01 - Learning Difficulties
Transcript of 01 - Learning Difficulties
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INTRODUCTION TO LEARNING DIFFICULTIES
AGENDA Today we will be experiencing and
learning..
! "#a$ i% i$ $o be LD&' T#ey a((ec$ $#e brain)% abili$y $o recei*e+
proce%%+ %$ore+ re%pond $o and
co,,-nica$e in(or,a$ion. LD% are
ac$-ally a gro-p o( di%order%+ no$ a %ingle
di%order.
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! Learning di%abili$ie% can a((ec$ a
per%on/% abili$y in $#e area% o(0
Li%$ening Spea1ing Reading "ri$ing Spelling
Rea%oning 2a$#e,a$ic%
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3! F.A.T Ci$y
Fr-%$ra$ion Anxie$y
Ten%ion
"#a$ i% $#a$&
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4! 5roce%%ing
' Di%$rac$ible *% no a$$en$ion %pan
6! 7i%-al 5ercep$ion%
' T-rn $o $#e nex$ page' "#a$ pic$-re do yo- %ee&
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6! Reading Co,pre#en%ion
Le$)% %ee i( yo- can read $#i% pa%%age andan%wer %o,e 8-e%$ion%..
5lea%e open $o $#e nex$ page and read
9S$ory One9
:! Di%c-%%ion
"#a$ bac1gro-nd 1nowledge gi*e yo- $#ecl-e $o an%wer $#e%e 8-e%$ion%&
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;! E((ec$ o( 5ercep$ion on be#a*ior
5lea%e gi*e a $i$le $o $#e%e pic$-re%...
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=o- are going $o recrea$e $#i% le$$er b-$ $#i% i%$#e ,irror i,age o( $#e correc$ le$$er
Now %ee i( yo- can copy and prod-ce $#e correc$
le$$er
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Do yo- #a*e.......
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>! Oral Expre%%ion
So...we are going $o do a ro-nd robin $ell 'a ' %$ory.
S$ar$ wi$# 9Once -pon a $i,e+ $#ere wa%boy wi$# ,agic ,ar1er9.
?UT yo- canno$ -%e any word% $#a$con$ain le$$er 9D9
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>! Reading and Decoding
' T-rn $o $#e nex$ page+ yo- will %ee a
pa%%age (or yo- $o read+ %ee i( yo- canread i$.
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Try again@
"e gonna $ry again wi$# a (ew cl-e... e*ery 'line% i% one line o( reading
Space be$ween word ,ay no$ be w#ere i$
%-ppo%ed $o be and le$$er p+ d+ b+ and 8 are
in$erc#angeable.
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Di%c-%%ion....
Fro, yo-r experience wi$# $#e ac$i*i$ie%and $#e *ideo+ w#a$ do yo- $#in1&
"#a$ 1ind o( (eeling% did $#i% ac$i*i$y
e*o1e in yo-& ow will $#i% #elp yo- re(lec$ on yo-r
%$-den$%) experience%.
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As teachers, we need be to be fair. Fairness isproviding what each person needs. It is not providing
same amount of time, materials or resources for each
person.
Many students with learning differences may do
poorly with certain activities and then suddenly do
well. It is as tough they have several clocks set at
different speeds and so often the clocks are in sync.
e careful to avoid turning the successful momentinto a teaching moment.
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A*oid a%%-,ing. E*en $#e brig#$e%$ %$-den$% wi$# learning
di((erence% o($en #a*e %-rpri%ing gap% in $#eir bac1gro-nd1nowledge. 5ro*ide $#e bac1gro-nd in(or,a$ion wi$#o-$ edi$orial
co,,en$.
T#e #-,an brain can do only one cogni$i*e Be((or$(-l! $a%1 a$ a $i,e
b-$ can do ,ore $#an one a%%ocia$i*e Ba-$o,a$ic! $a%1 a$ a $i,e.Ta%1 we/*e done o*er and o*er again $end $o beco,e a-$o,a$ic
B#ow yo- br-%# yo-r $ee$#+ dri*ing $#e car!. T#e%e a-$o,a$ic
%crip$% are called 1ine$ic ,elodie%. For %$-den$% wi$# learning
di((erence%+ $#e 1ine$ic ,elodie% o($en don/$ de*elop a% expec$ed
Be.g. T#ey %ee $#e %pelling pa$$ern in a word 4 $i,e% b-$ eac# $i,e$#ey loo1 a$ $#e word i$ i% a new experience!.
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!tudents with learning differences have learningpatterns that make them e"cellent specialists in the
real world but poor generalist. Most educational
settings are designed for generalists # kids who do
well in all areas. A good coach focuses on the player$s strengths while
also working to improve his%her weaknesses. A good
coach will continually evaluates and teaches
fundamental skills.
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Under%$anding $#eir learning pro(ile pro*ide% owner%#ip
and re,o*e% ,i%concep$ion%. ?egin wi$# a di%c-%%ion o(
$#e %$-den$/% %$reng$#% and in$ere%$. Di%c-%% al%oacco-n$abili$y and re%pon%ibili$y %o $#e %$-den$ 1now%
w#a$ #e%#e will be expec$ed $o do+ w#a$ #elp will be
pro*ided and #ow i$ will #elp.
Don/$ $al1 $o $#e %$-den$ w#en #e%#e i% engaged in
ano$#er ac$i*i$y. I( a %$-den$ i% $a1ing no$e%+ $#i% i%n/$ $#e
$i,e $o gi*e $#e nex$ direc$ion beca-%e #e%#e can/$
proce%% bo$# ac$i*i$ie% %i,-l$aneo-%ly. Si,ilarly+
$eac#er% %#o-ld pro*ide $i,e (or no$e' $a1ing wi$#o-$
con$in-ing $o lec$-re or pro*ide in(or,a$ion w#ile $#e
%$-den$ i% $a1ing $#e no$e%.
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