1. Certificación de tutores de docentes de idiomas
Norma patricia Martínez Caamaño
mtzcaamano@hotmail.com
Task 3.3
Symptoms of disability:
Talks excessively and has difficulty remaining in a seated hyperactivity
position
ADHD
Impulsivity: tends to interrupt others
Dyslexic learner
Extremely disorderly or compulsively orderly.
deafness
Use of manual means of communication
Screen magnification
Use of magnifier when reading
Asperger’s syndrom
inappropriate or minimal social interactions
Fails to follow directions and/or finish assignments and tasks inattention
Makes careless mistakes and disregards details in everyday inattention
activities and lesson work
conversations almost always revolving around self rather than Asperger’s syndrom
others
Autistic spectrum disorder
lack of social or emotional reciprocity
Blindness
Use of visual assistive technology – Braille Devices
Mobility dependence and need of walking assistant blindness
Dyslexic learner
Complains of feeling or seeing non-existent movement while
reading, writing, or copying.
Autistic spectrum disorder
Problems making sounds can be substituted, left off, added or
changed.
EUROCSYS © 2012 NORMA PATRICIA MARTINEZ
CAAMAÑO

2. Certificación de tutores de docentes de idiomas
ADHD behavior to language learning
Problems reading small print
Hearing impaired learner
Focus on the speaker's lips in communication
Trouble with writing or copying; pencil grip is unusual; Dyslexic learner
handwriting varies or is illegible
Autistic spectrum disorder
restricted, repetitive, and stereotyped patterns of behavior
Categories of disabilities:
Cognitive and learning disabilities
problems reading small print
Emotional, behavioral and social difficulties
Impulsivity: tends to interrupt others
Emotional, behavioral and social difficulties
Talks excessively and has difficulty remaining in a
seated position
Emotional, behavioral and social difficulties
Fails to follow directions and/or finish assignments and
tasks
Cognitive and learning disabilities
Extremely disorderly or compulsively orderly.
restricted, repetitive, and stereotyped patterns of Communication and interaction difficulties
behavior
Emotional, behavioral and social difficulties
Makes careless mistakes and disregards details in
everyday activities and lesson work
Communication and interaction difficulties
inappropriate or minimal social interactions
Cognitive and learning disabilities
Trouble with writing or copying; pencil grip is unusual;
handwriting varies or is illegible
Sensory difficulties and physical difficulties
Mobility dependence and need of walking assistant
Sensory difficulties and physical difficulties
Use of manual means of communication
EUROCSYS © 2012 NORMA PATRICIA MARTINEZ
CAAMAÑO

3. Certificación de tutores de docentes de idiomas
Sensory difficulties and physical difficulties
Voice problems, speak too loudly or not loud enough
Sensory difficulties and physical difficulties
Use of visual assistive technology – Braille Devices
Communication and interaction difficulties
conversations almost always revolving around self
rather than others
Sensory difficulties and physical difficulties
focus on the speaker’s lips in communication
Cognitive and learning disabilities
Complains of feeling or seeing non-existent movement
while reading, writing, or copying.
Communication and interaction difficulties
Problems making sounds. Sounds can be substituted,
left off, added or changed.
Communication and interaction difficulties
lack of social or emotional reciprocity
EUROCSYS © 2012 NORMA PATRICIA MARTINEZ
CAAMAÑO

4. Certificación de tutores de docentes de idiomas
Sensory difficulties and physical difficulties
Voice problems, speak too loudly or not loud enough
Sensory difficulties and physical difficulties
Use of visual assistive technology – Braille Devices
Communication and interaction difficulties
conversations almost always revolving around self
rather than others
Sensory difficulties and physical difficulties
focus on the speaker’s lips in communication
Cognitive and learning disabilities
Complains of feeling or seeing non-existent movement
while reading, writing, or copying.
Communication and interaction difficulties
Problems making sounds. Sounds can be substituted,
left off, added or changed.
Communication and interaction difficulties
lack of social or emotional reciprocity
EUROCSYS © 2012 NORMA PATRICIA MARTINEZ
CAAMAÑO

5. Certificación de tutores de docentes de idiomas
Sensory difficulties and physical difficulties
Voice problems, speak too loudly or not loud enough
Sensory difficulties and physical difficulties
Use of visual assistive technology – Braille Devices
Communication and interaction difficulties
conversations almost always revolving around self
rather than others
Sensory difficulties and physical difficulties
focus on the speaker’s lips in communication
Cognitive and learning disabilities
Complains of feeling or seeing non-existent movement
while reading, writing, or copying.
Communication and interaction difficulties
Problems making sounds. Sounds can be substituted,
left off, added or changed.
Communication and interaction difficulties
lack of social or emotional reciprocity
EUROCSYS © 2012 NORMA PATRICIA MARTINEZ
CAAMAÑO

6. Certificación de tutores de docentes de idiomas
Sensory difficulties and physical difficulties
Voice problems, speak too loudly or not loud enough
Sensory difficulties and physical difficulties
Use of visual assistive technology – Braille Devices
Communication and interaction difficulties
conversations almost always revolving around self
rather than others
Sensory difficulties and physical difficulties
focus on the speaker’s lips in communication
Cognitive and learning disabilities
Complains of feeling or seeing non-existent movement
while reading, writing, or copying.
Communication and interaction difficulties
Problems making sounds. Sounds can be substituted,
left off, added or changed.
Communication and interaction difficulties
lack of social or emotional reciprocity
EUROCSYS © 2012 NORMA PATRICIA MARTINEZ
CAAMAÑO