Dealing with learning difficulties
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Helping EFL teachers deal with learning difficulties / disorders. part 1
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Dealing with learning difficulties
- 1. DEALING WITH LEARNING DIFFICULTIES / DISABILITIES IN EFL CLASSROOMS Manuella Farias 2018
- 3. Outcomes Difficulties x Disabilities Disorders : ADD, ADHD, ODD Legal issues Actions Feedback
- 4. Understanding the difference... Difficulties x Disabilities (Disorders)
- 5. Understanding the difference... Learning Difficulties o Temporary or transitory event o Variety of causes
- 6. Understanding the difference... Learning Disabilities (disorders) o Permanent / Important difficulty related to learning o Intelligence / willpower o Causes x Family o Capability of learning
- 7. Most Common Disorders o Dyslexia: Difficulty to read, write and spell. o Dyscalculia: It involves difficulty with calculating numbers or grasping mathematical concepts. o Dysgraphia: It involves problems with handwriting. It can include illegible writing, awkward pencil grip, inappropriately sized or spaced letters or spelling problems. o Dyspraxia: Difficulties with motor tasks including either large movements or small movements.
- 8. Most Common Disorders o ADD and ADHD : Problems paying attention, concentrating, difficulties following simple instructions. There is a need to physically move their body and are very compulsive. o ODD : Extreme difficulties with rules , authorities, discipline and limits. Problematic behaviour.
- 9. ADHD Attention Deficit Hiperactivity Disorder TDAH transtorno de deficit de atenção e hiperatividade Symptoms 1. INATTENTION 2. HYPERACTIVITY 3. IMPULSIVITY
- 10. ADHD Attention Deficit Hiperactivity Disorder TDAH transtorno de deficit de atenção e hiperatividade Causes 1. Too much sugar 2. Poor Eye sight or auditory issues 3. Heredity 4. Chemical Imbalance 5. Watching TV 6. Altered Brain Function 7. Having a poor home life 8. Neo-Natal Activities 9. Toxins 10. Food allergies
- 11. ADHD Attention Deficit Hiperactivity Disorder TDAH transtorno de deficit de atenção e hiperatividade High Risks of… o Other Disorders (ODD, CD, AD …) o Depression o Learning disabilities o Try drugs o 50% will continue to suffer into adulthood
- 12. ODD Oppositional Defiant Disorder TOD trasntorno opositivo desafiador Sympthoms 1. Angry and irritable mood 2. Argumentative and defiant behavior 3. Vindictiveness
- 13. ODD Oppositional Defiant Disorder TOD trasntorno opositivo desafiador Severity •Mild. Symptoms occur only in one setting, such as only at home, school, work or with peers. •Moderate. Some symptoms occur in at least two settings. •Severe. Some symptoms occur in three or more settings.
- 14. ODD Oppositional Defiant Disorder TOD trasntorno opositivo desafiador Causes (still uncertain) Genetics — a child's natural disposition or temperament and possibly neurobiological differences in the way nerves and the brain function Environment — problems with parenting that may involve a lack of supervision, inconsistent or harsh discipline, or abuse or neglect
- 15. ODD Oppositional Defiant Disorder TOD trasntorno opositivo desafiador Risks o Other Disorders (ODD, CD, AD …) o Depression o Learning disabilities o Suicide o Poor school and work performance o Antisocial behavior o Impulse control problems o Substance use disorder
- 16. What does the law say ? Extra time for exams. (25% ) Oral tests instead of papers. Tests may be taken in a different place at school. Adaptations on both Curriculum and Exams. Adaptations on facilities / objects / materials. School support
- 17. As Teachers, what can we do? PLAN carefully our lessons. Adapt, be flexible. Be commited to what you chose to be /do Get help from specialists , from your coordinator Parents as allies not as aliens.
- 18. As Teachers, what can/should we do? Some tips... Short , CLEAR and direct instructions. (ADD,ADHD,ODD) Tests and Exams: The simpler the better. (ADD,ADHD, ODD*) Capital letters. (ADD, ADHD) Routine chart daily. (all) Eye to eye. Build a positive relationship. (all) Build Ss confidence, using him as a helper, sitting near you. (ADD,ADHD,ODD) Allow your Ss to move around. (ADHD) Allow your Ss to go out according to previous arrangements. (ODD) Praise good and positive behaviour. (all, especially ODD) Allow extra time for activities. (especially ADD) Think carefully before setting a rule, show who is “the boss” always being firm but not agressive. (ADHD, ODD) Balance your activities so that you don’t have a boring neither a “hyper” class. DIFFERENCIATED TEACHING/LEARNING/ACTIVITIES. *
- 19. Now it is your turn... 1. What would do differently? 2. Is there anything that can be adapted? 3. Can you predict any problems that may be caused by your selection of activities? Share your ideas with your peers! After all they are YOUR STUDENTS!
