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Facilitating Learning: A Metacognitive Process Module 6- Learners with Exceptionalities 1 Analysis 1. Describe the main character in the movie you watched? _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ ____________________________________ 2. What was his/her exceptionality? Describe? _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ ____________________________________ _______________________________________________ _______________________________________________ _______________________________________________ ____________ 3. What problems/difficulties did the main character experience? _______________________________________________ ____ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________
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Page 1: Collection of teaching guidelines wl exceptionalities

Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 1

Analysis

1. Describe the main character in the movie you watched?

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2. What was his/her exceptionality? Describe?

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3. What problems/difficulties did the main character

experience?

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4. Who provided support? What support did he/she get his/her

environment?

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 2

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 3

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 4

Introduction

Teaching-learning is a complex process of knowledge,

skills, emotion and comprehension that will require well-planned

classroom procedures that every learner is motivated and

encouraged to participate in the class discussion. Furthermore,

the teacher is knowledgeable enough in selecting appropriate

instructional materials and instructional media in teaching with

respect to the learning styles and multiple intelligences of

learners in order to produce meaningful and effective learning.

Meanwhile, learning styles and multiple intelligences of

students are important considerations in lesson objectives

preparation because it will help the teachers to think of possible

and appropriate instructional materials that will fit in their skills,

knowledge and abilities. Thus, the principles, methods and

strategies of teaching are significant to the students’ learning

process.

However, there are learners with exceptionalities and

special needs that every teacher should make a well-balanced

and well-organized teaching process that will motivate and

encourage them to learn effectively and meaningfully. Hence,

this Collection of Guidelines or Tips on How to Work with

Students with Exceptionalities presents the significance of

teaching-learning process with respect to the learners with

exceptionalities and special needs.

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 5

Effective Teaching Practices for Students With Exceptionalities

Students with exceptionalities have unique challenges

when learning in school and it is your job to make sure that the

student receives a free and appropriate education. The special

needs associated with the students vary. Some students may

have learning disabilities, behavior problems, physical

challenges or mental disabilities. Exceptional students may also

be gifted in one or several areas. Planning ahead, learning how

to provide accommodations so the students can learn required

lessons, and patience go a long way towards teaching

exceptional students.

Planning Plan lessons that build up to the larger learning goal. In

teaching students with disabilities, you are likely required

to use the regular education curriculum to teach students.

Use graphic organizers (worksheets with charts) to help

the students break information down into smaller chunks.

Even if you are not the student's special education case

manager, the teacher who schedules and manages the

student's Individualized Education Plan will be invited to

the IEP committee meetings with parents, other teachers

and administrators. Students who fall under certain

special education categories, learning disabled or

autistic, for example, will receive an IEP as outlined in the

Individuals with Disabilities Education Act.

Following the student's IEP is of great importance when

teaching exceptional children. An IEP tells you which

accommodations the child is entitled to, in addition to

providing information on the child's disability. Create a

summary of IEP accommodations (extra time for

classwork or small group testing, for example) and refer

to the accommodations frequently, taking them into

account when planning lessons.

Brief Lectures Never lecture for 30 minutes or longer. Keep lectures

short, 15 minutes or less. Lecture, allow students to

practice what you have taught, and lecture again. Ask

questions during your lecture to make it as interactive as

possible. Use prior knowledge, what the students already

know, to help them make connections to the new lesson.

Cooperative Groups Teamwork allows students to work in groups and

removes some of the pressure associated with learning.

Students can work together in pairs or in groups of three

or four. Encourage students who prefer to work alone to

join a group, asking the student who he or she would like

to partner with. Develop a reward system to acknowledge

each time the student joins a group. Don't force the

student to join the group, especially if the child has an

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 6

emotional behavioral disturbance. Consider giving each

student in the group a job, so that everyone participates.

Rewards Students respond to positive feedback and rewards.

Giving students verbal praise or rewards for good work or

effort can motivate exceptional students. Oftentimes

exceptional students are highly critical of themselves or

they have received an onslaught of negative feedback

from adults over a period of time. They will value your

praise.

Source: http://www.ehow.com/list_5936114_effective-teaching-

practices-students-exceptionalities.html

EMOTIONAL DISTURBANCEStrategies

It is important to implement strategies that address the

needs of the individual.  We recommend that you apply these

strategies across home, school, and community contexts.

Learning and Academics           Post a general class schedule that indicates what students

should be expected to do as they enter your classroom,

when homework is collected, etc.

Before your students enter class, write on the board what

will happen during that specific class period and how long

each activity will take. 

Develop and maintain an active schedule with evenly

intermixed direction instruction, individual seatwork, and

cooperative learning activities.    

To prevent student frustration, intersperse more

challenging, acquisition-oriented learning activities with

review / maintenance-enhancing activities. 

Provide time for the student to catch up on missed work or

to review concepts that they are struggling with. 

If the student enters your classroom just after lunch or

physical education, it may be necessary to first engage

them in a lively class discussion to appropriately “channel”

excess distractibility or hyperactivity.

Use self-monitoring checklists that the student can use to

check off activities as completed.

Break assignments into “chunks” to avoid overwhelming the

student.

Seat student in close proximity to teacher, towards front of

the room.

Provide additional review.

Teach self-monitoring for attention.

Use separate setting and/or extended time for exams and

tests if needed.

Explicitly teach test-taking strategies.

