PLENARY-LD..pptx

7/21/2019 PLENARY-LD..pptx

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Sped Learning Disability


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BACKGROUND OF THE PROGRAM

Learning disability- a condition giving rise to

difficulties in acquiring knowledge and skills to

the level expected of those of the same age,

especially when not associated with a physical

handicap.


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CAUSES OF LEARNING

DISABILITIES

A learning disability happens when a

person's brain development is affected,

either before they are born, during their

birth or in early childhood.Several factors can affect brain

development, including:

the mother becoming ill in pregnancy

problems during the birth that stop

enough oxygen getting to the brain

the unborn baby developing certain genes


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the parents passing certain genes to the unborn

baby that make having a learning disability more

likely (known as inherited learning disability)

illness, such asmeningitis, or injury in early

childhood
http://www.nhs.uk/conditions/Meningitis/Pages/Introduction.aspxhttp://www.nhs.uk/conditions/Meningitis/Pages/Introduction.aspx


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TYPES OF LEARNING DISABILITY


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1.DYSLEXIA

Dyslexic individuals find comprehension exercises

problematic, can take time to recall facts and face trouble

with written problems in mathematics. Dyslexic childrencan take longer to complete tasks and may have trouble

taking notes


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DYSLEXIC CHILD


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The reading speed and sight vocabulary of

dyslexic children is lower than the

expected average for their age. This is

because children with Dyslexia findrecognition of spelling strings and

learning spelling strategies extremely

difficult. Many individuals with dyslexia,

without support can start to avoid readingand writing. Handwriting of dyslexic

individuals can be difficult to read as some

have a tendency to hold their pencil or pen

in an awkward grip.


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Children diagnosed with dyslexia can take

a longer time than other children to

develop fine motor skills like learning how

to hold a pencil or brushing the teeth etc.Dyslexic children have difficulty learning

the relationship between letters and

sounds.


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2. DYSCALCULIA

Dyscalculia refers to a wide range of lifelong

learning disabilities involving math. There is no

single type of math disability. Dyscalculia can

vary from person to person, and it affects people

differently at different stages of life. Work-aroundstrategies and accommodations help lessen the

obstacles that dyscalculia presents. And just like

in the area of reading, math LD is not a

prescription for failure.


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CHILDREN WITH DYSCALCULIA


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3. DYSPRAXIA

Dyspraxia is a disorder that affects motor skill

development. People with dyspraxia have trouble

planning and completing fine motor tasks. This can

vary from simple motor tasks such as waving

goodbye to more complex tasks like brushing teeth.


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CHILDREN WITH DYSPRAXIA


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WRITING OF A CHILD WITH

DYSGRAPHIA


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4.DYSGRAPHIA

Dysgraphia is a learning disability that affects

writing, which requires a complex set of motor and

information processing skills. Dysgraphia makes

the act of writing difficult. It can lead to problems

with spelling,poor handwritingand puttingthoughts on paper. People with dysgraphia can

have trouble organizing letters, numbers and words

on a line or page. This can result partly from:

Visual-spatial difficulties: trouble processing whatthe eye sees

Language processing difficulty: trouble processing

and making sense of what the ear hears
http://www.ncld.org/types-learning-disabilities/dysgraphia/handwriting-difficulties-overcomehttp://www.ncld.org/types-learning-disabilities/dysgraphia/handwriting-difficulties-overcome


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EARNING AND BEHAVIOR

CHARACTERISTICS OF EARNING

DISABI ITY.(LBC)


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SPELLING

Uses incorrect letter

order.

Cannot spell correctly at

grade level.Cannot write from

dictation at at grade

level.

Reverses letters or entirewords.


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WRITING

Cannot write name orother information.

Cannot stay on line.Cannot copy simplesentences from theboard.

Cannot write simplessentences form dictation.

Cannot do regular workin writing for the grade.


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READING

Does not like to read.Loses place when reading.Repeats, omits or adds

words.Cannot read the DOLCHwords for grade level.

Uses fingers to follow theline.

Cannot understand/remember whats he/shereads.


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MATHEMATICS

Has difficulty associating numbers with symbols.Reverses two-place number (13 or 31 or viceversa)

Cannot recall math facts at grade level.fails to comprehend math concepts.Gets confused with written and/ or oralarithmetic.


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HEARING/SPEECH

Does not seem to listen when spoken to.Cannot follow oral direction.Has articulation problems ; wrong pronunciationof words ; speech not clear.

Has infantile baby speech.


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PSYCHOMOTOR

Displays poor motor coordination in using

scissors, crayons,pencil,etc.

Confuses form rigth to left and vice versa.

Lacks rhythm in movement , loses sequence andbalance ;has difficulty walking straigth line.

Has difficulty buttoning ,zipping and snapping

,articles of clothing,skipping, hopping,climbing.


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BEHAVIOUR CHARACTERISTICS

Tends to be impulsive, hits

classmates, reacts

immediately to situations

without thinking ,

impatient cannot wait for

his/her turn.

