

• Attention
• Sensory Input
• Decoding
• Processing
• May include Storage
• and/or Retrieval processes
• Encoding
• Physical Output

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A Visual IP Model - Learning and Memory
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Another IP Model Learning, Attention Memory
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Where can IP break down? Dr. Allyson G.
Harrison, Queens University

• 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)

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Breakdown continues Dr. Allyson G. Harrison,
Queens University

• 4. Speed of information processing
• 5. Attention
• - Selective (cannot choose/focus)
• - Sustained (cannot maintain)
• - Divided (cannot shift/hyperfocus)
• 6. Narrow processing style - cant simultaneously
  attend to process multiple aspects of a
  stimulus field

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Still breaking down Dr. Allyson G. Harrison,
Queens University

• 7. Poor scanning resolution-miss relevant data
• 8. Right hemisphere dysfunction good at details
  but not global picture. Gets lost in details,
  easily overloaded. Cant make sense of
  holistically presented information. Poor ability
  to interpret visual cues.
• 9. Faulty output mechanism - interferes with
  demonstration of adequate information processing.

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So how might an LD affect a Learner?

• A Couple of Examples . . .

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Cant you read this?

• 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.

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Cant you see this?

• Cant you see the _________?

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Social Emotional Aspects of a Learning
Disability

• From Introducing Learning Disabilities to
  Postsecondary Educators
• The Meighen Centre for Learning Assistance and
  Research, Mount Allison University

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What does a Learning Disability feel like?

• Ask someone who has one!

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A Tough Fact

• 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.

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Possible Academic Problems

• silent reading/reading aloud
• writing/spelling
• learning languages/math
• expressing what is known and understood
• having to re-do school work at home
• having no time off since everything takes longer
• dropping out

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Possible Social/Emotional Problems

• feeling dumb, stupid, embarrassed, frustrated,
  anxious, lonely, isolated
• being called stupid, lazy being put down by
  teachers, friends, and even parents
• feeling nobody understands
• feeling need of help
• fearing rejection failure
• always having to cover up, act a role

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Possible Career/Vocational Problems

• lack of basic skills
• lack of social skills
• Its never cured, It never goes away
• having to cover up
• never feeling adequate
• low expectations
• jobs dont last

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LDs Academic Performance

• Specific Deficits which may occur in Adolescents
  and Young Adults with Learning Disabilities
• From Introducing Learning Disabilities to
  Postsecondary Educators
• The Meighen Centre for Learning Assistance and
  Research, Mount Allison University

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Reading

• word reversals, confusion of similar words,
• difficulty applying phonics
• problems reading multi syllable words
• slow or uneven reading, difficulty adjusting
  speed
• poor comprehension and retention of material

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Writing

• problems with forming letters, spacing, capitals,
  and punctuation
• spelling errors, inconsistent spelling, letter
  reversals, word reversals
• difficulty with sequencing
• difficulty with sentence structure, poor grammar,
  omitted words
• difficulty copying from board, overhead, or
  textbook

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Listening Speaking

• difficulty extracting meaning from oral language
• difficulty "reading" subtle messages in body
  language, facial expressions, tones of voice,
  sarcasm, irony, understatement or overstatement
• difficulty expressing orally ideas which the
  student seems to understand
• problems describing events or stories in proper
  sequence
• problems with grammar and inflectional or
  derivational endings

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Math

• difficulty memorizing basic facts
• confusion or reversal of numbers, sequences, or
  operational symbols
• difficulty copying problems, aligning columns
• difficulty reading or comprehending word problems
• problems with reasoning and abstract concepts

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General Knowledge

• lack of basic foundations in any discipline
• lack of the background to understand common
  cultural references
• unawareness of these gaps in general knowledge,
  or reluctance to acknowledge them
• as a teacher, please carefully assess the
  value/timing of withdrawal

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Attention

• difficulty in turning attention to a task
• difficulty in maintaining attention
• difficulty attending to spoken language,
  inconsistent concentration
• difficulty in switching from one task to another

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Memory

• difficulty remembering material presented through
  only one channel (visual or auditory)
• need for far more work and time than usual to
  store material in long-term memory
• short term memory may be limited and subject to
  overload

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Organization/Time Management

• frequent lateness and disorganization
• apparent inattention, asking the question that
  was just answered
• slowness in getting things down, difficulty
  following instructions
• need for more time to complete assignments
• confusion in spatial orientation, getting lost
  easily, difficulty following directions

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Meeting Their Needs . . .

