Assistive Technology and Learning Disabilities

What is Assistive Technology?

Assistive technology, also known as adaptive technology and AT, is any application or device that is used to increase, maintain or improve physical ability or academic performance.  People generally think of mechanical devices, electronics, computers, hardware and software, but there is actually a range of assistive technology.

Low-tech Assistive Technology

• Pencil grips
• Graph paper
• Highlighting pens
• Planners
• Digital clocks
• Calculators
• Computers
• Dictionaries and spell checkers

Mid to Hi-tech Assistive Technology

• Digital recorders
• Talking calculators
• Portable keyboards
• Electronic spell checkers and dictionaries
• Reading systems that use a computer, scanner, and software to read scanned book pages out loud
• Speech recognition software that allows a computer to operate by speaking to it
• Mind mapping/outlining software
• Global Positioning System (GPS)
• Smartphones, cellular phones, PDAs, iPods, MP3 players

Benefits of Assistive Technology

• Assistive technology can help an individual with learning disabilities (LD) be more independent. 
• Using AT can provide more choices and greater freedom in daily life.
• AT provides tools to enable an individual to experience success at home, at school, at work and/or in the community
• AT helps people of all ages
• At, successfully applied, can increase an individuals confidence and self-esteem
•  AT improves the quality of life, and removes barriers providing the tools for possible employment and educational opportunities

Who can access Assisitive Technology services?

Students registered with the disability services office at a post-secondary institution can access AT services.  You will be assessed for AT requirements based on your academic area of study and your LD-related needs to determine a best fit.  The AT specialist will talk about your learning challenges and strengths and will introduce and train you on adaptive technologies using your course material.

The AT specialist will determine the right AT solution for you by asking the following questions:

• Does the AT use any of your strengths?
• Does the AT work around some of your weaker areas?
• Is it easier to accomplish your task with the AT?
• Is it faster to accomplish your task with the AT?
• Is your task more understandable?

The key to effective assistive technology is finding the right match between the AT tool, the learning disability and the task.  Finding the right tool is easy, addressing the problem(s) and making it work may not be as easy and may require a trial and error approach.

Students with learning disabilities will most often require AT that assists with reading, language, organizational skills and processing information.

Cost is often a factor, but your disability services office will be able to guide you in finding the appropriate funding sources and training.

Learn to Be Your Own Advocate

Self-advocacy is one of the most important skills you need in order to be successful in college and university.  No one is looking out for you, and you will only get information, services and academic accommodations when you take control of your own situation.

It's your responsibility to:

• Register before class begins at the disability services office.
• Provide documentation for your LD and/or ADHD.
• Find out what kinds of academic accommodations and supports you will need in all aspects of your program (including classrooms, labs and field placements).
• Know how to ask and who to ask for these services and supports.

Becoming an effective self-advocate starts with:

• Knowing and understanding your learning disabilities.
• Knowing your strengths and challenges, both personal and academic.
• Being able to explain what academic accommodations and strategies you use for your learning disabilities.
• Understanding disclosure.
• Understanding your rights and responsibilities as a student with a disability.
• Keeping a portfolio of all of your transcripts, any recent standard test scores, up-to-date psychological assessments, letters of recommendations, your resume, correspondence from the disability services office, etc.

Try this checklist:

• Do you understand your learning disability yourself before you try to explain it to others?
• Can you comfortably and clearly explain your learning disability to others, particularly your professors - in simple terms, not in medical langage?
• Are you awar of and understand your learning strengths and weaknesses?

Suggestons:

• Visit the disability services office and make use of the help it provides.
• Make an appointment to see your professor in his/her office - identify yourself and which class you attend.
• Be able to explain what assistance you will need from your professor.
• Let your professors know that you are receiving help from the disability services office.

Disclosure:

You do not need to provide information about your learning disability to anyone other than the disability services office.  The information you provide to them is confidential.  The office cannot share it without your written consent.