Explicitly teach organizational skills (use of planners,

notebooks, folders, checklists).

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 7

Ask previous teachers about techniques that were effective

with the student in the past.

Anticipate classroom situations where the student's

emotional state may be vulnerable.

Be aware of how the student communicates.

Keep instructions simple and very structured.

Provide opportunities for group participation.

Keep classroom organized.

Serve as a model for the students

Provide structure in classroom with regard to physical

features of the room, scheduling, routines, and rules of

conduct.

Clearly distinguish time, place, and expectations during

unstructured activities.

Let students know your expectations.

Provide students with clearly stated learning objectives.

Use visual supports to supplement verbally delivered

instructions and information.

Seek input from student about his / her strengths and

weaknesses.

Modify classroom activities to meet the learning needs of

the student, while maintaining the same learning objectives.

Be sensitive when pairing students together.

Keep activity instructions simple but structured.

Acknowledge contributions of student.

Be aware of student's socialization skills when asking for

participation.

Make a plan with student to replace inappropriate

responses with appropriate responses.

Work gradually toward group activities.

Target and teach behaviors such as taking turns, working

with partners, and following directions.

Demonstrate and reward appropriate reading.

Review and discuss with the student all of the steps

involved in activity.

Give clear examples of what the student should expect with

an activity or project.

Prepare alternative activities that the student can work on

independently. Collect a portfolio of work samples from the student.

Teach student how to attribute successes to effective

strategy use and effort.

Monitor student progress through informal assessment.

Self-monitoring techniques can be used in the school

setting. Self-monitoring of attention involves signals to the

student to determine how much attention is being paid to a

task. This can be done using a signal such as a random

beep, timer, or cue provided by the teacher. The student

then records on or off task behavior on a recording sheet.

Self-monitoring techniques can be tied to rewards and

accuracy checks.

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 8

Socialization Explicitly and frequently teach social rules and skills.

Model appropriate responses to social situations.

Engage student in role-play opportunities to practice

appropriate responses.

Explain rules / rationales behind social exchanges.

Target perspective-taking skills.

Teach student to accurately label his / her own emotions.

Teach student to accurately label the emotional status of

others (based on facial cues, verbal cues, etc.).

Be aware of and control for teachers, aides, and students

with whom the student interacts negatively.

Behavior Arrange observation and data collection system to monitor

student’s behavior across all school contexts.

Use data to inform decision-making.

Regularly communicate with family members and teachers

to ensure consistent response to student’s behavior.

Model tolerance and acceptance.

Provide opportunities for the student to assume

responsibilities, such as distributing papers.

Teach other students to ignore inappropriate attention-

seeking behaviors.

Have other students (who demonstrate appropriate

behavior) serve as peer tutors.

Be aware that some students may work better alone.

Develop rules that are clear (and give concrete examples).

Specify rewards for following rules, as well as consequences

when rules are disobeyed.

Be consistent when enforcing rules, emphasize positive over

punitive.

Model responses to potential triggers for escalation.

Engage student in role-play opportunities to practice

appropriate responses.

Provide models of acceptable behaviors.

Respond to the student, not to their behavior.

Use positive and age-appropriate comments frequently to

reinforce good behavior.

Teach students to monitor their own behavior.

Use individualized behavioral contracts with the student.

Monitor seating arrangements in the classroom.

Teach student to identify signs of stress, anxiety, anger, etc.

Be aware of the student’s triggers for anger, stress, and

anxiety.

Use visual organizers to help student evaluate appropriate

alternatives to maladaptive behavior.

Teach student to describe the conflict or problem, identify

possible responses, select a response, and evaluate the

selected response.

 “Think out loud” as you generate alternatives and select a

response. 

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 9

Provide subtle pre-corrective prompts in situations where the

student has often displayed interpersonal relationship

problems in the past.

Use visual scales to help the student label escalating

emotions (e.g. 1-5 scales, Volcano scale).

Teach and practice coping strategies to reduce anxiety,

stress, anger, etc.

Develop a coping plan; rehearse plan with student when

they are calm.

Keep potentially harmful objects or substances out of reach.

Use time-out sessions to cool off disruptive behavior.

Make sure the punishment fits the "crime."

Immediately praise good behavior and performance.

Pre-establish consequences for misbehavior with student.

Administer consequences immediately.

Withhold reinforcement for inappropriate behavior.

Recognize signs of escalation.

Remain calm, state misconduct, and avoid debating or

arguing with student.

Ask student for reward ideas.

Change rewards if they are not effective in changing

behavior.

Develop a schedule for using positive reinforcement; work to

thin that schedule of reinforcement over time.

Work for overall improvement, which may be slow.

If student has a desire for attention, find ways to recognize

positive contributions.

If student shows aggressiveness, being in charge of an

activity may reduce aggressiveness.

Set goals with the student that can realistically be achieved.

Set up a special time-out location, so student has a place to

go to take a break (could be a quick trip to the restroom or

water fountain).

Behavior management techniques can be used in the

home, school, and community settings. Functional Behavior

Assessments/Behavior Intervention Plans can be created by

examining a student's specific problem behavior, identifying

antecedents, understanding consequences that maintain the

behavior, and developing strategies to reduce the

inappropriate behavior and increase desirable behavior. 

Affective Characteristics  Regularly communicate with family members, guidance

counselors, community-based service providers, counselors,

etc.

Be aware of fears (through communication with the student,

teachers, and parents). 