• A brief summary of assessment and accommodation
  services available at the post-secondary level

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About Our LOP Project

• Learning Opportunities Task Force (LOTF)
• The Virtual Centre of Excellence in Learning
  Disability Integration
• Canadore College
• Loyalist College
• Nipissing University
• Trent University
• Nipissing U - Learning Opportunities Program (LOP)

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About our Services to LD Students
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About Our Students

• The criteria
• Average or better intelligence
• 1.5 SD between ability and achievement and/or
  information processing
• Other causes ruled out
• AD/HD?

• LDAO LD categories
• Visual
• Auditory
• Motor
• Organizational
• Conceptual
• Non-Verbal
• Math

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About Our Students

• Previously Identified
• (typically)
• 2 parent families
• at least one parent was an advocate
• student was a self-advocate
• usually some good teachers along the way

• Not Previously Identified
• hit the wall when they get to university
• 3 identified last year in the B.Ed. program
• many are mature students
• many are female (AD/HD)

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Accommodation verses Modification

• Helping students with LDs meet academic standards
• Thanks to Diane Berzins, B.Ed., M.Ed. and
  Pamela Morel, B.Ed., M.A., C. Psych.Assoc.
  Cambrian College

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Accommodating students

• but first a bit about
• Learning Expectations
• Modification vs. Accommodation

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Modifications

• Should
• change curriculum outcomes
• lessen expectations
• make work easier
• shorten assignments
• But or Are
• can lead to learned helplessness
• ineligible for high school credits
• do not exist at college/university level

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Accommodations

• Should
• meet learning outcomes/objectives
• keep expectations at grade level
• allow for similar work
• allow for alternative presentation of info,
  assignment completion, test taking
• Can or Are
• build self-esteem
• eligible for high school credits
• available at colleges and universities

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Modification versus Accommodation

• Modifications may be needed
• to experience academic success
• to maintain motivation to learn
• Accommodations may be needed
• to maintain grade level standards
• to broader future learning opportunities

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What Can Students with LDs Expect?

• Typical accommodations available to students with
  learning disabilities at the post-secondary level

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Test/Exam Accommodation

• Common
• extra time
• spell checker
• use of a computer
• distraction-free environment
• leniency towards spelling grammar

• Less Common
• reader
• scribe
• e-reader
• voice dictation

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Classroom/Lecture Accommodation

• Common
• tape recorder
• note-sharer/taker
• use of overheads/ visual organizer
• Alpha-Smart/lap-top computer/Pocket PC

• Less Common
• FM system
• wait time when called upon
• lecture notes on reserve/on web
• lecture outline in advance

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Personal Study Accommodation

• master notebook
• organizer
• talking spell checker
• texts on tape
• tape/digital recorder
• computer
• scanner
• e-reader/e-texts
• voice dictation

• study buddy
• mentor
• academic skills
• peer tutor
• professional tutor
• technology training
• targeted learning strategy training based on LD
  assessment
• reduced course load

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What you can do . . .

• How can a classroom teacher support a student
  with a learning disability

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Be a GREAT teacher

• Use multi-modal teaching techniques and offer
  valid evaluation alternatives . . .

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We Learn... William Glasser

• 10 of what we read
• 20 of what we hear
• 30 of what we see
• 50 of what we both see and hear
• 70 of what is discussed with others
• 80 of what we experience personally
• 95 of what we teach someone else

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Or Simply

• Tell me and I will forget
• Show me and I may remember
• Involve me and I will understand
• Ancient Chinese proverb

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How can YOU help?

