Stanbridge - Teaching Students With Learning Disabilities - By Mary Stadler

Teaching with Click toStudents edit Master subtitle style Learning Disabilities

Purpose and Agenda l l l

Overview of students at Stanbridge Some strategies for assisting them 22 slides in all

Autism Core Characteristics Social Impairment Repetitive Behaviors Communication Impairment

Autism Spectrum l l l l

Hypercommunicators and “little professors” Bookworms, computer/electronics worms Emotional reactors Every combination of the above and more…

Autism Heterogeneity l l l l l l

30% of individuals with autism have epilepsy 20% have big heads and brains… …but 15% have small brains Some lose acquired developmental skills and regress around age 2 Others develop slowly in fits and starts Some have chronic GI symptoms

More Heterogeneity l

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Autism Spectrum Disorders (ASD) are more common in males than females (4:1) across all ethnic groups ASD are associated with intellectual disability though the rate may be decreasing with earlier identification and treatment 30.8% have normal or above normal intelligence With PDD NOS 92% have normal intelligence

Theory of Mind l

Theory of mind is the ability to attribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself and others and to understand that others have beliefs, desires and intentions that are different from one's own.

Central Coherence Central coherence is the process of constructing a higher meaning from diverse information. It helps us comprehend the main idea and not focus on the details.

Executive Functioning Executive functioning is the ability to control our attentional focus, to pay attention to more than one thing at a time, and to shift focus to the most relevant thing. It helps us know where we left our keys, when to cross the street, and how to plan ahead.

Anxiety, Attention Problems, Depression l l l l

Anxiety is characteristic of 30-40% of people with ASD Depression present in 30% of adolescents with ASD in most studies Attentional Issues present in 40-75% Behavioral Problems in 30%

ADD/ADHD l l l l l

Boys more commonly diagnosed. Girls more likely to be inattentive, boys hyperactive. Impulsive, impatient, irritable. Most have theory of mind and good social skills. Symptoms can lessen over time.

Dyslexia, Hyperlexia and other Learning Problems l

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Impairment in the brain's ability to translate images received from the eyes or ears into understandable language. Poor working memory makes it difficult to keep a concept in mind and use it. Social development can be delayed but social skills are good.

Mood Disorders l

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Bi-Polar Disorder- mood and energy fluctuate with varying frequency. Can be unpredictable and frustrating. Depression - sad or irritable mood persisting for 2 weeks. Anxiety - common co-occuring disorder with ADHD and ASD. OCD - also seen in many forms with ASD and ADHD.

Common Characteristics l l l l l l l

Lack executive functioning Miss “right place/right time” cues Dislike sarcasm Sensitive to criticism Difficulty maintaining friendships Difficulty sustaining conversations Concrete thinkers

What They Need From Us

Structure l l l l l l

Establish classroom routines and insist on them if they are functional and make sense. Post and review behavior expectations each day. Post and review the schedule every day. Post homework in the same place each day. Keep your room organized and have students do the same. Consistently reward cooperation.

Guidance l l l l

Make positive suggestions…what they should do rather than what they shouldn’t do. If student is in a heightened state, speak slowly and use short sentences or don’t speak at all. Give choices when possible. Maintain your composure.

Acceptance l l l l

Self-acceptance begins with selfknowledge. Our acceptance of students where they are now is the best place to start. Students who know and accept themselves will be more effective self-advocates. Self-acceptance lowers anxiety and alleviates depression.

Challenge l l l l l

We do not serve our students if we don’t challenge them personally and academically. Encourage them to challenge themselves and each other to do their best at all times. Assist them to set realistic behavior and academic goals and to accomplish them. Compassionately reject self-pity. Be the holder of hope for them when they cannot hold it themselves.

Acknowledgement l l l l

Greet students daily and try to make each day a new start. Notice and mention accomplishments large and small, in school and out. Consistently reward cooperation, helpfulness, improvement, effort. Be generous, specific and sincere with verbal praise.

Advocacy l l

Take time to assist students to identify and articulate their needs. Help students understand and use proper channels to be heard and get needs met.

Honesty l l l l l

Accurately reflect to students who they are and how their behavior is perceived. Answer questions with as little evasiveness as possible. Keep sarcasm to a minimum. Maintain professional distance and demeanor. Explicitly model the behavior you would like to see.