learning disability
Post on 03-Dec-2014
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LEARNING DISABILITY
AGENDA
3. EARLY DIAGNOSIS AND PROCESS OF LEARNING
2.WHAT IS SPECIFIC LEARNING DISABILITY ?
1.INTRODUCTION
SPECIFIC LEARNING DISABILITY
is a
NEURODEVELOPMENTAL DISORDER THAT MANIFESTS AS
DISCREPANCY BETWEEN ABILITY and ACADEMIC ACHIEVEMENT
EARLY DIAGNOSIS
SPECIAL LEARNING DISABILITY ARE NOT DIOGNISED TILL THEY ARE IN
1.2nd -3rd Standard or 7 to 8 years of age.
A 4 step module has been prepared
1. INPUT (process of recording information) 2. INTEGRATION (organizing and
misunderstanding) 3. MEMORY (storing information) 4. OUTPUT ( communicating to people or
translating into action)
How does one learn
Creating an awareness of the problems
faced by children with Special Learning Disabilities and ensure that these children
continue their Education in the main stream school
A child who fails to get poor marks on school tests is always a source of
anxiety for parents and teachers.
We all know about the movie Tare Zameen Par
There are many causes of failure
Related to
Child Home Examination system
Some of the causes are
Low intelligence
Specific Learning
Disabilities
Poor Concentration
and Restlessness
Emotional Insecurity
Language Barrier
Emotional insecurity may arise out ofFactors
at school
Fear of examination
Harsh teacher
Bully in the
class
TEACHER SHOULD NOT BE HARSH
RATHER SHOULD TRY TO GIVE A SOOTHING HAND
Some characteristics of children with learning disabilities
• Student learns a skill in a different way or at a different pace
• Student has difficulty processing information in particular ways
• Student has difficulty storing information either short term or long term
• Student has difficulty in the perception of information (letter or number reversal)
• Student has difficulty perceiving social situations (sees them differently)
A TEACHER SHOULD HAVE LOT OF PATIENCE
Speech or language disability defined:
• Communication disorder, like stuttering, impaired articulation, language impairment or voice impairment
What a teacher can do for students with learning disabilities
• Learn about the child and the learning disability• Use multiple learning styles and multiple forms of
communicating instructions• Avoid lengthy directions• Use strategies to help students remember• Break down tasks into smaller steps• Provide additional time for schoolwork and tests• Allow the student with reading problems to use textbooks on
tape or similar devices• Allow the student with listening difficulties to borrow notes or
use a tape recorder• Allow the student with writing difficulties to use a computer
with spell check, grammar checks, or speech recognition• Teach organizational and study skills
SHOULD ENCOURAGE THE CHILD TO COMPLETE THE
SENTENCE
DON’T MAKE THE OTHER STUDENTS MAKE FUN OF HIM
WHEN HE TRIES TO TALK
Characteristics of speech or language disability
• Mispronouncing syllables or whole words• Voice disorder, including abnormal pits,
loudness or voice quality• Fluency disorder, pauses, hesitations,
repetitions• Stutter• Reluctance to speak
WE MUST NOT GIVE SUBJECTIVE TYPE QUESTIONS
RATHER THEY SHOULD BE ENCOURAGED TO TALK
What the teacher can do for speech and language disorders
• Minimize the pressure to perform verbally and reduce student’s anxiety
• Use nonverbal listening skills such as eye contact and facial expressions
• Let the student finish talking• Don’t finish the student’s sentences• Do not allow other students to make fun of the
student• Provide positive feedback for all communication
efforts
A TEACHER SHOULD NOT STRESS MUCH ON METHODICAL STUDIES RATHER ON FUNCTIONAL STUDIES
Characteristics of students with other health impairments:
• Difficulty staying on task or paying attention to important aspect for a long period of time
• Impulsive• Need to move around frequently• Easily distracted• Problems breathing• Energetic• Difficulty paying attention when not feeling well
What the teacher can do for students with other health impairments
• Provide many opportunities for movement• Keep lecture and written activities short• Use visuals during teaching centered activities• Provide fidgets (ball, paperclip) • Provide positive reinforcement• Provide organizers away from desk for items student is not
currently using• Use timers • Use highlighters to color code instructions and key parts of
assignments
What the teacher can do for students with Emotional
disturbances
• Provide positive recognition for appropriate behavior• Set clear limits so student knows what is expected• Provide posted rules/expectations and teach the student
what they mean and provide reminders• Follow the student’s behavioral intervention plan (IEP)• Develop a non-verbal cueing system to assist the student• Provide assigned seating• Start each day new…don’t hold grudges
Thank You
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