CALPRO Instructors Forum 02262016


And I just want to ask guests
if you would please type in the chat your name so
that we can include you in the attendance. And I’m going to go back
here because a lot of people are coming in right now. So please answer these
two poll questions in the middle of your screen. And then I’m going
to turn it over to Marie Doerner, who has many
years of experience working with learning disabled adults. She’s from San Diego Community
College District Continuing Education and she’s a learning
disability specialist there. So welcome, Marie. Hi, how are you? I’m good. This is the second
workshop that I’ve done on learning disabilities. And I noticed some
people were asking if you had to see
the first one first, but it’s not really
a continuation. The first workshop talked
about learning disabilities in general, and today
we’ll be talking about some different types
of learning disabilities, and maybe some of the
strategies that go with that. It looks like about half the
people were at the first one, and half are newbies. So Marian has put into
the chat, earlier on in the chat room was the
link to the last webinar, if you wanted to see that. Otherwise, you will get
an email where you can find this one later, I think. Did we lose you, Marie? No, I’m just– OK. i was just trying to figure
out how to do the slides. Oh, here, so let’s go to here. Oh, there we go. Lost it. I forgot about the
little arrow so– OK. Yeah, so as Marian said,
my name is Marie Doerner, and I’ve been here in San Diego
for a long time, since 1994, I think. And I started working with
students with disabilities when I moved to California. Before that, I was
an at-home mom, and then I got my teaching
credential in Wisconsin to teach physics. So I taught physics,
math, chemistry, those sorts of things
until I started working for Landmark School,
Landmark West School in LA, and fell in love with working
with people with disabilities. When I moved to
San Diego, I just started working with adults, and
I found where I needed to be. So the agenda today is students
with disability, who are they, and this is kind of a recap
of what we did last time, just to put that out on the floor. And then we’ll talk about
auditory processing, dyscalculia, dyslexia,
dysgraphia, executive function that goes along with
learning disabilities often. And then I’ve tried to–
as I did the research to put the PowerPoint
together, I put together a list of
references at the end. I don’t know if we’ll
have time to get there, but there’s some really
good references out there if you wanted more information. So I guess I already
said all this. My job right now, I work for
the disability support programs at the community college
noncredit division. So San Diego
Continuing Education is all noncredit
credit adult ed. We have six major campuses and
many, many smaller campuses, and my job is to be a
learning disability specialist and instructor for
students with disabilities. I also work in our accelerated
high school program, and as a resource
teacher, really helping teachers
and students just survive in that
environment and do well. And been really excited. I was very nervous
about starting an accelerated high
school program. I was the chief whiner to say,
how are our students going to make it? It’s going to be
really fast and hard. But as usual, the
students just pull through and are super amazing. About 30% of the students in
our courses are identified DSPS, and their pass
rate is 80%, which is the same as the
regular students. So it’s really exciting
work that we do. You already answered
the question. Most of the people that
answer the poll are teachers, and we have an administrator
and a counselor, and about half of the people attended
the first workshop. Students with disabilities are
volunteers into our programs. They are entitled
to confidentiality. That said, they are not immune
from behavior expectations. At our school, our behavior
policy is called 3100, and– our policy is 3100, and
so as soon as a teacher starts talking behaviors, I go, this
is not a disability item, it’s– our program is code DSPS,
disability support programs and services. The law is about just
changed in October 2015. They put in a new law to change
the names of the categories of people with disabilities. So these are the new names. So the community colleges
will all use these names as of July 1, I think. So besides learning
disabilities, there are many
other disabilities that your students
will come to you with– physical
disabilities, deaf and hard of hearing, blind, low vision,
learning disabilities, acquired brain injury, other
health conditions, ADHD. We used to have a disability
called developmentally delayed learner– and the new name
is intellectual disability– autism spectrum, and
mental health disabilities. So they’re all in
your classrooms and each one has their
own identities, I guess. Students with learning
disabilities– since this workshop is
called classroom strategies for learning disabilities–
are average to above average people, as far as their
intelligence goes, with a statistically
significant processing or– so there’s
something in their brain that makes it difficult.