• Raise self-esteem by staying positive -- you may
  be the adult who makes a difference
• Include the student in the process
• Focus on strengths
• Teach learning strategies
• Use technological aids/software as availability
  dictates
• Encourage/teach social skills
• Positive, realistic feedback

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Preparing Students With LDs for Transition

• Help Them Plan
• Help Them Understand
• Help Them Learn to Learn

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Help Them Plan

• make wise program/career choices
• get the prerequisites they need (math)
• find the right school
• gather their documentation
• contact Special Needs/Disability Services

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Help Them Understand

• their learning disability
• their strengths
• their weaknesses
• their value

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Help Them Learn to Learn

• Knowledge is Power
• help them
• understand their learning preferences
• learn academic skills
• develop socially/emotionally

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Teach Academic Skills (UNIV1011)

• How We Learn
• Learning Styles
• Time Management
• Active Listening Notetaking
• Active Reading
• Writing Strategies
• Critical Creative Thinking

• Test Taking Evaluation
• Attitude Motivation
• Self-Determination Self-Advocacy
• Teamwork Rapport
• Energy Stress
• Health Wellness

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Please meet Kristen . . .

• a Nipissing University student with a learning
  disability.

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Kristens learning context then . . .

• My high school experience
• How I was perceived
• How I performed
• the exam accommodations
• How I learned
• accommodations at home

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Her context then . . .

• Previous assessment (wasnt shared with Kristen)
• weakness in
• letter word identification
• reading comp
• writing skills
• diagnosis - specific learning disability

• Previous accommodation
• progress monitored
• extended time for tests and exams
• alternate forms for texts and exams
• EA/Spec Ed assistance in exams

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In addition we now know

• new assessment information
• poor visual memory
• visual tracking problems including reversals
• visual decoding (grapheme awareness)
• auditory memory
• phonetic decoding

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Current Accommodations

• Kurzweil 3000 (text to speech)
• Dragon Naturally Speaking (speech to text)
• textHELP Read Write (editing reads back,
  dyslexic spell check, homophones)
• Pocket PC keyboard organization, notes in
  class reading
• Study carrels in library
• Exams above tools and extra time if necessary

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The difference?

• New assessment greater self-knowledge
• 4 page to 20 page assessment
• Im now part of the IEP process (shut out before)
• Access to Resources
• Special Needs, LOP, Assistive Devices Tech
  Learning Strategist
• Increased self-confidence
• ability to explain self-advocate
• More efficient learning
• reading, writing, organization test-taking

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Kristens context now . . .

• My university experience
• Has the perception changed?
• How I perform
• the exam accommodations
• How I learn
• using my learning strengths
• accommodations for learning

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Technology for Students with Learning Disabilities

• Tools to help accommodate for information
  processing deficits

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The Big Three

• Kurzweil 3000
• textHELP Read Write
• Dragon Naturally Speaking
• Thanks to Marlene McIntosh,
• Cambrian College

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OCR Reading Software

• Kurzweil 3000

www.kurzweiledu.com
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Kurzweil 3000

• Reads
• scanned pages with formatting retained (.kes
  format)
• text files (.txt format)
• web pages while in the browser window (.html
  format)

• Scans
• textbooks
• newspaper articles
• magazines
• reading materials
• CD - Classic Literature
• 1,100 titles!

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Kurzweil 3000

• For individuals with
• learning disabilities
• reading difficulties
• improves reading speed and comprehension
• highlights text as it is spoken aloud
• multisensory approach provides support
• at school
• in the home
• at work

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Kurzweil 3000 Demo

• scan read a book
• reading features visual tracking, speed, voice,
  definitions, pronunciation . . .
• study skills tool bar highlighting, note
  extraction, test taking and various note features
  . . .
• word processor, including word prediction
• reading the web

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Voice Recognition Software

• Dragon NaturallySpeaking

http//www.dragonsys.com
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Dragon NaturallySpeaking

• Benefits people
• physical disabilities
• fine motor problems
• LD who can verbalize but not write
• Writing tool
• get the ideas down
• worry about grammar and sentence structure
  afterwards

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Dragon NaturallySpeaking

• Dictate directly into the computer
• 15-minute training session
• Patience!
• Works with MS Word, WordPerfect, almost all
  Windows programs

• Allows hands-free use of the computer
• Have to memorize commands
• Mobile unit available, too!
• Reads back what you say
• Beware the voice!

