specific learning difficulties in the classroom: what …specific learning difficulties in the...
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Specificlearningdifficultiesintheclassroom:Whataretheyandhowcanweovercome
them?
Prof. Judit Kormos Lancaster University
Sixkeyelementsofinclusivelanguageteaching
Recognize
Understand
Learning strategies
Accommodate
Differentiate
Apply multisensory techniques
What type of learning difficulties are there?
Dyslexia and reading comprehension problems
Dyscalculia (numeracy problems)
Attention Deficit and Hyperactivity Disorder
Dyspraxia (fine and gross motor co-ordination)
Dysgraphia (handwriting, spelling, writing)
Specific learning difficulties
Specific learning difficulties
Dyslexia Dyscalculia
DyspraxiaADHD
Dysgraphia
• Learningdifficultiesoverlap.• Learningdifficultiesareplacedonacontinuum:there
arenoclearcut-offpoints.• Learningdifficultieshavedifferentdegreesof
severity.
Causes of learning difficulties
SpLDs
Phonological processing problems
Short-term memory
Speed of processing
Executive functions (attention)
SpLDs
Spatial/ Temporal
Memory Difficulties
Motor Control
ReadingSpelling
Listening
Writing
Strengths related to dyslexia/SpLDs
Dyslexia/SpLDs
Holisticthinking
Creativity
Originality
Spatialknowledge
Problem-solving
Peripheralvision
Link between first and second language difficulties
First language skills are foundations of L2 learning
Second language learning processes
SpLDs L2 learning difficulties
• NoteverystudentwithanSpLD willnecessarilyhavedifficultiesinL2learning.• NoteveryonewhoisstrugglingtolearnanL2hasanSpLD.
Reading difficulties in L2Word-levelreading
• Slow pace• Inaccurate word recognition• Difficulties pronouncing words
while reading• Difficulties inferring meaning of
unknown words
Textlevelreading
• Difficulties understanding key and detailed information
• Difficulty inferring implicit meaning
• Paying attention to meaning while reading aloud
1. Ask students to read aloud – observe errors and speed in L1 and L2
2. Check reading comprehension in L1 and L2
Writing difficulties in L2Word-level writing
• Slow pace• Inaccurate spelling
Text level writing
• Difficulties organizing ideas
• Coherence• Accuracy• Proofreading and
revision
Ask students to produce a piece of free writing in L1 and L2 – observe speed, errors, organization in L1 and L2
Difficulties with L2 listening and speakingListening
• Distinguishing similar sounding words
• Paying attention• Remembering
information• Understanding implied
meaning
Speaking
• Pronouncing words• Accuracy• Coherence of ideas
1. Read a story – ask comprehension questions2. Give a series of instruction – how much they remember3. Tasks for phonological awareness: deleting, adding and
substituting sounds
Difficulties with L2 vocabularyMemorizingwords
• Learning form-meaning links
• Learning other information related to words (e.g. spelling, pronunciation, grammatical information
Usingwords
• Difficulty retrieving words
• Mixing up words• Accuracy• Proofreading and
revision
1. Ask students to repeat words, numbers, colours back to you – forward and backwards
2. Ask students to name colours, numbers, picture quickly3. Ask them to list as many words starting with a particular
sound as possible within a minute
The effect of language learning difficulties on affective factors
Cognitive challenges
in language learning
Motivation and self-esteem
deteriorate
Lower investment
What is inclusive education?• Integration: it is the individual’s task to
accommodate to the characteristics and demands of the institution
• Inclusion: it is the institution’s responsibility to adapt to the students’ needs
• Student is able to share the same physical space and facilities with other students, follow the same curriculum and participate in the same extra-curricular activities
Different level of support neededDiagnostic Manual of the American Psychiatric Association (2013)• Mild degree of SpLDs: “individuals
maybe able to compensate and function well when provided with appropriate accommodations and support services”
• Moderate degree of SpLDs “some intervals of intensive and specialised teaching”
• Severe degree of SpLDs: “ongoingintensive individualized and specialized teaching”
Accommodations
Accommodations+ specialisedteaching
Specialisedteaching
Learningstrategies• Discusstime-management• Learningdiary/schedule• Practiceself-evaluation• Discusswaysaboutmanagingnegativefeelingsandemotions
• Practiceuseoftextcomprehensionstrategies
• Practicetestpreparationandtesttakingstrategies
Memorytechniques
• Mnemonics– BigElephantsCanAlwaysUnderstandSmallElephants• Keywordmethod• Chunking• Rhyme• Mind-maps
Whatcanweaccommodate?
Accommodations
Classroommanagement(groupwork,pairwork)
Environment(Light,temperature,seatingarrangements)
Pacing(slowdown,revise,recycle)
Levelofsupport(teacher,peers)
Presentationandaccesstomaterial
(multiplechannels,handouts)
Differentiate
Content
Environment
Process Product
Differentiation within tasks
• Students complete only odd-numbered questions or specifically selected items
• Teacher provides responses to several items and the student completes the rest.
• Divide a worksheet into sections and student does a specific section only
Differentiation across tasks or task types
• Students listen to a text instead of/while reading it
• Students underline, match, select possible answers rather than writing down the answer
• Choice of presentation mode (e.g. spoken, written)
Multi-sensoryteachingmethods
Usingmultiplesensorychannels
Components of multi-sensory teaching
Highlystructured
(fromsimpletocomplex)
Small,cumulative
steps
Frequentrevision,practice
Direct,explicitteaching
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