Demands individual

attention through overt

behaviour tactics.

Rushes through

assignments with little or

no regard for accuracy

,quality of wok neatness.

Does not direct attention to

or cannot maintain

attention to important

sounds in the immediate

environment, teacher's

directions public

addresses,etc.

Has short attention span ,

has difficulty concentrating

on task (e.g.more interested

in other activities,sits anddoes nothing,etc.)

Stays out of seat ;engages

in over active behavior.


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SIGNS AND SYMPTOMS BY AGE

Young Children

Trouble With:Tight, awkward

pencil grip and body position

Avoiding writing or drawing

tasks

Trouble forming lettershapes

Inconsistent spacing between

letters or words

Poor understanding of

uppercase and lowercase

letters

Inability to write or draw in a

line or within margins

Tiring quickly while writing

School-Age Children

Trouble With:Illegible

handwriting

Mixture of cursive and print

writing

Saying words out loud whilewriting

Concentrating so hard on

writing that comprehension of

what's written is missed

Trouble thinking of words to

write

Omitting or not finishing

words in sentences

Teenagers and Adults

Trouble With: Trouble

organizing thoughts on paper

Trouble keeping track of

thoughts already written down

Difficulty with syntaxstructure and grammar

Large gap between written

ideas and understanding

demonstrated through speech


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AFTER THE MOVIE

Activities:

Task 1

What characteristics are seen in Ishan?

What types of Learning disability does hestruggle with?

Task 2

Describe how did the regular teachers in aninclusion program treat Ishan? Was it right Why?


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Task 3

1. How did the teacher change Ishan perception

in life?

2.Do teachers play important role in the lives ofevery child?Why?


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WHAT STRATEGIES CAN HELP?

Here are examples of how to teach individuals with dysgraphia to

overcome some of their difficulties with written expression.

Early Writers

Be patient and positive, encourage practice and praise effort. Becoming a

good writer takes time and practice.

Use paper with raised lines for a sensory guide to staying within the

lines.

Try different pens and pencils to find one thats most comfortable.

Practice writing letters and numbers in the air with big arm movementsto improve motor memory of these important shapes. Also practice letters

and numbers with smaller hand or finger motions.

Encourage proper grip, posture and paper positioning for writing. Its

important to reinforce this early as its difficult for students to unlearn

bad habits later on.


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Use multi-sensory techniques for learning letters,

shapes and numbers. For example, speaking

through motor sequences, such as b is big stick

down, circle away from my body.

Introduce a word processor on a computer early;

however do not eliminate handwriting for the

child. While typing can make it easier to write by

alleviating the frustration of forming letters,

handwriting is a vital part of a person's ability tofunction in the world.


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Young Students

Encourage practice through low-stress opportunities for

writing. This might include writing letters or in a diary,

making household lists, or keeping track of sports teams.

Allow use of print or cursivewhichever is more comfortable.

Use large graph paper for math calculation to keep columns

and rows organized.Allow extra time for writing assignments.

Begin writing assignments creatively with drawing, or speaking

ideas into a tape recorder.

Alternate focus of writing assignmentsput the emphasis on

some for neatness and spelling, others for grammar or

organization of ideas.


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Explicitly teach different types of writingexpository

and personal essays, short stories, poems, etc.

Do not judge timed assignments on neatness and

spelling.

Have students proofread work after a delayits easierto see mistakes after a break.

Help students create a checklist for editing work

spelling, neatness, grammar, syntax, clear progression

of ideas, etc.

Encourage use of a spell checkerspeaking spell

checkers are available for handwritten work.Reduce amount of copying; instead, focus on writing

original answers and ideas.

.


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TEENAGERS AND ADULTS

Many of these tips can be used by all age groups. It is

never too early or too late to reinforce the skills

needed to be a good writer.

Provide tape recorders to supplement note taking

and to prepare for writing assignments.Create a step-by-step plan that breaks writing

assignments into small tasks (see below).

When organizing writing projects, create a list of

keywords that will be useful.Provide clear, constructive feedback on the quality of

work, explaining both the strengths and weaknesses

of the project, commenting on the structure as well

as the information that is included.


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Use assistive technology such as voice-activated

software if the mechanical aspects of writing

remain a major hurdle.

Have student complete tasks in small steps

instead of all at once.

Find alternative means of assessing knowledge,

such as oral reports or visual projects


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_______________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

III. INFORMATION SHEET:

PUPILS

NAME:_______________________________________________________________________________________________________

SCHOOL: ________________________________________________ADDRESS:____________________________________________

GRADE: _______________GRADE(S)

REPEATED_____________________________________________________________________ DATE OF BIRTH:______________________________________AGE:___________________________SEX:_____________________

PARENTS NAME

(FATHERS NAME)

_____________________________________________________________________________________________

(MOTHERS

NAME)______________________________________________________________________________________________

_____________________________________________________________

(TEACHERS SIGNATURE OVER PRINTED NAME)

DATE: _________________


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WORKSHEETS #1:LIST DOWN THE CHILDS PRESENT SKILLS

NAME OF CHILD

_______________________________________________________________________________________________________________

Area of Development What the Child can Do (Baseline)

LANGUAGE and COMMUNICATION

the childs ability to communicate his need or wants

(expressive) and to understand what he hears and

listens to (receptive).

