Support Accessing the GSE: Understanding and Addressing Processing - PowerPoint PPT Presentation

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Instructional Accommodations to Support Accessing the GSE: Understanding and Addressing Processing Deficits of SWDs February 12, 2019 Leigh Ann Putman Metro RESA Executive Director Leighann.putman@mresa.org 2/15/2019 1

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Instructional Accommodations to Support Accessing the GSE: Understanding and Addressing Processing Deficits of SWDs

PU PURPO RPOSE SE Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Today, we will focus on awareness, urgency of need, and strategies that will assist all students in the general education classroom. Thereby, reducing the need for more intense individual support.

Today, we will discuss how the function of processing systems affect learning. Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org PROCESSING SYSTEMS • Attention • Memory • Visual-Spatial • Sequential • Language • Motor Function • Higher-Order Thinking

Tar argets: gets: Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • Understand the characteristics of the specific disability • Be able to recognize whether all students have access to the curriculum

Fir First Steps st Steps Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • Define the terms associated with Students With Disabilities (SWD) • Understand the need for organization and teaching strategies that help students compensate for their learning differences • Internalize the concept that students with disabilities can perform on/above grade and can reach their highest potential IF effective accommodations are used. • 9

Definitions Definitions Richard Woods, Georgia’s School Superintendent Learning Disability is an “umbrella term” which • “Educating Georgia’s Future” includes many disabilities: reading, spelling, oral gadoe.org language, math, etc. Specific Learning Disability designates a • particular processing problem or problems that interfere with learning. Reading Disability or Reading Disorder refers to • not being able to read despite normal potential. Dyslexia simply means “a reading and spelling • disability.” It is a medical term and means “difficulty coping with words.” Reception refers to problems receiving • information through the visual or auditory channels Perception refers to problems in the processing of • information correctly received through the visual or auditory channels Bihemispheric Input refers to sending stimuli to • both hemispheres of the brain simultaneously

Lear Learning ning Disa Disability bility Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • Must Must ha have no e normal or g mal or grea eater ter intelligen intell igence ce • Inc Includ ludes es abo bout 2 ut 20 0 pe perce cent nt to to the the po popu pula lation i tion in the n the U United nited Sta States tes • Does Does n not mea ot mean n tha that y t you ou ar are e “dumb” can’t learn • Ho However er, it d , it doe oes s me mean an tha that y t you ou lear learn dif n differ eren entl tly than y than some some of of y you our r classma lassmates tes • Once Once y you ou l lea earn ho n how w you ou l lea earn be n best st Ha Have e a a and an d lear learn to n to co compe mpensa nsate te for or the these se differ dif eren ence ces, y s, you ou ca can n be be as as Conver Con ersa sation tion succe suc cessfu ssful l as a as any nyon one on e on this this plan planet et

Walk alk a Mil a Mile e in T in The heir ir Sho Shoes es Thin hink k – Pair air – Sh Shar are: e: Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Jot ot do down an wn any y co commen mments ts that resonate with you as you listen to the video by Dr. Lavoie. https://www.youtube.com/watch?v=Q3UNdbxk3xs FAT CITY T CITY W Wor orks kshop hop: : Pr Proce ocessing D ing Deficit eficits

PROCESSING PR OCESSING REQUISITES REQUISITES FOR LEARNIN FOR LEARNING • Be able to a Be a ble to att ttend / end / focus ocus • Have shor Ha e short-ter term m memor memory • Ha Have w e wor orking memor king memory y to to “make sense” of new material • Have long Ha e long-ter term memor m memory • Be able to r Be a ble to retrie etrieve e inf info

PR PROCES OCESSING SING Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” INFOR IN FORMA MATIO TION gadoe.org • Information processing starts with input from the sensory organs • In order for the brain to process information, it must first be stored and organized. • Once information is processed to The human br he human brain is ain is a a a degree, an attention filter com complica plicated, cr ted, crea eativ tive e decides how important the signal infor inf orma mation tion-pr process ocessing ing is and which cognitive processes syst sy stem. em. it should be made available to. • Once stored, memories eventually must be retrieved from storage.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org MEMORY & LEARNING • Shor hort-ter term m memor memory Provides brief retention of o information (20 seconds) • Activ Active e wor orking memor king memory Allows you to hold several facts or o ideas in mind long enough to complete a task • Long Long-ter term m memor memory Acts as a warehouse for permanent o knowledge

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Visual isual Memor Memory Stu Stude dents nts ar are un e unable ble to to stor store e an and d rec ecall all inf infor orma mation tion whic hich w h was as giv given en vi visua suall lly.

TEST YOUR WORKING Richard Woods, VISUAL MEMORY Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Draw or write the name of as many of the pictures as you remember from the previous slide.

TEST YOUR WORKING Richard Woods, VISUAL MEMORY Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

TE TEST ST YOUR OUR Richard Woods, Georgia’s School Superintendent WORKING ORKING “Educating Georgia’s Future” gadoe.org VIS VISUAL AL ME MEMOR MORY Wou ould a dif ld a differ eren ent t or orga ganiza nization of tion of the the vi visua sual aid l aid ( you our me r memor mory? y? : Closure misconceptions (i/j); (i/l); (r/n); (n/h); (e/c)

Visual Discrimina isual Discrimination tion (A Foundation Skill for Reading) Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org VISUAL DISCRIMINATION: • Students have problems recognizing objects as distinct from its surrounding environment. (saw/was); (6/9) • Closure misconceptions (i/j); (i/l); (r/n); (n/h); (e/c); (8/5) http http://ey ://eyec ecan anlear learn.co n.com/pe m/perce ception ption/discrimi /discrimina nation/ tion/

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org VISUAL FIGURE-GROUND PROBLEMS: • Unable to focus and follow one object among backgrounds • Skips words, miss letters in words, reads two words as one, reads same line twice, unable to track from left to VISUAL FIG IGURE- right, and skips lines GROUND PROBLEMS:

Auditory ry Memory ry Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Students are unable to store and recall information given verbally. In one ear-out the other

Richard Woods, Georgia’s School Superintendent Auditor uditory y Memor Memory “Educating Georgia’s Future” gadoe.org • Students ar Students are e una unable ble to stor to store e and and recall ecall inf infor orma mation tion giv given en verball erbally . In one ear-out the other

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 2 2 2/15/2019

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org AUDIT UDITOR ORY Y FIGURE FIGURE-GR GROUND OUND St Stud uden ents ts ar are u e una nable ble to to dist distingu inguish ish a pa a particu ticular lar so soun und d fr from th om the e ot othe hers s in the in the ba backg kgrou ound nd

Richard Woods, Georgia’s School Superintendent AUDIT UDITOR ORY Y SEQUE SEQUENCIN NCING “Educating Georgia’s Future” gadoe.org Student Stu t are un unable le to to r reme memb mber r and rec ecog ogniz nize e th the sequ e sequen ence ce of of soun sounds ds de density nsity/de /desti stiny ny an animal/ imal/amina aminal 75 75/57 /57