curriculum & teaching instruction by Norlilisuriati masters usm

1. Curriculum & Teaching Instruction
for Pupils Learning Problems (LD)
Kurikulum dan Pengajaran untuk Murid Masalah
Pembelajaran (LD)

2. DEFINITION OF CHILDREN WITH LEARNING
PROBLEMS
• Children with learning disabilities are children who have been identified and
confirmed by clinical professionals as having a disability that interferes with the
learning process.
• Disabilities experienced can be categorized according to the child's level of
functionality in the following abilities:
1. Cognitive abilities
2. Social behavior / social development
3. Mastery of spoken language / speech
4. Mastery of reading
5. Developmental skills
6. Mathematical skills

3. 10 Common Traits of Kids with Learning Disabilities
Find out what issues kids with learning disabilities may face.
1. Literacy Issues
80 - 90% of all children with learning disabilities have
reading problems. Children with severe reading
disabilities have trouble reading single words, deficits
matching sounds with letters (phonological awareness),
and difficulty quickly naming what they see (rapid
naming speed). Children who have trouble reading
quickly and accurately also have difficulty
comprehending what they read.

4. 2. Dyslexia
Dyslexia is one of the most common kinds of reading
disabilities. Students with dyslexia have difficulty spelling,
recognizing words, and decoding words with accuracy and
fluency. People with dyslexia view print differently than
others. They need to work harder than most people to read
successfully.
3. Written-Language Deficits
Most students with learning disabilities have trouble with
spelling, vocabulary, grammar, and punctuation. Some
students have a specific disability with written language.
These students have difficulty planning what they write,
and they often write what immediately comes to mind.
They often do not organize ideas or edit their writing.

5. 4. Math Underachievement
Calculation and number reasoning can be difficult across the
grades for most children with learning difficulties. They often have
trouble retrieving math facts and solving word problems.
Sometimes they have difficulty conceptually understanding what
numbers represent.
5. Memory Problems
Students with learning disabilities can have difficulty
with long-term memory, remembering information like
math facts. They can also have trouble with short-term
memory, recalling information recently read or heard.
Short-term memory problems contribute to learning
disabilities in reading, mathematics, and writing.

6. 6. Weak Metacognitive Skills
Metacognition is how people think about their thinking. People with
learning disabilities can have trouble monitoring their thought
processes and being aware of how they are learning. This can
cause difficulties in academics.
7. Poor Social Skills
Many students with learning difficulties easily get along
with teachers and peers. Other students have poor
social skills and may struggle to interpret emotions and
nonverbal expressions. In many situations social ease
and peer acceptance is not caused by the disability, but
is rather created by parents, teachers, and peers.

7. 8. Attention and Hyperactivity
Students with learning difficulties often have trouble sustaining
attention for significant periods of time. Having difficulty focusing
on tasks, such as homework or classroom instruction, can pose
an obstacle to student learning. Students display hyperactivity
when they have trouble staying seated and move around a lot.
Children diagnosed with Attention-Deficit/Hyperactivity Disorder
(ADHD) consistently display a variety of these behaviors.
9. Behavioral Problems
When students have difficulty learning, they often act
out in class. Students with learning difficulties are more
likely to have behavior and discipline issues. Behaviors
can result from feel frustrated with school.

8. 10. Low Academic Achievement Despite Adequate
Intelligence
The main trait of students with learning disabilities is having
significant deficits in academic performance despite having an
adequate intelligence. Learning disabilities are not temporary.
They stay with children throughout their lives. Equipping
children with tools to effectively learn early on is essential.

9. RATIONAL
• Children with learning disabilities are able to receive an education that is
appropriate to their abilities and development as a whole.
• It's just that they are less responsive to regular teaching and learning
strategies.
• Therefore, a special program should be provided to meet the needs of
these students taking into account aspects such as time, materials, culture,
classes, teaching techniques, expert assistance and community
involvement.

