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Dealing with Learning Disabilities etc.ppt
- 1. DEALING WITH LEARNING DISABILITIES Prepared by IramShehzadi Educator Govt. Institute for Slow Learners, Chakwal. 1
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- 3. Every child hasa different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding. -Robert John Meehan 3
- 4. LEARNING DISABILITIES A BRIEFINTRODUCTION 4
- 5. Introduction to Learning Disabilities The term learning disabilities was only founded in 1963 by Samuel Kirk. At that time, children with LD were referred to by such terms as: “perceptually handicapped,” “brain-injured,” and “neurologically impaired” were served in classrooms for students with MC or in most cases, were not receiving any specialized services in the public schools. 5
- 6. Let’s Define aLearning Disability A learning disability interferes with someone’s ability to receive, process or produce information Or A disorder in the processing of information involved in understanding and using language (spoken or written) Or Difficulties in learning, particularly reading, writing, mathematics, and/or spelling 6
- 7. Such disabilities affectboth children and adults Its not always immediately obvious that a person has a learning disability They can be quite subtle and go undetected throughout life For the students we see in our classrooms, learning disabilities create a gap between a students true capacity and his or her day to day performance 7
- 8. . A learningdisability is not indicative of lower intelligence. In fact, people who have a learning disability are often very intelligent It is true, however, that their difficulty to process or store information then causes them to see things differently and sometimes obscures their intelligence 8
- 9. In Other Words Theterm learning disabilities refers to a neurobiological disorder in one or more of the basic processes involved in understanding spoken or written language. It may influence an individual’s ability to speak, listen, read, write spell, reason, organize information or do mathematical calculations. 9
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- 12. A Few Questions…. Howmany teachers in this room have IDENTIFIED learning disabled students in their classrooms? 12
- 13. What sortof learning difficulties you have found??? LETS HAVE A LOOK AT SOME COMMONLY FOUND DISABILITIES!!! A Few Questions…. 13
- 14. Difficulties in Learning . Dyslexia Dyscalculia Dysgraphia Dysphasia/Aphasia (Language Processing Disorder) Dysorthographia Non Verbal Learning Disabilities Auditory Processing Disorder Visual Perceptual/Visual Motor Deficit 14
- 15. Dyslexia A specificlearning disability that affects reading and related language- based processing skills. The severity can differ in each individual but can affect reading fluency, decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist along with other related disorders. Dyslexia is sometimes referred to as a Language- Based Learning Disability. 15
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- 17. Object Orientation and ObjectIdentification p d b q 17
- 18. Object Orientation and ObjectIdentification M W E 3 18
- 19. Famous People withDyslexia Whoopi Goldberg Tom Cruise Henry Winkler George Patton Winston Churchill Bruce Jenner Nelson Rockefeller 19
- 20. Dyscalculia A specificlearning disability that affects a person’s ability to understand numbers and learn math facts. Individuals with this type of LD may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting. 20
- 21. Dysgraphia A specificlearning disability that affects a person’s handwriting ability and fine motor skills. Problems may include illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time. 21
- 22. Language Processing Disorder (Aphasia/Dysphasia) Aspecific type of Auditory Processing Disorder (APD) in which there is difficulty attaching meaning to sound groups that form words, sentences and stories. While an APD affects the interpretation of all sounds coming into the brain, a Language Processing Disorder (LPD) relates only to the processing of language. LPD can affect expressive language and/or receptive language. 22
- 23. Non-Verbal Learning Disabilities Adisorder which is usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills. Typically, an individual with NLD (or NVLD) has trouble interpreting nonverbal cues like facial expressions or body language, and may have poor coordination 23
- 24. Visual Perceptual/Visual Motor Deficit (Dyspraxia) A Disorder that affects the understanding of information that a person sees, or the ability to draw or copy. A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD, it can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. 24
- 25. Auditory Processing Disorder Alsoknown as Central Auditory Processing Disorder, individuals with Auditory Processing Disorder (APD) do not recognize subtle differences between sounds in words, even when the sounds are loud and clear enough to be heard. They can also find it difficult to tell where sounds are coming from, to make sense of the order of sounds, or to block out competing background noises. 25
