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Slide 1 - Teaching, Tutoring, Accommodations for Disabilities that Impact Math and Working with Parents Helping Students Navigate Academic Success Dr. Paul and Kimberly Nolting Academic Success Press, Inc. http://www.academicsuccess.com pnolting@aol.com (941) 951-8160 Copyright 2011
Slide 2 - Agenda Disability Definitions Learning & Memory Processing Processing Deficits and Effects on Learning Reasonable Accommodations Teaching/Tutoring Concerns – Best Practice Helping Advisors and Parents to Work Together Training Tutors and Instructors
Slide 3 - Students with Disabilities
Slide 4 - The Myths and Truths Myths Disabilities can go away Students with LD, ADHD and TBI have low intelligence or are slow learners If they would just study harder or be exposed to more educational opportunities they would not be LD Students with disabilities have the same learning problems. Disabilities can be cured. Disabilities do not exist. Truths Disabilities do not disappear but may range in expression and severity at different life stages By definition a student with LD has average to high intelligence. Disabilities are neurological in origin. They have a central nervous system basis. It doesn’t arise from lack of exposure to life experiences. There are many different learning disabilities that require different strategies. A student can have more than one learning disability type. Disabilities are permanent conditions. Disabilities do exist under ADA
Slide 5 - Learning Disabilities: Definitions A learning disability is a persistent condition of presumed neurological dysfunction, which may also exist with other disabling conditions. This dysfunction continues despite instruction in standard classroom situations. Learning disabled adults, a heterogeneous group, have these common attributes: Average to above average intellectual ability Severe processing deficits Severe aptitude-achievement discrepancy (ies) Measured achievement in an instructional or employment setting Measured appropriate adaptive behavior in an instructional or employment setting (California Community College system) Interpretation is changing under new ADA
Slide 6 - Definitions of Math and Other Disabilities Acalculia – inability to read or write numbers in that individuals can not perform calculations or having impaired spatial organization Dyscalculia – failure to develop math (arithmetic) competences that is not due to a brain injury or mental impairment Dysalgebria – students with average to above average IQ can master calculations but can not master algebra (Nolting, 2000). Dyslexia – is not a math learning disability but may cause math learning problems due to misreading or miscopying numbers and letters. Dysgraphia – is not a math disability but may cause math learning problems due to poor hand writing and copying from the board.
Slide 7 - What Does It Take to Really Learn? Sensory Register and Input Sensory input is when an individual physically takes in the information using any of the human senses. Sensory register is when the mind neurologically accepts the information. The information captured by our senses is translated into an entity that our brain can register. The brain must decide what to register and what to throw out. Forgetting = Information not input or registered.
Slide 8 - What Does It Take to Really Learn? Short Term Memory Once the brain receives this information our short-term memory stores it for a brief time, like the time from listening to something in a lecture to writing it down in your notes. Forgetting = Information not held on to or recorded
Slide 9 - What Does It Take to Really Learn? Working Memory WM is like RAM in a computer. It holds a series of thoughts from short term memory and/or long term memory long enough to either transfer it to long term memory and/or abstract reasoning in order to understand the new concept. A second dimension of working memory is the ability to recall the information or “work” with the information to solve a problem. Through the process of working memory, new information is transferred into long-term memory. Forgetting = Information not Understood
Slide 10 - What Does It Take to Really Learn? Long-term memory Long-term memory is a storehouse of material that is retained for long periods of time. It is recalled into working memory to complete learning tasks like solving problems, writing papers, or creating a musical composition. Forgetting = Information not rehearsed/reviewed
Slide 11 - What Does It Take to Really Learn? Abstract Reasoning Abstract Reasoning uses recalled concepts to make new meaning and understanding without using language, either spoken, written, or in thought. This is perhaps the most difficult stage to understand. Covalent bonding compared to ionic means... Covalence Atomic structure Electrons Forgetting = Information not connected
Slide 12 - What Does It Take to Really Learn? Memory Output Finally, in order to demonstrate understanding, an individual must recall (memory output) learned facts and/or concepts in some form and express the knowledge. This takes place in the form of written tests, papers or presentations most often within the college environment. Memory Output utilizes the entire cognitive process. It is much more than just remembering information for a test. Forgetting = Information not recalled
Slide 13 - Definition: Students with auditory process problems have difficulty synthesizing words and understanding words in noisy classrooms. These students may misinterpret words or not “hear” the words. This is not a hearing problem or short term memory problem. It is a problem of misinterpretation of words spoken words. Auditory Processing Disorder Primary Affected Areas: sensory register, short term memory Observable Behaviors: students misunderstanding math vocabulary; difficulty solving word problems; difficulty reading the text and understanding lectures
