introduction to learning difficulties - edited
TRANSCRIPT
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Prepared and presented by: Wan Muhaimin, FasiLINUS LBI
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LDs are actually a group of disorders, not a single disorder.
Learning Difficulties VS Learning Disabilities?
They affect the brain's ability to receive, process, store, respond to and cominformation.
Can sometimes be cured, but most of the times, those with LDs develop amechanism to deal with their problems (as most LDs cannot be cured)
LDs can affect a person in these areas:
Listenin g - Speaking - Reading - Wri t ing - Spel l ing - Reason ing - Ma
So? Why bother?
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How is it like to be
person with LDs?
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So what is all about?
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ITS A C
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STORY ONELet's see if you can read this passage and an
some questions..
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DISCUSSIONWhat background knowledge gives you th
to answer those questions?
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You are going to recreate this letter but this is the mirror
image of the correct letter
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Activity:Look at the passage, and see if you can rea
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Discuss in your group about why is it important for us,teachers, to be able to understand LDs
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From your experience with the activities and thevideo, what do you think?
What kind of feelings did this activity evoke in y
How will this help you reflect on your students'experiences.
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As teachers, we need be to be fair. Fairness is
providing what each person needs. It is not provsame amount of time, materials or resources forperson.
Many students with learning differences may d
poorly with certain activities and then suddenlywell. It is as though they have several clocks sedifferent speeds and so often the clocks are in
Avoid assuming Even the brightest students with learnin
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Avoid assuming. Even the brightest students with learnindifferences often have surprising gaps in their backgrounknowledge. Provide the background information withoucomment.
The human brain can do only one cognitive (effortful) tabut can do more than one associative (automatic) task atTask weve done over and over again tend to become au
(how you brush your teeth, driving the car). These automscripts are called kinetic melodies. For students with ldifferences, the kinetic melodies often dont develop as (e.g. They see the spelling pattern in a word 40 times buthey look at the word it is a new experience).
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Understanding their learning profile provides ownershipremoves misconceptions. Begin with a discussion of the strengths and interest. Discuss also accountability and
responsibility so the student knows what he/she will be eto do, what help will be provided and how it will help.
Dont talk to the student when he/she is engaged
activity. If a student is taking notes, this isntthe time next direction because he/she cant process bothsimultaneously. Similarly, teachers should provide timetaking without continuing to lecture or provide informathe student is taking the notes.