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DOCUMENT RESUME
EC 305 565
ED 461 193
Teaching Students with Learning Disabilities. Programming
TITLE
for Students with Special Needs, Book 6.
Alberta Dept. of Education, Edmonton. Special Education
INSTITUTION
Branch.
ISBN-0-7732-1799-1
ISBN
1996-00-00
PUB DATE
390p.; For other six books in the series, see ED 392
NOTE
230-233, ED 407 776, and ED 442 237.
-- Reference Materials
Non-Classroom (055)
Guides
PUB TYPE
Descriptive (141)
Bibliographies (131)
V.eports
MF01/PC16 Plus Postage.
EDRS PRICE
Attention Deficit Disorders; Check Lists; *Cognitive
DESCRIPTORS
Processes; Definitions; *Disability Identification; Early
Identification; *Educational Strategies; Elementary
Secondary Education; Fetal Alcohol Syndrome; Foreign
Countries; *Individualized Education Programs; Information
Sources; Interpersonal Competence; *Learning Disabilities;
Mathematics Instruction; Metacognition; Reading Instruction;
Science Instruction; Self Esteem; Social Studies; Spelling;
*Student Evaluation; Teaching Methods; Thinking Skills;
Transitional Programs; Writing Instruction
Alberta
IDENTIFIERS
ABSTRACT
Part of a-seven-book series called "Programming for Students
with Special Needs," this book offers all teachers information to enhance
their understanding of learning disabilities and provides practical
strategies to assist in teaching students with special needs. Section 1
discusses the definition of learning disabilities, labeling, and the domain
model, which organizes student characteristics into interacting domains
(metacognition, information processing, communication, academic, and
A domain model checklist is provided. Section 2 includes
social/adaptive) .
identification and program planning information that addresses early
identification, student support teams, assessment, individualized program
plans, maximizing student success, and long-range/transition planning.
Examples illustrating the process of providing services are described.
Section 3 describes practical strategies within specific domains. Strategies
(1) metacognition, thinking, and study and organizational
are provided for:
(2) receiving, organizing, storing and retrieving information, and
skills;
(3) auditory skills, language skills, and
gross and fine motor skills;
(4) reading, written expression, spelling, mathematics,
language output;
science, social studies, and using textbooks; and (5) self-esteem, prosocial
skills, and self-monitoring. Section 4 addresses other learning difficulties,
including attention deficit hyperactivity disorder and fetal alcohol
syndrome/effects. Sections 5 through 9 contain blackline masters, a list of
other teaching resources, an annotated test inventory, and support network
contacts. (Contains 143 references.)
(CR)
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ED CATIONAL RESOURCES INFORMATION
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O This document has been reproduced as
received from the person or organization
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Points of view or opinions stated in this
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official OERI position or policy.
Teaching Students
with
Learning Disabilities
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ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA
Alberta. Alberta Education. Special Education Branch.
Teaching students with learning disabilities.
(Programming for students with special needs)
ISBN 0-7732-1799-1
1. Special education Alberta. 2. Learning disabled children
Education
Alberta.
II. Series: Programming for students with special needs.
Title.
I.
LC3984.2.A3.A333 bk.6 1996
371.9
For further information contact:
Special Education Branch
10th Floor, East Tower, Devonian Building
11160 Jasper Avenue
Edmonton, Alberta
T5K OL2
Telephone: [phone]
RITE: 310-0000 (Toll free in Alberta)
FAX: [phone]
This document is intended for:
Students
Teachers
Administrators
,/
Counsellors
Parents
General Public
Copyright © 1996, the Crown in Right of Alberta, as represented by the Minister of Education.
Alberta Education, Edmonton, Alberta.
Permission is given by the copyright owner to reproduce the owner's original work for educational
purposes and on a non-profit basis. Permission to reproduce third party material must be received
directly from the third party copyright owner.
3
Message from the Minister of Education
Students with learning disabilities have diverse needs and interrelated difficulties that come
between them and learning. Special education focuses on meeting the individual needs of these
recognizing that all students are capable of learning with the right kind of help.
students
Teaching Students with Learning Disabilities is part of a seven-book series called Programming
for Students with Special Needs. This book offers all teachers information to enhance their
understanding of learning disabilities and provides practical strategies to assist in their work with
students with special needs.