Be aware of medication schedules and what the medication

effects may be.

Be positive and supportive.

Introduce opportunities for free writing, journaling, or

drawing to express feelings.

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 10

Monitor for signs of drug and alcohol use.

Monitor for signs of self-mutilation (e.g. cutting).

Monitor for signs of gang involvement.

Take any threats of suicide seriously; immediately report

Source:http://www.do2learn.com/disabilities/

CharacteristicsAndStrategies/

EmotionalDisturbance_Strategies.html

GUIDELINES FOR TEACHING STUDENTS WITH DISABILITIES

General Strategies for Optimizing Learning:Many teaching strategies that assist students with

disabilities are also known to benefit students without

disabilities. Instruction provided in an array of approaches will

reach more students than instruction using one method. DS

offers the following suggestions to assist instructors in meeting

the growing diversity of student needs in the classroom,

particularly those with disabilities. DS welcomes any additional

strategies instructors have found helpful.

The Syllabus & The Textbook: Make class syllabus and list of required texts available by

request to students before the start of the semester. This

allows time for students to obtain materials in alternative

formats and to begin reading assignments.

If available and appropriate, select a textbook with an

accompanying study guide for optional student use.

Early in the Semester:Place a statement in your syllabus and make an

announcement at the first meeting of the class such as: “If you

are a student with a disability or believe you might have a

disability that requires accommodations,

This approach preserves students’ privacy and also

indicates your willingness to provide accommodations as

needed.

Because many students with disabilities need additional time

to process and complete assignments, convey expectations

in the syllabus (e.g., grading, material to be covered, due

dates).

Announce reading assignments and list in the syllabus well in

advance for the benefit of students using taped materials or

other alternative formats. Recording an entire book takes an

average of six weeks; DS can produce the materials in

installments when informed of the sequence in which the

materials will be used.

General strategies for Teaching and Presenting: Begin class with a review of the previous lecture and an

overview of topics to be covered that day.  At the conclusion

of the lecture, summarize key points.

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 11

Highlight major concepts and terminology both orally and

visually. Be alert for opportunities to provide information

in more than one sensory mode.

Emphasize main ideas and key concepts during lecture

and highlight them on the blackboard or overhead.

Speak directly to students; use gestures and natural

expressions to convey further meaning.

Diminish or eliminate auditory and visual distractions.

Present new or technical vocabulary on the blackboard or

overhead, or use a handout.

Use visual aides such as diagrams, charts, and graphs;

use color to enhance the message.

Give assignments both orally and in written form; be

available for clarification.

Provide adequate opportunities for participation,

questions and/or discussion.

Provide timelines for long-range assignments.

Use sequential steps for long-range assignments; for

example, for a lengthy paper

1. select a topic

2. write an outline

3. submit a rough draft

4. make necessary corrections with approval

5. turn in a final draft.

Give feedback on early drafts of papers so there is adequate

time for clarification, rewrites, and refinements.

Provide study questions and review sessions to aid in

mastering material and preparing for exams.

Give sample test questions; explain what constitutes a good

answer and why.

To test knowledge of material rather than test-taking savvy,

phrase test items clearly. Be concise and avoid double

negatives.

Facilitate the formation of study groups for students who

wish to participate.

Encourage students to seek assistance during your office

hours and to use campus support services.

Points to Remember: When in doubt about how to assist, ask the student directly

and check the Instructor Contact letter provided by Student

Disability Services. If you still have questions, call the SDS

office.

When students ask for extended deadlines, approved

absences, or rescheduled examinations, please have the

student discuss these requests with Dr. Sanders first.

Confidentiality of all student information is essential. At no

time should the class be informed that a student has a

disability, unless the student makes a specific request to do

so.

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The Student Code of Conduct regarding disruptive behavior

applies to all students. Clearly state behavioral expectations

for all students; discuss them openly in your classroom, on

your syllabus, and with individual students as needed.

If you require assistance or guidance concerning a student

with a disability, please contact the appropriate DS

coordinator.

Accommodations:Accommodations make it possible for a student with a

disability to learn the material presented and for an instructor to

fairly evaluate the student’s understanding of the material

without interference because of the disability. A student needs

official authorization before receiving accommodations.  The

student is responsible for providing the DS office with current

documentation from qualified professionals regarding the nature

of the disability. After talking with the student and, if necessary,

the instructor, the SDS office determines appropriate

accommodations based on the nature and extent of the

disability described in the documentation. The SDS office

constructs an Instructor Letter specifying authorized

accommodations. The student is responsible for delivering the

letters to the instructors and discussing accommodations based

on the contents of the letter. The process of requesting and

receiving accommodations is interactive; all people involved—

the student, the instructor and the SDS office—have a

responsibility to make sure the process works.

Examples of Reasonable Accommodations, which students with

disabilities may require:

Use of interpreters, scribes, readers, and/or note takers

Taped classes and/or texts

Enlarged copies of notes, required readings, handouts

and exam questions

Extended time on exams

Quiet, distraction-free environment for taking exams

Use of aids, such as calculators or desk references,

during exams

Use of computers in class or access to computers for

writing assignments and exams

Taped or oral versions of exams

Preferential seating in the classroom

An accessible website following the guidelines of Section

508

Source: http://web.jhu.edu/disabilities/faculty/guidelines.html

HELPING CHILDREN WITH LEARNING DISABILITIESPRACTICAL PARENTING TIPS FOR HOME AND SCHOOL

Has your child recently been diagnosed with a learning

disability? Did you immediately begin to worry about how he or

she will cope with school? It’s only natural to want the best for

your child but academic success, while important, isn’t the end

goal. What you really want for your child is a happy and fulfilling

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 13

life. With encouragement and the right support, your child can

build a strong sense of self-confidence and a solid foundation

for lifelong success.