Source:  http://www.youth2youth.ca/

Warning Signs in Secondary School Children

Some learning disabilities go undetected until secondary school.  Physical changes occurring during adolescence and the increased demands of middle and senior high school may bring the disabilities to light.  Previously satisfactory performance declines.  Inappropriate social skills may lead to changes in peer relationships and discipline problems.  Increased frustration and poor self-concepts can lead to depression and/or outbursts.  Warning signs of learning disabilities in secondary school students include the following, which occur in a pattern of behaviours, to a significant degree, and over time:

Language and Mathematics

• Avoidance of reading and writing
• Tendency to misread information
• Difficulty summarizing
• Poor reading comprehension
• Difficulty understanding subject are textbooks
• Trouble with open-ended questions
• Continued poor spelling
• Poor grasp of abstract concepts
• Poor skills in writing essays
• Difficulty in learning a foreign language
• Poor ability to apply math facts

Attention/Organization

• Difficulty staying organized
• Trouble with test formats such as multiple choice
• Slow work pace in class and in testing situations
• Poor note taking skills
• Poor ability to proofread or double check work

Social Behaviour

• Difficulty accepting criticism
• Difficulty seeking or giving feedback
• Problems negotiating or advocating for oneself
• Difficulty resisting peer pressure
• Difficulty understanding another person's perspectives

Again, parents have the right to request an evaluation by the public schools to determine if the student has learning problems.

Summary

Research has shown that the sooner a LD is detected and intervention is begun, the better the chance to avoid school failure and to improve chance for success in life.  When parents or teachers suspect a child has learning disabilities, they should seek an evaluation.

Warning Signs in Elementary School Children

It is during the elementary school years that learning problems frequently become apparent as disabilities interfere with increasingly demanding and complex learning tasks.  Difficulties in learning academic subjects and emotional and/or social skills may become a problem.  Warning signs for this age-group may include any of those for preschool children in addition to the following:

Language

• Slow learning of the correspondence of sound to letter
• Consistent errors in reading or spelling
• Difficulty remembering basic sight words
• Inability to retell a story in sequence
• Trouble with learning to tell time or count money
• Confusion of math signs
• Transposition of number sequences
• Trouble memorizing math facts
• Trouble with place value
• Difficulty remembering the steps of mathematical operations such as long division

Motor Skills

• Poor coordination or awkwardness
• Difficulty copying from chalkboard
• Difficulty aligning columns (math)
• Poor handwriting

Attention/Organization

• Difficulty concentrating or focusing on a task
• Difficulty finishing work on time
• Inability to follow multiple directions
• Unusual sloppiness, carelessness
• Poor concept of direction (left, right)
• Rejection of new concepts or changes in routine

Social Behaviour

• Difficulty understanding facial expressions or gestures
• Difficulty understanding social situations
• Tendency to misinterpret behaviour of peers and/or adults
• Apparent lack of "common sense"

If teachers have not discussed the possibility of an evaluation already, the parents may request that the child's school conduct a formal evaluation.  A request submitted to the school principal must be honoured by the school system in a timely manner.

Just for Teachers: 5 Tips to Help ADHD Children Stay Organized | ADDitude - ADHD & LD Children and Adults

Just for Teachers: 5 Tips to Help ADHD Children Stay Organized | ADDitude - ADHD & LD Children and Adults

Warning Signs of Learning Disabilities in Preschool Children

Although children's growth patterns vary among individuals and within individuals, uneven development or significant delays in development can signal the presence of a LD.  It is important to keep in mind that the behaviours listed below must persist over time to be considered warning signs.  Any child may occasionally exhibit one or two of these behaviours in the course of normal development:

Language:
- Slow development in speaking words or sentences
- Pronunciation problems
- Difficulty learning new words
- Difficulty following simple directions
- Difficulty rhyming words
- Lack of interest in story telling

Motor Skills:
- Clumsiness
- Poor Balance
- Difficulty manipulating small objects
- Awkwardness with running, jumping or climbing
- Trouble learning to tie shoes, button shirts or perform other self-help activities
- Avoidance in drawing or tracing

Cognition:
- Trouble memorizing
- Poor memory for what should be routine (everyday) procedures
- Difficulty with cause and effect; sequencing and counting
- Difficulty with basic concepts such as size, shape and colour

Attention:
- High distractibility
- Impulsive behaviour
- Unusual restlessness (hyperactivity)
- Difficulty staying on task
- Difficulty changing activities
- Constant repetition of ideas, inability to move on to a new idea
Social Behaviour:
- Trouble interacting with others, playing alone
- Prone to sudden and extreme mood changes
- Easily frustrated
- Hard to manage, has temper tantrums

Because early intervention is so important, federal law requires that school districts provide early identification and intervention services.  The special education department of the local school district can direct families to the agency that provides these services.  Families may also want to consult the child's doctor, who should also be able to refer the family to appropriate resources.

