specific language disability
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KUNNAMPALLIL GEJO JOHN
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“To See The World
In Grain Of Sand
nd Heaven
In Wild Flower
Hold Infinity
In The Palm Of Your
Hand nd Eternity
In n Hour”
-- William Blake
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A classroom sees a convergence of a
variety of domestic, environmental,
social, cultural and economic
influences that children bring with
them everyday.
In the midst of all this is
LEARNING DISORDER
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The concept of
“LEARNING DISORDER”
has one meaning for the
general public
but a different meaning for
professionals.
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THE ABILITY MAZE
To be ABLE is to have the
means/skill/opportunity To do some thingsTo be UNABLE is not to have themeans/skill/ opportunity
To do some thingsIf ABILITY is the quality one has
To do some thingsINABILITY is the state of being unable
To DISABLE means to put out of action
And DISABILITY ??.....KUNNAMPALLIL GEJO JOHN
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Does “something” mean “everything” ?
Is every “inability” a “disability”?
If one is “unable” to do something is
he/she “handicapped”??
Educators and professionals need to
constantly work on clarifying
misconceptions. It is like cleaning the
path while making it.
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We must remember…
The term “LD” does not includelearning problems that are primarily
the result of visual, hearing or motor
disabilities, of mental retardation, of
emotional disturbance or of
environmental, cultural or economic
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“LD’s” are characterized by intra-
individual differences, usually in the
form of discrepancy between a
student’s ability and his/her
achievement in are as such as
reading, writing, mathematics or
speaking. Some students with
LD also have difficulties with social
relations.KUNNAMPALLIL GEJO JOHN
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ypical learning disorders include
•Dyslexia
•Dyscalculia
•Dyspraxia and
•Dysgraphia
often complicated by associated
disorders such as attention deficit
/hyperactivity disorder.
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Having trouble:
Processing information
Organizing information
What is a Learning
Disorder?
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WHAT IT ISN’T
DYSLEXIA IS …
NOT A VISUAL PROBLEM
NOT A LACK OF INTELLIGENCE
NOT
DUE TO LACK OF EFFORT
NOT
UNCOMMON – 10 – 20 %
OF POPULATION
NOT A DEVELOPMENTAL LAG.
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“ he disorders
you c n see
m y be e sier
to de l with
th n the ones
you can’t”
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DYSLEXIA
Signs and Symptoms of Dyslexia
• Dyslexia can be difficult to recognize, but someearly clues may indicate a problem.
• If students have a problem with new words,
• and add them slowly
• and have difficulty rhyming, they may be atincreased risk of dyslexia.
• signs and symptoms of dyslexia may become moreapparent as students go through school, including:
• The inability to recognize words and letters ona printed page
• A reading ability level much below theexpected level for the age of your student
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WHAT TO LOOK FOR?
PRE-PRIMARY LEVEL (age 3 – 5)
Does the student have difficulty
•Connecting spoken sounds with letters?
•Counting and learning numbers?
•Being understood when he/she speaks to a
stranger?•Using crayons/ working with fingers?
•Reacting to touch (too much or too
little) ?
•Pronouncing words?•Walking forward or up and down stairs?
•Remembering names of colors?
•Dressing himself/herself without
assistance? KUNNAMPALLIL GEJO JOHN
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•PRIMARY LEVEL AGE 6- 10)
– Does the student have difficulty
• Reading accurately and comprehending what iread?
• Learning new vocabulary/ skills?• Understanding the rules of conversation?
• Retelling stories?
• Playing with peers/ age appropriate games?
• Moving from one activity to another?• Expressing thoughts verbally or in writing?
• Computing math problem at his/her gradelevel?
•Following directions?
• Remembering routines/deadlines and keepingto them?
• Drawing or copying shapes?
•
Modulating voice?• Bein or anized?
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• SECONDARY LEVEL age 11 – 15)
– Does the individual have difficulty
• Remembering newly learnt information?
• Staying organized?
• Understanding what he/she reads?
• Expressing thoughts verbally or in
writing and using proper grammar?• Following directions?
• Getting along with peers?
•
Understanding jokes that are sarcasticor subtle?
• Making appropriate remarks?
• Remembering and sticking to deadlines?
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WHAT DO WE DO?
Option I:
To find IQ- Achievement Discrepancy
Option II:
Response to Intervention RTI)
Option III:
Combine the two.