I would like to thank the many teachers and groups who provided advice and feedback in the
development of this valuable resource.
Sincerely,
Gary G. Mar, Q.C.
Minister of Education
Acknowledgments
Alberta Education gratefully acknowledges the many teachers,
other individuals and groups who have provided advice and
feedback over the course of the development of Teaching
Students with Learning Disabilities, including the following:
Elk Island Public Schools, the principal writers
The Calgary Learning Centre
Dr. Oakley School, Calgary Board of Education
Focus group participants from:
Sherwood Park CSSD No. 105
Parkland School Division No. 70
Children's Services Centre, Red Deer
All the individuals and groups who reviewed the field test draft
and provided thoughtful suggestions and comments
The staff of the Special Education Branch of Alberta Education
for their contribution to the development, production and
distribution of this document.
Members of the Special Education Advisory Committee
representing:
Alberta Associations for Bright Children
Alberta Association for Community Living
Alberta Home and School Councils' Association
Alberta School Boards Association
Alberta Teachers' Association
College of Alberta School Superintendents
Council for Exceptional Children (CEC), Alberta Federation
Learning Disabilities Association of Alberta
Premier's Council on the Status of Persons with Disabilities
University of Alberta, Department of Educational
Psychology.
Introduction to the Series
Programming for Students with Special Needs is a series
developed in response to a needs assessment survey conducted
by the Special Education Branch of Alberta Education in the Spring
of 1992.
The information provided by survey respondents has been used to
guide the nature and content of the series. The respondents
indicated the need for practical suggestions about instructional
strategies, classroom management, preparing individualized
program plans and understanding the nature of special needs.
They also wanted information about the availability of special
education resources.
The following books are included in the series. The information in
each book is interrelated and can be used to provide instruction to
all students.
Teaching for Student Differences
Book 1
Highlights strategies for differentiating instruction within the regular
classroom for students who may be experiencing learning or
behavioural difficulties, or who may be gifted and talented.
It
includes ideas for varying instructional time, the learning
environment, resources, materials, presentation, assignments and
assessments to accommodate students with diverse needs. This
book contains instructional strategies for core subjects as well as
by categories of differences; i.e., learning disabilities, behaviour
disorders, and gifted and talented. A variety of useful forms to
assist teacher planning is found in the appendices.
Essential and Supportive Skills for Students with
Book 2
Developmental Disabilities
Includes:
developmental checklists for communication skills; i.e.,
receptive, expressive, social, articulation and vocabulary
checklists for gross and fine motor development, including
colouring, graphics, manuscript printing and cutting
charts and checklists which provide a continuum of life skills by
domain (domestic and family life, personal and social
development, leisure/recreation/arts, citizenship and community
involvement, career development)
checklists for mathematics, reading and writing to Grade 6
an annotated list of other teaching resources.
6
Individualized Program Plans
Book 3
Contains a process for IPP development and strategies for
involving parents. This book provides information on writing long-
term goals and short-term objectives along with case studies and
samples of completed IPPs.
It addresses transition planning and
features forms and checklists to assist in planning.
Teaching Students who are Deaf or Hard of Hearing
Book 4
Includes information on the nature of hearing loss and the various
communication systems which may be used The book contains
information on amplification, educational technologies, program
planning and teaching strategies.
Teaching Students with Visual Impairments
Book 5
This resource offers basic information to help provide successful
school experiences for students who are blind or visually impaired.
The information in this book addresses:
the nature of visual impairment
educational implications
specific needs
instructional strategies
the importance of orientation and mobility instruction
the use of technology.
Teaching Students who are Gifted and Talented
Book 7
(expected release date 1998)
Currently under development in collaboration with the Calgary
Board of Education.