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Dragon Naturally Speaking Demonstration

• dictation
• read back two modes
• make corrections
• training note (for reading disabilities)
• test taking alone or in combination with
  Kurzweil or textHELP Read Write

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textHelp

• Read Write v. 5.0
• (on our student network)

www.texthelp.com
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textHelp

• Screen Reader
• You can type and it reads
• back to you after you type
• back while you type
• files other people have created
• the Internet
• what is on the screen

• Word Prediction
• the word starts with an e
• Thesaurus
• Homonym Checker
• Spell Check
• Dyslexic (b p q d)
• first letter errors
• word wizard - looks up topics for you

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textHelp - Helps!

• Assists and Motivates
• Accommodates reading and writing difficulties
• Helps build reading and writing skills
• Probably the best all round LD tool for the money

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Read Write Demo

• reading text/html
• type read in application
• change voice, character, speed
• word prediction
• dyslexic spell check homophone check
• word wizard expand vocabulary when writing

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Other Technology for LDs

• Web tech for people with disabilities
• great accessibility tool
• brings world into the home
• communication
• learning
• research
• resources
• advocacy information

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A Bit About Computers

• The basics
• multimedia system
• lots of ram is good
• Monitor flat screen or slim (TFT like laptop)
  is best for disabled
• CD-R (burner)
• scanner (sheet feed is nice)
• OCR software (scanner)
• Keyboard mouse

• Other input devices
• Microphone
• Track ball
• Touch screen
• Writing tablet
• Scanner
• Digital camera

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Reading and Research

• The tools
• Text readers
• Screen readers
• Web readers
• Books on Tape
• e-Text
• Reading pen
• Scanners

• Including products such as
• Kurzweil 3000
• textHELP Read Write
• HELPRead/ReadPlease
• TextAloud Mp3
• Iris Pen
• Quicktionary Pen

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Writing, Expression Presentation

• The tools
• Voice dictation
• Word prediction
• Spelling aids
• Idea gathering
• Organization
• Portable writing
• Presentation
• Recorders (tape digital)

• Including products such as
• Dragon Naturally Speaking
• textHELP Read Write
• Franklin Spell Checkers
• Inspiration
• MindManager
• AlphaSmart
• Pocket PC (keyboard)

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Mind Mapping for Writing and Organization

• The tools
• Idea gathering
• Organization

• Including products such as
• Inspiration
• Kidspiration
• MindManager
• eMindMaps

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Inspiration
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Inspiration
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Inspiration
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Planning, Organization Time Management

• The tools
• Master notebook
• Day planner
• Time poster
• Idea gathering
• Organization
• E-organizer

• Including products such as
• MindManager
• Inspiration
• SmartDraw
• Watch Minder
• PDAs - Palm Pilot, Handspring, Pocket PCs

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Questions?

• . . . our thanks for this opportunity!

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More Info . . .

• On LDs and Richard D. Lavoie
• www.schwablearning.org
• On learning disabilities
• www.ldonline.org
• www.ldpride.net
• www.ldao.on.ca
• www.ldrc.ca
• http//specialed.about.com/cs/learningdisabled

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For Kurzweil Sales info

• Paul Giddens
• cell 498-8938

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About Your Resource Package

• The paper stuff
• Transitional planner
• Pamphlets poster
• Solutions for disabilities (MSC)
• Master notebook and other resources

• The CD-ROM
• Demo software (limited time or use)
• Utilities (everyday tools)
• Internet Web Guide
• Product info
• Supplier info
• Web links

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Mikes thoughts on learning

• Keys
• knowledge of the learner
• multi-sensory strategies

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We Learn... William Glasser

• 10 of what we read
• 20 of what we hear
• 30 of what we see
• 50 of what we both see and hear
• 70 of what is discussed with others
• 80 of what we experience personally
• 95 of what we teach someone else

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Or Simply

• Tell me and I will forget
• Show me and I may remember
• Involve me and I will understand
• Ancient Chinese proverb

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So remember . . .

• See
• Listen
• Say
• Model
• Do
• Do again
• The list goes on

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Assessment/Academic Planning

• Upgrade psych-ed assessment
• Learning Profile
• psych-ed learning skills assessment
• learning styles inventories
• personal history
• Individual Education Transition Plan
• Special Needs Services
• Academic Skills
• Academic Advising
• Career Counselling
• Personal Counselling

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Other possible topics of discussion . . .

• Diagnosing a Learning Disability
• Accommodation vs. Modification
• Technology for Students with LDs
• About the LOTF project at Nipissing