ACADEMIC SKILLS/COGNOTIVE

the childs ability to comprehend basic concepts in the

different subject areas of his grade level.

GROSS and FINE MOTOR

the manner in which the child uses his whole body for

general movement.

the childs ability to perform written task.

SOCIO-EMOTIONAL

Them manner in which the child relates to his pears

and /or adults in school and at home.

SELF-HELP

The childs ability to perform activities of daily living

(ADL)


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WORKSHEET #2: WRITE UP GOALS FOR EVERY AREA OF DEVELOPMENT

NAME OF CHILD __________________________________________________________________________________________________

AREA OF DEVELOPMENT________________________________________SKILL/BEHAVIOUR_________________________________

GOALS

Annual Goal By3/2015

Person/s Responsible____________________________________________________

Quarterly Goals By 8/2014

By 10/2014

By 12/2014

BASIC LEARNING COMPETENCIES FOR THE HEARING IMPAIRED


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WORKSHEET #3: LIST DOWN THE CHILDS PRESENT COMPETENCIES

NAME OF CHILD

__________________________________________________________________________________________________

Special Learning Area What the Child can Do (Baseline)

LANGUAGE (oral and written)

Listening

Speaking

Speech reading

Signing

Reading and Writing

SPEECH

Voice building

Development of syllables, words, sentences and paragraphs

Accent and Phrasing

Connected speech

AUDITORY TRAINING

Detection, discrimination, recognition and comprehension

of environmental and speech sounds

RHYTHM

Vibration and rhythmic movements

Responses to music

Music Interpretation

Stress Patterns


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GOALS FOR AREAS OF

DEVELOPMENT

Annual

Goals

by

areas

of

develop

-ment

Language

and

commun

i-cation

Acade-

mic

skills

cogni-

tive

Gross

and fine

motor

skills

Socio

emotio-

nal

Self-

help

Quarter-

ly goals

Identify

letter

names

Produce

sounds of

the

letters in

the

alphabet

Write

letters in

the

alphabet

Share

family

experience

Perform

classroom

chore like

sweeping

the floor

B 8/2014


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MONTHLY RECORD ON THE 5 AREAS

OF DEVELOPMENT

Areas

of

develop

-ment

J

U

N

E

J

U

L

Y

A

U

G

S

E

P

t

O

C

T

N

O

V

D

E

C

J

A

N

F

E

B

M

A

R

C

H

Re-

marks

1.Language/

communi-

cation

skills

2.Acade-

mic skills

3.Gross

and fine

motor


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Legend:

1.VG-Very good

2. G-Good

3 F-fair4.NI- Needs Improvement


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MY SHARE OF IDEAS

A.FORM A BIG CIRCLE

B. A BALLOON WILL BE PASSED FROM ONE

TEACHER TO ANOTHER

C.THE TEACHER HAS TO READ SOMETHING

ON THE TASK SHE NEEDS TO SHARE IN

THE MAGIC BALLOON

WRAPPING UP OF IDEAS (COMPARING K-12

TO BEC )


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K-12 IMS MODIFICATION

STEPS:

1.Set goal or objectives

Blends letters to form syllables

Reads syllables formed

Writes syllables form

2.Plan(Strategies/Methods)

Ruweda sa mga Pulong3.Making of Instructional Materials

4.Evaluate its utilization on the goals set


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Activity:

What modified strategies did I use in teaching

sounds?

What modified instructional Materials did I use

in teaching sounds

How do I find k-12 competencies to the BEC

What are the advantages of K-12 competencies?


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DAY 3

Making of instructional Materials

for K-12 primary level

1.Ruweda sa mga pulong

2.Ang akong pares

3.Story Card


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ANG BAO

Adunay mga bao

Dako ang ulo

Tulo ang bao

Gidala ni lolo

Gikan sa kang Pilo

Gipakaon ni Lolo.

Mga pangutana

1.Unsang hayopa ang dako ug ulo?

2. Kinsa gadala sa bao?

3. Pila kabook ang bao?

4. Unsay gihimo ni Lolo sa bao?Ug ikaw Lolo pakan on ba

nimo ang bao? Ngano man?


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Listen to the MUSTNTS, child.

Listen to the DONTS

Listen to the SHOULDNTS

The IMPOSSIBLES, the WONTS

Listen to the NEVER HAVES

Then listen close to me-

Anything can happen, child,

ANYTHING can be.

Shel Silverstein


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PLENARY-LD..pptx