I usually tell them that it’s one part
of their brain that is just not working
up to standard, where other parts of their brain is
just working, humming along nicely. So one minute they seem like
a normal, ordinary, everyday person, and then
the glitch shows up. So either they have a processing
disorder or an– the newest thing for learning disabilities
for the adults now is the aptitude achievement gap. We always had the
aptitude achievement gap, but we were requiring
both a processing deficit and aptitude achievement gap. And the aptitude
achievement means compared to how
intelligent a student is, their schoolwork is just
not level with that, it’s significantly lower. The problems are also not
due to other disabilities like the one I
showed on the slide before or due to
educational deprivation, so people who have been out
of school for a long time or missed a lot of school. We have to really
sort of dissect the problem to try
and figure out is it that they never went to school? Or is this really something
that is a disability? Which takes quite a long time. So the first type of
learning disability that I was going to talk about
today was auditory processing. People with auditory
processing deficits have trouble recognizing
subtle differences between sounds in words. It is not a hearing problem. They can hear just
fine, although some of the research I
was looking at was saying that depending on the
hearing test that you do, there are some
hearing tests that can start to discern whether
it’s an auditory processing disorder. The sound goes into the
person’s ears correctly, it’s just that the brain then
cannot figure out what did it hear. I started trying to collect
some anecdotes from my class, as far as what that
would look like. We had one where I was
talking about tidal basins and going to tidal pools,
and one of the students started talking about
what my name was, and what my title was. So it was really hearing the
difference between title, Mr. or Mrs., and the tidal pools. Yesterday in a meeting, we
were in a hiring process, and we were trying to find
out how long before we would know if this person
was hired, and someone said, oh, four to six weeks. And one of the
people just screamed, why would it take 46 weeks? So it’s just those subtle
sounds where your brain’s trying to pick it up, your ears
hear it, but can’t really figure out what it is. This is a lot worse
in noisy places. Generally, our
auditory processing decreases as we get older. I think as we’re older, it’s
called cocktail party syndrome, and it makes it really difficult
when you’re in a cocktail party to know what anyone’s saying. You have to sort of
go out on the balcony. It can cause difficulty
in social situations. A lot of people with
auditory processing can get really
annoyed with teachers, cause they think a teacher said
one thing, when the teacher did not say that, they
just misinterpreted what the person was saying. And it can cause
difficulty in the classroom when answering questions,
especially with spelling. And sometimes– I
think on the next slide I talk about it as well– the
person may process thoughts really slowly, and if you’re
going too fast in a lecture or in the classroom, the student
starts really having trouble keeping up because their brain
is just trying to process your speech, and
it goes too slowly to keep up with the general
drift of the conversation. Some students with
auditory processing compensate by– they’re
able to remember pictures and procedures well,
but when it comes to the auditory language
based information, it gets really frustrating. Karen asked if these
students begin tuning out, and absolutely. It’s a lot of energy to stay
focused and really listen, and to stay focused. And I put here that
they say “what” a lot, and usually it’s not
exactly “what” a lot, but I know a lot of teachers
get really annoyed when you have to repeat, repeat. And it’s really hard
to tell the difference, whether they tuned out because
they just lost their attention, or they’re on the phone. And then how do we help
students get their focus back? Marie, a couple of
people are asking about students who are noise
sensitive and get anxious when there’s a lot of noise. How do you deal with that? Let me look at the next slide. So what I tried to do is
set this up so that we had how would you notice it,
what are the symptoms, and then what are
the strategies? I think really noise
sensitive people I would think about where
in a classroom, if you think about the acoustics of
a classroom, where could they sit in the classroom
that is quieter. Some people like
sitting in the back because they can see everyone,
and the sound from other people goes forwards. I talk to those people about
the disadvantages of sitting in the back, and how being
right in front of the teacher can help. I don’t particularly have
a quiet classroom myself, so I like students being really
interactive and talking a lot. But I know there needs
to be time in the day where the classroom
is really quiet. And especially for taking tests,
putting something in your ears, those noise dampening
ear plugs can be helpful if it’s for quiet time. And the other thing
is really, if you’ve got a student who really
is noise sensitive, is really work with the class
to really bring the volume down. So some of the
