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    JGSSNov2010 spotting.presentation JGSSNov2010 spotting.presentation Presentation Transcript

    • October 2010
      Pastoral Care of Children with Special Needs
      “Spotting and Addressing Learning Difficulties in the Regular Classroom Setting”
      http://thebrownmandiary.blogspot.com
    • http://thebrownmandiary.blogspot.com
    • PART ONE
      http://thebrownmandiary.blogspot.com
    • http://thebrownmandiary.blogspot.com
    • NATURE AND BACKGROUND
      • Autism is a pervasive developmental disability
      • Deficits in Communication, Social Interaction and Educational Performance
      http://thebrownmandiary.blogspot.com
    • NATURE AND BACKGROUND
      • Evident between ages 2.0 and 3.0
      • Confirmable at ages 3.0 to 3.6
      http://thebrownmandiary.blogspot.com
    • HISTORYOF AUTISM
      Leo Kanner first IDENTIFIED the diagnostic features of autism as a syndrome in 1943
      http://thebrownmandiary.blogspot.com
    • Early Signs
      http://thebrownmandiary.blogspot.com
    • CLASSROOM SYMPTOMS
      • Insistence on sameness
      • Difficulty in expressing needs, using gestures or pointing instead of words
      • Repeating words or phrases in place of normal, responsive language
      http://thebrownmandiary.blogspot.com
    • CLASSROOM SYMPTOMS
      • Laughing (and/or crying) for no apparent reason, showing distress for reasons not apparent to others
      • Preference to being alone; aloof manner
      • Tantrums
      • Difficulty in mixing with others
      http://thebrownmandiary.blogspot.com
    • CLASSROOM SYMPTOMS
      • Not wanting to cuddle or be cuddled
      • Little or no eye contact
      • Unresponsive to normal teaching methods
      • Sustained odd play
      • Spinning objects
      http://thebrownmandiary.blogspot.com
    • CLASSROOM SYMPTOMS
      • Obsessive attachment to objects
      • Apparent over-sensitivity or under-sensitivity to pain
      • No real fears of danger
      • Noticeable physical over-activity or extreme under-activity
      http://thebrownmandiary.blogspot.com
    • CLASSROOM SYMPTOMS
      • Uneven gross/fine motor skills
      • Non responsive to verbal cues; acts as if deaf, although hearing tests in normal range
      http://thebrownmandiary.blogspot.com
    • The Autism Awareness Ribbon
      Ribbon reflects:
      • Mystery and complexity of autism
      • Diversity of people and families living with this disorder
      • Signals hope through research and increasing awareness in people like you
      http://thebrownmandiary.blogspot.com
    • BEFOREWE GO FURTHER…
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    • PART TWO
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    • Attention Disorders
      http://thebrownmandiary.blogspot.com
    • OFFICIAL DIAGNOSTIC REFERENCE
      The Official Criteria for a diagnosis is found in the Diagnostic and Statistical Manual, 4th edition (DSM IV-R) published by APA
      http://thebrownmandiary.blogspot.com
    • ESSENTIAL FEATURES:
      A. Persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and is more severe than is typically observed in individuals at comparable level of development.
      http://thebrownmandiary.blogspot.com
    • ESSENTIAL FEATURES:
      B. Some hyperactive-impulsive or inattentive symptoms must have been present before seven years of age.
      http://thebrownmandiary.blogspot.com
    • ESSENTIAL FEATURES:
      C. Some impairment from the symptoms must be present in at least two settings.
      http://thebrownmandiary.blogspot.com
    • ESSENTIAL FEATURES:
      D. There must be clear evidence of interference with developmentally appropriate social, academic or occupational functioning.
      http://thebrownmandiary.blogspot.com
    • ESSENTIAL FEATURES:
      E. The disturbance does not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorders and is not better accounted for by another mental disorder.
