Learning Disabilities and Learning Growth

Module 1: Background and Research Base-3 hours

According to the National Center for Learning Disabilities (NCLD), learning and attention issues are more common than many people think, affecting 1 in 5 children. Learning issues are often accompanied by attention issues so it’s important to address all aspects of the learning process. Therefore, information about ADHD will be included in this training as well. Unfortunately, students with LD and/or ADHD are often perceived as lazy or unintelligent. “Without the right academic or emotional support, these students are much more likely to repeat a grade, get suspended, or drop out” (NCLD). It’s imperative to address these issues as early as possible.

Training can include professional development for administrators, teachers, parents, and other related personnel. Content will address:
- Myths about learning and attention issues
- Diagnosis of learning disabilities
- types of learning disabilities and the characteristics
- risk factors
- barriers to success

Module 2A and 2 B: Effective Instructional Strategies- 6 hours

The main focus will be on differentiated instruction and how to adapt curriculum and instruction to meet the needs of all learners. Differentiated instruction is tailoring to meet the individual’s learning needs by altering the content, process, product, or learning environment. This will require teachers to use a variety of strategies to support all of the students. A list of accommodations that teachers can use to teach the same content to all students will be presented and examples of how to implement the accommodations will be discussed. Teachers will be encouraged to share their own examples of differentiating instruction and work together to support each other.

Teachers will be taught to use cognitive strategy instruction (CSI) that can be used in the classroom to assist students who are struggling with the academic content. Strategies will be content specific and address adaptations depending on the age/grade of the student. CSI are useful tools in assisting students with learning and attention problems. Students need to approach an academic task with a specific set of procedures and tools for learning and processing new content. Although stronger students use these strategies without even identifying them, these proven strategies have to be taught to students who struggle academically. Students need a process in place when they are faced with new content. Learners do not rely on one single approach but have a repertoire of strategies that can be used to learn new material. These strategies are used across all content areas. Some of those strategies include:

*Mnemonics
*Graphic organizers
*Key words
*Using clues in reading comprehension
*self-questioning
*Promoting on-task behavior
*Increasing organization

Our team is proficient at analyzing student growth data and locating appropriate research based, prescriptive instruction to meet the needs of all learners. We have consultants that have had the opportunity to participate in a third-party research project with RMC Research Corp. in which the outcomes were significant enough for the intervention to be included as Gold Standard in the What Works Clearing House. We have the capability of leading staff through student data analysis and support teams with benchmark testing and progress monitoring.

UDL (can be included within LD workshop)

Incorporating Universal Design Learning with High Leverage Practices to ensure student success!

Universal Design for Learning (UDL) is an approach to curriculum design that can help teachers customize curriculum to serve all learners, regardless of ability, disability, age, gender, or cultural and linguistic background. It is grounded in research of learner differences and effective instructional settings. Participants will learn about UDL and will be provided with a blueprint for designing goals, methods, materials, and assessments to reach all students including those with diverse needs. A crosswalk between UDL and high leverage practices will be shared and discussed.

UDL helps educators meet the challenge of serving those with special needs while enhancing learning for all. Students with special needs benefit from two major aspects of UDL: (1) its emphasis on flexible curriculum, and (2) the variety of instructional practices, materials, and learning activities. All students, including those learning English, older students, and those with disabilities appreciate the multifaceted ways content is presented, as well as options for demonstrating what they know.

Module 3A, 3B & 3C: Approaches for Effective Implementation

3A-Consultation-3 hours per classroom
Conducting classroom observations that can be followed up with one-on-one meetings with teachers who have a specific child they want to discuss.

3B-Coaching-3 hours per classroom
- Provide an instructional coaching protocol/ model to ensure ongoing support and sustainability of implementation.

3C-Resources-3 hours per teacher
- Provide a compendium of effective research-based practices from the most prominent technical assistance centers, websites, etc. for easy access to the most effective practices for individuals with learning disabilities.
- Provide follow-up phone opportunities for each teacher. This would allow staff to connect with the team of FYI-CSI on a scheduled time to follow up on consultation/coaching they had received

Contact FYI-CSI for more information and answers by our team of consultants for services in special education world wide.