strategies that I’ve used with auditory processing
strategies is really show rather than explain. And then multi-sensory,
so the more that they can see it
and hear it and do it, that will help as well. The other thing is to
check for understanding. And sometimes choral responses
will get you to do that. And once you start to target
a certain person that’s having the issues,
you can really have ways of checking with
them without working with them and not embarrassing them
in front of everybody, but really working to make
sure that they’re moving along at the right speed so that you
can allow for processing time. The last one, I
kind of laughed when I put it in there because it’s
give clues about when about to give directions or when
giving important impact information, and I
think it– some students pick that up right away. You say, oh, this is
going to be on the test, this is really important,
don’t forget this. And then other people you
really have to handhold and help them learn that if you say that,
they need to make a note of it. So my question to you,
what strategies have you used with students
who have difficulty with auditory processing? And you can– I’m switching you over
to that stat box now. –answer it. While I’m talking, it’s really
hard to read your comments and answer it. I’ll do the best I can with it,
but this is a good time for you to– what are some
things that you used and that have been successful
for auditory processing? I think a lot of
students with English as a second language also
are similar to people with auditory processing,
because the sounds in different languages are
produced in different ways, and your ears sort of haven’t
attuned to that type of thing. I spent a while trying
to work on Mandarin, and just learning to
listen to the tones was really hard for me. The taking notes is
a really good topic. We have, in the DSPS office,
we have an accommodations sheet free for students. So they come to their
counselor and they get they’re, OK,
my accommodation is extra time on tests. So one of the things
would be to have a note taker Or some way for
the student to get the notes. If they can’t take
notes quick enough or if they can’t think through
quick enough, then taking notes would be helpful. Some really good ideas
are going out there. I’ll give you
another few seconds and then we will move on. I think if you have
a hearing problem, the English is really
difficult. Especially, oh, I had some notes, especially
if you hear the ends. You’ll see it in their
spelling, they’ll spell and A-N
instead of A-N-D. So the ends of the words,
that’s one tip for you that they have
auditory processing. Sometimes it’s the
middles of the words because they’ll hear
the “swah” all the time instead of actually hearing
whatever someone is actually using. Marian, I have a
question for you. Yeah. When the recording of
the webinar comes up, are all the chat rooms– Yes. Also there? So that’s cool. So I can go back and read
it later when I have time. And other people can go back
and see all the good ideas. OK, well, we’ll go forward. The next one is dyscalculia. Dyscalculia seems to be
changing since– when I first became a learning disability
specialist, people, the researchers,
were saying, well, there’s hardly anyone
got dyscalculia. Most of the people who
have problems in math is to do with anxieties,
that for some reason they’ll get very anxious right
at the beginning of learning math or somewhere around
second or third grade they’ll get a lot of, they’ll
get in trouble and then they’ll become
very anxious about it. And it’s the anxiety
[? stopping ?] the dyscalculia but
that’s not really what is being said today. As more and more brain
research happens, we realize that all of
these learning disabilities are really rooted in the
different parts of the brain. And sometimes I say
to students, it’s like you have a little
scar in the brain, or it’s a little glitch
that your family is just producing over and over again. And so that one
part of the brain is not acting the same
as other people’s brains, and so it makes it more
difficult to keep focusing and keep learning something. So with math
disabilities, the student seems to be successful
at other academic tasks but struggles in
basic math skills. We think it’s rooted in the
parietal lobe where people are not able to judge quantity. For some students, it’s
linking the number symbols with the number sense. So they’ll see the 52,
but they haven’t really got a good idea of what 52 is. And, like I said, it’s
really tough to diagnose, and it comes with
a lot of anxiety. I find that people
with dyscalculia often are trying to
memorize procedures without really knowing why
they’re doing the math. And sometimes they
get annoyed when I focus on the why of why we’re
doing the math a certain way or what is it supposed to
be because they’re too busy trying to memorize
the procedure. And they just want to
say, tell me how to do it and I’ll just follow along. The problem with that is it
really stresses the memory. And then if your
memory fails, you’ve got nothing to fall back on
because you didn’t really know why you were doing this. The other thing with math is
a lot of procedure in math, like long division,
you have to divide, then you multiply, then you
subtract, then you bring down, and repeat, that whole, those