BC Court of Appeal denies meaningful access to Education for Students

BC Court of Appeal denies meaningful access to Education for students:

http://www.ldac-acta.ca/news/media-releases/bc-court-of-appeal-denies-meaningful-access-to-education-for-students.html

LDAC will continue to advocate for the rights of every child to receive programs, services and accommodations specific to their needs in a timely manner in the public school system.

BC Court of Appeal Denies Meaningful Access To Education for Students | media-releases | news

www.ldac-acta.ca

Common Signs and Characteristics of a Learning Disability

No individual will show all of these characteristics.  However, an individual with a learning disability may show one or more of these characteristics for a prolonged period of time:

• Difficulty reading, spelling
• Difficulty doing accurate numerical calculations
• Excellent verbal ability with good sentence structure, but cannot express thoughts on paper
• Cannot follow written direction and/or remember verbal directions
• Inability to complete a job application
• Difficulty finding and keeping a job
• Arrives late or unusually early for appointments
• Problem putting thoughts on paper
• Cannot organize belongings, time activities or responsibilities
• Short attention span, restlessness or hyperactivity
• Difficulty understanding appropriate social behaviour
• Confusion between up and down, left and right, gets lost easily

The 7 Essential Virtues of Moral Intelligence - Virtue 7 - Fairness

Virtue 7 - Fairness

This virtue leads students to treat others in a righteous, imparial, and just way so that they will be more likely to play by the rules, take turns and share, and listen openly to all sides before judging.  Because this virtue increases moral sensitivity, students will have the courage to stick up for those treated unfairly and demand that all people-regardless of race, culture, economic status, ability, or creed - be regarded equally.

Reprinted with permission from Dr. Michele Borba - http://www.micheleboarba.com/

The 7 Essential Virtues of Moral Intelligence - Virtue 6 Tolerance

Virtue 6 - Tolerance

This virtue helps students appreciate different qualities in others, stay open to new perspectives and beliefs, and respect others regardless of differences in race, gender, appearance, culture, beliefs, abilities, or sexual orientation.  This is the virtue that influences our youth to treat others with kindness and understanding, to stand up against hatred, violence, and bigotry, and to respect people primarily on the basis of their character.

Reprinted with permission from Dr. Michele Borba - http://www.micheleborba.com/

The 7 Essential Virtues of Moral Intelligence - Virtue 5 Kindness

Virtue 5 - Kindness

This virtue helps students show their concern about the welfare and feelings of others so they will become less selfish and be more compassionate.  By developing this virtue, kids will become less selfish and more compassionate, and they will understand that treating others kindly is simply the right thing to do.  When children achieve kindness, they will think more about the needs of others, show concern, offer to help those in need, and stick up for those who are hurt or troubled.

Reprinted with permission from Dr. Michele Borabe - http://www.micheleborba.com/

The 7 Essential Virtues of Moral Intelligence - Virtue 4 - Respect

Virtue 4 - Respect

This virtue encourages students to treat others with consideration because they  regard them as worthy.  This is the virtue that also leads kids to learn to treat others the way they would like to be treated, so it lays the foundation to preventing violence, injustice, and hatred.When children make respect a part of their daily living, they will be more likely to care about the rights and feelings of others; because they do, they will show greater respect for themselves, too.

Reprinted with permission from Dr. Michele Borba - http://www.micheleborba.com/

The 7 Essential Virtues of Moral Intelligence - Virtue 3 SELF-CONTROL

Virtue 3 - Self- Control

This virtue helps students restrain their impulses and think before they act so that they behave right and are less likely to make rash choices with potentially dangerous outcomes.  This is the virtue that helps kids become self-reliant because they know they can control their actions.  It is also the virtue that motivates generosity and kindness because it helps kids put aside what would give them immediate gratification and stirs their conscience to do something for someone else instead.

Reprinted with permission from Dr. Michele Borba - www. micheleborba.com

The 7 Essential Virtues of Moral Intelligence - Virtue 2 - CONSCIENCE

Virtue 2 - Conscience

This is the strong inner voice that helps students decide right from wrong and stay on the moral path, zapping them with a dose of guilt whenever they stray.  It fortifies our youth against forces countering goodness and enables them to act right even in the face of temptation.  It is the cornerstone for the development of the crucial virtues of honesty, responsibility, and integrity.

Reprinted with permission from Dr. Michele Borba - http://www.micheleborba.com/

The 7 Essential Virtues of Moral Intelligence - Virtue 1 - EMPATHY

Virtue 1 - Empathy

This is the core moral emotion that allows students to identify with other people's feelings.  This virtue helps kids become more sensitive to the needs and feelings of others, be more likely to help those whe are hurt or troubled, and treat others more compassionately.  It is also the powerful moral emotion that urges kids to do what is right because they can recognize the impact of emotional pain on others, stopping them from acting cruelly.