- 26. Skill Areas ThatMay Be Affected By Learning Disabilities & associated conditions Receptive & Expressive Language Auditory/Phonolog ical Processing Visual-Motor Processing Visual Processing Attention / Concentration Memory Metacognition Organizational/Study Skills Social Skills 26
- 27. Disorders of Attention Widelyprevail among our kids Does not focus when a lesson is presented; short attention span, easily distracted, poor concentration; may display hyperactivity 27
- 28. Oral Language Difficulties Underlying languagedisorders; problems in language development, listening, speaking, and vocabulary and may learn language late and have a limited vocabulary and may not follow the social rules of conversation, such as taking turns, and may stand too close to the listener 28
- 29. Lacks Phonological Awareness Poor atrecognizing sounds of language; cannot identify phoneme sounds in spoken language, and cannot manipulate these sounds and may have trouble remembering the sounds that letters make or hearing slight differences between words and also may have trouble following directions along with inability to retell a story in order (what happened first, second, third) may mispronounce words or use a wrong word that sounds similar may have trouble organizing what he or she wants to say or not be able to think of the word he or she needs for writing or conversation 29
- 30. Poor Cognitive Strategies forLearning Does not know how to go about the task of learning and studying; lacks organizational skills; passive learning style, does not direct his own learning 30
- 31. Poor Motor Abilities Difficultywith gross motor abilities and fine motor coordination (exhibits general awkwardness and clumsiness) 31
- 32. Writing Difficulties Poor intasks requiring written expression, spelling, and handwriting and may have very messy handwriting or hold a pencil awkwardly; and struggle to express ideas in writing 32
- 33. Social Skills Does notknow how to act and talk in social situations; difficulty with establishing satisfying social relationships and friendships 33
- 34. Mathematics Difficulty with quantitativethinking, arithmetic, time, space, and calculation facts and children with disability may confuse math symbols and misread numbers 34
- 35. Reading Difficulties About 80%of students with learning disabilities have disabilities in reading; problems in learning to decode words, basic word recognition skills, or reading comprehension They may have trouble learning the alphabet, or connecting letters to their sounds They may make many mistakes when reading aloud, and repeat and pause often may not understand what he or she reads 35
- 36. Looking just atthe learning disability is too limiting! Students with learning disabilities manifest strengths and weaknesses in different mental processes! Teachers need to look at students’ islands of competence! Each Student is Unique! 36
- 37. Although the research isnot clear, all students do not learn in the same way We as teachers should focus on the students’ diverse strengths and help them approach learning from their strengths. 37
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- 40. Albert Einstein Could nottalk at the age of four Did not learn to read till nine Teachers thought of him as slow learner, unsociable and a dreamer Failed the entrance examinations to college in his first attempt Lost three teaching positions Worked as a patent clerk Today, Albert Einstein is synonymous with genius 40
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- 42. Prevalence of Learning Disabilities Almost 3 million children (ages 6 through 21) have some form of a learning disability and are eligible to receive special education in school. In fact, approximately 50% of all children who receive special education have a learning disability 3:1 ratio males to females 42
- 43. A Few Questions…. How many teachers in this room have who have identified learning disabled students in their classrooms are giving remedial intervention in school? What interventions are being offered? 43
- 44. Remedial interventions / Dealingwith Learning Disabilities 44
- 45. Dyslexia Provide aquiet area for activities like reading, answering comprehension questions Use books with large print and big spaces Don’t count spelling on maths, science or other similar tests Use multi-sensory teaching methods Teach students to use logic rather than rote memory Present material in small units 45
- 46. Dyscalculia • Allow useof fingers and scratch paper • Use diagrams and draw math concepts • Provide peer assistance • Suggest use of colored pencils to differentiate problems • Draw pictures of word problems • Use mnemonic devices to learn steps of a math concept 46
- 47. Dysgraphia Use oralexams Avoid chastising student for sloppy, careless work Provide notes or outlines to reduce the amount of writing required Reduce copying aspects of work (pre- printed math problems) Suggest use of pencil grips and /or specially designed writing aids Provide alternatives to written assignments 47