      http://thebrownmandiary.blogspot.com
    • CRITERIA
      http://thebrownmandiary.blogspot.com
    • http://thebrownmandiary.blogspot.com
    • ADD
      Attention Deficit Disorder
      http://thebrownmandiary.blogspot.com
    • CLASSROOM SYMPTOMS
      http://thebrownmandiary.blogspot.com
    • INATTENTION
      http://thebrownmandiary.blogspot.com
    • INATTENTION
      • Often fails to give close attention to details
      • Often has difficulty sustaining attention in tasks or play activities
      • Often does not appear to listen when spoken to directly
      http://thebrownmandiary.blogspot.com
    • INATTENTION
      • Often does not follow through on instructions and fails to finish schoolwork chores or duties in the workplace
      • Often has difficulty organizing tasks and activities
      http://thebrownmandiary.blogspot.com
    • INATTENTION
      • Is often easily distracted by extraneous stimuli
      • Often forgetful in daily activities
      http://thebrownmandiary.blogspot.com
    • ADHD
      Attention Deficit Hyperactivity Disorder
      http://thebrownmandiary.blogspot.com
    • CLASSROOM SYMPTOMS
      http://thebrownmandiary.blogspot.com
    • HYPERACTIVITY
      http://thebrownmandiary.blogspot.com
    • HYPERACTIVITY
      • Often fidgets with hands and or feet or squirms in seat
      • Often leaves seat in classroom or in other situations in which remaining seated is expected
      • Often runs about or climbs excessively in situations in which it is appropriate
      http://thebrownmandiary.blogspot.com
    • HYPERACTIVITY
      • Often has difficulty playing or engaging in leisure activities quietly
      • Is often “on the go” or often acts as if “driven by a motor”
      • Often talks excessively
      http://thebrownmandiary.blogspot.com
    • IMPULSIVITY
      “BY THE TIME I THINK ABOUT WHAT I’M GONNA DO…
      I ALREADY DID IT!”
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    • IMPULSIVITY
      • Often blurts out answers before questions have been completed
      • Often has difficulty awaiting turn
      http://thebrownmandiary.blogspot.com
    • IMPULSIVITY
      • often interrupts or intrudes on others (e.g., butts into conversations or games)
      http://thebrownmandiary.blogspot.com
    • TAKENOTE!
      Self-control and self-regulation problems seen in people with ADD / ADHD are not a matter of deliberate choice. These problems are caused by neurological events or conditions.
      People with AD/HD know how to behave…
      http://thebrownmandiary.blogspot.com
    • TAKENOTE!
      They generally know what is expected in a given situation. But they run into trouble at the point of performance -- that moment in time when they must inhibit behavior to meet situational demands. Their troubles may show up in how they act in the outside world, or internally.
      http://thebrownmandiary.blogspot.com
    • TAKENOTE!
      Characteristically have inconsistent performance. Inconsistency is often mistaken for a lack of regard or respect, or as a lack of effort.
      http://thebrownmandiary.blogspot.com
    • NEUROLOGICAL CHART
      http://thebrownmandiary.blogspot.com
    • PART THREE
      http://thebrownmandiary.blogspot.com
    • CHILDRENWITHLEARNING DISABILITY
      http://thebrownmandiary.blogspot.com
    • LEARNING DISABILITY
      Refers to a condition wherein one or more of the basic psychological processes involved in understanding or using spoken or written language, which can result in difficulties in reading writing, listening, thinking, spelling or mathematics.
      http://thebrownmandiary.blogspot.com
    • Tell me about
      http://thebrownmandiary.blogspot.com
    • Children with Learning Disability
      A learning disability is a neurological disorder.