Slide 14 - Processing Speed Disorder Definitions: Students with a visual speed processing disorder have great difficulty quickly recognizing numbers and conceptually similar visual objects. A student with visual speed processing disorder is able to visually process but very slowly. Primary Affected Areas: sensory input & register; significantly related to math Common Observable Behaviors: re-reading sentences & paragraphs; scanty notes or no notes at all; very slow in completing homework, very slow in doing on line homework, very slow in completing tests, having difficulty quickly recognizing variables and math symbols, problems with automoticity
Slide 15 - Short-term Memory Processing Disorder Definition: Short-term memory disorder is categorized as auditory memory. It is the difficulty in keeping information in short term memory long enough to transfer it into working or long term memory. Also it is the automoticity of rearranging numbers in your head. Primary Affected Areas: Subsequent effects on the long-term retrieval, working memory, long term memory, and abstract reasoning. Students who cannot hold information for more than a few seconds cannot use it to rehearse or recall from working memory. Observable Behaviors: Auditory: forget oral instructions; difficult to be group learner; ask questions about recent information; can’t hold on to steps long enough in mind to understand concept; difficulty in manipulating numbers in you head; difficulty in switching number in an equation presented verbally; some problems with abstract learning
Slide 16 - Visual-Spatial Thinking Processing Disorder Definitions: A student with a visual- spatial processing disorder has great difficulty in recognizing and synthesizing visual information. The student also has difficulty remembering visual information and remembering it in the correct order. Primary Affected Areas: sensory input & register; short term memory Common Observable Behaviors: re-reading sentences & paragraphs; “chicken scratch” notes or no notes at all; problem solutions all over the page; numbers miss-aligned; copying down incorrectly; difficulty reading tutor/instructor handwriting; facial gestures while looking at something; misreading variables and numbers such as b for d or 9 as a 6 or + for x
Slide 17 - Long-Term Retrieval Processing Disorders Definitions: Students with LTR disorders have minimal ability to input or retrieve information in active memory in order to understand concepts. The LTR process pertains to speed of putting information into/taking it out of long-term memory and abstract memory. Primary Affected Areas: Abstract/fluid reasoning, Long-term memory; Memory output; Any learning task that involves using several pieces of information or concepts; tired after a short period of studying Observable Behavior: Confusion on multiple step assignments; Brain Traffic Jam; spaced out look; student understands step by step problem solving but can not put all the steps together to solve the next problem.
Slide 18 - Working Memory Processing Disorders Definitions: Students with working memory disorders have minimal ability to retain a large amount of information in active memory in order to understand concepts. Students also have problems manipulating that information to solve problems. Low RAM Primary Affected Areas: Abstract/fluid reasoning, Long-term memory; Memory output; Any learning task that involves using complex pieces of information or concepts; math problems that require using multiple concepts at the same time to solve; significantly related to math Observable Behavior: Confusion on multiple step assignments; Student may understand each concept but can not organize the steps in order to solve the problem. tired and frustrated after a short period of studying
Slide 19 - Definition: Students with long-term memory problems have minimal ability to store information for a long period of time. The length of time for which students can hold information may vary. For instance, a student may learn material during one monthly unit and not remember it during the next unit. On the other hand it could be that a student remembers how to work a math problem one day and then forget how to do it the next day. Comprehension-Knowledge (LTM) Processing Disorders Primary Affected Areas: working memory, abstract reasoning and long term retrieval; significantly related to math Observable Behaviors: holes in the foundation of concepts needed for further learning --- have to relearn information but remembers bits and pieces
Slide 20 - Fluid /Abstract Reasoning Processing Disorder Definition: Abstract reasoning disorders keep students from being able to form concepts and solve abstract problems that include novel situations and extrapolating information. It is also the inability to identify relationships with unfamiliar concepts and making inferences. Primary Affected Areas: working memory, long term memory, memory output, all dependent on the level of critical thinking required highly significantly related to math Covalent bonding compared to ionic means... Covalence Atomic structure Electrons Observable Behaviors: need for repeated instruction as if information was never learned; repeated blank looks; ability to mimic processes but not apply them, not making inferential leaps; can’t generate alternate problem solving strategies
Slide 21 - Additional COG Useful Clusters Verbal Ability: The student’s ability for language development that includes the comprehension of individual words and the comprehension word relationships. Thinking Ability: The student’s ability to process non language based information that is placed into short-term memory but needs additional processing to be understood. Cognitive Efficiency: The student’s ability to cognitively process information accurately and automatically. For example, student’s visual/auditory speed in processing numbers (frees up working memory). Cognitive Fluency: The student’s ease and speed in performing cognitive tasks of recalling information. Faster fluency means more working memory can be use to solve math problems. Broad Attention: The student’s ability to input and process auditory information for a short period of time. Students with low scores may have a memory input deficit.
