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