When it comes to learning disabilities, look at the big picture

Recognizing a learning disorderBy understanding the different types of learning disorders

and their signs, you can pinpoint the specific challenges your

child faces and find a treatment program that works.

All children need love, encouragement, and support, and

for kids with learning disabilities, such positive reinforcement

can help ensure that they emerge with a strong sense of self-

worth, confidence, and the determination to keep going even

when things are tough.

In searching for ways to help children with learning

disabilities, remember that you are looking for ways to help

them help themselves. Your job as a parent is not to “cure” the

learning disability, but to give your child the social and emotional

tools he or she needs to work through challenges. In the long

run, facing and overcoming a challenge such as a learning

disability can help your child grow stronger and more resilient.

Always remember that the way you behave and respond to

challenges has a big impact on your child. A good attitude won’t

solve the problems associated with a learning disability, but it

can give your child hope and confidence that things can improve

and that he or she will eventually succeed.

Tips for dealing with your child’s learning disability Keep things in perspective. A learning disability isn’t

insurmountable. Remind yourself that everyone faces

obstacles. It’s up to you as a parent to teach your child

how to deal with those obstacles without becoming

discouraged or overwhelmed. Don’t let the tests, school

bureaucracy, and endless paperwork distract you from

what’s really important—giving your child plenty of

emotional and moral support.

Become your own expert. Do your own research and

keep abreast of new developments in learning disability

programs, therapies, and educational techniques. You

may be tempted to look to others—teachers, therapists,

doctors—for solutions, especially at first. But you’re the

foremost expert on your child, so take charge when it

comes to finding the tools he or she needs in order to

learn.

Be an advocate for your child. You may have to speak

up time and time again to get special help for your child.

Embrace your role as a proactive parent and work on

your communication skills. It may be frustrating at times,

but by remaining calm and reasonable, yet firm, you can

make a huge difference for your child.

Remember that your influence outweighs all others. Your child will follow your lead. If you approach learning

challenges with optimism, hard work, and a sense of

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 14

humor, your child is likely to embrace your perspective—

or at least see the challenges as a speed bump, rather

than a roadblock. Focus your energy on learning what

works for your child and implementing it the best you can.

Focus on strengths, not just weaknessesYour child is not defined by his or her learning disability.

A learning disability represents one area of weakness, but there

are many more areas of strengths. Focus on your child’s gifts

and talents. Your child’s life—and schedule—shouldn’t revolve

around the learning disability. Nurture the activities where he or

she excels, and make plenty of time for them.

Helping children with learning disabilities tip 1: Take charge of your child's education

In this age of endless budget cuts and inadequately

funded schools, your role in your child’s education is more

important than ever. Don’t sit back and let someone else be

responsible for providing your child with the tools they need to

learn. You can and should take an active role in your child’s

education.

If there is demonstrated educational need, the school is

required by law to develop an Individualized Education Plan

(IEP) that delivers some educational benefit, but not necessarily

one that maximizes student achievement. Parents who want the

best for their kids may find this standard frustrating.

Understanding special education laws and your school’s

guidelines for services will help you get the best support for your

child at school. Your child may be eligible for many kinds of

accommodations and support services, but the school might not

provide services unless you ask for them.

Tips for communicating with your child’s school:Being a vocal advocate for your child can be challenging.

You’ll need superior communication and negotiation skills, and

the confidence to defend your child’s right to a proper education.

Clarify your goals. Before meetings, write down what you

want to accomplish. Decide what is most important, and

what you are willing to negotiate.

Be a good listener. Allow school officials to explain their

opinions. If you don’t understand what someone is saying,

ask for clarification. “What I hear you saying is…” can help

ensure that both parties understand.

Offer new solutions. You have the advantage of not being

a “part of the system,” and may have new ideas. Do your

research and find examples of what other schools have

done.

Keep the focus. The school system is dealing with a large

number of children; you are only concerned with your child.

Help the meeting stay focused on your child. Mention your

child’s name frequently, don’t drift into generalizations, and

resist the urge to fight larger battles.

Stay calm, collected and positive. Go into the meeting

assuming that everyone wants to help. If you say something

you regret, simply apologize and try to get back on track.

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 15

Don’t give up easily. If you’re not satisfied with the

school’s response, try again.

Recognize the limitations of the school systemParents sometimes make the mistake of investing all of their

time and energy into the school as the primary solution for their

child’s learning disability. It is better to recognize that the school

situation for your child will probably never be perfect. Too many

regulations and limited funding mean that the services and

accommodations your child receives may not be exactly what

you envision for them, and this will probably cause you

frustration, anger and stress.

Try to recognize that the school will be only one part of the

solution for your child and leave some of the stress behind. Your

attitude (of support, encouragement and optimism) will have the

most lasting impact on your child.

Helping children with learning disabilities tip 2: Identify how your child learns bestEveryone—learning disability or not—has their own unique

learning style. Some people learn best by seeing or reading,

others by listening, and still others by doing. You can help a

child with a learning disability by identifying his or her primary

learning style.

