Showing Children with Learning Disabilities .


39 views
Uploaded on:
Category: News / Events
Description
Teaching Children with Learning Disabilities. NATIONAL ASSOCIATION OF SPECIAL EDUCATION TEACHERS. LEARNING DISABILITIES. Examples I. Introduction and Definition under IDEA A. Information Processing Disorder B. Difficulties in Learning C. Exclusionary Rule
Transcripts
Slide 1

Showing Children with Learning Disabilities NATIONAL ASSOCIATION OF SPECIAL EDUCATION TEACHERS

Slide 2

LEARNING DISABILITIES Examples I. Presentation and Definition under IDEA A. Data Processing Disorder B. Troubles in Learning C. Exclusionary Rule D. Disparity Controversy II. Predominance III. Attributes of Students with LD IV. Showing Strategies for Students with LD

Slide 3

I. Prologue to LD The term learning incapacities was just established in 1963 by Samuel Kirk. Around then, kids with LD were alluded to by such terms as: "perceptually impeded," "cerebrum harmed," and "neurologically hindered" were served in classrooms for understudies with MR or much of the time, were not getting any particular administrations in the government funded schools.

Slide 4

Definition of a Learning Disability under IDEA LEARNING DISABILITY: (1) a turmoil in the preparing of data required in comprehension and utilizing dialect (talked or composed) (2) Difficulties in learning , especially perusing, composing, science, and/or spelling (3) The issue is not basically because of different causes (4) Special instructive administrations expected to succeed in school ** Severe inconsistency amongst potential and accomplishment

Slide 5

1. Jumble in the Processing of Information First, having a learning incapacity implies that the mind "processes" data uniquely in contrast to most different understudies. Essentially expressed, certain sorts of data get stuck or lost while going through the mind of the understudy with LD.

Slide 6

1. Jumble in the Processing of Information preparing alludes to how your cerebrum: Takes in data, Uses data, Stores the data in memory, Retrieves the data from memory, and Expresses the data

Slide 7

1. Jumble in the Processing of Information Students with LD battle with specific sorts of learning in light of the fact that their brains experience issues "processing" certain sorts of data. It resemble when you go on an auto trip and get stuck in street development and need to take an alternate route. It takes you a ton longer to get where you are going. Its the same with data experiencing the cerebrum of an understudy with LD.

Slide 8

1. Jumble in the Processing of Information Different sorts of data go through various parts of the cerebrum. That is the reason some data is found out rapidly and effortlessly while other data is a great deal more troublesome.

Slide 9

1. Visual Processing Visual Processing includes how well an understudy can utilize visual data. When he sees something, particularly something complex, e.g., does he comprehend it rapidly and effectively? Can he "visualize" things (like pictures, shapes, words, and so forth.) in his mind? Could he recall data that he sees?

Slide 10

Read this Story Mhat I face cloth last snwwer Wy frieub Roddie donght a bop frow the det shod for $148. His darents clear hiw the wouey pnt saip that he wonlp need to day half to thew over the snwwer dy poinp sbecial tasks aronud the yarp. He fipnreb he conlp rebay his dareuts L4 bollars. Later that compensation, I cawe over to share sih exciteweut. With the bop\'s pip ears aup mappinb tail, we blayeb all straight. Roddie picked a dlne neckline for hiw. The E of ns bassep onr snwwer pays embankment ripinp, hikiup, and blayinp pall.

Slide 11

Answer these Questions Mhat face cloth Roddie duy frow the det shod? Mhat shading face cloth Roddie decide for the bop\'s neckline? Hom wnch wouey chin-wiper Roddie fipnre he conlp rebay his dareuts?

Slide 12

What I lasted summer My companion Robbie purchased a puppy from the pet shop for $148. His folks gave him the cash yet said that he would need to pay half to them over the mid year by doing exceptional tasks around the yard. He figured he could reimburse his folks 74 dollars. Soon thereafter, I approached share his energy. With the canine\'s huge ears and swaying tail, we played throughout the day. Robbie picked a hands on for him. The 3 of us passed our late spring days bicycle riding, climbing, and taking care of business.

Slide 13

Answers to What I Did Last Summer What did Robbie purchase from the pet shop? A pooch What shading did Robbie decide for the canine\'s neckline? Blue How much cash did Robbie figure he could reimburse his folks? 74 dollars

Slide 14

1. Sound-related Processing Auditory Processing-includes how well an understudy can utilize sound-related data. When he hears something, particularly something point by point, does he comprehend it rapidly and effectively? Will he "hear" things (like sounds, numbers, words, and so on.) in his mind? Can he recollect data that he listens?