four steps over and over again. For some students, they need
to see the step by step, others need to see the
whole completed problem and get the whole big picture
before they can actually tackle the little steps. That’s also true with
essays and any project. So there’s always
those students that need to see the full project
before they can start working on the little pieces. People with
dyscalculia may often have trouble with
spatial orientation, where things are in space. And those folks have a lot
of trouble with geometry. Dyscalculia is so
interesting because we start math usually with
arithmetic, add, subtract, multiply, and divide. Once we have that, we do
fractions, decimals, percents, and then to algebra. Some people with dyscalculia
are fine with algebra because there’s nothing
wrong with they’re thinking and they can think
through algebraic problems and they like that. And they think, oh, math has
suddenly turned good for me. I couldn’t remember all the
procedures for the lower level math, but now the algebra is OK. And then they hit geometry
with all the spatial features and it all drives
them crazy again. Students with
dyscalculia may also have trouble transitioning
from one task to another, have poor sense of
direction, lose things. We talked about
last time that sense of time, especially
people with ADHD have a lot of trouble with
time and where am I in time? Dyscalculia strategies would
be use concrete materials and activities. I try, even if we’re
doing 35 times 14, come up with an answer
and say, what could you buy for that much money? And try and cement
numbers into their lives, and so that it’s not
as abstract an idea. Teach more than one
way to solve a problem. I think another
complicated thing is that the way I
teach math may not be the way they
learned the math, and then they get really
confused between the two different methods. Wherein other people
really benefit a lot from having more than one
way to solve a problem. Trying to understand
the student’s errors and don’t just settle for wrong. Sometimes it’s just
the misplacement of a plus or minus. Sometimes they’re doing the
whole thing incorrectly. So it’s really analysis of
student error where you can. Again, I said limit speech. Show many examples. Show but don’t tell so much. Build on existing knowledge. Allow use of calculators. And a lot of people with
learning disabilities, one of their accommodations
might be to use a calculator. Although using a calculator
can be a whole other set of problems because learning
how to use a calculator and being accurate
on that calculator and pushing the right buttons
can be a whole other ball of wax, really. And working with the anxiety,
just when coming up really helping students deal
with the anxiety, and for them to know it’s
normal to be anxious. I talk a lot about– I’m going to open this up
to what kinds of strategies do you use with
students in math, and I’ll just keep
talking, as well. So teaching math two or
three ways is really good. And a lot of schools, I know
when my kids were in school, their standardized
testing was requiring them to show two or three
ways to solve problems. I think it’s also
culturally fun. I am born in
Australia and when we do division, when
we did division– my sister’s a teacher
there now, she said they’ve straightened
everything up now. But the division we did
upside down compared to the way Americans do it. And I know some of
my African students have had really interesting ways
to do different types of math. Some people with visual
spatial weaknesses, graph paper is really good. Even regular lined
paper turned sideways will help students
line up the paper if that’s what the problem is. Absolutely, different– each
math here in this country is really a whole
different language. So you might do well with
algebra and not so well in geometry. OK, I am going to– Laura. Hi, Laura. Laura is typing, so I’ll
give you a couple of seconds. Well, actually you’re
typing in the general chat, so that will stay with us. So the next one is dyslexia and. I think, for most
people, when you talk about learning
disability, dyslexia is the first thing that
comes to your mind. Students are often articulate,
intelligent but when they come to read it’s like,
oh, what happened? These students
may not test well. They, again, have trouble
with sustained attention. I think the same as with
auditory processing, in dyslexia it takes so
long to get the brain moving and a lot of the
research is showing that instead of just a few
parts of your brain firing to get the job done, a lot of
the brain is just disorganized. And a lot of different
parts of the brain are firing, so it’s really
hard to keep up the pace and stay focused. Dyslexia means
trouble with reading and that trouble could come in
actually four different ways. If you’ve done the– I think,
CALPRO has reading trainings. Either the trouble is with
reading the words, which means it could be a decoding problem. Complaints they have to
read and reread many times, It could be that
they’re struggling with their vocabulary
or their comprehension or that they’re reading so
slowly that they can’t get the comprehension to kick in. So it really hurts. The spelling could
either be phonetic or you can see that the student
is just completely guessing at how to spell. Dyslexia strategies, I tell