Is your child a visual learner, an auditory learner, or a

kinesthetic learner? Once you’ve figured out how he or she

learns best, you can take steps to make sure that type of

learning is reinforced in the classroom and during home study.

The following lists will help you determine what type of learner

your child is.

Is your child a visual learner? If your child is a visual learner, he or she:

Learns best by seeing or reading

Does well when material is presented and tested visually,

not verbally

Benefits from written notes, directions, diagrams, charts,

maps, and pictures

May love to draw, read, and write; is probably a good speller

Is your child an auditory learner?If your child is an auditory learner, he or she:

Learns best by listening

Does well in lecture-based learning environments and on

oral reports and tests

Benefits from classroom discussions, spoken directions,

study groups

May love music, languages, and being on stage

Is your child a kinesthetic learner?If your child is a kinesthetic learner, he or she:

Learns best by doing and moving

Does well when he or she can move, touch, explore, and

create in order to learn

Benefits from hands-on activities, lab classes, props, skits,

and field trips

May love sports, drama, dance, martial arts, and arts and crafts

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 16

Studying Tips for Different Types of Learners

Tips for visual learners:

Use books,

videos,

computers,

visual aids,

and

flashcards.

Make

detailed,

color-coded or

highlighted

notes.

Make

outlines,

diagrams, and

lists.

Use drawings

and

illustrations

(preferably in

color).

Take detailed

notes in class.

Tips for auditory learners:

Read notes or

study

materials out

loud.

Use word

associations

and verbal

repetition to

memorize.

Study with

other

students. Talk

things

through.

Listen to

books on tape

or other audio

recordings.

Use a tape

recorder to

listen to

lectures again

later.

Tips for kinesthetic learners:

Get hands on.

Do

experiments

and take field

trips.

Use activity-

based study

tools, like role-

playing or

model

building.

Study in small

groups and

take frequent

breaks.

Use memory

games and

flash cards.

Study with

music on in

the

background.

Helping children with learning disabilities tip 3: Think life success, rather than school success

Success means different things to different people, but

your hopes and dreams for your child probably extend beyond

good report cards. Maybe you hope that your child’s future

includes a fulfilling job and satisfying relationships, for example,

or a happy family and a sense of contentment.

The point is that success in life—rather than just school

success—depends, not on academics, but on things like a

healthy sense of self, the willingness to ask for and accept help,

the determination to keep trying in spite of challenges, the ability

to form healthy relationships with others, and other qualities that

aren’t as easy to quantify as grades and SAT scores.

A 20-year study that followed children with learning disabilities

into adulthood identified the following six “life success”

attributes. By focusing on these broad skills, you can help give

your child a huge leg up in life.

Learning disabilities and success #1: Self-awareness and self-confidence

For children with learning disabilities, self-awareness

(knowledge about strengths, weaknesses, and special talents)

and self-confidence are very important. Struggles in the

classroom can cause children to doubt their abilities and

question their strengths.

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Ask your child to list his or her strengths and weaknesses

and talk about your own strengths and weaknesses with

your child.

Encourage your child to talk to adults with learning

disabilities and to ask about their challenges, as well as their

strengths.

Work with your child on activities that are within his or her

capabilities. This will help build feelings of success and

competency.

Help your child develop his or her strengths and passions.

Feeling passionate and skilled in one area may inspire hard

work in other areas too.

Learning disabilities and success #2: Being proactiveA proactive person is able to make decisions and take action

to resolve problems or achieve goals. For people with learning

disabilities, being proactive also involves self-advocacy (for

example, asking for a seat at the front of the classroom) and the

willingness to take responsibility for choices.

Talk with your learning disabled child about problem solving

and share how you approach problems in your life.

Ask your child how he or she approaches problems. How do

problems make him or her feel? How does he or she decide

what action to take?

If your child is hesitant to make choices and take action,

try to provide some “safe” situations to test the water, like

choosing what to make for dinner or thinking of a solution

for a scheduling conflict.

Discuss different problems, possible decisions, and

outcomes with your child. Have your child pretend to be

part of the situation and make his or her own decisions.

Learning disabilities and success #3: PerseverancePerseverance   is the drive to keep going despite challenges

and failures, and the flexibility to change plans if things aren’t

working. Children (or adults) with learning disabilities may need

to work harder and longer because of their disability.

Talk with your learning disabled child about times when

he or she persevered—why did he or she keep going?

Share stories about when you have faced challenges and

not given up.

Discuss what it means to keep going even when things

aren’t easy. Talk about the rewards of hard work, as well

as the opportunities missed by giving up.

When your child has worked hard, but failed to achieve

his or her goal, discuss different possibilities for moving

forward.

Learning disabilities and success #4: The ability to set goalsThe ability to set realistic and attainable goals is a vital skill for

life success. It also involves the flexibility to adapt and adjust

goals according to changing circumstances, limitations, or

challenges.

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Help your child identify a few short- or long-term goals

and write down steps and a timeline to achieve the goals.

Check in periodically to talk about progress and make

adjustments as needed.

Talk about your own short- and long-term goals with your

child, as well as what you do when you encounter

obstacles.

Celebrate with your child when he or she achieves a

goal. If certain goals are proving too hard to achieve, talk

about why and how plans or goals might be adjusted to

make them possible.

