Economics Chapter 7 Hyperactivity Hyperactivity Has Commonly Been Linked Children Labeled Having Causes Learning Disabilities

Instructor’s Manual 7-1

7

LEARNING DISABILITIES

INSTRUCTOR’S OVERVIEW

Part 3 opens with Chapter 7, “Learning Disabilities.” Students with learning disabilities (LD)

comprise about 42 percent of students with disabilities. These students may exhibit educational

challenges in academic subjects (reading, mathematics, science), as well as in language,

attention, and memory.

CHAPTER-AT-A-GLANCE

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE LEARNING

CEC

STANDARDS

7-1 A CHANGING ERA IN

THE LIVES OF PEOPLE

WITH LEARNING

DISABILITIES p. 149–150

Learning Objectives:

7-1

Snapshot:

Mathew

PowerPoint Slides:

Ch. 7

Test Bank:

Ch. 7

MindTap for Human

Exceptionality

• Chapter 7 Quiz: Did You Get

It?

• Chapter 7 Scenario (6 options)

o Pre–K Kenny A

o Pre–K Kenny B

o Pre–K Kenny C

o Grades 4–6 Lorenzo A

o Grades 4–6 Lorenzo B

o Grades 4–6 Lorenzo C

• Chapter 7 Quiz: Wrapping It

Up

7-2 DEFINITIONS AND

CLASSIFICATIONS OF

LEARNING DISABILITIES

p. 150–153

7-2a Definitions / 7–2b

Classifications

Learning Objectives:

7-2

Reflect on This:

Redefining Learning

Disabilities Using a

Response to

Intervention Model

PowerPoint Slides:

Ch. 7

Test Bank:

Ch. 7

MindTap for Human

Exceptionality

• Chapter 7 Quiz: Did You Get

It?

• Chapter 7 Scenario (6 options)

o Pre–K Kenny A

o Pre–K Kenny B

o Pre–K Kenny C

o Grades 4–6 Lorenzo A

o Grades 4–6 Lorenzo B

o Grades 4–6 Lorenzo C

• Chapter 7 Quiz: Wrapping It

Up

1 Learner

Development

and Individual

Learning

Differences

Instructor’s Manual 7-2

Instructor’s Manual 7-3

Instructor’s Manual 7-4

Instructor’s Manual 7-5

o 7-3b Intelligence

! Populations with behavior disorders and LD are thought to include people

generally considered above average, average, or near average in

o 7-3c Learning Characteristics

! Perception difficulties in people with LD represent a constellation of

o 7-3d Social and Emotional Characteristics

! Children and adolescents with LD often have emotional and interpersonal

o 7-3e Hyperactivity

! Hyperactivity has commonly been linked to children labeled as having

LD.

7-4 CAUSES OF LEARNING DISABILITIES

o There are probably many different causes of LD, and in some cases, a specific

o 7-4a Neurological Factors

! Neurological damage associated with LD can occur in many ways.

o 7-4b Maturational Delay

! In many ways, the behavior and performance of children with LD

o 7-4c Genetic Factors

! Research such as studies with identical and fraternal twins has suggested

o 7-4d Environmental Factors

! Many environmental influences have been implicated. Some factors are

7-5 IDENTIFICATION AND ASSESSMENT OF LEARNING DISABILITIES

o 7-5a Formal and Informal Assessment

! Norm-referenced assessment: Assessment wherein a person’s

performance is compared with the average of a larger group.

! Criterion-referenced assessment: Assessment that compares a person’s

Instructor’s Manual 7-6

Instructor’s Manual 7-7

o 7-6c Multidisciplinary Collaboration: Education and Other Services

! Multidisciplinary collaboration is particularly crucial for those with LD

because of the wide range of characteristics that may emerge in these

individuals.

! Collaboration on Inclusive Education: Some evidence suggests that

general education teachers feel unprepared to teach students with

disabilities, to collaborate with special educators, and to make academic

adaptations or accommodations.

! Collaboration on Health and Other Services: Medical personnel are

medication.

LOOKING TOWARD A BRIGHT FUTURE

o Today, LD are central to our understanding of effective instructional approaches

for all children, as reflected through emerging approaches such as with response

DISCUSSION QUESTION STARTERS

1. How would you suggest schools measure “learning disabilities” in students?

2. How are methods for learning used in elementary school today different from when you

attended school?

3. What are challenges in behaviors and social relationships faced by the students with LD?

4. How would you differentiate between LD and dyslexia?

5. How does searching for causes of dyslexia provide clues for instructional effectiveness?

6. What reasons would you have to suspect that the child has LD?

7. How does social media influence learning for all students?

Instructor’s Manual 7-8

IN-CLASS OR ONLINE ACTIVITY SUGGESTIONS

ACTIVITY 1

INTRODUCTION: The lack of agreement about the definition of LD is problematic for several

reasons:

1. students are misdiagnosed as having LD,

2. students are unnecessarily labeled and stigmatized,

3. states and counties use different criteria in making placement decisions (thus an

4. classrooms for students with LD are often crowded, resulting in large teacher caseloads.

ACTIVITY: Arrange for small groups of students to interview a teacher of people with LD.

Determine his or her perception of the problems caused by inconsistencies in the definition of

LD.

ACTIVITY 2

INTRODUCTION: To reinforce the concept that students with LD exhibit a variety of

characteristics, instruct class members to observe a video of students with LD in an educational

setting.

ACTIVITY: Assign each student to focus on a particular child and to identify his or her

observations of the children.

