Learning disabilities are common among students and, as 21st century teachers, it is our responsibility to identify the students facing any such problem and provide remedial measures to them. Thus, it is very important for teachers to understand the meaning of Leaning Disability.
Here's a presentation on the meaning, types and symptoms of Learning Disability.
Learning disabilities are common among students and, as 21st century teachers, it is our responsibility to identify the students facing any such problem and provide remedial measures to them. Thus, it is very important for teachers to understand the meaning of Leaning Disability.
Here's a presentation on the meaning, types and symptoms of Learning Disability.
Helping children with literacy fifficulties. Being literate is essential for life-long learning, communication, employment and participation in community.
This is a small group work during my 1st year for Understanding Human Behavior subject. Our topic was related to IQ and IQ test. We covered some important parts about IQ and IQ test.
As a psychology student, I am passionately immersed in the fascinating exploration of the human mind and behavior. Driven by an insatiable curiosity, my academic journey revolves around unraveling the intricacies of the human psyche. Motivated by a profound interest in understanding the complexities of mental processes, emotions, and behavior, I find myself navigating the diverse landscapes of psychology with enthusiasm and dedication.
My academic pursuits have equipped me with a solid foundation in the core principles of psychology, ranging from cognitive and social psychology to abnormal and developmental psychology. Through rigorous coursework, I have developed analytical skills that enable me to critically assess theories, research methodologies, and empirical findings. My eagerness to engage with diverse perspectives has fostered a holistic understanding of psychological phenomena.
Beyond the classroom, I actively seek opportunities to apply theoretical knowledge to real-world scenarios. Whether through internships, research projects, or volunteering experiences, I am committed to translating academic insights into practical solutions. These endeavors have not only enriched my understanding of psychology but have also cultivated my ability to empathize and communicate effectively.
In addition to my academic pursuits, I am an advocate for mental health awareness and destigmatization. I believe in the transformative power of psychology to positively impact individuals and communities, and I aspire to contribute to the field by promoting mental well-being and fostering a greater understanding of psychological principles.
As I progress in my academic journey, I remain open to new ideas, challenges, and opportunities for growth.
Specific Learning Disorder (Reading, Spelling)Dikshya upreti
Specific learning disorder in youth is a neurodevelopmental disorder produced by the interactions of genetic and environmental factors that influence the brain's ability to perceive or process verbal and nonverbal information efficiently.
Renee Matlock, Executive Director of Speech Plus and speech-language pathologist is a Dyslexia Specialist. In the following presentation, Renee separates fact from fiction, helping parents navigate the "Dyslexia maze" and discussing what Dyslexia really is, how Dyslexia is diagnosed and more!
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
3. DYSLEXIA
Historical Perspective
If a child's difficulty with
reading could not be
explained by low
intelligence, poor eye sight,
poor hearing, inadequate
educational opportunities,
or any other problem, then
the child must be dyslexic.
Simple Definition
Dyslexia is an inherited
condition that makes it
extremely difficult to read,
write, and spell in your
native language—despite at
least average intelligence.
4.
5.
6. A neurological model of dyslexia
Neurological model of dyslexia explains how a specific phonological deficit might
arise, Based on a review of the neurology of dyslexia, the model specifies that:
1) Genetically determined focal cortical anomalies in specific left perisylvian
language areas are the underlying cause of the phonological deficit;
2) This phonological deficit is the primary cause of reading impairment;
3) Under certain hormonal conditions during gestation, these cortical
anomalies induce secondary disruption in sensory pathways, notably in the
thalamus. The disruption may even extend to further areas, like the
posterior parietal cortex and even the cerebellum;
7. A Social Model of Dyslexia
Dyslexia is an experience that arises out of natural human diversity
on the one hand and a world on the other where the early learning
of literacy, and good personal organization and working memory is
mistakenly used as a marker of ‘intelligence’.
8. The Phonological Model of Dyslexia
•The phonological model of dyslexia argues that dyslexics have impaired
reading ability because they have a deficit in phonological processing.
• According to this model, dyslexics have a difficult time with written language
because they have an impaired ability to deconstruct written words into
phonemes, thus preventing word identification.