- 48. Language Processing Disorder Speakslowly and clearly and use simple sentences to convey information Refer to a speech pathologist Write main concepts on board Use visualization techniques to enhance listening and comprehension Use story starters for creative writing assignments Practice story mapping 48
- 49. Non-Verbal Learning Disabilities Avoidassuming the student will automatically generalize instructions or concepts Verbally point out similarities, differences and connections; number and present instructions in sequence; simplify and break down abstract concepts Never assume child understands something because he or she can “parrot back” what you’ve just said Offer added verbal explanations when the child seems lost or registers confusion 49
- 50. Visual Perceptual/Visual Motor Deficit Avoid grading handwriting Provide alternative for written assignments Suggest use of pencil grips and specially designed pencils and pens Restrict copying tasks Provide tracking tools: ruler, text windows Use large print books 50
- 51. Auditory Processing Disorder Showrather than explain Supplement with more intact senses (use visual cues, signals) Reduce or space directions, give cues such as “ready?” Reword or rephrase for confusing oral directions Vary pitch and tone of voice, alter pace, stress key words Ask specific questions as you teach to find out if they do understand Allow them 5-6 seconds to respond (“think time”) Have the student constantly verbalize concepts, vocabulary words, rules, etc. 51
- 52. General Teaching Strategies Providehighly structured and clear expectations. Children who are LD tend to have difficulty focusing, getting started and setting priorities. Creating a clear structured program allows the student to be exposed to fewer distractions and possible avoidance and allow for greater focus on work related tasks. 52
- 53. General Teaching Strategies Allowflexibility in classroom procedures Keep in mind that the greater the number of options in responding to a task, the greater chance that a particular student’s learning style will be useful and successful. 53
- 54. General Teaching Strategies Alltasks should be presented on the whiteboard as well as orally presented. This multilevel sensory approach will only enhance the chances of the child being able to bring home the correct assignment. This will also cut down on parent child frustration which often occurs when the child with learning disabilities brings home part of the assignment or and assumption of what needs to be done due to a lack of ability in copying quickly. 54
- 55. General Teaching Strategies Makesure that the child's desk is free from all unnecessary materials. Children with learning disabilities tend to have organizational problems as well. The less chaos, the better the focus. Keep the desk free of most materials. 55
- 56. General Teaching Strategies Correctthe student's work as soon as possible to allow for immediate gratification and feedback. Students with learning disabilities do not often have foundations of success when it comes to schoolwork. Therefore, when they hand in work they begin to worry about how they did. If they do not receive it back quickly, some children may use a great deal of energy worrying about the reactions of others if they did not do well. 56
- 57. General Teaching Strategies Tryto separate a LD Child from students who may be distracting. Some children with learning disabilities are very distractible, while others may use any external situation to avoid a potential failure situation. Sitting a child with learning disabilities next to students who are self-motivated and internally controlled will provide extra structure and controls. 57
- 58. General Teaching Strategies Usemulti-sensory teaching methods whenever possible. This is a common sense issue since all the research indicates that the greater number of sense utilized to learn something, the greater chance for the information to be understood and retained. Using visual, auditory, kinesthetic or tactile input together is highly recommended for children with learning disabilities. 58
- 59. General Teaching Strategies Respondto the child’s comments praising whenever possible. Many children with learning disabilities tend to have secondary emotional issues as a result of frustration and lower sense of self worth due to academic failure and stress. Consequently, when he responds or initiates conversation, that initiation of communication should be praised. 59
- 60. General Teaching Strategies Giveconstant feedback. Many children with learning disabilities tend to write negative scripts about their ability and their performance. Feedback in any form reduces this negative energy pattern and offers reality, the only thing that breaks down fear. 60
- 61. Encouraging, supportiveclassroom Student made to feel a valued member of class Recognize efforts, improvement and task completion Opportunities for positive self- expression, beginning first in a small group setting Other strategies for students with Learning Disabilities 61