Reprinted with permission from Dr. Michele Borba - http://www.micheleborba.com/

The 7 Essential Virtues of Moral Intelligence

Over the next number of days I will be posting a new virtue everyday.  These are reprinted with permission by Dr. Michele Borba - http://www.micheleborba.com/  and are from her book Building Moral Intelligence 

Moral Intelligence consists of seven essential virtues:  empathy, conscience, self-control, respect, kindness, tolerance, and fairness - that help kids navigate through the ethical challenges and pressures they will inevitably face throughout life.  These core virtues are what give students the moral bearings by which to stay on the path of goodness and to help them behave morally.  Here are the seven virtues that will nurture a lifelong sense of decency in your youth.

We will be adding 1 virtue a day.......keep tuned!

Tips for Parents

Providing Structure
- Get ready for school before going to bed
- Establish a predictable daily routine
- Use a visual schedule of daily activities
- Have a firm bedtime routine
- Five advance warning when an activity will be ending
- Insist child finish one task before proceeding to another

Behaviour
- Teach child to "Stop and Think" before acting to control impulsivity
- Redirect behaviour, intervene before behaviour escalates
- Model and practice positive peer interactions with your child
- Use a kitchen timer for the task reluctant child
- Use a sticker chart to reinforce positive behaviour
- Give child choices when you want something done
- List problem solving strategies on the fridge and cue child to use them

Discipline
- Set limits and consistently follow them
- Use only those consequences you are willing to follow through with
- Spend time talking about cause and effect relationships
- Use time out when your child's behaviour becomes excessive
- Don't argue with your child about your house rules
- Notice when your child is doing well or behaving appropriately

Arrowsmith Program

What the Arrowsmith Program accomplishes for students with learning disabilities:

- Builds and strengthens cognitive processes that are necessary for more effective learning
- Trains visual and auditory memory as well as attention and concentration
- Improves fine motor skills necessary for writing and note-taking
- Strengthens working memory, processing speed and cognitive efficiency
- Strengthens executive functions
- Builds the capacity of both verbal and non-verbal thinking, reasoning and problem solving

For more information on the Arrowsmith Program please visit their website at  http://www.arrowsmithschool.org/

For information on the Arrowsmith Program at the Learning Disabilities Association of Saskatchewan please contact Dale Rempel at (306) 652-4116

Michele Borba: 6 Surprising Changes That May Help #ADHD Kids in School

Please click on the link below to read the article

Michele Borba: 6 Surprising Changes That May Help #ADHD Kids in School

Suggested Readings for Parenting

- Maybe You Know My Kid - By Mary Cahill Fowler

- 1-2-3 Magic! Effective Discipline for Children 2-12 - By Dr. Thomas Phelan

Suggested Readings for Children with ADHD

- Shelly the Hyperactive Turtle (ages 4-7) - By Deborah Moss

- Sometimes I Drive My Mom Crazy But I Know She's Crazy About Me (ages 5-12) - By Lawrence Shapiro

- Putting On The Breaks (ages 8-12) - By Patricia Quin, MD and Judith Stern, MA

Suggested Readings for Adults with ADHD

- Driven To Distraction - By Edward M Hallowell MD and John J Ratey MD

- You Mean I'm Not Lazy, Stupid or Crazy?! - By Kate Kelly and Peggy Rammundo

Suggested Readings for ADHD Adolescents

- Survival Guide for Teenagers with LD - By Rhoda Cummings, Ed.D, Gary Fisher, Ph.D

- Adolescents and ADD - Gaining The Advantage - By Patricia Quinn

- I Would If I Could - A Teenage Guide to ADHD - By Michael Gordon, Ph.D

We offer Psychoeducational Assessments

What is a Psychoeducational Assessment?
- Assessment of intellectual, academic, behavioural and/or adaptive skills
- Identifies strengths and areas of need
- Can identify:  learning disabilities, giftedness, intellectual deficites
- Can screen for:  ADHD, speech and language difficulties, mood disorders, developmental disorders, etc

How do I know if an assessment is needed?
- experiences academic, behavioural and/or social-emotional difficulties
- struggles with planning, organization, memory, task completion
- may be necessary to access funding (e.g. academic accommodations, assistive technology)

What information does an assessment provide?
- pinpoints strengths, areas of need and provides practical recommendations for managing intellectual, learning, behavioural and/or social-emotional differences