Learning disabilities and success #5: Knowing how to ask for help

Strong support systems are key for people with learning

disabilities. Successful people are able to ask for help when

they need it and reach out to others for support.

Help your child nurture and develop good relationships.

Model what it means to be a good friend and relative so

your child knows what it means to help and support

others.

Demonstrate to your child how to ask for help in family

situations.

Share examples of people needing help, how they got it,

and why it was good to ask for help. Present your child

with role-play scenarios that might require help.

Learning disabilities and success #6: The ability to handle stressIf children with learning disabilities learn how to regulate stress

and calm themselves, they will be much better equipped to

overcome challenges.

Use words to identify feelings and help your child learn to

recognize specific feelings.

Ask your child what words they would use to describe

stress. Does your child recognize when he or she is

feeling stressed?

Encourage your child to identify and participate in

activities that help reduce stress like sports, games,

music, or writing in a journal.

Ask your child to describe activities and situations that

make them feel stressed. Break down the scenarios and

talk about how overwhelming feelings of stress and

frustration might be avoided.

Recognizing stress in your childIt’s important to be aware of the different ways in which

stress can manifest. Your child may behave very differently than

you do when he or she is under stress. Some signs of stress are

more obvious: agitation, trouble sleeping, and worries that won’t

shut off. But some people—children included—shut down,

space out, and withdraw when stressed. It’s easy to overlook

these signs, so be on the lookout for any behavior that’s out of

the ordinary.

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Helping children with learning disabilities tip 4: Emphasize healthy lifestyle habits

It may seem like common sense that learning involves the

body as well as the brain, but your child’s eating, sleep, and

exercise habits may be even more important than you think. If

children with learning disabilities are eating right and getting

enough sleep and exercise, they will be better able to focus,

concentrate, and work hard.

Exercise – Exercise isn’t just good for the body, it’s good

for the mind. Regular physical activity makes a huge

difference in mood, energy, and mental clarity.

Encourage your learning disabled child to get outside,

move, and play. Rather than tiring out your child and

taking away from schoolwork, regular exercise will

actually help him or her stay alert and attentive

throughout the day. Exercise is also a great antidote to

stress and frustration.

Diet – A healthy, nutrient rich diet will aid your child’s

growth and development. A diet full of whole grains,

fruits, vegetables, and lean protein will help boost mental

focus. Be sure your child starts the day with a good

breakfast and doesn’t go more than 4 hours between

meals or snacks. This will help keep his or her energy

levels stable.

Sleep – Learning disability or not, your child is going to

have trouble learning if he or she is not well rested. Kids

need more sleep than adults do. On average,

preschoolers need from 11-13 hours per night, middle

school children need about 10-11 hours, and teens and

preteens need from 8½-10 hours. You can help make

sure your child is getting the sleep he or she needs by

enforcing a set bedtime. The type of light emitted by

electronic screens (computers, televisions, iPods and

iPads, portable video players, etc.) is activating to the

brain. So you can also help by powering off all electronics

at least an hour or two before lights out.

Encouraging healthy emotional habitsIn addition to healthy physical habits, you can also

encourage children to have healthy emotional habits. Like you,

they may be frustrated by the challenges presented by their

learning disability. Try to give them outlets for expressing their

anger, frustration, or feelings of discouragement. Listen when

they want to talk and create an environment open to expression.

Doing so will help them connect with their feelings and,

eventually, learn how to calm themselves and regulate their

emotions.

Helping children with learning disabilities tip 5: Take care of yourself, too

Sometimes the hardest part of parenting is remembering

to take care of you. It’s easy to get caught up in what your child

needs, while forgetting your own needs. But if you don’t look

after yourself, you run the risk of burning out.

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It’s important to tend to your physical and emotional

needs so that you’re in a healthy space for your child. You won’t

be able to help your child if you’re stressed out, exhausted, and

emotionally depleted. When you’re calm and focused, on the

other hand, you’re better able to connect with your child and

help him or her be calm and focused too.

Your spouse, friends, and family members can be helpful

teammates if you can find a way to include them and learn to

ask for help when you need it.

Tips for taking care of yourself Learn how to manage stress in your own life. Make daily

time for yourself to relax and decompress.

Keep the lines of communication open with your spouse,

family, and friends. Ask for help when you need it.

Take care of yourself by eating well, exercising, and

getting enough rest.

Join a learning disorder support group. The

encouragement and advice you’ll get from other parents

can be invaluable.

Enlist teachers, therapists, and tutors whenever possible

to share some of responsibility for day-to-day academic

responsibilities.

Communicate with family and friends about your child’s learning disability

Some parents keep their child’s learning disability a

secret, which can, even with the best intentions, look like shame

or guilt. Without knowing, extended family and friends may not

understand the disability or think that your child’s behavior is

stemming from laziness or hyperactivity. Once they are aware of

what’s going on, they can support your child’s progress.

Within the family, siblings may feel that their brother or

sister with a learning disability is getting more attention, less

discipline and preferential treatment. Even if your other children

understand that the learning disability creates special

challenges, they can easily feel jealous or neglected. Parents

can help curb these feelings by reassuring all of their children

that they are loved, providing homework help, and by including

family members in any special routines for the child with a

learning disability.

