Special Education Chapter 7 Students With Learning Disabilities Learning Outcomes Define Learning Disabilities Their Common

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Chapter 7

Students with Learning Disabilities

Learning Outcomes

• 7.1: Define learning disabilities, their common characteristics, their causes and at least

one specific challenge related to students’ academic achievement, memory, and

emotions.

Chapter Heading

Learning

Objectives

Activities in the MyLab with E-text

Additional Class

Activities

Defining Learning

Disabilities

7.1

MyLab Self-Check 7.1

MyLab Application Exercise 7.1

Describing the

Characteristics and

Causes

7.1

MyLab Video Example 7.1

MyLab Video Example 7.2

MyLab Self-Check 7.1

MyLab Application Exercise 7.1

CLD Info Sheets

Evaluating Students

with Learning

Disabilities

7.2

MyLab Self-Check 7.2

MyLab Application Exercise 7.2

Discrepancy Chart

RTI Interventions

Cognitive

Processes Chart

Including Students

with Learning

Disabilities

7.3

MyLab Video Example 7.3

MyLab Self-Check 7.3

MyLab Application Exercise 7.3

Inclusion Lesson

Educating Students

with Learning

Disabilities

MyLab Video Example 7.4

MyLab Video Example 7.5

MyLab Video Example 7.6

MyLab Self-Check 7.3

MyLab Application Exercise 7.3

Differentiating

Instruction:

Scaffolding

Advance

Organizer-

Mapping

Class Activities in Addition to MyLab Activities

Search for the Council for Learning Disabilities webpage (at press: www.council-for-learning-

disabilities.org ). Locate the Info Sheets section. Have students select an info sheet to share with

Discrepancy Model Pros

Response to Intervention Pros

Discrepancy Model Cons

Response to Intervention Cons

Have students create lessons for each component of the chart below.

Cognitive Processes and Interventions/Strategies

Cognitive Process

Children with processing deficits may

benefit from:

Fluid Intelligence: Refers to mental operations that a

person uses when presented with a relatively novel task

that cannot be performed automatically. Includes concept

formation, problem solving, reorganizing and

transforming

Step-by-step instructions, problem solving

strategies, sequencing skills development,

explicit and systematic teaching,

categorization skills, and graphic organizers.

Crystallized Intelligence: Refers to the breadth and depth

of a person’s general fund of knowledge. These

knowledge stores are acquired through formal school

experiences and general life experience. These stores are

primarily language based and include both declarative

and procedural knowledge.

Relating new information to prior knowledge,

vocabulary strategies and instruction, rich

learning experiences (e.g., museums, field

trips, and virtual field trips), scaffold

instruction, and incorporating student interests

in learning.

Short-Term Memory: Refers to the ability to apprehend

and hold information in immediate awareness and then

use it within a few seconds (p. 29).

Short, simple instructions, overlearning,

repetition, review, and memory strategies (eg.,

chunking, mnemonics, verbal rehearsal)

Visual Processing: Refers to the ability to think with

visual patterns and stimuli. Includes the ability to rotate,

reverse, and manipulate spatial configurations, and

spatial orientation.

Manipulatives, note taking assistance, graph

paper, verbal descriptions of visual stimuli,

assist with visual discrimination tasks.

Auditory Processing: Refers to the ability to notice,

compare, discriminate, and distinguish distinct and

separate sounds.

Provide phonological awareness activities

(e.g., rhyming, alliteration, songs, and

imitations), explicit and systematic phonics

instructions, and visual aids.

Long-term Storage and Retrieval: Refers to the ability of

storing new or previously acquired information and then

fluently retrieving that information.

Overlearning, repetition, mnemonic

instruction, graphic organizers, cues,

additional practice and time.

Processing Speed: Refers to the ability to fluently and

automatically perform cognitive tasks (mental

quickness).

Proving additional time, focus on quality and

accuracy, note taking assistance, fluency

building (e.g., practicing to reduce cognitive

demands, flashcards)

(Cognitive Processes adapted from Flanagan, Ortiz, Alfonzo, & Mascolo, 2006, p. 25-30;

Interventions/Strategies adapted from Mather and Jaffe, 2002)

Have students each take a respective grade level and subject area and develop an overarching

curriculum map for their “school”.

Have students locate the state standards for a particular grade level and topic. Then have them

look at one grade level below and one above and create a plan for scaffolding the material.