students that English is crazy. That we are a mutant language,
that we’re a language of war, that we’ve adopted
words from the Vikings, from French, from German,
from you name the country and we’ve stolen
words from there. And so our spelling
rules really come from all over the world,
which makes it a little bit different. If you learn the
basic spelling rules, you’ll get about 80
percent of your words right and SpellCheck can really
help you in that way. My son is an ESL teacher,
and he just says, all the research says read. We spend a lot of time
talking about reading and so really giving people
the right amount of reading. The biggest problem with that
is reading at your level, and especially when you’ve
got a full class of people, it’s hard to adjust
and get students to read at their level. Set goals and find answers
that meet those goals. Provide pictures, diagrams,
graphic organizers so that the language can
be shown in other ways and the connections within
the writing can be shown. A lot of my students are
using their phone to spell. So they’ll pull out their
phone and say hypochondriac and then up on the phone will
come the word hypochondriac and they’ll be able to spell. So that really helps them. We also have, there’s a lot
of different audio books and there’s different
services that you can get so we have a service,
which is Firefly by Kurzweil. It’s the Kurzweil system
that our school pays for and the computer will then
read all the students’ books to them. I have a guy in
high school who came into us hardly reading at all. And he does all of his
work using the audio books and he’s just passing all his
classes and doing amazing. And he’s learning to spell. He’s working with the library
reading program, as well. So he is learning
to spell, as well. Oh, providing the strips
to follow when reading. One of the problems
for people with reading is if their eyes are
not tracking correctly. And it’s the old
way that we used to put our finger across and use
our finger to follow the words. You could just put a whole
piece of paper over the line you’re reading and that
will help, as well. I can see people
already putting ideas up for what can you do to
address learning disabilities and dyslexia, particularly. I’m just going to
encourage everyone to put your ideas in the big
box next to the slides that’s labeled dyslexia so we’ll have
them separated out in the chat. Thanks. The plastic over
the paper– oh, I should have written
it down before. It used to be called
Irlen, an Irlen lens. It has a new name now. Where they say that
their eyes are not able to bend the
light correctly. And so they can go and
get assessed for using colored plastic overlays. It’s expensive, and
you have to be assessed to figure out what color. If you can find out
what color it is, you can have your
glasses made that color and forget about the overlays,
which is pretty cool. I have some co-workers
who swear by it. But as you change in
life, as your eyes change, so your colors change. So you have to have it
re-assessed every now and again. I think it’s called
scotopic hypersensitivity. The next category that I
was going to talk about was dysgraphia, messy writing. The students seem uncoordinated. They seem either to go very
slowly and carefully or just sloppy and fast. My 25-year-old has always been
very fast and incredibly sloppy and when he was
doing his SATs, it was like, how is anyone going
to be able to read his writing? But it’s really a
fine motor problem. Dysgraphia can
also have problems with the processing system
involved with sequencing. So spelling can be difficult.
Instead of G-I-R-L, you’ll get the G-R-I-L. It’s the
hand and brain are not working together, and so the
letters will get jumbled up. These students often can
articulate stories and answers, but they can’t
get them on paper. So much energy is spent on
the writing and the spelling that the learning
is shortchanged and the content
of their writing, they’ll often
choose easier words rather than try and spell
a more difficult word. The strategies really are
to practice and really work towards fluency. What I really–
someone was writing about relevant goals
for adults, and really the coolest thing
for me with adults is you can talk
about automaticity, you can talk about
fluency, and help them set goals for themselves
around where is the problem. How can we work with it? And then talk about
how do you read enough so that the words start
automatically coming and so that you can read faster? And you can practice that. And it gives a little
bit more support to students when they’re
frustrated that they reading over and over because it gives
them the reason why they’re reading over and over. Students often have
missed out or didn’t hear how to write a paragraph,
so direct instruction for paragraph writing and
lots and lots of practice and immediate feedback. And then there are
strategies like POWER, which stands for Plan, Organize,
Write, Edit, and Revise. If you have a writing
time and a writing place. Really, I emphasize
students just write it down to start with and
then later you come to edit and then really
talk about revising without rewriting. Revise does not mean rewrite. A lot of students
when they revise just throw everything
out and start over, and it’s like, well,
that’s defeating the point. Preorganization strategies
