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Slow learners

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few tips for slow learner's

Published in: Education, Health & Medicine

Slow learners

  1. 1. 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.)
  2. 2.  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.
  3. 3.  · 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.
  4. 4.  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.
  5. 5.  Work that is too hard or too easy is a turn-off. Make learning fun and comfortable. Your positive attitude is very important.
  6. 6.  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.
  7. 7.  · Go over his/her daily work to reinforce the learning. Slower learners need repetition. · Provide meaningful, concrete activities rather than abstract.
  8. 8. · Give short specific directions and have your child repeat them back to you. · READ! Set an example by reading yourself.
  9. 9. Stress the importance of education. · Encourage child to explore areas of interest to him/her. Career opportunities often come from these interests .
  10. 10.  Providea quiet place to work, where the child can be easily observed and motivated. Keep homework sessions short.
  11. 11.  Add a variety of tasks to the learning even if not assigned, such as painting a picture of a reading assignment.
  12. 12. · Teach how to use a calendar to keep track of assignments.· Read to the child.· Be patient but consistent.· Do not reward unfinished tasks.
  13. 13. Allow for success. Ask questions about the assignment while the child is working.
  14. 14.  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.
  15. 15.  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.
  16. 16. 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.
  17. 17.  These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span.
  18. 18.  Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not, by themselves, constitute a learning disability.
  19. 19. Language-Based Disabilities dyslexia (reading) dysgraphia (writing) dyscalculia (calculations and math facts)
  20. 20. language deficits difficulties in articulation, recalling expressive words, elaborating similarities and differences, or identifying and using appropriate verb tenses
  21. 21. 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.)
  22. 22. Auditory e.g., detecting sounds over background noise, processing verbal instructions, sequencing, fatigue from listening to lecture material
  23. 23. Executive and Cognitive Disabilities Attention deficits e.g., inability to concentrate, remain on task, budget time .
  24. 24. Memory deficitse.g. inability to engage in rotememorization such as facts, tables, dates, etc.
  25. 25.  Reasoning deficitse.g., unorganized or non-logical thinking, inability to properly prioritize tasks, difficulty with application of new material.
  26. 26. Spatial organizational difficulties e.g., problems with compass directions, right and left, up and down, ahead and behind, over and under, etc.

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