Nancy is a fourth grade student who is struggling with reading despite being intelligent and performing well in other areas like math. She was assessed and found to have a reading level at kindergarten entry level. Nancy tries hard but has difficulties with spelling, writing sentences, and copying from the board. It is determined that Nancy likely has dyslexia, one of the most common learning disabilities. Supports will need to be put in place to help Nancy learn to read using her strengths and accommodations that do not rely on text. Early identification of learning disabilities can help provide support but also may prematurely label a student.

1. LEARNING DISABILITIES WEEK 3 EPSE 317

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3. Auntie Liz’s Story Time: This is the story of Nancy, a delightful little girl who is just beginning Grade 4 at Stave Lake Elementary School in Mission, BC.

4. Stave Lake Elementary A small school, with a strong commitment to inclusive education. A caring principal A vice-principal with a background in special education A resource room, And access to the District Literacy Specialist, and the usual support professionals.

5. A Bit About Nancy She’s always been healthy. She’s popular with her classmates and has nice manners. She likes listening to stories and understands what she hears. Nancy has always been cheerful and cooperative but just lately that’s been changing…

6. Nancy’s Family Mom—Rebecca, works part-time as a receptionist in a dentist’s office. She reads to the kids and takes them to the library every week. Dad—George, owns a garage in Mission. School was hard for him, but he managed to graduate and he’s done ok. Kid sister--Julie—starting Grade 2 at Stave Lake. Always looked up to her big sister Nancy always was proud of her little sister, BUT:

7. A Problem At the end of last year, Julie read at a Grade 3 level. Nancy can barely manage early Grade 1 pattern books. Nancy doesn’t understand why her kid sister finds something she can’t do at all so very easy. She’s unhappy; her parents are concerned.

8. At the end of last year, Nancy was assessed by the district psychologist, who found that she: Tested above average in intelligence Tested well above average in math skills Read at a kindergarten entry level Did not have any apparent disability in language processing or in visual processing

9. Nancy’s Grade Three teacher reported: Nancy tried hard to do well in school She printed neatly, but was very slow at copying material from the blackboard and made lots of mistakes She was very good at math and enjoyed math She couldn’t spell or write a sentence She was exceptionally good for her age at drawing and other art projects

10. What’s going on here? …form into groups of 4 You have 5 minutes to share ideas, and then report back to the class. What is Nancy’s problem? What questions should we be asking about Nancy? What is she good at?

11. BC Ministry of Education’s Definition of a Learning Disability: Learning disabilities refers to a number of disorders that may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual disabilities.

12. Or in other words, Learning disabilities affect specific abilities and leave others more or less intact. They are in part a diagnosis of exclusion: They are not explained by A lack of the opportunity to learn Some other disorder, such as a hearing or visual impairment, or Second language status Global intellectual disability Mental health or emotional issues

13. Learning Disabilities can affect many different areas of learning Oral language (e.g., listening, speaking, understanding) Reading, or dyslexia (e.g., decoding, phonetic knowledge, word recognition, comprehension). Written language, or dysgraphia (e.g., spelling and written expression) Mathematics, or dyscalculia (e.g., computation, problem solving) Learning disabilities may also involve difficulties with organizational skills, social perception, social interaction and perspective taking.

14. More from the Min of Ed.: Students are identified as having a learning disability by “a process of systematic assessment and documentation…based on their: 1. Persistent difficulty learning and 2. Average or above average cognitive ability and 3. Weaknesses in cognitive processing.”

15. Identification of LDs Varies from one district to another but must include: Specialized assessment for formal diagnosis of learning disabilities. Level B and Level C assessments must be conducted by appropriately qualified professionals who can interpret results considering the student’s opportunities for learning, learning patterns, approach to tasks and response to instruction.

16. --Level B?--Level C? A little about standardised testing, here: The assumption with some tests (those published for use within large populations—countries, provinces, etc.) is that performance of a given student (or group of students) on them can be meaningfully compared to that of another, comparable individual or group.

17. Such tests require training for their administration and interpretation. The level of that training can fit into one of three categories: A: minimal training (usually BEd, and use of manual.) B: some specific training (SE certification or equivalent) C: Specific training on test administration and theory and registration as psychologist or school psychologist.

18. What kinds of obstacles will the Grade 4 curriculum pose for Nancy? Back to groups… 5 minutes to brainstorm

19. Obstacles:

20. What will help Nancy to achieve the learning goals set for her grade? Brainstorm…feedback… Note especially what Nancy’s strengths are and make use of them…

21. Finally Who will be responsible for the supports identified above? What will successful supports look like?

22. What kind of LD does Nancy have? Dyslexia (why not dysgraphia?) One of the most commonly identified LDs.

23. About Dyslexia Once called “word blindness.” In most cases originates in phonological processing. The ability to recognise and analyse sounds in speech. Neurologically based.

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25. Supports for Dyslexia Teach reading Give student chances to learn that are not text dependent. (video, visual, hands-on, etc.) Give student chances to demonstrate learning that are not text-dependent. (tape answers, dictate answers) Give time. Teach use of assistive technologies. Give the chance to use strengths.

26. Other Language-Based LDs Brain-based disorders (like the video says). Difficulties in Word recall (my dysnomia is a mild example) Aphasia (the inability to form spoken language) Auditory processing (not at phonological level)

27. Expressive language disorders Child can’t use language to communicate Can include “cocktail chatter”—child talks lots but without communicating anything Receptive language disorders Child talks (often fluently), can often repeat what is said, but doesn’t understand.

28. Language-based LDs should be diagnosed by SLTs Psychologists’ testing instruments can point to existence of LLDs, but SLT assessment can identify specific areas of weakness and suggest treatment. One exception: Problems in auditory short-term memory.

29. With any LD Discuss pros and cons of early identification (KG or grade 1). Groups—one pro and one con from each group.

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