Annapoorani Chockalingam -- Learning Difficulties amongst Children
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Transcript of Annapoorani Chockalingam -- Learning Difficulties amongst Children
Brindavan Education Trust
No:456, 9th main road, 2nd Block,
Jayanagar, Bangalore-11
Ph: 08026567311,
E-Mail: [email protected]
Ms.Annapoorani Chockalingam
Elementary education
India - Learning Disability movement is only two decades old.
Prevalence: 8 – 13% of Indian population.
EVERY CHILD’S RIGHT
WHY DO I NEED THIS SESSION
Recognize learning difficulties
or learning difference
Help them learn coping skills
and functional skills.
LEARNING DIFFICULTIES
A disorder manifested by a difficulty in learning
to read despite conventional instruction, adequate
intelligence, and socio cultural opportunity.
- Not linked with intelligence as there is independent cognitive development. Cause unknown. Sometimes due to genetics, pre and post natal trauma etc.
- Difficulty with input, integration, memory and output
AND WHAT IS NOT
• Behavioral issues.
• Disinterest or unmotivated
• Slow pace learning (slow learners).
Finally
Resource room is not for children whom the teacher
cannot cope with.
SYMPTOMS OF CHILDREN WITH LD
Children with LD have problems with two or more of the following skills, abilities or behaviour
• Achievement
• Language
• Attention
• Orientation
• Visual perception
• Auditory perception
• Memory
• Fine motor coordination
• Gross motor coordination
TYPICAL CHARACTERISTICS IN CHILDREN WITH LD
1. LANGUAGE - Trouble in:
Following instruction
Vocabulary development
Grammatical phrasing
Sequencing
Organizing words to answer
Understanding abstract ideas.
Multiple meanings of words.
2. READING - Trouble in:
Order of letters in words
Letter recognition/letter-sound association
Reading with expression and intonation
Adequate speed of reading
Blending sounds into word
Using context clues
Reading comprehension
USUALLY
Guess words from the first letter
Omit words, substitute words or add words to a sentence.
TYPICAL CHARACTERISTICS IN CHILDREN WITH LD
3. SPELLING
Letter sound association.
Reversal.
Difficulty with irregular spelling.
Leaving out letters.
Adds extra letters.
Mirror writing.
Shortens words.
TYPICAL CHARACTERISTICS IN CHILDREN WITH LD
Sample spelling worksheet
TYPICAL CHARACTERISTICS IN CHILDREN WITH LD
4. COGNITIVE
Difficulty in sticking to the main point.
Rigid concepts.
Doesn’t see patterns.
Poor memory.
Unable to classify/group
Unable to transfer learning to other situations.
5. WRITING - Trouble in:
• Holding pencil appropriately
• Writing without ruled paper
• Writing activities
• Completing class notes
• Correct formation of letters
• Copying without errors
• Using punctuation
• Appropriate vocabulary, ideation, punctuation, grammar and
spelling
• Proof read and self correct written work
• Inverts/reverse letters
TYPICAL CHARACTERISTICS IN CHILDREN WITH LD
Trace your hand and colour the fingers as per
legend
6. MATHEMATICS - Trouble in :
Sorting, matching, ordering
Grasping concept of rational counting
Language of math
Basic computational skill and signs
Problem Solving
Estimation/comparison of time, quantity etc.
Tables, formulas etc.
Place value
Geometric concepts.
TYPICAL CHARACTERISTICS IN LD CHILDREN
Error types
Word problems
TYPICAL CHARACTERISTICS IN CHILDREN WITH LD
BEHAVIOUR
• Poor attention span
• Works very slowly
• Poorly organized
• No study skills
• Withdraws socially
• Lacks self-confidence
• Poor sitting tolerance.
• Lack of task completion
• Gets distracted easily and disturbs others
• Becomes aggressive/throws temper tantrums
• Does not understand/forgets assignments
Class Teacher Observation
Child is – Difficult
– Inattentive
– Fidgety
– Incomplete homework and class work
– Errors in spelling, inadequate content, inappropriate
language
Is it possibly Learning Difficulty?
Identified- What Next? ASSESSMENT
• Parent enrolment: Be supportive, encouraging, optimistic
• Team Approach : Parent, Teacher and Professionals
Formal assessment by a Psychologist
Informal assessment by special educator
If needed inputs as required from:
Developmental neurologists
ENT
Audiologists
Speech therapists
Behaviour therapists
Choose the Right Special Education Placement
Inclusion Class
Resource Room
After-School Remediation
• Inclusive classroom
Help by a teacher in the mainstream class
● Seating.
• Help with notes.
• Marking/grading
• Involve verbally.
• Short assignments.
• Involve in hands-on activities.
• Extra time and reading help.
• Reduced distraction.
• Do not ask to read aloud.
More Help
• Peer teaching – study buddy
• Over learning
• Appreciating even small achievements
• More oral evaluations
• Differentiated teaching-practical application
• Multi-sensory teaching- VAKT method-
• Using assistive technology where possible
• Special accommodations for test taking.
• Let the child know you are interested in him/her and willing to help
Homework Help
Familiar homework
Prepare schedules for after-school
Write all home work on the black board
Check assignment books
Allow SMS access to the parent
A specific look at the different boards
Name of the
board
curriculum contents Exam Flexibility/pr
ovisions
STATE simple simple direct Extra time,
scribe
CBSE Complex
(math &
science)
Book is to be
thoroughly
studied
Application
oriented
Extra time,
scribe, language
exemption
ICSE complex Vast detailed
study
Application
oriented
Extra time,
scribe,
subject/language
exemption
NIOS extensive Needs
understandingObjective &
direct
Scribe,
subjects can
be chosen
MATRI
CULATION
extensive Vast &
detailed
Direct with lot
of writing
Extra time,
scribe
Let no child be demeaned
Or have his wonder diminished
Because of our ignorance or inactivity
Let no child be deprived of discovery
Because we lack the resources to discover his problem
Let no child ever doubt himself or his mind
Because we are unsure of our commitment.