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Learning Disorders Chatboard

Games for Dyslexia (tailored to Barton Reading & Spelling)

by j.e.

Jun 20, 2011

While these were designed for a specific tutoring system, they could be adapted for any similar multi-sensory dyslexia program.

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Creating Learning Disorders

by Stellaluna

Jun 20, 2011

I touched on this on the early literacy chatboard....... I have a theory that we are creating learning disorders in students who otherwise would not have an issue by teaching developmentally inappropriate skills. If we allowed the brain to develop pathways through play and experiences, students would learn more faster. What do others think?

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j.e. On 6/20/11, Stellaluna wrote: > I touched on this on the early literacy chatboard....... I > have a theory that we are creating learning disorders in > students who otherwise would not have an issue by teaching > developmentally inappropriate skills. If we allowed the > brain to develop pathways through play and experiences, > stu...See More

Jun 22, 2011

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Sara On 6/20/11, Stellaluna wrote: > I touched on this on the early literacy chatboard....... I > have a theory that we are creating learning disorders in > students who otherwise would not have an issue by teaching > developmentally inappropriate skills. If we allowed the > brain to develop pathways through play and experiences, > stu...See More

Aug 28, 2011

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Aspergers

by Nicole

Jun 21, 2011

I work with a student with Aspergers and find it difficult to work with him in the Language Arts classroom. I have no issue accomodating his needs, but he takes things EXTREMELY literal and to heart. Many of the short stories we read don't have happy endings and I find he gets extremely emotional. Most specifically this is the case with novels. Man...See More

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j.e. On 6/21/11, Nicole wrote: > I work with a student with Aspergers and find it difficult > to work with him in the Language Arts classroom. I have no > issue accomodating his needs, but he takes things EXTREMELY > literal and to heart. Many of the short stories we read > don't have happy endings and I find he gets extremely > emotio...See More

Nov 2, 2011

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Jennifer On 6/22/11, j.e. wrote: > On 6/21/11, Nicole wrote: >> I work with a student with Aspergers and find it difficult >> to work with him in the Language Arts classroom. I have no >> issue accomodating his needs, but he takes things EXTREMELY >> literal and to heart. Many of the short stories we read >> don't have happy...See MoreOn 6/22/11, j.e. wrote: > On 6/21/11, Nicole wrote: >> I work with a student with Aspergers and find it difficult >> to work with him in the Language Arts classroom. I have no >> issue accomodating his needs, but he takes things EXTREMELY >> literal and to heart. Many of the short stories we read >> don't have happy endings and I find he gets extremely >> emotional. Most specifically this is the case with >> novels. Many classics have tragedies in them. Can anyone >> suggest novels where this may be avoided at the high >> school level? > > > I don't know about the novels, but I know that working on > figurative language with my nephew who has autism (21, middle > school reading level) has helped him a lot. We were reading a > book called The Magic Thief by Sarah Prineas, which is packed > with similes and metaphors. He's also learning to find > personification. > > He found one quote today that he said he split in two because > one part was personification, and one part was simile, and he > was right. > > He really doesn't like to answer direct questions, and after > one I asked him today (something about what a character might > be thinking, or why a character did something), he said, "Who > do I look like, Dr. Phil?" He added, "that's kind of a > simile, by the way." > > When I went out to get our dinner, I asked him to hold down > the fort while I went hunting for dinner. He asked me if I > remembered to take my spear. > > I wonder if doing something like pairing fiction and non- > fiction would help him understand the difference? i.e. > reading a novel or short story along with a news article on > the same topic. > > If you want to email me, maybe we could brainstorm some ideas > for your student. I'm drawing a complete blank on novels > right now!! > I so have to respond to this post, even though it was a year ago... I have two children with Aspberger's. It is amazing how different and similar they are. My daughter takes to heart everything, and my son is so emotionally distant... My son was fascinated with making people laugh at a young age (3-4) and is amazingly intelligent. So, he studied jokes and what makes them funny to people for years. He is now 13 and uses metaphors and similes better than I can!

My daughter falls apart with every emotionally charged book...and most of them are. She has found reading is not her favorite thing. It is crazy weird how she can relate to a fictional character or an animal, but sees humans as the enemy, and so cannot reach out to relate with them...

Sep 1, 2012

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Sticks and Steps--learn multiplication and division

by j.e.

Jun 24, 2011

Click the link for my review of this book. Such a simple yet powerful solution.

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Fidget to Focus

by j.e.

Jun 29, 2011

What's your favorite 'go-to' fidget activity?

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Multisensory Teaching book

by j.e.

Jul 1, 2011

It'll take me a year to wade through this book, but I've already gotten my toes wet, and it's gonna be a lot of fun!

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The Dyslexic Brain

by j.e.

Jul 15, 2011

Very interesting short video.

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New assistive technologies

by Erin Kilkenny

Sep 1, 2011

I saw an Itouch application that was being used with children with autism that didn't speak. This application seemed to be very helpful for those children and it got me to wonder. What other technologies are out there for students with learning disorders and/or disabilities?

