DNE: Lecture 19**

• What is SLD?

  • A specific learning disability is not indicative of lower intelligent. In fact some people who have LD are often very intelligent
• LD can be characterized by ?

  • his/her achievement in areas such as reading, writing or mathematics.
  • The term does not include learning problems that are primarily the result of visual, hearing, motor disabilities, intellectual disabilities, emotional disturbance
• SLD Diagnosis


  • individual’s developmental, medical, educational, family history
  • Test scores
  • Teacher observations
  • Response to academic interventions
  • difficulty in reading, writing, or mathematical reasoning skills
• Diagnostic Criteria

  Difficulties learning and using academic skills for at least one of the following:

  1. Affected academic skills are below expectation
  2. Begin during school-age years but may not become fully manifest until demands of academic skills
  3. Not better accounted for by visual/hearing impairments
• With impairment in reading

  • Word reading accuracy
  • Reading rate or fluency
  • Reading comprehension
  • Dyslexia: problems with accurate/fluent word recognition, poor decoding, poor spelling abilities
• With impairment in written expression:

  • Spelling accuracy
  • Grammar punctuation accuracy
  • Clarity or organization of written expression
  • Dysgraphia – writing disability
• With impairment in mathematics:

  • Number sense
  • Accurate or fluent calculation
  • Accurate math reasoning
  • Dyscalculia
• Symptoms of Dyslexia

  • Delayed speech
  • Problems with pronunciation
  • Problems with rhyming words and learning rhymes
  • Difficulty with learning letters of the alphabet
  • Difficulty with expressing themselves verbally
• How can we support students with SLD

  • Teachers need to ensure classroom environment does not continue learning failure
  • Set students up for success
  • Do not blame the students If students cannot learn, reflect on own teaching style
• Classroom arrangement

  • Reduced distractions
  • Incorporate sensory media
  • Write instructions on board
  • Use videos, demonstrations
  • Give extra time when possible
  • Break down instructions
  • Pre-discussion, pre-writing, pre-reading, pre-teaching
  • Review of old materials
• Seating arrangements:

  • Arrange the classroom in a way, teachers can see and make eye contact with everyone
  • Label classroom materials
  • Post classroom rules
  • Create special comfort areas (rugs, wiggly cusion, quite corners)
• Strategies for Reading

  • Use audio books in listening center
  • Buddy reading activities
  • Use coloured markers to highlight
• Strategies for Hand writing

  • Allow more time for assignments
  • Encourage proof-reading
  • Sensible pencil program
• Dyscalculia

  • Use manipulative (counters, shape blocks)
• suggestions that help with comprehension

  • SQ3R (scan, question, read, remember, review)
  • Attach colours or pictures to information
  • Use rhyme, phrases to help
  • Make lists, mark them, to do lists
  • Plan, set deadlines, allot time, organize