Programming for Students with Special Needs is not intended to
be a complete authority on the many disciplines associated with
the education of students with special needs. In providing
instruction to students with special needs, staff should utilize the
support services available in their jurisdictions.
s
Table of Contents
Page
Introduction
Section 0
Learning Disabilities: A Conceptual Model
1
The Definition
1
Domain Model
5
Domains Overview
7
Metacognitive Domain
8
Information Processing Domain
11
12
Sensory Store
Memory 13
14
Responses
Communication Domain
16
Language Processing
16
Academic Domain
22
22
Reading
24
Written Expression
24
Spelling
25
Mathematics
Social/Adaptive Domain
26
26
Social Competence
Observing Students: Domain Model Checklist
28
Section 0
Identification and Program Planning
47
47
Early Identification
Setting Up a Student Support Team
49
50
Meeting Procedures
Parents as Team Members
51
53
Communication in Home-School Team Building
54
Program Planning Process
Assessment
58
58
Assessment for Program Planning
Individualized Program Plan
70
Maximizing Student Success
73
73
Instructional and Accommodations Checklist
76
Use of Technology for Accommodation
80
Long Range Planning/Transition Planning
80
Transitions Between Levels of Schooling
84
General Strategies for Sending and Receiving Educators
Examples
86
Section 0
Strategies
91
Components of a Strategies Lesson
93
Learning Styles
94
Teaching Styles
97
Mediational Teaching Style
98
Tips for Teaching Students with Learning Disabilities
100
Metacognitive Domain
101
Thinking Strategies
104
Study and Organizational Skills
109
116
Tips on Organizing Your Notebook
124
Tips on Taking Exams
Information Processing Domain
125
Strategies for Receiving Information
125
Strategies for Organizing, Storing and Retrieving Information
126
Gross and Fine Motor Development
137
137
Gross Motor Skills
138
Fine Motor Skills
139
Handwriting
Communication Domain
146
Strategies for Auditory Skills
146
Strategies for Language Skills
147
Strategies for Language Output
149
Academic Domain
151
Reading Strategies
151
Written Expression Strategies
166
Spelling Strategies
173
Mathematics Strategies
178
Science 190
194
Social Studies
Textbooks
195
Social/Adaptive Domain
200
200
Self-esteem
209
Prosocial Skills
212
Self-monitoring
Section 0
Other Learning Difficulties
216
Attention-deficit/Hyperactivity Disorders (AD/HD)
216
216
Subtypes
219
Accommodations and Strategies
227
Cognitive Behaviour Therapy
228
Beliefs about AD/HD
Students with Fetal Alcohol Syndrome (FAS) and Possible Prenatal
Alcohol-related Effects
230
Section 0
Appendices
237
Student Support Team Request for Assistance
1:
238
Student Support Team Problem-solving Worksheet
2:
239
Student Support Team Problem-solving Worksheet: Action Plan
3:
240
Student Support Team Meeting Evaluation
4:
241
Individual Rating Scale
5:
242
Teaching Follow-up
6:
244
Observable Characteristics Indicative of Modality Strength
7:
246
Learning Channels Inventory
8:
247
Modalities: Some Applications
9:
248
Suggested Aids for Learning Modalities
10:
249
Problemsolution Text Structure: Frame and Definition
11:
250
Weekly Review Samples
12:
251
Basic Facts
13:
253
Repeated Reading Record
14:
254
Strategy for Study
15:
SQR3
255
Be a Better Listener
16:
256
Be a Better Speaker
17:
257
Metacomprehension Strategy Index
18:
258
Plan Think-Sheet
19:
262
Story Structure
20:
263
Editing Checklist
21:
265
Editing Rating Scale
22:
266
Error Monitoring
23:
267
24: "COPS" Proof Reading Strategy
268
Attention-deficit/Hyperactivity Disorder Checklist
25:
269
26: ADAPT (Attention Deficit Accommodation Plan for Teaching)
270
Students with Fetal Alcohol Syndrome (FAS)
27:
or Fetal Alcohol Effects (FAE)
272
Section 0
Other Teaching Resources
285
Academic Domain
285
Alberta Education
290
Attention-deficit/Hyperactivity Disorder
292
Communication Domain
293
Fetal Alcohol Syndrome/Possible Prenatal Alcohol-related Effects
295
Information Processing Domain
295
Metacognitive Domain
297
Social/Adaptive Domain
299
Section 0
Publishers' Addresses
302
Section 0
Annotated Test Inventory
305