- 62. students with Learning Disabilities Attach daily schedules or home assignments etc to student notebook Have a buddy/group system Allow more time on assignments Encourage alternate forms of presentation, e.g. spoken instead of written Provide positive support for all students without any discrimination 62
- 63. Other strategies forstudents with Learning Disabilities Always write the page number and exercise number on the board so that the LD student can always find his place without asking Reduce the level of distraction in the room Combine both auditory and visual stimuli, say it and write it on the board whenever possible 63
- 64. Other strategies forstudents with Learning Disabilities Give the gift of time whenever it is at all possible… Students with learning disabilities may require extra time to complete in-class and homework assignments as well as tests Consider administering tests in alternative formats such as orally or on notebooks, worksheets, whiteboard etc. 64
- 65. Other strategies forstudents with Learning Disabilities Frame material by relating it to past classroom or personal experience and highlighting new material; Whenever possible, cluster material so that it is organized by category Don’t issue too many instructions at the same time. Break tasks down into their component parts and issue the instructions for each part one at a time 65
- 66. students with Learning Disabilities Set specific goals Know individual strengths to select and modify strategies Know what motivates students Explain and demonstrate Provide opportunities for continued practice and guided instruction 66
- 67. Other strategies forstudents with Learning Disabilities Reorganize the seating to help students by placing students with special needs near the teacher Begin each lesson with a review of what has been learned Use multiple-choice or matching tests instead of full recall tests Give exam/test material to student and to parent two weeks before major test so parent can review information several times with the student 67
- 68. students with Learning Disabilities Increase student-teacher time Assign student buddy to help with directions Work with Psychologist of your institute and teachers of other subjects of a said child to help him/her Summarize what has been learned at the end of each lesson 68
- 69. students with Learning Disabilities Use colored markers on the whiteboard to differentiate and emphasize Have students use a “Window Tracker” or “Pencil following” for reading if they continuously lose the line they are reading in texts 69
- 70. Learning Modalities All learnershave preferred ways of receiving new and sometimes difficult information. Awareness of these modalities for language teachers are important so that they can accommodate to the individual differences and learning styles. 70
- 71. When we teachusing the students' different sensory modalities the class as a whole receives information in one or several channels This Multisensory approach can also reinforce a learner's use of their less developed senses Grinder, 1989 Sensory Modalities 71
- 72. Howard Gardner’s workon multiple intelligences and the different ways that we each learn, remember, perform, and understand may be helpful Of similar importance is Betty Edwards work on the roles that the left-brain and the right-brain play in our thinking, reasoning and complex mental functions Teachers can improve the learning climate for many students and most assuredly for those with a learning disability by planning tasks so that differing intelligences are called upon and by balancing the involvement required of each hemisphere of the brain 72
- 73. Researchers believe that studentswith stronger visual processing skills may learn better through sight word or language experience methods and that students with stronger auditory processing skills may learn best through phonics methods Lerner, 2006 73
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- 86. “Life is notso much a matter of holding good cards but of playing a poor hand well” Robert Louis Stevenson 86
- 87. How to Playa Poor Hand Well? If provided with the right support, a teacher of a student with learning disabilities can help the student succeed in school by both fostering the student’s strengths and recognizing his weaknesses 87
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Editor's Notes
- #15 Dyslexia-Severe difficulty learning to read Dysgraphia- Severe difficulty learning to write Dysorthographia- Severe difficulty learning to spell
- #40 Point to remember!
- #76 Learning about animals
- #77 Basic Arithmetic
- #78 Time recognition
- #79 Vowels search in newspaper cuttings
- #80 Bottle cap activity for developing letter recognition
- #81 Use of computer as an assistive device
- #82 Alphabet reco ognition by assigning alphabets to different students
- #84 Learning Shapes through art activity
- #85 Alphabetical reccognition
- #86 Introducing classification system in Science by using objects of different size, shapes and colors