01 - learning difficulties

7/24/2019 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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01 - learning difficulties

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