would be really thinking about before you start
writing, especially if you’re writing an essay. I’m showing you
my hand right now. I should have used
that as a picture, is really to think about
what’s your thesis statement. If you’re writing an
essay or a paragraph, what are the three
main points that you’re going to be talking about? And at that point, you
might come up with words that you need to spell
before you start writing. So when you’re writing,
you already know, kind of, where the story will take you. Rather than students
just starting to write and then, sort
of, just writing the way we talk, and then
once the work is down, it’s all in the wrong order. I don’t know if that helps. I love writing frames. I think they’re really fun. And modeled writing, writing
together p the class. There are also software,
speech to text software. These are actually
quite cheaper. The Kurzweil that we
talked about earlier is really an expensive program. Dragon NaturallySpeaking is
a speech to text software where a student can talk and
the computer writes it down. It takes a while
for the computer to learn the
individual voice, but I think it’s just like
$100 or something that you can buy at Staples. The big problem
for the Dragon is that the student needs a
really quiet place to work and most of our classrooms don’t
have a super quiet place where they can write. Because as soon as
anyone drops a pencil or makes any kind
of noise, that will be picked up by the program. Oh, typing is a really big
help for a lot of students with dysgraphia but spell
checkers really mess things up and you really need to have a
human checking after the spell check. Yes, it’s just dragon
like D-R-A-G-O-N. And it’s Dragon
NaturallySpeaking, I think. It used to be called Dragon
Dictates but then they changed it Another thing that the colleges
have had for a long time is just to have a note taker. We’ve had no money for note
takers exactly, but what we do have is carbon paper. So we have a lot of
sheets of carbon paper. So if someone in the
class could take notes, then the student with the
dysgraphia would get the copy. I’ve also just had
someone take notes and then made photocopies. If you’ve got a
photocopier nearby, you can just make copies
and give it to the student or post them online. The voice recorder
also works well. The only thing with
the voice recorder is that you have to go back
and listen to it again, which is– well, it’s a
problem with any study is learning that you have to go
back and reorganize and study. I’ve had people take pictures
of their notes a lot these days, and I really encourage students
to use their smartphones to do that. I’ve also had a visually
impaired person who took photos of
the board and then they could enlarge it as
they enlarged the picture. So that was really interesting. But, yeah, no teacher, no
teacher, don’t erase the board. I have to take a
picture of it first. I’ve also had the students
send me their math homework as a picture and say, I’m
really stuck on this problem, how can you help me? It’s just really
trying to figure out how often you can
respond to students and to make sure your
boundaries are in place. Right, and actually
taking notes is one of those multi-sensory
ways of teaching. The handwriting, there’s
a few studies out right now that handwriting
notes actually helps you retain it better than
typing, but whatever works. The last major
category that I’m going to talk about today– we’ve
only got about 10 minutes left– is executive function. It really is the front
part of your brain. It takes charge of impulse
control and emotional control. Flexible thinking,
some of the students really have a hard time
with flexible thinking. When a teacher
changes something, oh, instead of doing all the
10 problems on this page, I only want you to do three. You think you’re being
nice to the student by giving them three problems
and it’s really hard for them to adjust to the change. Working memory
problems, and I have two issues with
working memory and that is some people can
remember for the moment and in that 10 minutes of
you doing the math and the 10 minutes of doing the
practice in class is just not enough to cement
it into their long-term memory. So when they get home, they say,
I could do it fine in class, but now I can’t do it. That’s a working
memory issue sometimes. With executive functioning,
it’s really teaching students to monitor themselves. And again, because
we have adults, it’s are you still
focusing or are you thinking about the laundry
and cleaning your house or going shopping after school? Helping students to
plan and prioritize, some students with executive
function seem really lazy and what the problem is is
they don’t know where to start, and so it’s the initiation
that’s the problem. And students with
executive function problems have a lot of problems
with organization. They may end up coming
to school with nothing, or they come to school
with the folders that are super full of six
years worth of papers, and it’s really impossible
for them to find anything. The executive functioning,
I tell students that they have to be
their own mom, that that’s what executive
function is all about. They need to figure out
that step by step approach. I have a student who is
always late back from break. So now he sets a
timer to go to break, and so now he
