This document discusses strategies for teaching students with learning disabilities. It introduces theories of multiple intelligences and learned helplessness. Common learning disabilities are described such as dyslexia and dyscalculia. The Response to Intervention model is presented as a tiered instruction approach involving assessment, instruction, and parent involvement. Differentiation strategies like adaptation, accommodation, and modification are suggested. The document poses questions to reflect on how a school supports students with learning disabilities, its strengths, weaknesses, and ways to improve.

1. Teaching With Kids’ Needs
In Mind
Workshop - January 2014
Facilitator: Monica GHICU
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2. Why do we have schools?
http://openclipart.org/detail/172174/school-days-by-sammo241-172174

3. “The fundamental purpose of
school is learning, not teaching.”
Richard DuFour
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4. The Theory of Multiple Intelligences
Howard Gardner, 1983
Musical-rhythmic
Visual-spatial
Verbal-linguistic
Logical-mathematical
Bodily-kinesthetic
Intra-personal
Inter-personal
Naturalistic
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5. Learned Helplessness
Martin E.P. Seligman
Learned helplessness = “a mental state in which an organism
forced to bear aversive stimuli, or stimuli that are painful or
otherwise unpleasant, becomes unable or unwilling to avoid
subsequent encounters with those stimuli, even if they are
‘escapable’ presumably because it has learned that it cannot control
the situation.”
http://www.britannica.com/EBchecked/topic/1380861/learned-­‐helplessness
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6. Most Common Areas of Disability
(by no means an exhaustive list)
Dyslexia
Speech problems
Hyperlexia
Receptive language /
language disabilities
Phonemic awareness
Disgraphia
Written organization
problems
Executive functioning
Problem solving
difficulties
Behavior issues
Dyscalculia / Math
deficits
Autism spectrum
disorders
Social-pragmatic
difficulties
Selective mutism

7. How does it feel to be an LD student?
Follow link =>
Understanding Learning Disabilities – FAT City, with Dr. Richard Lavoie

8. Response to Intervention Model
High-quality,
scientific based
classroom
instruction
Ongoing student
assessment
Tiered instruction
Parent involvement
http://www.educatoral.com/wordpress/2012/09/03/response-to-intervention/

9. Differentiation Strategies
Adaptation
Accommodation
Modification
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10. What about our school?
1. How does our school stand as far as LD
students are concerned?
2. What are our strengths?
3. What are our weaknesses?
4. What can be done to improve our
current state?
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11. References:
Smith, Tom E. C. et co., Teaching Students With Special Needs in Inclusive Settings, Pearson, 2012, 6th Edition
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http://openclipart.org/detail/172174/school-days-by-sammo241-172174
http://openclipart.org/image/300px/svg_to_png/172177/bts7.png
http://upload.wikimedia.org/wikipedia/commons/7/71/Howard_gardner.jpg
http://openclipart.org/image/300px/svg_to_png/122197/dog.png
http://openclipart.org/image/300px/svg_to_png/122197/dog.png
http://openclipart.org/image/300px/svg_to_png/122197/dog.pn
http://www.educatoral.com/wordpress/2012/09/03/response-to-intervention/
http://www.youtube.com/watch?v=sdNW_8ZrF_4&list=PL86BCBE9D53BDA766
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http://openclipart.org/image/300px/svg_to_png/50287/eleve_posant_une_question.png
http://openclipart.org/image/300px/svg_to_png/50293/eleve.png
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