LDAS conducts assessments for both children and adults.  Please contact our offices:  Saskatoon (306) 652-4114 ext 4; Regina (306) 352-5327; and Prince Albert (306) 922-1071 for further information

Dr. Michele Borba - Educator's 1/2 day workshop

LDAS is proud to present Dr. Michele Borba on October 20, 2010

"Building Moral Intelligence:  Integrating Character Into and Boosting Student Respect, Rigor, and Responsibility"

Participants will learn:
- What moral intelligence is, why it is teachable, how it impacts student's behaviour and attitudes
- Troubling trends that confirm our children's character is declining
- The Moral Core of Moral Intelligence:  Empathy, Conscience and Self-Control
- Simple & practical ways to instantly infuse character building into yoru existing curriculum
- How to improve students' self-control, manage anger in healthier ways and solve problems more amicably
- Ways to teach listening that will boost empathy, test scores and retention
- A simple five-step strategy (TEACH Conscience-Builder) to boost students' conscience and your influence
- Ways to use Monthly Character Themes and how one showcase school boosted Respect in their site
- A Five Star Lesson Planner to teach any virtue and examples of how to apply it to teaching kindness
- Empathy builders that reach at-risk students, reactive empathy and mobilize compassion in our youth

Where:  Park Town Hotel - 924 Spadina Cr E, Saskatoon
Time:  9 a.m. - 12 p.m.
Cost:  $100/person

Please phone LDAS to register for this event:  652-4114 ext 4

What Every Parent Needs to Know..... - Dr. Michele Borba

LDAS is proud to present Dr. Micele Borba on October 19, 2010

Parenting Evening

What Every Parent Needs to Know to Help Today's Kids Survive and Thrive in Today's New World

Dr. Michele Borba - Award-winning Author and International Speaker on Character Education and Social Development of Children


Where:  Third Avenue United Church:  304 - 3rd Ave N, Saskatoon
Time:  7 p.m. - 9 p.m.
Cost:  $15/person

Please phone LDAS to purchase your tickets to this event at 652-4114 ext 4
Tickets will also be avaliable at the door

Fast ForWord Program

LDAS Offers the Fast ForWord Program.  This is a software program that develops the cognitive skills needed to read and learn effectively.  If your child is experiencing difficulty with understanding instructions and questions, finding the right word, pronouncing common words, decoding words, reading and spelling, understanding or finishing long sentences then this program may be the program for you. 

What do Fast ForWord products do?
- Improve essential cognitive skills required for reading and learning.

This program is offered at our Saskatoon location. 

ABSee Reading Program

LDAS offers the ABSee Reading Program.  If your child is experiencing difficult with reading, finds writing a challenge, don't understand what they read, struggle in a specific subject area, have poor self-esteem about shcool then this program is for you! 

What is the ABSee Reading Program?

This is a literacy program aimed at students with learning disabilities and "at-risk" readers.  It is designed to prevent students from "falling through the cracks", and to introduce coping strategies to students with learning disabilities.

The ABSee Reading Program Provides:
- Initial comprehensive testing
- One-on-one instruction
- Strategies for reading and writing
- Self-correction skills
- Strategies to aid with the comprehension process
- An opportunity for students to build on their strengths
- Individualized programming geared to address students' needs and challenges
- Enhanced self-esteem

The ABSee Reading Program is offered in all three of our locations.

Welcome to the LDAS Blog

What is the Learning Disabilities Association?

Our goal is to advance the education, employment, social development, legal rights and general well-being of people with learning disabilities.

The Learning Disabilities Association of Saskatchewan (LDAS) has existed in the province since 1971.  LDAS is a non-profit organization that works at local, provincial, and national levels to promote understanding and improve services for people with LD and ADHD.

We have 3 locations in the province:

Provincial Office
3 - 701 Second Ave N
Saskatoon SK  S7K 2C9
Phone:  (306) 652-4114
Fax:  (306) 652-3220
Email:  reception@ldas.org

Regina Branch
438 Victoria Ave E
Regina SK  S4N 0N7
Phone:  (306) 352-5327
Fax:  (306) 352-2260
Email:  ldas.reginabranch@sasktel.net

Prince Albert Branch
1106 Central Ave
Prince Albert SK  S6V 4V6
Phone:  (306) 922-1071
Fax:  (306) 922-1073
Email:  pabranch1@sasktel.net

We will be updating this blog often with events and all that is happening at our offices.