      In simple terms, a learning disability results from a difference in the way a person's brain is "wired." Children with learning disabilities are as smart or smarter thantheir peers.
      http://thebrownmandiary.blogspot.com
    • Children with Learning Disability
      These processing problems can interfere with learning basic skills such as reading, writing, or math.
      http://thebrownmandiary.blogspot.com
    • Children with Learning Disability
      A learning disability can't be cured or fixed; it is a lifelong issue. BUT with the right support and intervention, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life.
      http://thebrownmandiary.blogspot.com
    • FACTS
      • Difficulty in basic reading and language skills is the most common
      Learning Disability;
      • Learning Disabilitiesoften run in families;
      • Attention disorders, such as Attention Deficit/Hyperactivity Disorder(ADHD)and learning disabilities often occur.
      http://thebrownmandiary.blogspot.com
    • LEARNING DISABILITYis
      NOT…
      …the RESULT of Visual, Hearing or Motor Handicap, Mental Retardation, Emotional Disturbance, Environmental, Cultural or Economic Disadvantage.
      http://brownmandiary.blogspot.com
    • CLASSROOM SYMPTOMS
      • Looks typical but doesn’t learn typically;
      • Is intelligent, often gifted;
      • Has reading, spelling, writing and/ or math abilities that are significantly below child’s capability level;
      http://thebrownmandiary.blogspot.com
    • CLASSROOM SYMPTOMS
      http://thebrownmandiary.blogspot.com
    • CLASSROOM SYMPTOMS
      http://thebrownmandiary.blogspot.com
    • Interventions
      http://thebrownmandiary.blogspot.com
    • General Guidelines
      on
      INTERVENTIONS
      http://thebrownmandiary.blogspot.com
    • 1. Proper Classroom Setting
      Organize the learning environment to ensure involvement in classroom activities and be accepted by his/her classmates.
      http://thebrownmandiary.blogspot.com
    • Facilitate Interaction thru:
      A. Building a positive class environment
      B. Position the pupil’s seat for inclusion
      C. Build opportunities for friendship
      D. Make instructions clear, equipment/materials accessible
      E. Involve the pupil in all class activities
      Affirm the pupil
      Set rules and routines
      http://thebrownmandiary.blogspot.com
    • 2. Modify Curricular Instructions
      and Activities
      Key: PROVIDE EQUAL PLAYING FIELD
      http://thebrownmandiary.blogspot.com
    • Presentation of Skills and Information
      Classification of task directions:
      Repeat/restate oral directions in SIMPLE LANGUAGE
      Directions be given ORALLY and WRITTEN
      Directions CLEARLY WRITTEN ON THE BOARD
      Written directions on STUDENT’S READING LEVEL
      http://thebrownmandiary.blogspot.com
    • Presentation of Skills and Information
      B. Add prompts
      Verbal, visual or physical that can call attention to the cues already available in the learning task
      http://thebrownmandiary.blogspot.com
    • Changes in Teaching Procedures
      A. Additional Guided Practice
      B. Reward System or Punishment
      C. Slowing the pace of Instruction
      Creative Commons License
    • Altering Tasks Requirements
      Change the criteria for successful performance
      Change task characteristics
      Break tasks into smaller subtasks
      http://thebrownmandiary.blogspot.com
    • Substitute Alternative Task
      A. Similar but easier task
      B. Pre-requisite task
      http://thebrownmandiary.blogspot.com
    • DO NOT LOSE HOPE!
      “One of these strategies will definitely work, the secret here is to not lose hope in looking for remedies”
      http://thebrownmandiary.blogspot.com
    • PART FOUR
      http://thebrownmandiary.blogspot.com
    • UNDERSTANDING
      CLASSROOM DYNAMICS
      http://thebrownmandiary.blogspot.com
    • As a Teacher
      http://thebrownmandiary.blogspot.come
    • Curriculum
      Lessons/Grades
      Lectures/Quizzes
      Classroom Teaching
      http://thebrownmandiary.blogspot.com
    • As a Student
      http://thebrownmandiary.blogspot.come
    • Grades
      Assignments
      Activities/Quizzes
      Classroom Learning
      http://thebrownmandiary.blogspot.com
    • INSIDE THE ROOM
      http://thebrownmandiary.blogspot.com
    • October 2010
      Pastoral Care of Children with Special Needs
      “Spotting and Addressing Learning Difficulties in the Regular Classroom Setting”
      http://thebrownmandiary.blogspot.com
    • October 2010
      THE END
      http://thebrownmandiary.blogspot.com