Slide 15

1. Handling Speed Processing Speed alludes to how quick data goes through the cerebrum. All LD understudies encounter some handling speed trouble when required to process data through their weakest preparing "channel" or "modality". It resemble having the mind work at 30 miles for every hour when whatever is left of the world (and all the data) is going 55 miles for every hour. Such understudies can\'t keep up.

Slide 16

1. Preparing Speed Who was the principal President of the United States? Who = an inquiry Was = Past tense First = #1 President of United States-Leader of Nation

Slide 17

2. Challenges in Learning Dyslexia - Severe trouble figuring out how to peruse Dysgraphia - Severe trouble figuring out how to compose Dyscalculia - Severe trouble figuring out how to do scientific ideas and calculation Dysorthographia - Severe trouble figuring out how to spell

Slide 18

p d b q Object Orientation and Object Identification

Slide 19

M W E 3 Object Orientation and Object Identification

Slide 20

Famous People with LD Whoopi Goldberg Tom Cruise Henry Winkler George Patton Winston Churchill Bruce Jenner Nelson Rockefeller

Slide 21

Visual Disability Hearing Disability Motor Disability Mental Retardation Emotional Disturbance Emotional, Cultural or Economic Disadvantage 3. Issue is NOT Primarily Due to Other Causes

Slide 22

4. Unique Educational Services Needed to Succeed in School It is feasible for an understudy to "technically" have a handicap however not to "qualify" for a specialized curriculum administrations. This happens when an understudy exhibits the data handling challenges connected with a LD however his or her scholarly aptitudes are not observed to be "severely discrepant" from their capacity. This may show that the understudy has figured out how to "cope" with his/her learning troubles at any rate to some degree.

Slide 23

**Severe Discrepancy Between Potential and Achievement Look for an inconsistency amongst potential and accomplishment ( Not "ordered" under reauthorization of IDEA yet can in any case be utilized) There is nobody sign that demonstrates a man has a learning incapacity.

Slide 24

II. Pervasiveness Almost 3 million youngsters (ages 6 through 21) have some type of a learning inability and get specialized curriculum in school. LD structure the biggest classification in a specialized curriculum.

Slide 25

II. Predominance truth be told, roughly half of all youngsters who get custom curriculum have a learning incapacity 3:1 proportion guys to females

Slide 26

may experience difficulty taking in the letters in order, or associating letters to their sounds; may commit numerous errors when perusing out loud, and rehash and interruption frequently; may not comprehend what he or she peruses; may experience genuine difficulty with spelling; may confound math images and misread numbers; III. Qualities

Slide 27

may have exceptionally untidy penmanship or hold a pencil unadroitly; may battle to express thoughts in composing; may learn dialect late and have a restricted vocabulary; may not take after the social principles of discussion, for example, alternating, and may stand excessively near the audience; III. Qualities

Slide 28

may experience difficulty recollecting the sounds that letters make or listening to slight contrasts between words; may experience difficulty taking after headings; will most likely be unable to retell a story all together (what happened in the first place, second, third) may misspeak words or utilize a wrong word that sounds comparable; may experience difficulty sorting out what he or she needs to say or not have the capacity to think about the word he or she requirements for composing or discussion; III. Attributes

Slide 29

IV. Showing Strategies Provide high structure and clear desires. Youngsters who are LD have a tendency to experience issues centering, beginning and setting needs. Making an unmistakable organized project permits the understudy to be presented to less diversions and conceivable shirking and take into consideration more prominent spotlight on business related errands.

Slide 30

IV. Showing Strategies Allow adaptability in classroom techniques (e.g., permitting the utilization of recording devices for note taking and test-taking when understudies experience difficulty with composed dialect). Remember that the more noteworthy the quantity of alternatives in reacting to an assignment, the more prominent chance that a specific understudy\'s learning style will be helpful and fruitful.

Slide 31

IV. Showing Strategies Learning materials ought to effortlessly available, very much sorted out and put away in the same place every day. The less the LD understudy needs to stress over, grasp or recall, the more noteworthy chance for achievement. Excessively numerous points of interest can without much of a stretch overpower this sort of understudy.

Slide 32

IV. Showing Strategies All assignments ought to be introduced on the chalkboard and also orally exhibited. This multilevel tactile methodology will just upgrade the odds of the youngster having the capacity to bring home the right task. This will likewise eliminate guardian youngster disappointment which regularly happens when the tyke with learning handicaps brings home part of the task or and suspicion of what should be done because of an absence of capacity in duplicating rapidly.

Slide 33

IV. Showing Strategies Make beyond any doubt that the kid\'s work area is free from a

Recommended
View more...