Brindavan Education Trust

No:456, 9th main road, 2nd Block,

Jayanagar, Bangalore-11

Ph: 08026567311,

E-Mail: brindavansld@gmail.com

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.