dr. marylendra a. penetrante
TRANSCRIPT
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IDENTIFYING LEARNINGDISABILITIES
IDENTIFYING LEARNINGDISABILITIES
Dr. Marylendra A. Penetrante
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Neth• Teacher / SPED Specialist• Life Coach• Working with Children, Teens & Adults since 1997• Evaluation, Assessment and Behavior Modification Interventions
• Advocate of Inclusive Education
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Brain Gym
Alphabet Edit
This involves reading aloud the letters of the alphabet from beginning to end and end to beginning.
Each letter is accompanied by an action – l is a left arm raise, r is a right arm raise and t is both arms together.
Why do it?
Alphabet edit connects left and right brain, helps eye co-ordination and improves visual, auditory and kinaesthetic ability.
A B C D E F G
l t r r t t l
H I J K L M N
l r t t r l l
O P Q R S T U
t t l r t r r
V W X Y Z
t l l l r
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DYSLEXIA
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Albert Einstein
DIFFICULTY IN MATHEMATICSDYSCALCULIA
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DYSLEXIA
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Napoleon Bonaparte
DYSLEXIA
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ADHD
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CLINICAL DEPRESSION
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ADHD
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Hearing Impairment
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ADHD
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TOURETTE’s SYNDROME
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Asperger's Syndrome
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Michael Phelps• 2004, at the age of 18, he swam his way to eight medals (six of them gold) at the summer Olympics in Athens. Now 21, he holds 13 world records, including the 200‐meter butterfly and the 4 x 100‐meter freestyle relay.
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• “Whenever a teacher would say, “Michael can’t do this, I’d counter with, “Well, what are you doing to help him?”
• “All kids can fail us at times but if you work with them, nine times out of 10, they’ll make you proud”
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Francis J. Kong• Well known speaker• Preacher• Writer/Author
– Only the Real Matters– The Early Bird Catches the Worm but the Second Mouse Gets the Cheese
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Children with learning disabilities can, and do, succeed
Children with learning disabilities can, and do, succeed
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We DIFFER! Each one is UNIQUE!
We DIFFER! Each one is UNIQUE !We DIFFER! Each one is UNIQUE !
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Diversity among students has become the norm
Diversity among students has become the norm
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Many students don’t fit the world of the typical students!
Many students don’t fit the world of the typical students!
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In our classrooms. . .Students come with different– Physical features– Developmental characteristics and needs– Ethnic, cultural, socio‐economic, political and religious
backgrounds– Cultures– Cognitive (Intelligences), affective and psychomotor skills and
abilities– Habits, hobbies, interests, talents, – Views, beliefs, perceptions– General life experiences– Support systems– Preferences– Learning styles and strategies– SOME OR MAJORITY HAS LEARNING DISABILITY
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• Schools are like airport hubs; student passengers arrive from many different backgrounds for widely divergent destinations. Their particular takeoffs will demand different flight plans” (Levine, 2000)
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EVERY MAN is in certain respectsa. like all other men,b. like some other men,c. like no other man.
‐Murray, H. A. & C. Kluckhohn, 1953
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And we have to remember. . .
“One size doesn’t fit all”“Different folks, different strokes”
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Significant Insights
• We were not created equal• We all have our share of strengths and weaknesses, talents and skills
• People possess varied strengths from different intelligences
• We DIFFER. • Each one is beautiful. Everybody is SPECIAL
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What is a Learning Disability ?
A learning disability is a disorder of one or more cognitive processes and may impact a student’s
ability to process reading, produce writing, and/or comprehend math. Additionally, executive
functioning may be impacted.
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Disabilities
• Learning Differences (including LD and ADHD)• Blindness and Low Vision• Deafness and Hard of Hearing• Psychiatric Disabilities• Mobility Disabilities• Other Orthopedic DisabilitiesCP, MD, MS, amputees, arthritis, etc.
• Chronic Health Disabilities
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Identifying Learning Disabilities• Understanding why a child is having difficulties is the first
step to finding help that will make a difference to him or her.
• Internalizing and Externalizing Behaviors• they become quiet and withdrawn when faced with a learning situation that they are not confident in. Other internalizing behaviors include boredom, disorganization and inattention.
• they become loud and disruptive when they are faced with learning situations that they are not confident in. Other externalizing behaviors include delinquent behaviors, aggressive behaviors and clowning around.
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Identifying Learning Disabilities
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Identifying Learning Disabilities
Children with learning disabilities can, and do, succeed
KEY:ED‐EARLY DIAGNOSIS
EI‐EARLY INTERVENTION
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Diagnosis is the KEY!• Types of specialists who may be able to test for and diagnose
learning disabilities include:– Clinical psychologists– SPED Practitioners– School psychologists– Child psychiatrists– Educational psychologists– Developmental psychologists– Neuropsychologist– Psychometricians– Occupational therapist (tests sensory disorders that can lead to
learning problems)– Speech and language therapist
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Tips for Working with Students with Learning Disabilities
• Incorporate elements of Universal Design into instruction.
• Provide Physical Accommodations• Plan ahead. Students with reading disabilities may need materials in an alternate format. Prepare syllabus, handouts, exams ahead of time.
• When possible, always use textbooks that have electronic texts available if needed.
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Tips for Working with Students with Learning Disabilities
• Use multi‐sensory approach in class.• Provide outlines of lectures.• Present lecture material in a sequential, logical manner (as appropriate).
• Invite students with disabilities to privately meet with you to discuss any special needs.
• Respect the confidentiality and dignity of each student.
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Tips for Working with Students with Learning Disabilities
• Learn the specifics about learning disabilities.• Research treatments, services, and new theories.
• Pursue treatment and services at home. Even if the school doesn’t have the resources to treat the child’s learning disability optimally, parents can pursue these options at home or with a therapist or tutor.
• Nurture the child’s strengths.
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In Metaphorical ThinkingIn Metaphorical Thinking
Taming the Fox(The Little Prince by Antoine St. Exupery)
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• Once there was a Little Prince, who in many ways representative of all of us
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• He goes on a pilgrimage to make sure of life
• He wants to understand what LOVE means
• He wants to understand what LIFE means
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• Near the end of his journey, he met a fox and asked the fox to play with him
• The fox responded that he cannot play with the Little Prince because he is not tamed.
• “ Taming means ESTABLISHING TIES”
• “Taming takes time, patience and listening”
• “One only understands the things one tames”
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• At first the Little Prince was skeptical.
• He is busy. He has so many things to do
• But in time he decided to tame the fox
• The fox shared two important truths
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– “It is only with the heart that one can see rightly. What is essential is invisible to the eye”
– “You be come responsible forever for what you have tamed”
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• In the end, the fox and the Little Prince must part ways.
• There is great sadness• But there is happiness,
born of fulfilment• The two will be joined
forever by the memories they made together, the times they shared.
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In our Classrooms• Each child says to us in his or her own way: “TAME ME, please” (They want to feel a personal connection)
• TAKE THE RISK (We might fail, people may not appreciate and eventually reject our efforts and the endeavor is costly in time and emotion)
• SEE the uniqueness of every person emerges. • EACH DAY IS A REVELATION• Take time to see the “invisible” and we begin to understand what makes the child unique
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• Creating ties entail that both:– listen– exemplify patience– are hurt at the parting– anticipate the days they will spend together– are enriched by the experiences shared– are givers and receivers– are TEACHERS AND LEARNERS
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“ We teach BEST when we ACCEPT the need to TAME THE FOX”
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Are You Ready To Tame the Fox?Are You Ready To Tame the Fox?