ACTIVITY 3

INTRODUCTION: Many students with LD exhibit deficits in social-emotional development as well

as academic skills. For example, students with LD find it difficult to relate to teachers and peers,

tend to be rejected socially, sometimes make inaccurate interpretations of the body language and

facial expressions of others, and exhibit inappropriate behavior in certain settings.

ACTIVITY: Instruct each student to investigate the relationship between LD and social-emotional

development by writing an abstract for a journal article that addresses this topic.

ACTIVITY 4

INTRODUCTION: A variety of environmental factors are being studied as possible links to LD:

dietary inadequacies, food additives, radiation, stress, fluorescent lighting, unshielded television

ACTIVITY 5

INTRODUCTION: Several measurement concepts are important as we consider assessment of

children with LD, including norm– and criterion-referenced as well as curriculum-based

assessment. These concepts provide an important foundation for the evaluation of students.

Instructor’s Manual 7-9

ACTIVITY: Invite a school psychologist to speak to the class on the assessment and referral

process for students with LD. Possible topics regarding the referral process include:

• Who refers students with LD?

• Why does a teacher refer?

• How is the referral made?

• What types of evaluation methods are used during the assessment process?

• What other considerations contribute to the placement decision?

• How a placement decision is ultimately made?

• What are the roles of special and general educators in the referral, assessment, and

placement processes?

ACTIVITY 6

INTRODUCTION: Several commercially prepared teaching materials are available for use with

students with LD.

ACTIVITY: Divide the class into small groups. Assign each to review commercially prepared

materials and report to the class about the materials. Information to address include:

ACTIVITY 7

INTRODUCTION: Present to the class examples of compensatory skills. For example, in the area of

reading, a student with deficits may listen or watch audio and video productions of a story or

book. In the area of writing, the student may use a word processor or SMART pens to produce

written work. In the area of math, number lines may be used to compensate for the lack of

automaticity in addition or subtraction facts.

ACTIVITY: Divide the class into small groups and assign a skill area to each. Instruct students to

ACTIVITY 8

INTRODUCTION: Many students with LD continue on to college. These students may need

additional tools and resources during college for support.

ACTIVITY: Invite one or more college students with LD to speak to the class. Encourage the

speakers to share information with the class concerning their LD, as much as they are

Instructor’s Manual 7–10

ACTIVITY: Discuss placement options with students and the variables that might affect those

decisions. Questions to discuss include:

1. Are general education teachers able to integrate students with LD into their classrooms?

2. Are special education teachers willing to place these students in general education

classrooms?

3. What type of placement do students with LD prefer?

4. If a student is highly motivated to achieve in a general education classroom, should this

affect the placement decision?

5. Do parents have input in making placement decisions?

VIDEO ACTIVITIES

ACTIVITY 1

VIDEO: Dislecksia: The Movie

VIDEO URL: https://vimeo.com/107755793

ACTIVITY 2

VIDEO: English Language Learners with Learning Disabilities

VIDEO URL: https://youtu.be/Yg8R39l5CDI

ACTIVITY: Students who have LD and are learning English have magnified challenges. Watch the

video sponsored by Reading Rockets and the U.S. Department of Education titled English

Language Learners with Learning Disabilities. Afterward, questions to discuss with students

include:

• What similarities and differences exist between these two groups of learners?

• How can educators determine the cause of reading difficulties?

• What approaches for bilingual students with LD are appropriate?

ACTIVITY 3

VIDEO 1: Implementing Positive Interventions and Supports (PBIS)

VIDEO 1 URL: https://youtu.be/7QRoYyLZVqw

ACTIVITY: The Response to Intervention (RtI) process is being used in many schools. Learn more

about this process in determining LD. Watch the two short clips on components and

implementation of RtI created by the RtI Action Network. Afterward, discuss with students

questions such as:

• What are the essential components of RtI?

• How are RtI and MTSS interrelated?

• How does RtI support student success in meeting Common Core Standards?

Instructor’s Manual 7–11

DEBATE FORUM

Reasonable Accommodation versus Unreasonable Costs

No concept seems more likely to be accepted—even embraced—by most people than that of a

“fair and level playing field” for all. Yet the notion of reasonable accommodation in providing

services for students with disabilities continues to be controversial, especially in institutions of

higher education.

POINT

Accessing services for students with learning disabilities often involves requests for reasonable

accommodations in order to take into account students’ needs resulting from their disability. For

students with learning disabilities, such requests may involve extensions of time during exams,

oral instead of written exams, or modification of homework assignments. In some cases,

COUNTERPOINT

Many educators do not know or have a good grasp of what is involved in reasonable

accommodation. As individuals, their sources of information may be rumor or faculty

department meetings in colleges or universities. It is probably prudent to consider all requests,

but the notion that all requests must be honored is faulty. For example, students often make

TAKE A STAND

1. Do you think it is fair for your fellow students with learning disabilities to have more

time or extra assistance in reading the material for the upcoming midterm exam? Explain

your answer.

CASE STUDY FEEDBACK

Alice Revisited

Placing yourself in the role of Mr. Dunlap, and given the information that you now have

regarding Alice, respond to the following questions:

1. How can you facilitate Alice’s social needs, particularly her relationships with her

classmates?

2. Who should be a part of this broad educational planning?

3. Should you talk with Alice about it?

These are not each separate questions that can be considered independently and the

Instructor’s Manual 7–12

Dunlap should remember is that he is not in this alone; that he has other resources to help

and advise him (this somewhat pertains to the third question of who should be involved).

Matters like sharing information about Alice’s reading difficulty should be discussed in