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Should LD teachers have to teach organizing skills?

by Debbie Carney

Sep 9, 2011

how much time do you spend organizing folders/papers before you even begin working on IEP objectives related to learning goals? Spending even 10 minutes of the 30 min session is significant. How much is this negatively impacting the student's progress overall? Do you think that organizational skill-set training should be out- sourced to a professio...See More

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WOW! Many LD,if not most lack organizational skills. I did myself. After developing organizational skills, I realize 1st hand, how much easier it is to learn, if you are organized. Spending 10 minutes teaching organizational strategies, not organizing the child yourself, will go a long way in meeting IEP goals.

On 9/09/11, Debbie Carney wrote:...See More

Mar 15, 2012

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Jo ideal, you pointed out a few things I was going to mention. I really agree with most of what you said.

I laughed so hard when I read the part about telling the teacher to actually provide the hand out with the 3 holes punched in it if they actually wanted the paper stored in the 3 hole binder. Oh, my gosh, this is my biggest pet peeve and ...See Moreideal, you pointed out a few things I was going to mention. I really agree with most of what you said.

I laughed so hard when I read the part about telling the teacher to actually provide the hand out with the 3 holes punched in it if they actually wanted the paper stored in the 3 hole binder. Oh, my gosh, this is my biggest pet peeve and usually the complaints about organization of special education students come from the teacher that does not do so. This requires all of the kids to either use the classroom 3 hole punch as they are walking out the door or when they are supposed to do work or just shove the paper anywhere.

I think all teachers in every class need to be aiding the disorganized. Your comment about a teacher handing something out then not monitoring what the students are doing with it is also a problem. I also know that not all really understand how hard it is for some to find the right place in the binder quickly. If this child walks out of the class without the paper in the right spot, chances are it will not get in the right spot unless the paper is already labeled as to where its intended spot is. A kid with a stack of 10 papers from various classes at the end of the day will not remember which one goes in 'classwork', 'notes (handouts)', etc.

All teachers in a school need to work with, not do for, the students. They need to monitor them until they all develop the habit. This also gives the teacher a good idea of how long it is going to take for the students to achieve the task - even the stragglers. Aren't they the ones that are woefully unorganized most of the time because no one monitors them and the class goes on without them.

I also agree we expect too much in terms of volume. Worst part is in 1st grade and now in some K classes these 5 and 6 year olds have to organize all of their posessions from the 20 item class supply list. They need to keep straight their pencils, colored pencils, crayons, erasers, scissors, and on and on. Really? Our teachers handed out the paper and the pencils and then collected them. When we did do group coloring or something that took special supplies, we turned our desk and worked out of tubs of supplies. These were then collected. Of course, the floor was scanned first by all (and the teacher pointing out what was missed). Additional responsibility was added on as the grade increased and almost all work was done out of one notebook.

One of the best systems I saw for keeping helping students with papers was a numbering system that was on each handout, including homework and classwork. It had the letter of the section and the number of the paper in sequence. Sure it took some time on the part of the teacher when organizing lessons, but it kept the kids more organized. They at least had a chance to get stuff where it belonged.

My one child coming out of a year of HS had 2 printer paper boxes filled with school work from 1 year. Between work that was produced and work that was handed out it filled almost 2 boxes. The 5 subject notebook purchased for the 1 class had about 10 pages used. Thank goodness this child was organized. Heck, this child organized the teacher sometimes. LOL

On 9/11/11, in the ideal world wrote: > On 9/09/11, Debbie Carney wrote: >> how much time do you spend organizing folders/papers before >> you even begin working on IEP objectives related to >> learning goals? Spending even 10 minutes of the 30 min >> session is significant. How much is this negatively >> impacting the student's progress overall? Do you think >> that organizational skill-set training should be out- >> sourced to a professional? > > > I've rarely seen the instruction of organizational skills be > successful. What many of us need is a system of organization > and what many organizationally-challenged kids need is simply - > less to organize. The modern trend of handing out many papers > in addition to textbooks is at the root of the problem. In the > old days - and I know because I'm old - we had textbooks and > ditto sheets in math class only. No worksheets, no handouts, no > separate three ring binder for every class, no several marble > notebooks, one trapper keeper and a backpack heavy enough to > break your pack. > > It's really hard to stay organized in modern school. You cannot > hand out papers to a class and say 'put these away' and then > turn away and sit at your desk assuming students are putting > them away. Some students will need your help to put them away. > And some students simply need not just more help but less > papers and less school stuff overall. I don't know any > 'professional' who could come in and successfully teach > 'organizational skill-set training'. I customize such > 'training' to the student and negotiate with their classroom > teachers - "Does he really need a separate binder for each > subject because he's not up to keeping track of seven different > binders..." "Can he possibly have an extra set of textbooks so > one set can stay in his locker and one can be kept at home?" > "Can you possibly three-hole punch your papers before you hand > them out to the kids??" > > I sit down with each of my LD kids once a week - once a day > would be better - and we go through their stuff, throwing out > old papers and straightening out all papers. There is no way to > 'teach' that task without being very hands on. LD kids often > can't do that first step - it's overwhelming - of going in > their backpack where a morass of materials lies crumpled and > waiting and going in their binders which are bursting at the seams. > > In the ideal world, every kid with organizational skills would > have a mentor who could sit down with them every day and help > in a hands on way because organization is really only achieved > with the hands.

Mar 15, 2012

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