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WHAT IT IS
DYS
= TROUBLE
LEXI
= WORDS
TROUBLE WITH WORDS
NEUROLOGIC IN ORIGIN - GENETIC
LIFELONG – ENVIRONMENT MAY ALTER COURSE
CORE DEFICIT IN PHONOLOGICAL COMPONENT OF LANGUAGE
READING COMPREHENSION > WORD READING
ACCOMPANYING CHALLENGES ( 50% )
ADHD
SENSORY MOTOR DIFFICULTY
BEHAVIORAL PROBLEMS
MORE CHALLENGING TO REMEDIATEKUNNAMPALLIL GEJO JOHN
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CONCESSION Vs. ACCOMODATION
•
Giving a student extra time for an exam
• Allowing a choice of subject especially languages
• Providing assistance of a writer
• Providing training in assistive technology
• Providing easy to understand instructions and
notes
Let’s call them
ACCOMODATIONS.
“ oncessions” sound condescending.
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HOW DOES IT HAPPEN?
• Good child centered
innovative teaching
practices
• Learning from individual
differences
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S l & l d
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• Special & general education
teachers collaborating to
improve teaching strategies or
co-teaching
• Including parents of students
with learning disabilities to be
a part of the school’s design of
education.
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Does my student have ADD or
ADHD?
Hyperactive
Impulsive
Fidgety
Inattentive
Disorganized
Unreasonable
emotional negativity
Emotional outbursts
Frustration over minor
issues
Bedwetting
All characteristics may vary with age)
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and ADHD
aluate student’s behavior
ntinuous performance test (CPT)
ces of information and observations
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INSTRUCTIONAL IDEAS:
ASSISTANCE WITH AUDIO AND VISUAL ASPECTS OF
LEARNING
Teachers may find the following helpful:
Repeat and summarize oral lecture notes and give students
written versions of key points.
Verbalize what is being written on the chalkboard and read
aloud material contained in handouts.
Send students a copy of booklist for upcoming school year so
that students can “get a jump on” the reading assignments.
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Communication
• Simple language with short sentences
•Avoid jargon and negatives
•Give concrete examples and avoid abstract ideas
• Be aware literal meanings & use humour
cautiously
• Sign language /pictures. Consider interpreter
•Check comprehension
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ASSISTANCE DURING ASSESSMENTS:
The teacher may wish to:
Choose an alternate exam site away from the general education
classroom. Ensure that this alternate locale is free from auditory
and visual distracters.
Avoid confusing or complicated language and/or consider a
substitute exam/assessment.
Allow student extra time to complete exams/assignments,
especially if there are unique demands regarding reading and
writing skills.
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ADDITIONAL INSTRUCTIONAL
IDEAS
Teachers should:
Supporting learning with visuals
Stressing step-by-step instructions
For students with ADHD, teachers should:
Give only one assignment at a time.
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INTERESTING TIDBITS
POTPOURRI
Because many people with dyslexia are right-brained
thinkers, they may be more artistic and creative,
becoming poets, actors, inventors, and artists.
Children with dyslexia use “almost five times as much
brain area as other children while doing a simple language
task” (Silverstein et al., 2001, p. 22).
“In the past, doctors…tried to prevent [children with
disabilities] from being born; they…also…tried to stop
some [people with disabilities] from having children of
their own” (Flynn, 1998, p. 11).
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INTERESTING TIDBITS
EMOTIONAL ISSUES
Students with learning disorders may suffer from emotional
problems/depression, and/or low self-esteem. This may cause students to
withdraw from social interaction.
These same students may turn to drugs or alcohol for relief from feelings of
low self-worth.
As many as 35% of students with learning disorders, drop out of High
School (Girod, 2001, p. 31).
“Teenagers with dyslexia …[are] more likely to…think about
and to attempt suicide than other young people their age” (Landau, 2004, pp.
48-9).
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Celebrities with dyslexia
•Tom Cruise
• Walt Disney
• enry “The
Fonz” Winkler
• Magic Johnson
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Thomas Edison
Albert Einstein
KUNNAMPALLIL GEJO JOHN
http://en.wikipedia.org/wiki/Image:Thomas_Edison.jpg
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Celebrities with ADD ADHD
• Ty Pennington
• Ellen Degeneres
• Robin Williams
• Tracy Gold
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“Who is there to do my duties?”,
said the setting sun.
“I shall do what I can, my
master ”, said the little lamp.
- Rabindranath Tagore.
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Be A Candle
Be A Light
Be A Twinkle
Be A Hope
Be An Inspiration
Be A Great Teacher Forever.
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