•This low level phonological deficit prevents words from reaching high level
linguistic processing, which would allow the reader to gain meaning from the
text.
•Thus, dyslexics have intact memory and comprehension language processes
that are not activated because they can only be activated after a word has
been identified through phonological processing.
10. SIGN AND CLUES OF DYSLEXIA…
• Diagnosed for the first time in third grade. Since
dyslexic readers often do not use a decoding strategy to
identify a word and instead rely heavily on the
surrounding context to figure out.
• Depend on context for understanding rather than
written words de-coding.
• Poor spelling is often a sign of dyslexia.
• Handwriting [can] be an important clue to dyslexia.
15. (ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
ORAL LANGUAGE
CHALLENGES
LISTENING
Memory for word
sequence
(phone numbers,
directions)
Poor
PHONOLOGICAL
AWARENESS
Foreign
Language
SPEAKING
Word
Finding
Multi-
syllables
Sequencing
Ideas
Foreign
Language
SIGN AND CLUES…
16. WRITTEN LANGUAGE
CHALLENGES
(ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
READING
Mechanics Comprehension
Speed
Mechanics
Speed
SPELLING/WRITING
Expressing
Ideas
SIGN AND CLUES…
17. (ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
ACCOMPANYING CHALLENGES
(SENSORIMOTOR)
Oral MotorMessy Eating
Writing/knots Fingers
Eyes
Tired
Words
Swim
Lose
Place
Spatial Awareness
Up/Down
Left/Right
SIGN AND CLUES…
18. (ALL SYMPTOMS DO NOT OCCUR WITH EVERYONE)
ACCOMPANYING CHALLENGES
(BEHAVIORAL)
Parents with similar
challenges
Brain / Behavior
Disorders
Attention /
Executive Function
Anxiety
Depression
OCD
Oppositional
Behavior
SIGN AND CLUES…
19. Causes And Types
There are several types of dyslexia that can affect the child's ability
to spell as well as read.
1. "Trauma dyslexia" usually occurs after some form of brain trauma
or injury to the area of the brain that controls reading and writing.
2. A second type of dyslexia is referred to as "primary dyslexia." This
type of dyslexia is a dysfunction of, rather than damage to, the left
side of the brain (cerebral cortex) and does not change with age.
Individuals with this type are rarely able to read above a fourth-
grade level and may struggle with reading, spelling, and writing as
adults. Primary dyslexia is passed in family lines through their genes
(hereditary). It is found more often in boys than in girls.
20. 4. Visual dyslexia is characterized by number and
letter reversals and the inability to write
symbols in the correct sequence.
3. A third type of dyslexia is referred to as
"secondary" or "developmental dyslexia" and is felt
to be caused by hormonal problems during the early
stages of fetal development.
Developmental dyslexia diminishes as the child
matures. It is also more common in boys.
Dyslexia may affect several different functions.
21. 5. Auditory dyslexia
involves difficulty with sounds of letters or
groups of letters. The sounds are perceived as
jumbled or not heard correctly.
6. Dysgraphia
refers to the child's difficulty holding and
controlling a pencil so that the correct
markings can be made on the paper.
22. Dyslexia Diagnosis
Dyslexia is a difficult disorder to diagnose.
The testing determines the child's functional reading level and
compares it to reading potential, which is evaluated by an
intelligence test.
All aspects of the reading process are examined to pinpoint
where the breakdown is occurring.
The testing assesses how a child takes in and processes
information and what the child does with the information.
The tests determine whether a child learns better by hearing
information (auditory), looking at information (visual), or doing
something (kinesthetic).
23. The tests assess and determines how the child can perform better
When allowed to give information (output),
When saying something (oral), or
When doing something with their hands (tactile-kinesthetic).
The tests also evaluate how all of these sensory systems (modalities) work in
conjunction with each other.