- 20. Further reading Armstrong, T.Why I Believe that Attention Deficit Disorder is a Myth. Sydney's Child Australia, Set, 1996. BARKLEY, Russel. Transtorno do Déficit de Atenção/ Hiperatividade (TDAH): guia completo e autorizado para pais, professores e profissionais da saúde. Porto Alegre: Artmed, 2002. DA SILVA, Dirce Porto. Hiperatividade na Escola: Algumas Orientações de como Trabalhar em Sala de aula. Disponível em http://www.artigos.com/artigos/humanas/educacao/hiperatividade-na-escola:- algumas-orientacoes-de-como-trabalhar-em-sala-de-aula-13640/artigo/. Acesso em: 19 out 2010. GÓMEZ, Ana Maria Salgado; TERÁN, Nora Espinosa. Dificuldades de Aprendizagem detecção e estratégias de ajuda. Grupo Cultural.2002. ROHDE, L. A. BENKZIC, E. B. P. Transtorno do Déficit de Atenção / Hiperatividade : o que é? Como ajudar? Porto Alegre: Artmed, 1999. Leia mais em: https://www.webartigos.com/artigos/transtorno-do-deficit-de-atencao- tdah-algumas-estrategias-para-professores-e-pais/56259#ixzz5DQV5pOAn http://www.understandingspecialeducation.com/ADHD-in-children.html
- 22. Feedback... It only takes 2’ As for the workshop... Do you think it will make any difference to your practice? How? Was there enough time for discussion? Was the subject rellevant? Any sugestions? As for the presenter... Was he/she clear? Did he/she show knowledge about the subjetc? Any suggestions?
- 23. Thank you !
Editor's Notes
- 5’
- 10’ Ask participants to think about one student that they think have a learning difficulty / disability. Write down 3-5 things they usually do / don’t do in class. Leave a note to your student... Dear Student, Sincerely, your teacher.
- 1’
- 5’ Group work discussion
- 5’ 1. Results of temporary or transitory events in a child’s life that may be negatively influencing their learning process. These events weren’t there before, did not occur. 2. PAIR ACITIVITY: LIST WHAT MAYBE THE CAUSES. Sudden change of school, routine, loss of a relative or close friend, change teachers, new born to the family, insominia, divorce, health problems, ETC.
- 5’ 1Permanent / relevant difficulty related to reading, writing, calculating or any other áreas of learning processes (motor skills, organizing idéias, etc.) • It is not related to lack of intelligence or willpower. A person may simply have a brain that receives and organizes information differently . It is a biological process. It is very common that another person from the family is also like this. • Family enviroment and type of education (quality) may make things worse, but Will not be the cause of it. Child is capable of learning. However, in order for this to happen, an accurate diagnosis should be provided, interventions and adaptations should be made accordingly. 2.
- 5’ Dyslexia: It is a neurological problem, not an intellectual disability, where the brain mixes up letters and words. Most children with this disability are very bright, but not being able to read well obviously causes school to be difficult. Approximately 5-17% of the population suffers from this disorder. It often runs in families DYSCALCULIA:. It varies from child to child DYSGRAPHIA:Students with this problem sometimes use a laptop computer at school as an accommodation. DYSPRAXIA:. These can range from walking and balance problems to difficulty with picking up a pencil.
- ADD and ADHD: in children is estimated to occur in 3-5% of our school-aged children. Some studies show that it affects as many as 8%. Both attention deficit disorder and attention deficit hyperactivity disorder can interfere with school functioning. ODD
- ADD and ADHD: in children is estimated to occur in 3-5% of our school-aged children. Some studies show that it affects as many as 8%. Both attention deficit disorder and attention deficit hyperactivity disorder can interfere with school functioning. Symptoms: that tend to correlate with ADD and ADHD in children. Those with ADD, do not suffer from the symptom of hyperactivity. 1. Children with inattention are easily distracted. They can’t follow directions or finish tasks, appear not to listen, make careless mistakes, are forgetful about daily activities, have problems organizing tasks, avoid sitting still, lose things and tend to daydream. 2. ADHD in children can result in squirming, fidgeting or bouncing behavior. They often struggle to stay seated, have difficulty playing quietly and are always moving and excessively talking.
- T or F??? ADD and ADHD in children are NOT caused by eating too much sugar, watching TV, having a poor home life or food allergies. But, are caused by: Heredity: ADD and ADHD tend to run in families Chemical Imbalance Altered Brain Function: Brain scans reveal differences in the structure and brain activity. Neo-Natal Activities: Maternal smoking, drug use, and pre-maturity all increase the risk. Toxins: Exposure to environmental toxins including lead and PCB’s.
- Children with ADD and ADHD are at higher risk for developing oppositional defiant disorder, conduct disorder, depression, anxiety disorders, learning disabilities and Tourette’s syndrome. They are also at higher risk to try drugs and alcohol in their future in an attempt to self medicate their symptoms. 50% of children will continue to struggle with this disorder into adulthood
- Pair work 5’ 1.Often and easily loses temper 1.Is frequently touchy and easily annoyed by others 1.Is often angry and resentful. 4.Often argues with adults or people in authority 4.Often actively defies or refuses to comply with adults' requests or rules 4.Often deliberately annoys or upsets people 4. Often blames others for his or her mistakes or misbehavior 5. Is often spiteful or vindictive 5. Has shown spiteful or vindictive behavior at least twice in the past six months
- Pair work 5’ 1.Often and easily loses temper 1.Is frequently touchy and easily annoyed by others 1.Is often angry and resentful. 4.Often argues with adults or people in authority 4.Often actively defies or refuses to comply with adults' requests or rules 4.Often deliberately annoys or upsets people 4. Often blames others for his or her mistakes or misbehavior 5. Is often spiteful or vindictive 5. Has shown spiteful or vindictive behavior at least twice in the past six months
- Contributing causes may be a combination of inherited and environmental factors,
- Contributing causes may be a combination of inherited and environmental factors,
- 5’
- 10’ discussion. It is not easy. Think about your students and their individuallities. Love them. Imagine they could be your son, cousin, etc. But don´t be romantic. It is very hard and can be very frustating.
- 10’ discussion. *REQUIRES A SESSION JUST FOR THAT! *
- 15’
- 4’