Nonverbal Learning Disability

Student Profile
9th-11th Grade
Primary Learning Disability: Nonverbal Learning Disability
Secondary Learning Disability: Language Processing

Sample Instructional Goals

Reading Comprehension

• Strengthen identification of main ideas and supporting details in a text
• Utilize active reading skills to monitor comprehension (identifying main idea, recalling details, predicting outcomes, summarizing information, determining cause and effect)
• Develop inferential reasoning skills
• Increase discernment of salient information
• Increase skill in drawing conclusions and making predictions
• Increase understanding of abstract and figurative language
• Improve skills at identifying causes and effects of historical events, predicting outcomes and paraphrasing information
• Build critical thinking skills through class discussion and written assignments

Written Expression

• Independently utilize brainstorming and pre-writing activities
• Proofread work for spelling, mechanics, grammar and punctuation
• Elaborate and add appropriate details when writing
• Remediate basic grammar and usage

Academic and Social Problem Solving

• Develop and refine organizational skills including organization of class materials, as well as organization of written and expressive language
• Improve problem solving abilities
• Strengthen self-advocacy skills
• Improve ability to initiate and maintain conversations with teachers and peers
• Monitor body language and eye contact while speaking

Sample Methods and Strategies to Achieve Objectives

General

• Apply a thematic learning matrix to build students’ fund of information
• Provide models and demonstrations of tasks
• Provide direct instruction on understanding the link between effort and outcome
• Provide a daily review of all topics
• Use of visual-spatial tools like sketching and storyboarding to maintain awareness of sequence
• Allow sufficient time for students to process all auditory/verbal information
• Model how to breakdown all assignments into manageable portions and scaffold realistic time management plans
• Highlight all imperative words within a set of directions
• Encourage organization of information be category, main idea or sequence
• Create visual or verbal clusters of information, using devices like color-coding, and mnemonics, etc.

Reading Comprehension

• Preview text with an eye to its organization (e.g. chronological order, or cause and effect structure, etc.) and author/editor clues, like headings and italics, etc.
• Provide structured classroom reading (read discrete amounts, stop, discuss, daily review)
• Use of graphic organizers and charts to track character development and plot events
• Frequent review of 5 W Questions and keep attention on main idea and supporting detail
• Isolate and discuss inferential demands

Written Expression

• Provide extensive modeling of the entire process from pre-writing to the final edit
• Explore a variety of organizing strategies, including semantic webs, concept maps, and linear outlines

Academic and Social Problem Solving

• Encourage participation in real-world problem solving activities
• Practice breaking down problems, identifying possible solutions, analyzing these solutions, examine pros and cons and then determine the best solution
• Teach and practice navigating through common social situations in society