DYSLEXIA ASSESSMENT
Dyslexic Evaluation check Lists:
1.Dyslexia screening form
2.A check list for dyslexia
24. A standard battery of tests can include, but is not limited to, the
following:
1.Wechsler Intelligence Scale for Children-Third Edition (WISC-III)
2.Kaufman Assessment Battery for Children (KABC)
3.Bender Gestalt Test of Visual Motor Perception
4.Woodcock-Johnson Psycho-Educational Battery
5.Peabody Individual Achievement Tests-Revised (PIAT)
6.Kaufman Tests of Educational Achievement (KTEA)
7.Beery Developmental Test of Visual-Motor Integration
8.Test of Visual Perception (TVPS)
9.Test for Auditory Comprehension of Language
10.Stanford-Binet Intelligence Scale
11.Test of Auditory Perception (TAPS)
12.Peabody Picture Vocabulary Test-Revised
26. TYPES OF TREATMENT FOR DYSLEXIA
Before any treatment is started, an evaluation must be done to
determine the child's
Specific area of disability.
The plan may be implemented in a Special Education setting or in
the regular classroom.
An appropriate treatment plan will focus on strengthening the
child's weaknesses while utilizing the strengths.
A direct approach may include a systematic study of phonics.
( phonological approach)
There are many theories about successful treatment for dyslexia, there is
no actual cure for it. The school will develop a plan with the parent
involving occupational therapist to meet the child's needs.
27. COPMPUTERIZED INSTRUCTIONAL METHODS:
Computers are powerful tools for these children and should be utilized
as much as possible. The child should be taught compensation and
coping skills. Attention should be given to optimum learning conditions
and alternative avenues for student performance
MULTISENSORY APPROACH:
Techniques designed to help all the senses work together efficiently can
also be used. Specific reading approaches that require a child to hear,
see, say, and do something (multisensory), the Orton-Gillingham
Method.
28. Treatment
STARTS FROM PHONOLOGICAL
AWARENESS;
Fluent readers process text at a number of
levels at the words, the sentence , the
conceptual and the topic level (Munro &
Munro 1991-1994)
Out put is retained in short term working
memory for various duration.
Retaining and processing is performed at
different levels
32. PHONICSPHONICS
IT MUST BEIT MUST BE TAUGHTTAUGHT
NEEDNEED (SOUNDS)(SOUNDS) TO HOOK TO ABSTRACTTO HOOK TO ABSTRACT
WRITTEN SYMBOLS (WRITTEN SYMBOLS (LETTERSLETTERS))
IT’S A LEARNEDIT’S A LEARNED SKILLSKILL
PRONOUNCE THESEPRONOUNCE THESE
WORDS…WORDS…
blitblit frachetfrachet
33. THE ABILITY TO IDENTIFY, THINK ABOUT, AND MANIPULATE THE INDIVIDUALTHE ABILITY TO IDENTIFY, THINK ABOUT, AND MANIPULATE THE INDIVIDUAL
SOUNDS(PHONEMES) IN WORDSSOUNDS(PHONEMES) IN WORDS
THE IMPLICATION OF ATHE IMPLICATION OF A GROWINGGROWING ABILITY TO IDENTIFY INDIVIDUALABILITY TO IDENTIFY INDIVIDUAL
SOUNDS IN WORDS.SOUNDS IN WORDS.
PHONEMIC AWARENESSPHONEMIC AWARENESS
Torgesen, www.fcrr.org
MOST USEFUL METHODS OF READING INSTRUCTION ARE THOSE THAT STIMULATE
THE BRAIN TO AUTOMATICALLY RECOGNIZE THE NUMBER, THE ORDER, AND THE
IDENTITY OF SOUNDS WITHIN WORDS.
34. The brain must not only auditorily perceive, but also visually
represent, sounds, letters, and words. This is known as
Symbol Imagery (SI) and it appears to be a major factor in
the creation of both independent reading fluency, as well as
orthographic (standardized way of using a specific writing
system) spelling.
SYMBOL IMAGERY
35. PHONOLOGICAL AWARENESS
THE UNDERSTANDING THAT WORDS ARE MADE UP OFTHE UNDERSTANDING THAT WORDS ARE MADE UP OF
SMALL BITS OF SOUND –SMALL BITS OF SOUND – PHONOLOGICAL SENSITIVITYPHONOLOGICAL SENSITIVITY
INNATE INATYPICAL BRAINRECEIVINGINNATE INATYPICAL BRAINRECEIVING
APPRO PRIATE LANGUAGEAPPRO PRIATE LANGUAGE INPUTINPUT
Do the wordsDo the words catcat andand fatfat sound the same at the end?sound the same at the end?