comes back on time. Having visual schedules and
visual reminders helps, along with written directions. If you have time in class to
spend some time organizing, that can also help, as well. Planning transition times,
and this is something that I think, as a
teacher, you really need to figure out
am I having trouble with the transition times and
then how do I plan around them? For me, I have certain
times during the day. So my class starts at 8:30. We usually talk about the
brain and studying and life from 8:30 to 9:00. At 9:00, they get
their spelling words. So we’re working from Megawords. And then they write
sentences until 9:30. So it’s a really
regimented, structured day and they seem to
really appreciate that. For people with executive
function problems, creating to do lists, breaking
down assignments into chunks. And really for them not to take
on more than one or two items. Using a calendar and scheduling
a clean or organize day. I think I said that. My goal was to talk about all
of these different disabilities and within our– I really
can’t cover all of it. So I hope this has been useful. We’ve got about
five minutes left. But today I talked about
auditory processing, dyscalculia,
dysgraphia, dyslexia. There’s also a lot of
information out there about language processing disorders
and non-verbal learning disabilities, which sometimes
goes hand-in-hand with autism. And visual perceptual
and visual motor deficit, so it’s a visual,
sort of, problem. Other types of disabilities
that are not exactly– they can be hand-in-hand with
learning disabilities but not always, are attention
deficit and hyperactivity, which is a medical diagnosis. And it comes,
really, the two types would be the person
that can’t sit still and needs to stand up in
the back of your classroom or needs to go to the bathroom
a couple of times a day as long as they come
back really quickly. Dyspraxia and
executive functioning, and we talked about
executive functioning. I think we could do a
whole workshop on memory. Our acquired brain injury
classes have whole classes just on how do you
improve your memory? What are memory strategies
that you could use and how to use your
memory more efficiently. Any questions or thoughts
about where do we go from here? Has this been useful? I think as useful
as listening to me is the wonderful people
in the audience giving their strategies. So I really agree that the
routine is really important. For tutoring a stroke
victim, this kind of looking at this
whole workshop, you would be really
looking at where did the stroke happen,
which parts of the brain were affected? Here in San Diego, we have a
three brain injury programs. One is for mild
brain injuries, one is for people whose
speaking was affected, and one that’s more in-depth for
more involved brain injuries. And, I think, it’s patience. It’s also deciding where was
I before and who am I now? Because it’s almost like it
you have two sides to it. You have to have that before
my stroke and after the stroke. I think with mental
illnesses it’s the same, and really the
hardest thing for me with students with
mental health issues is that they are regularly
seeing their doctor and that the medications,
they’re taking the medications and that the medications
are appropriate. And the more feedback
you can give the student in a polite way, the better. I put up here– we have
about one minute left, I think– so you’ll
see at the end I tried to label the references
with the parts of the workshop. So I put them together. So there’s a couple of–
there’s one reference for auditory processing. CALPRO has other learning
disability workshops where it’s live and longer. Dyscalculia, dysgraphia,
executive function, so actually for all
of the disabilities that I had mentioned here today,
I put links in there for you. There’s a lot of good
information out there. You do have to
watch out for some of the less than stellar
pages but it’s still really– I hope they’re useful. The DSPS Solutions,
the very first one is a group of people who
are advising the community college’s disability programs on
what you can do to help people with disabilities. So it’s a really good website
to just look around and look at the different
kinds of disabilities and what the laws are and what
some people can do about it. Marian, is our time up? Our time is exactly up. So thank you very
much, Marie, for lots of information,
lots of strategies, and lots of references. Hop you all had a chance
to download the slides. If you didn’t, they will be on
the website with the recording when it’s posted. So if you remember how to go
up to your communication icon and give applause, let’s give
Marie a round of applause. She gave us a lot to
think about today. Thank you. There you go. Thank you. And so I’m going to close the
meeting now and when I do that, you’re going to be taken
to another web page, which is the evaluation
form for the webinar. We really appreciate
your feedback. I think we’d like to do these
again sometime in the future, so we really appreciate your
thoughts about what you liked and any thoughts about
how to make this better. Thank you very much. You guys all had wonderful ideas
and you were so participatory. So thank you for that,
and have a great weekend. Thank you.

Danny Hutson

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