Source:http://www.helpguide.org/articles/learning-disabilities/

helping-children-with-learning-disabilities.htm

STUDENTS WITH LEARNING DISABILITIESStudents with learning disabilities comprise the largest single

category of students with special needs (U.S. Dept. of

Education, 1996). The following criteria are typically used to

identify these students (Mercer, Jordan, Allsopp, & Mercer,

1996; National Joint Committee on Learning Disabilities, 1994):

The student has significant difficulties in one or more specific cognitive processes.  Such difficulties are

often present throughout a person’s life and are assumed

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 21

to result from a specific, possibly inherited dysfunction of

the brain (J. G. Light & Defries, 1995; Manis, 1996).

Cognitive difficulties cannot be attributed to other disabilities, such as mental retardation, an emotional or behavioral disorder, a visual impairment, or hearing loss.  For instance, many students with learning

disabilities obtain average or above-average scores on

an intelligence test, or at least on some of its subtests.

Cognitive difficulties interfere with academic achievement to such a degree that special educational services are warranted.  Students with

learning disabilities invariably show poor performance in

one or more specific areas of the academic curriculum

but may exhibit average or above-average achievement

in other subjects.

Common Characteristics  In general, students with learning

disabilities are different in many more ways than they are similar

(Bassett et al., 1996; Chalfant, 1989; National Joint Committee

on Learning Disabilities, 1994). They typically have many

strengths but may face such challenges as these:

Difficulty sustaining attention in the face of distractions

Poor reading skills

Ineffective learning and memory strategies

Difficulty with tasks involving abstract reasoning

Poor sense of self and low motivation for academic tasks

(especially if they receive no special assistance in areas

of difficulty)

Poor motor skills

Poor social skills (Chapman, 1988; Gresham &

MacMillan, 1997; Mastropieri & Scruggs, 2000; Mercer,

1997; H. L. Swanson, 1993; Wong, 1991b)

By no means do such characteristics describe all students

with learning disabilities, however. For instance, some of them

are attentive in class and work diligently on assignments, and

some are socially skillful and popular with peers (Heward,

2006).

Learning disabilities can manifest themselves somewhat

differently in elementary and secondary school students (Lerner,

1985). At the elementary level, students with learning disabilities

are apt to exhibit poor attention and motor skills and often have

trouble acquiring one or more basic skills. As these students

reach the upper elementary grades, they may also begin to

show emotional problems, due at least partly to frustration with

their repeated academic failures.

At the secondary school level, difficulties with attention and

motor skills often diminish, but students may be especially

susceptible to emotional problems. On top of dealing with the

usual emotional issues of adolescence (e.g., dating and peer

pressure), students must also deal with more stringent

academic demands. Learning in secondary schools is highly

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dependent on reading and learning from textbooks, but the

average high school student with a learning disability reads at a

third- to fifth-grade level and has few, if any, effective study

strategies (Alley & Deshler, 1979; E. S. Ellis & Friend, 1991).

The following exercise can give you a sense of how these

students might feel under such circumstances.

For many students with learning disabilities, school success

may constantly seem like an uphill battle. Perhaps for this

reason students with learning disabilities are often at risk for

dropping out of school (Barga, 1996).

Adapting Instruction  Instructional strategies for students with

learning disabilities must be tailored to students’ specific

strengths and weaknesses. Nevertheless, several strategies

should benefit many of these students: 

Minimize potentially distracting stimuli. Because

many students with learning disabilities are easily

distracted, we should minimize the presence of other

stimuli likely to compete for their attention. For example,

we might pull down window shades if other classes are

working or playing outside, and we might ask students to

keep their desks clear of objects and materials they don’t

need for the tasks on which they’re working (Buchoff,

1990).

Use multiple modalities to present information.  Because some students with learning disabilities have

trouble learning through a particular modality (e.g.,

through vision or hearing), we need to be flexible in the

modalities we use to communicate information (e.g.,

Florence, Gentaz, Pascale, & Sprenger-Charolles, 2004;

J. W. Wood, 1998). When teaching a student how to read

and spell a particular word, for instance, we might write

the word, say its letters aloud, and have the student trace

or write the word while repeating its letters. And in

lectures to secondary students, we might incorporate

videos, graphics, and other visual materials, and we

might encourage students to audiotape the lectures (J.

W. Wood & Rosbe, 1985).

Analyze students’ errors for clues about processing difficulties. For example, a student might solve a

subtraction problem this way: 85-29=64  This student

may be applying an inappropriate rule—always subtract

the smaller number from the larger one. Or a student who

reads the sentence I drove the car as “I drove the cat”

may be having trouble using context clues to decipher

meaning. The following exercise can give you a taste of

what error analysis might involve.

Teach study skills and learning strategies.  Many

students with learning disabilities benefit from being

taught specific strategies for performing tasks and

remembering classroom subject matter (Eilam, 2001;

Graham & Harris, 1996; Wilder & Williams, 2001; J. W.

Wood & Rosbe, 1985). For example, we might teach

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them concrete strategies for taking notes and organizing

homework assignments. We might give them questions

to try to answer as they read a story or textbook passage.

And we might teach them certain mnemonics, or memory

tricks, to help them remember particular facts.

Provide study aids.  Students with learning disabilities

often study more effectively when they have scaffolding

to guide their efforts (Brigham & Scruggs, 1995;

Mastropieri & Scruggs, 1992). For instance, we might

provide study guides, outlines, or graphics that help

students identify and interconnect important concepts

and ideas. We might also let students copy (or receive a

duplicate of) the class notes of high-achieving

classmates.  Such strategies are helpful not only for

students with learning disabilities, but also for students

with attention-deficit hyperactivity disorder.