What is the first sound in the wordWhat is the first sound in the word manman??
Torgesen, www.fcrr.org
36. FLUENCY
Ultimately, the goal is to build the student’s auditory
and visual processing systems to the level of
independence so that they may show strong fluency
in reading and writing.
37. COMPREHENSION
The ability to process language is a
prerequisite to learning content.
Specifically the ability to decode,
the ability to retain sight words, the
ability to spell, the ability to
comprehend written and oral
language, and the ability to think
critically are all necessary for
success in content areas.
42. TYPICAL LANGUAGE ACTIVATION AREAS
SPEECH
PRODUCTION
AREA
AUDITORY
PROCESSING
AREA
VISUAL-LANGUAGE
ASSOCIATION AREA
VISUAL /
VERBAL
AREA
LEFT HEMISPHERE
45. Famous Dyslexics
Harry Anderson
A television personality,
comedian and trickster. He is
best known for his role as a
judge on the situation
comedy "Night Court" (1984-
92)
Tom Cruise
A Golden Globe winning
actor best known for his lead
roles in Risky Business and
Top Gun. He is also a film
producer.
Susan Hampshire
Susan Hampshire is an
English actress best
known for her many
television and film
roles. She is most
famous for her role in
What Katy Did.
Pablo Picasso
Pablo Picasso was a
Spanish painter,
draughtsman, and sculptor
who lived most of his adult
life in France. He is best
known for co-founding the
Cubist movement and for
the wide variety of styles
embodied in his work.
46. Dyslexia writting
[1]http://www.brainhe.com/students/types/dyslexia.html
[2]http://www.cheapwebhostingservices.org/go/dyslexia-in-adults-test.html
1) Dyslexia, by Sally E. Shaywitz , on the Scientific American web site
2) What is Dyslexia, by Roger P. Harrie and Carol Weller SITE, on the Kid Source web
site
3) Advances in dyslexia research , on the Geocities web site
4)10 Years of Brain Imaging Research Shows The Brain Reads Sound by Sound , on the
Healthy Place web site
5) Dyslexia and Brain Activity , on the Harvard web site
6) Dyslexia: Cultural Diversity and Biological Unity by Paulesu et al. , on the Science
Magazine Online web site
7) Dyslexia: Same Brains, Different Languages by Laura Helmuth , on the Science
Magazine Online web site
8) Fact Sheet: Dyslexia , on the Learning Disabilities Association web site
9) Beginning Reading And Phonological Awareness For Students With Learning
Disabilities by Michael M. Behrmann , on the Kid Source web site
10) Brief Introduction to FMRI , on the FMRIB web site
11) I world multimedia Education, www.iwmme.com working for delayed learners.
http://www.dyslexia-parent.com/mag30.html
References:
47. Timely Assessment and intervention with Educational Therapies is the answer.
A.R.T
Phone: 021-5344161
Cell: 0300-2286662
Karachi, Pakistan
educational_therapies@yahoo.com
Assessment
If your child shows some of the symptoms. A comprehensive assessment is
recommended:
Teacher/Parents Training
Certificate Course in the Teaching of Children with Dyslexia with certification from UK.
Neuro Linguistic Programming
A tool to assist children with Dyslexia Teaching strategies for dyslexic students are
enhanced by the use of NLP.
48. Special education center for mentally retarded
(intellectually challenged) children
H-8/4, Islamabad.
National Institute of Psychology , Quaid-Azam
University , Islamabad
49. Computerized System of Education
Kindergarten
H No.75A Block, 6th
road
Rawalpindi, Pakistan.
Ph: 0333 55 64 117
Working for Dyslexic children using multimedia education.
Editor's Notes
Thought since Dyuslexics have problems with directionality the slide anim,ation would emphasize that!
Thought since Dyuslexics have problems with directionality the slide anim,ation would emphasize that!