10. FOCUS
• The curriculum for children with learning disabilities
aims to equip children with learning disabilities with
specific skills to help them achieve holistic
development.
• These developments help them achieve holistic
development.
• This development covers the intellectual, spiritual,
physical, emotional, talent, moral, aesthetic and social
aspects so that they can become a useful and
independent member of society.
OBJECTIVE
• Every child is given the widest possible opportunity and
guidance to enable them to:
• 1. Master communication skills
• 2. Master social skills
• 3. Know and develop curiosity about self and the environment
• 4. Maintain personal health and safety
• 5. Manage matters of daily life
• 6. Have positive self-confidence and self-concept
• 7. Engage in recreational activities
• 8. Understand the needs of physical development as well as
master motor skills
• 9. Appreciate and practice pure values
• 10. Develop potential, talent, and creativity as well as intellect

11. SPECIAL EDUCATION CURRICULUM (LD)- MALAYSIA
 MINISTRY OF EDUCATION Malaysia (MOE) is always sensitive to the
education of special children, including those with learning difficulties.
 Considerations need to be made so that students with special needs are given
the same opportunities as other students where the quality of their education
needs to be improved so that they can master the Alternative Curriculum that
has been specially built for them.
 According to the Education (Special Education) Regulations 2007, Alternative
Curriculum is a curriculum that is specifically built and considered appropriate
and beneficial for students with special needs other than the skills training
curriculum.
 For the Standard Curriculum for Special Education Primary Schools (KSSRPK),
Level One Learning Problems, there are only five subjects namely Life
Management, Basic 3M (Reading, writing, counting), Creative Arts, Islamic or
Moral Education and Physical Education.

12.  The components found in the subject of Life Management are Self Management,
Behavior Management and Manipulative Skills.
 The basics of 3M include Bahasa Malaysia, English and Mathematics while Visual
Arts Education and Music Education are components in the subject of Creative Arts.
 Pursuant to the Education Act 1996, Chapter 8 Special Education, Section 41,
Subsection (1) (B) of the Education (Special Education) Regulations 1997, teachers
may modify teaching and learning methods or techniques, time for activities and
arrangement of activities, subjects and teaching aids in implementing the special
education curriculum to achieve the goals and objectives of the special education.
 The approach taken can determine the best composition and suitable for students
with learning difficulties. Those who are not less in terms of aptitude or intellect are
also given support to master the mainstream curriculum so that their potential can
be enhanced comprehensively and optimally.

13. Teaching Students Learning Disabilities
• Children with special needs are children who have various strengths and weaknesses
with them.
• As educators, teachers should think that they need to equip themselves with various
strategies and then be creative in teaching to help these children through their learning
and live life optimally.
• Teaching and learning these children need to use a variety of appropriate techniques
and use of resources with taking into account the skills they have and need to achieve
(Yasmin, 2000; Khatijah & Yasmin 2006). It aims to educate and help these children
through their mental development, emotional stability, social integration and motor skills.

14. Teaching Students Learning Disabilities
Provide high structure and clear expectations. Children who are LD tend to have difficulty
focusing, getting started and setting priorities. Creating a clear structured program allows the
student to be exposed to fewer distractions and possible avoidance and allow for greater focus
on work related tasks.
Allow flexibility in classroom procedures (e.g., allowing the use of tape recorders for note
taking and test-taking when students have trouble with written language). Keep in mind that
the greater the number of options in responding to a task, the greater chance that a particular
student’s learning style will be useful and successful.
Make sure that the child's desk is free from all unnecessary materials. Children with LD tend to
have organizational problems as well. The less chaos, the better the focus. Use small binders
that hold fewer papers. Keep the desk free of most materials. Otherwise he may be
embarrassed to get up to go to the pail and stuff it in his desk.

15. Teaching Students Learning Disabilities
Correct the student's work as soon as possible to allow for immediate gratification and feedback.
Students with LD do not often have foundations of success when it comes to schoolwork.
Therefore, when they hand in work they begin to worry about how they did. If they do not receive
it back quickly, some children may use a great deal of energy worrying about the reactions of
others if they did not do well
Try to separate him from students who may be distracting. Some children with LD are very
distractible, while others may use any external situation to avoid a potential failure situation.
Sitting a child with LD next to students who are self-motivated and internally controlled will
provide extra structure and controls.
Use multi-sensory teaching methods whenever possible. This is a common sense issue since all
the research indicates that the greater number of sense utilized to LD, the greater chance for the
information to be understood and retained. Using visual, auditory, input together is highly
recommended for LD.

16. Teaching Students Learning Disabilities
 Give constant feedback. Many children with LD tend to write negative scripts about their ability and their
performance. Feedback in any form reduces this negative energy pattern and offers reality, the only thing
that breaks down fear.
 Respond to the child’s comments praising whenever possible. Many children with LD tend to have
secondary emotional issues as a result of frustration and lower sense of self worth due to academic failure
and stress. Consequently, when he responds or initiates conversation, praise for the initiation of
communication should be praised.