Characteristics of slow learners: 1. Functions at ability but significantly below grade level. 2. Is prone to immature interpersonal relationships. 3. Has difficulty following multi-step directions. 4. Lives in the present and does not have long range goals. 5. Has few internal strategies (i.e. organizational skills, difficulty transferring, and generalizing information.)
6. Scores consistently low on achievement tests. 7. Works well with "hands-on" material (i.e. labs, manipulative, activities.) 8. Has a poor self-image. 9. Works on all tasks slowly. 10. Masters skills slowly; some skills may not be mastered at all.
· Emphasize strengths. Use lots of praise and reinforcement frequently. · Make lessons short. Limit the working time and have several short work periods rather than one long one.
Add variety to the academic routine. Do active things and use educational games, puzzles, and other techniques as much as possible. · Work on material that is somewhat challenging but allows success.
Work that is too hard or too easy is a turn-off. Make learning fun and comfortable. Your positive attitude is very important.
Ask what was the best part of his/her day. Ask questions about the TV shows he/she watches. Talk about what he/she has heard, done, and plans to do. Communicate with your students.
· Go over his/her daily work to reinforce the learning. Slower learners need repetition. · Provide meaningful, concrete activities rather than abstract.
· Give short specific directions and have your child repeat them back to you. · READ! Set an example by reading yourself.
Stress the importance of education. · Encourage child to explore areas of interest to him/her. Career opportunities often come from these interests .
Providea quiet place to work, where the child can be easily observed and motivated. Keep homework sessions short.
Add a variety of tasks to the learning even if not assigned, such as painting a picture of a reading assignment.
· Teach how to use a calendar to keep track of assignments.· Read to the child.· Be patient but consistent.· Do not reward unfinished tasks.
Allow for success. Ask questions about the assignment while the child is working.
Have the child do the most difficult assignments first and leave the easier ones to later. Call it the dessert principle. Don’t be overprotective.
Students whose parents frequently intercede at school are teaching that they do not respect their child’s abilities. Sharing the child’s strengths and weaknesses could make the school year more beneficial for all concerned.
Learning disabilities is a general term that refers toa heterogeneous group of disorders manifested by significant difficulties in theacquisition and use of listening, speaking, reading, writing, reasoning, or mathematical skills.
These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span.
Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not, by themselves, constitute a learning disability.
Language-Based Disabilities dyslexia (reading) dysgraphia (writing) dyscalculia (calculations and math facts)
language deficits difficulties in articulation, recalling expressive words, elaborating similarities and differences, or identifying and using appropriate verb tenses
Sensory-Perceptual Disabilities Visual (e.g., judging distance from an object, visually determining the difference between two objects, identifying figure against competing background--including reading a line of text in a book, copying information from the board, etc.)
Auditory e.g., detecting sounds over background noise, processing verbal instructions, sequencing, fatigue from listening to lecture material
Executive and Cognitive Disabilities Attention deficits e.g., inability to concentrate, remain on task, budget time .
Memory deficitse.g. inability to engage in rotememorization such as facts, tables, dates, etc.
Reasoning deficitse.g., unorganized or non-logical thinking, inability to properly prioritize tasks, difficulty with application of new material.
Spatial organizational difficulties e.g., problems with compass directions, right and left, up and down, ahead and behind, over and under, etc.