Ped 4 Strategies

In addressing the needs for students with learning disabilities
is a dynamic, interactive process that requires problem solving

and teamwork among educators, students and parents. It
requires an organizational structure and school culture that
supports the ongoing implementation of a student-specific
planning process. It also requires consistency across settings
and grade levels.
The guiding principles in Addressing the needs of students
with LD are as follows:
● It must be based on a student’s strengths and needs.

● It is an active process, which is continuously adjusted to meet a
student’s needs.
● Students with learning disabilities need to participate in the regular
curriculum to the fullest extent possible.
● Many practices used to support students with learning disabilities will
benefit all students.
What Does a Learning Disability Look Like in the
Classroom?
1. Students with learning disabilities have average to above

average intelligence but fail to learn as easily as their peers.
2. There are some common behaviors that students with

learning disabilities often display.
What Should I Do if I Suspect a Student in My Classroom
Has a Learning Disability?
The diagnosis of a learning disability can only be made by a

qualified mental health practitioner with education and
experience in diagnosing learning disabilities; however,
classroom supports and interventions can begin as soon as
educators observe that a student is struggling with learning
tasks.
Supporting Student Learning through Collaboration
- No single individual can gather all of
the information necessary to identify,
understand, and plan for a student with
a learning disability. Planning for a
student with specific learning needs is a
collaborative effort that involves a core
team: parent(s), educators,
and student.
- If learning difficulties persist, the
team may be expanded to include other
members of the school staff as well as
clinicians and/or consultants.
Supporting Student Learning
To make inclusion applicable, teachers:
1. Foster school and classroom communities where all students, including

those with diverse needs and abilities, have a sense of personal
belonging and achievement.
2. Engage in practices that allow students with a wide range of learning

needs to be taught together effectively.
3. Enhance students’ abilities to deal with diversity.

Universal Design
Universal design is the process of creating systems, environments, materials,

and devices that are directly and repeatedly usable by people with the widest
range of abilities operating within the largest variety of situations.
Differentiated Instruction
Differentiated instruction is a method of instruction and assessment that
alters the presentation of the curriculum for the purpose of responding to
learner diversity, as well as interests and strengths of students.
Takes into account each student’s learning preferences, learning styles, and
multiple intelligences. Educators can use information gathered in the class
profile to differentiate instruction in the following five areas:
1. Content 4. Affect
2. Process 5. Learning Environment
3. Product
Assistive Technology
- Assistive Technology (AT)

is a term that refers to any piece
of equipment or software that can
be used to increase a student’s
efficiency with learning, to
maintain function or to improve
capability. AT is one of many
possible adaptations that can be
used to support student learning.
Some examples of AT solutions that range from low to high tech include the
following:
Low-technology solutions Mid-technology solutions High-technology solutions

■ alternative writing ■ digital recorders; specialized software such
instruments (e.g., magnetic ■ calculators; as:
letters, alphabet stamps, ■ talking spell-checkers; ■ Talking word processors;
etc.); ■ audio books; ■ Word prediction software;
■ materials to support ■ word processors; ■ Screen reading software;
memory, focus, and ■ simple voice playback ■ Scan and read software.
organization (eg., sticky devices. ■ communication devices;
notes, highlighters, specialized computer
graphic organizers such as access such as:
mind maps/webs or concept ■ Touch screens;
frames). ■ Alternative keyboards;
■ Switch adapted mice;
■ Braille display.
Supporting Learning
Disabilities through
Research-Based
Instructional Practice
Direct Instruction
Direct (or explicit) instruction involves modelling both the overt
processes and the covert processes (or mental processes) that are
necessary to successfully complete a task. Often covert processes
are not adequately explained and students are left to infer the
mental processes that take place. Many students with learning
disabilities are not able to learn
cognitive strategies without direct (explicit) instruction.
(Larkin and Ellis, 1998)
Some examples of cognitive strategies that involve covert processes
include the following:
■ creating visual imagery;

■ paraphrasing;
■ prioritizing ideas;
■ generating hypotheses;
■ relating new information to prior information.
Some examples of metacognitive strategies, which are required in order to

understand the task, include the following:
■ analyzing the task;
■ making decisions about topic selection;
■ setting goals;
■ self-monitoring.
Scaffolded Instruction
Scaffolded instruction is an
instructional approach that enables
teachers to provide highly explicit
and organized instruction to
individual students while supporting
the transition from current skill or
knowledge levels to more advanced
levels. Scaffolded instruction, is a
way of providing learning support
until a skill has been solidly “built”.
Strategy Instruction
Strategy instruction is a method of instruction that supports learning by
teaching students how to organize information, make meaning of new
information, and connect new information with what they already know.
Strategies are not “add-ons” for engaging student interest: They are the tools
students use to process ideas and information.
Strategies are especially important for students with learning disabilities, as

they can help students reduce cognitive load in working memory. In other
words, strategies can “free up” space in students’ brains for learning.
Rehearsal and Practice
There are a variety of programming interventions, strategies, and

adaptations available to support student success in learning; however,
research has revealed that the most effective intervention involves a
combination of direct instruction, strategy instruction,
and rehearsal and practice. Rehearsal and repetition—the practice of new
information— strengthens neural pathways in the brain and creates new
ones, which is necessary for the retention of new information and
essential to the process of learning.

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In addressing the needs for students with learning disabilities

is a dynamic, interactive process that requires problem solving

● It must be based on a student’s strengths and needs.

1. Students with learning disabilities have average to above

2. There are some common behaviors that students with

The diagnosis of a learning disability can only be made by a

To make inclusion applicable, teachers:

1. Foster school and classroom communities where all students, including

2. Engage in practices that allow students with a wide range of learning

3. Enhance students’ abilities to deal with diversity.

Universal design is the process of creating systems, environments, materials,

- Assistive Technology (AT)

Low-technology solutions Mid-technology solutions High-technology solutions

■ creating visual imagery;

Some examples of metacognitive strategies, which are required in order to

Strategies are especially important for students with learning disabilities, as

There are a variety of programming interventions, strategies, and

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