Supporting Students with LD, ADHD, and ASD. Michelle Greencorn, Learning Strategist Disability Services Mount Saint Vincent University November 2012

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1 Supporting Students with LD, ADHD, and ASD Michelle Greencorn, Learning Strategist Disability Services Mount Saint Vincent University November 2012

2 What is a Learning Disability (LD)? A learning disability is a set of neurological disorders which cause impairment to psychological processes in using and understanding language that adversely impact reading, writing, math, and language.

3 LD According to LDAC 10% of population in Canada; 80% of LD in reading Affect acquisition, organization, retention, understanding or use of verbal or nonverbal information Result from impairments in one or more processes related to perceiving, thinking, remembering, or learning May interfere with the acquisition or use of one or more of the following: Oral language Reading Written language Mathematics

4 Effects of LD on Learning Problems decoding words Poor comprehension Less background knowledge Smaller vocabulary because of limited exposure to text due to difficulty reading Slower working speed May need repetition to make things stick Poor grammar and spelling Difficulty planning in writing Struggle to complete multi-step problems

5 What is Attention Deficit/Hyperactivity Disorder (ADHD)? Not a learning disability but can impair learning 30-40% co-morbidity rate with LD Neurological disorder that causes an impairment in ability to plan, organize, attend, concentrate, or remain still Three types of ADHD in the DSM-IV: Predominately Hyperactivity-Impulsive Type Predominately Inattentive Type Predominately Combined Type

6 Effects of ADHD on Learning Miss notes or other important information in class Inability to focus or sit still in class Easily distracted during class, midterms, or exams Struggle with studying because of inattention or constant need to get up and do something Difficulty planning and organizing time for assignments and projects Struggle with breaking down projects and setting realistic goals Planning in papers and writing often difficult

7 What is Autism Spectrum Disorder (ASD)? complex developmental disorder affects a person s ability to communicate, form relationships, and respond appropriately to his or her environment neurobiological condition that impacts normal brain development markedly restricted repertoire of activity and interests. varying degrees and combinations of symptoms treatment needs to be specific to the individual.

8 What is Asperger s? lifelong developmental disability that affects the way a person communicates and relates to people around them usually of average or above average intelligence social interaction can be difficult for people with Asperger syndrome can experience high levels of stress and anxiety affects people in different ways, but everyone with a diagnosis of ASD (including Asperger syndrome) shares a difficulty in making sense of the world.

9 Challenges with ASD Often very fluent in speech, but find it difficult to make conversation and small talk may seem to lack interest in what someone else is saying. may be quite literal in their understanding of spoken language struggle with metaphors and sarcasm. Find it hard to understand the social rules that other people take for granted difficulties in knowing what to do when with other people group environments can be particularly difficult -find it hard to make friends. find it difficult to understand non-verbal signals and facial expressions.

10 Challenges with ASD find it hard to think in abstract ways may find it hard to cope with change changes to timetables, and when things don't go to plan can cause stress and anxiety find it hard to know what someone else is thinking. in-depth interests may become obsessed with certain activities, concepts, or ideas (i.e. spends all of their time on the computer) co-morbidity when more than one condition is present (i.e. Autism and ADHD, Autism and anxiety, etc.) issues around hygiene may not see it as a priority and may neglect personal care such as bathing, oral care, etc.

11 ASD and Residence Major change for some students Scheduling = huge adjustment Imposed interactions for student who do not interact could be overwhelming Bathroom etiquette hygiene concerns, unfamiliar with routines of others/cleaning Overstimulation may be overwhelmed by constant interactions, noise, smells, etc. Behavior requirements must be clear what the requirements and consequences are needs to be explicit!

12 How to support a student with ASD Be clear and concise avoid metaphors and other abstract language Respect their boundaries Be aware that they may become overstimulated encourage them to participate, but don t push it Ask what they need from you reminders, etc. Remember: we all have our own weird behaviors it s what makes us unique! You ll find you have more similarities than differences

13 What will these students look like in the classroom? You may not know one of your students has a LD or ADHD Students with LD often need to be exposed to things explicitly 8-10 times as opposed to 2-3 times for non-disabled peers Students with ADHD often miss class or arrive late Often know what they are supposed to do but cannot follow through Sometimes hand in papers or assignments late

14 How will they look in the classroom? Often ashamed to come and see their professors after the fact because they want to please you and be good students disability makes that difficult Frustrating for you and the student! Be patient and work with the student to help them follow through Low self-esteem and poor self-advocates May have difficulty telling you what they need be patient and understanding (especially with first year students)

15 How can we support students with LD at the university level? Remediation vs. accommodation High school vs. university Common accommodations include: Note-takers Extra time Separate location Reader Scribe Tape record lectures Laptop Assistive Technology

16 Practical things you can do Explicit Teaching Lots of structure (i.e. begin class with an outline and description of how the class will fit into the big picture and finish class with summary) Provide background knowledge so students get a sense of how new material and old material relate. This will make it more meaningful and will allow students to retain more Reiterate important information In math-based classes, try scaffolding and providing feedback and practice questions

17 Practical things you can do Provide an open and supportive tone to increase comfort level Write a note in syllabus to indicate you are willing to work with students with disabilities and encourage them to speak to you. Also include a short note about our services. Meet with student and ask how you can help and be open to suggestions. Don t be afraid to tell them that you want to help but require a good understanding of their needs to do so. Let them know you are on their side and are willing to help. Be clear, concise, and set boundaries. Be patient and try your best to understand the areas of difficulty

18 Practical things you can do Supply a detailed syllabi and break larger projects into smaller parts Have due dates spread throughout the term to take away some of the guesswork in planning and organizing time to get assignments and larger projects done Be clear about expectations and objectives in the course and individual assignments Tutorials Provide notes Express concerns sooner rather than later it s easier to prevent something than to try to fix it later!