Attention-Deficit Hyperactivity Disorder (ADHD)Almost all students can be inattentive, hyperactive, and

impulsive at one time or another. But those with attention-deficit

hyperactivity disorder (ADHD) typically have marked deficits in

these areas, as reflected in the following identification criteria

(American Psychiatric Association, 1994; Barkley, 1998):

Inattention.  Students may have considerable difficulty

focusing and maintaining attention on assigned tasks.

They may have trouble listening to and following

directions, may make frequent and careless mistakes,

and may be easily distracted by appealing alternative

activities.

Hyperactivity.  Students may seem to have an excess

amount of energy. They are apt to be fidgety, move

around the classroom at inappropriate times, or have

trouble working or playing quietly.

Impulsivity.  Students almost invariably have trouble

inhibiting inappropriate behaviors. They may blurt out

answers, begin assignments prematurely, or engage in

risky or destructive behaviors without thinking about

potential consequences.

Students with ADHD do not necessarily show all three of these

characteristics. For instance, some are inattentive without also

being hyperactive, as is true for Tim in the opening case study.

But all students with ADHD appear to have one characteristic in

common: an inability to inhibit inappropriate thoughts,

inappropriate actions, or both (Barkley, 1998; Casey, 2001).

Tim, for example, is easily distracted by his thoughts and

daydreams when he should be focusing on a classroom lesson.

ADHD is assumed to have a biological and possibly genetic

origin (Barkley, 1998; Purdie, Hattie, & Carroll, 2002; Sabbagh,

Xu, Carlson, Moses, & Lee, 2006). But once identified as having

ADHD, many students can be helped through behaviorist

techniques (see Chapter 9) and remediation of cognitive

difficulties. For some students medication (e.g., Ritalin) is also

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Facilitating Learning: A Metacognitive Process Module 6-Learners with Exceptionalities 24

helpful (DuPaul, Barkley, & Connor, 1998; Gulley et al., 2003;

Purdie et al., 2002).

Common Characteristics  In addition to inattentiveness,

hyperactivity, and impulsivity, students identified as having

ADHD may have characteristics such as these:

Exceptional imagination and creativity

Cognitive processing difficulties and poor school

achievement

Classroom behavior problems (e.g., disruptiveness,

noncompliance with rules)

Difficulty interpreting and reasoning about social

situations

Greater emotional reactivity (e.g., excitability, hostility) in

interactions with peers

Few friendships; sometimes outright rejection by peers

Increased probability of using tobacco and alcohol in

adolescence (Barkley, 1998; Gresham & MacMillan,

1997; Grodzinsky & Diamond, 1992; Hallowell, 1996;

Lahey & Page Carlson, 1991; Landau & McAninch, 1993;

E. P. Lorch et al., 1999; Milch-Reich et al., 1999; Whalen,

Jamner, Henker, Delfino, & Lozano, 2002)

Some students with ADHD may also have a learning

disability or an emotional or behavioral disorder, whereas others

may be gifted (Barkley, 1998; Conte, 1991; R. E. Reeve, 1990).

The symptoms associated with ADHD may diminish in

adolescence, but to some degree they persist throughout the

school years, making it difficult for students to handle the

increasing demands for independence and responsible behavior

that come in high school (Barkley, 1998; Claude & Firestone,

1995; E. L. Hart, Lahey, Loeber, Applegate, & Frick, 1995).

Accordingly, students with ADHD are at greater-than-average

risk for dropping out of school (Barkley, 1998).

Adapting Instruction  Researchers and practitioners have

offered several suggestions for helping students with ADHD:

Modify students’ schedules and work environments. The symptoms of ADHD tend to get progressively worse

as the day goes on. Ideally, then, students should have

most academic subjects and challenging tasks in the

morning rather than the afternoon. Furthermore, moving

students’ desks away from distractions (e.g., away from

the door and window but not too close to classmates)

and close to the teacher, where behavior can be

monitored, can enhance their attention and achievement

(Barkley, 1998).

Teach attention-maintaining strategies.  Students with

ADHD often benefit from learning concrete strategies for

keeping their attention on an assigned task (Buchoff,

1990). For instance, we can ask them to keep their eyes

on us when we’re giving directions or providing new

information. And we can encourage them to move to a

new location if their current one presents too many

distracting sights or sounds.

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Provide outlets for excess energy.  To help students

control excess energy, we should intersperse quiet

academic work with frequent opportunities for physical

exercise (Pellegrini & Bohn, 2005; Pfiffner & Barkley,

1998). We might also give students a settling-in time after

recess or lunch—perhaps reading an excerpt from a

high-interest storybook or magazine article—before

asking them to engage in an activity that involves quiet

concentration (Pellegrini & Horvat, 1995).

Help students organize and use their time effectively.  Because of their inattentiveness and

hyperactivity, students with ADHD (like Tim in the

opening case) often have difficulty completing daily

classroom tasks. Several strategies can help these

students organize themselves and use class time more

effectively. We can show them how to create to-do lists

and establish a daily routine that they post on their desks.

We can also break large tasks into smaller ones and set

a short time limit for each subtask. And we can provide a

folder in which students transport homework assignments

to and from school (Buchoff, 1990; Pfiffner & Barkley,

1998).

Source:http://www.education.com/reference/article/students-

learning-disabilities/?page=2


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