3 - Learning and Developmental Disorders
1. The Video Clip - Watch, Listen or Read
In this video clip Dr. DiPasquale begins to examine each category separately in terms of which disorders are included, what the incidence rates are and what the classroom implications might be for the teacher.
Select the desired media link below to watch the video, listen to the audio, or read the transcript.
Watch the Video
Listen to the Audio
Read The Transcript
2. Notes
A short list of categories and definitions:
Learning Disabilities (LD)
There is considerable debate in the research concerning incidence rates, number of boys versus girls affected, whether poor teaching might be mistaken for LD, and so on. Nonetheless, experts generally agree that LD affects about 5-7% of the population.Intellectual/Developmental Disorders
In Ministry parlance somewhat low intellectual ability is referred to as ?MID?, which means "Mild Intellectual Delay". At the lowest end of the functionality spectrum are students who are said to be "Developmentally Delayed". These two categories together form a continuum which might include 15-20% of students, but only those with the severest needs require intensive support.Autism/Aspergers/Pervasive Developmental Disorder
All but the very severely affected students in this cluster are integrated into regular classes in most school boards. Incidence rates have always been considered to be quite low, 1-2%, but recent research and changes in diagnostic standards suggest that it?s much higher, perhaps 6% at least, and growing. Although theories abound, there is no definitive answer as to why the incidence of this cluster of disorders in on the increase.Communication Disorders
This general category includes a very broad range of difficulties. Everything from stuttering to serious language development issues appear here and therefore up to 10% of students under the age of 19 are considered to exhibit some degree of disordered communication.
3. Discussion Question: What do teachers need to know?
In this video, Dr. DiPasquale suggests that with such a broad range of students in an integrated public school setting, teachers must also be familiar with a very broad range of curriculum requirements outside of the grade they teach. Does this echo your experience as an educator? Are there other non-curricular things you find you need to know in order to address the learning needs of such a broad range of students? What works for you?
Please post your observations, comments, and questions below.
What strategies can I use in the classroom to assist a student who has a stuttering problem? Or one who do not speak?
I certainly feel that educators need to be aware of a broader range of the curriculum. In a classroom, you may have 9 students on IEP at different levels and with different learning needs. Also some students benefit more with real life learning. For example, when studing money; a trip to the grocery store could help the student grasp the concept rather than pencil and paper activities. Whatever works for the student, works for me. I have worked with a variety of students with differnt learning needs and styles.
Knowledge of social aspects of the students development is good to know. I believe that it assists with learning the curriculum.
I think that having a broad-base understanding of where a student is coming from and where s/he will be going is important and becomes more important as you begin to teach students with various disabilities. Without knowing what the foundational knowledge of a basic math concept is (like addition which is taught in grade one) than how will teachers be able to address the more complex problems that are built on that foundation (like multiplication). You must know where the student is coming from so that you can easily go back and determine where the problem in their understanding lies.