Learning Disabilities

I did not have any “ah-ha” moments as a result of this reading. It did make sense to me, though, that IDEIA changed the criteria for determining if a student has a specific learning disability to not require a large discrepancy between intellectual ability and achievement (NICHY, p. 3). This would be helpful because if students have a specific learning disability they usually have average or higher intelligence but struggle with really specific tasks related to learning which would most likely not give them a large enough discrepancy to qualify for special education services.

One specific strategy that I might want to use with students with learning disabilities in the classroom is simple mapping. Simple mapping consists of drawing what you say onto a simple picture format using as many shapes and colors as you can, thinking out loud for students, they follow along and summarize in the spokes attached to each shape (Winebrenner, p. 137). Another strategy is a content organization chart. You use different geometric shapes, giving each student a personal copy of the sheet, and model with students following along skimming the material and writing down categories of information in each shape (Winebrenner, p. 141-142). Lastly, I would use the 3S TN (Qs) strategy. This involves surveying, skimming, and studying material; asking questions and taking notes along the way (Winebrenner, p. 143-144).

One question that I have for class is, what is (or is there) the difference between a student who finds certain tasks more difficult and a student with a learning disability?