Slide 22 - Additional Considerations and Accommodations Using the Stages of Memory to determine break downs in learning - Handout Using processing deficits to determine appropriate educational and testing accommodations - Handout Working with advisors and parents Difference between poor academic preparation and learning disabilities Traumatic Brain Injury and math – Vets ADHD and math learning
Slide 23 - Additional Considerations and Accommodations Using processing deficits to determine appropriate educational accommodations - Handout Calculators Note-taking On line homework Others Using processing deficits to determine appropriate testing accommodations - Handout Pneumonic devices Test reader White board Other Traumatic Brain Injury (Vets) and ADHD and math learning Math and general study skills and disabilities
Slide 24 - COLLEGE SUCCESS: FAMILY AFFAIR   NAVIGATE COLLEGE: navcollege.com Online resource for parents & new students
Slide 25 - Parents learn about the college culture and what first year students experience, so they can coach from the sidelines, support emotionally, and nurture independence in their children, while continuing to grow as a family in a new stage of life for everyone. Students get a heads up about the first year of college by learning what is expected and learning strategies to study effectively, problem solve through challenges, and manage life so they can not only succeed but enjoy their first year of college. First Year Experience: New Roles for Parents and Students
Slide 26 - Parental Transition: The Affective Roots Parental fear of the unknown Emotional attachment Parental need for hovering as a coping strategy to address their: Desire for their students to excel Need for students to not make mistakes Fear of the students’ emotional being Parents have a hole in their daily routines and purpose as parents
Slide 27 - Navigate College for Parents Early education for parents regarding the college culture, policies Guide for parents and students to discuss the transitions for everyone during this new experience Reassurance that much of what their students will experience is normal transition Continual source of practical strategies to become “coaches”
Slide 28 - Navigate College for Students Heads up for students (and parents) about important academic calendar dates Early intervention like a briefing before pilots take to the air. Importance of getting involved in college as soon as possible Emotional and psychological health to become resilient and confident. Practical strategies for studying and life management.
Slide 29 - Teaching and Tutoring Concerns Students will remember information correctly when they go to study on their own. Students must learn math study skills Students will reduce anxiety Students will learn how to self-regulate. Students will persist when studying gets tough. How can we help them mature into independent learners? Can we? We must focus as much on how to learn the discipline content as learning the content.
Slide 30 - Task Simplification: Restructuring a multi-task assignment or process Identifying all the parts of a complex sentence. Solving mixture word problems. Reading and identifying inferred main ideas. Identify each task necessary for the assignment. Take the first task and complete it for each sentence, word problem, reading selection. Go back and repeat for second, third, etc. step. Process for checking answers. Through which stages of learning/memory does task simplification help students move? What processing deficits does this help bypass?
Slide 31 - Asking the Right Questions Identifying all the parts of a complex sentence. Solving mixture word problems. Reading and identifying inferred main ideas. List the questions students must ask themselves to move from one step of the process to the next. Students write down these questions for a reference later when studying on their own. Can be used as an informal assessment tool. Through which stages of learning/memory does task “Ask the right question” help students move? What processing deficits does this help bypass?
Slide 32 - Memory Bypasses Teaching Vocabulary lists Formula sheets/cards Mental cheat sheets Three column note taking Lectures with immediate practice to break up the inputting time with rehearsal time. Structured, step by step process for reading the textbook Overhead on during class for individual reference use during lecture (post on website) Class recitation Review and review Tutoring Tape-record sequential steps or questions that the student and tutor have created Place same information on note cards Put information cues to music or rhythmic recitation Mental cheat sheets Construct tutoring session to include constant student verbal and/or visual feedback. Over and over Draw pictures for cueing Review and review
Slide 33 - Visual Clarity Mathematics Graph paper Color assignment to different numerical functions and symbols Problem on left side of paper and extra math calculations on the right with line dividing down the middle Use of capital letters instead of small letters Lots of white space Students use whiteboard Test format with larger fonts and more white space Pictures/graphs for word problems Writing and Reading Computer programs with visual alterations Color coding parts of sentences, paragraphs Physically cut and paste Lots of white space Typing with large simple font Note cards for organization of paper and sentence structures Tests and readings with larger fonts and more white space. Pictures for organization of ideas
Slide 34 - Organization of Study Teaching Written description of assignments as well as verbal Concrete directions Suggested long term scheduling of studying for exam or completion of project, paper, etc. Special mentoring with short term deadlines and student conferencing Tutoring Model structuring of study time by structuring tutor time in similar way Make sure students leave with a written approach to completing other tasks (model for a while and then turn responsibility over to students) Encourage setting short term goals for completing homework Help students find a productive study environment
Slide 35 - Alternative Math Course Sequence Elementary Algebra Statistics Elementary Algebra Liberal Arts Math Elementary Algebra Topics in Math
Slide 36 - Mathematics Learning, Instruction, Parents and Tutoring Concerns What are your concerns? What can you do about it?
Slide 37 - Conclusion Each student with disabilities is unique; therefore, it is important to continue learning about the processing deficits and how they affect learning in specific disciplines. As a result, an instructor or tutor can take the suggested strategies and adapt them to meet an individual’s special learning challenges. Let’s continue the conversation. Email us at PNolting@aol.com whenever you have questions or when you have success stories!
 

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