In contrast to talking or walking, which are acquired developmental milestones that emerge with brain maturation, academic skills (e.g., reading, spelling, writing, mathematics) have to be taught and learned explicitly.
• Specific learning disorder disrupts the normal pattern of learning academic skills; it is not simply a consequence of lack of opportunity of learning or inadequate instruction.
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.
Making Public Libraries Accessible to People with Learning Disabilities (Dysl...Chittaranjan Nayak
Slide is presented and paper is published by me in the Proceedings of Two-Day National Seminar on 'Special Needs towards Inclusive Library Services in India held at the National Institute for Locomotor Disabilities (Dibyangjan), Kolkata, India, on 16th to 17th November 2019.
Jennifer Rothman NYC Psychological Treatments For People With Learning Disabi...Jennifer Rothman NYC
Jennifer Rothman NYC clinical psychologist certified Family-Based Treatment therapist for adolescents with Jennifer Rothman NY extensive experience evidence-based treatments for anxiety depression suicidal behaviours in children adolescents and adults.
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.
Making Public Libraries Accessible to People with Learning Disabilities (Dysl...Chittaranjan Nayak
Slide is presented and paper is published by me in the Proceedings of Two-Day National Seminar on 'Special Needs towards Inclusive Library Services in India held at the National Institute for Locomotor Disabilities (Dibyangjan), Kolkata, India, on 16th to 17th November 2019.
Jennifer Rothman NYC Psychological Treatments For People With Learning Disabi...Jennifer Rothman NYC
Jennifer Rothman NYC clinical psychologist certified Family-Based Treatment therapist for adolescents with Jennifer Rothman NY extensive experience evidence-based treatments for anxiety depression suicidal behaviours in children adolescents and adults.
Understanding and Supporting Students with Learning Disabilities," aims to equip teachers with essential knowledge and strategies for effectively supporting students with learning disabilities (LD). It covers the definition and types of LD, including dyslexia, dyscalculia, and dysgraphia, and highlights their impact on academic performance and emotional well-being. The presentation includes guidelines on identifying LD, understanding legal frameworks like IDEA, and implementing Individualized Education Programs (IEPs) and 504 Plans. It provides practical teaching strategies such as differentiated instruction and Universal Design for Learning (UDL), along with classroom accommodations and assistive technology. Emphasizing the importance of collaboration with specialists and continuous professional development, it also features case studies and solutions to common challenges. The presentation concludes with a Q&A session and resources for further learning, aiming to foster an inclusive and supportive educational environment.
Dyslexia is a specific learning disability in reading. Kids with dyslexia have trouble reading accurately and fluently. They may also have trouble with reading comprehension, spelling, and writing.
Understanding and Supporting Students with Learning Disabilities," aims to equip teachers with essential knowledge and strategies for effectively supporting students with learning disabilities (LD). It covers the definition and types of LD, including dyslexia, dyscalculia, and dysgraphia, and highlights their impact on academic performance and emotional well-being. The presentation includes guidelines on identifying LD, understanding legal frameworks like IDEA, and implementing Individualized Education Programs (IEPs) and 504 Plans. It provides practical teaching strategies such as differentiated instruction and Universal Design for Learning (UDL), along with classroom accommodations and assistive technology. Emphasizing the importance of collaboration with specialists and continuous professional development, it also features case studies and solutions to common challenges. The presentation concludes with a Q&A session and resources for further learning, aiming to foster an inclusive and supportive educational environment.
Dyslexia is a specific learning disability in reading. Kids with dyslexia have trouble reading accurately and fluently. They may also have trouble with reading comprehension, spelling, and writing.
●Logical-Mathematical Intelligence: Ability to reason logically and perform mathematical calculations.
●Spatial Intelligence: Aptitude for visual and spatial thinking and understanding relationships between objects.
●Musical Intelligence: Skill in musical abilities, such as pitch, rhythm, and composition.
●Bodily-Kinesthetic Intelligence: Expertise in controlling body movements and handling objects.
●Interpersonal Intelligence: Capability to understand and interact effectively with others.
●Intrapersonal Intelligence: Self-awareness and understanding of one's own emotions, motivations, and goals.
●Naturalistic Intelligence: Sensitivity and knowledge about the natural world and its phenomena.
Islam Counseling and Psychotherapy.pptxUneezaRajpoot
Islam and Mental Health
The Islamic perspective on mental health is also dramatically different from the Judeo-Christian nosology of mental health.
●Muslims “attribute mental health problems to different phenomena, including the evil eye (Hasad or Nathla), possession by supernatural entities such as demons (Jinn) and magic (Sihr)”.
●In the fields of psychology, many practitioners are also starting to recognize the role of spirituality as an essential part of both prevention and treatment for mental illness.
●Empirical evidences also showed that increased levels of spirituality and religiosity in adolescence correlated with better mental health.
●There is a very large body of literature in the field of positive psychology that correlates self-regulation and gratitude with lower incidence of mental illness.
Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood.
•ADHD includes a combination of persistent problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior.
•Children with ADHD also may struggle with low self-esteem, troubled relationships and poor performance in school.
•Symptoms sometimes lessen with age.
• However, some people never completely outgrow their ADHD symptoms. But they can learn strategies to be successful.
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•The primary features of attention-deficit/hyperactivity disorder include inattention and hyperactive-impulsive behavior.
• ADHD symptoms start before age 12, and in some children, they're noticeable as early as 3 years of age. ADHD symptoms can be mild, moderate or severe, and they may continue into adulthood.
•Catchall term for a variety of disorders that affect a child’s ability to
•Move and
•Maintain posture and balance
•It only affects the brain’s ability to control the muscles and not muscles or nerves themselves
•The symptoms and which areas are affected will depend on the severity and location of the brain injury
•May include Intellectual Disbaility, seizures, language disorders, learning disabilities, vision and hearing problems.
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•Affects the development of the child so also known as a developmental disability
•Usually a life long disability but mild form may recover soon.
•The problem affects the child’s future ability to learn and do
•The effect depends on a number of factors like
emotional problems in youngsters.
•Conduct disorder usually happens between the ages of 6 and 15.
•factors contributing to development of conduct disorder
•brain damage
•child abuse or neglect
•genetic vulnerability
• school failure
• traumatic life experiences.
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Changes from DSM-IV to DSM-V
•The chapter on “Disruptive, impulse-control, and conduct disorders” is new to DSM-5.
•It brings together disorders that were previously included in the chapter “Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence”.
Ethical guidelines relating to THERAPY.pptxUneezaRajpoot
From the ethical standpoint the central issue is client benefit.
•If, however the client fails to improve or if his or her condition worsens while under a psychologists care the therapist is ethically obliged to take coercive action.
•If the clients condition seem to be worsening consultation with more experienced colleague to find an alternative course of action becomes an urgent necessity.
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•Recognizing, preventing and remediating problems in the client therapist relationship is the crux of ethical concern for client welfare in psychotherapy.
Mental illness:
Mental illness is the maladaptive response to stressors from the internal and external environment evidence by thoughts ,feelings ,local and cultural norms and interfere with the individual social occupational and physical functioning.
Mental illness includes a wide range of disorders of thinking ,emotion or behaviour. There are many different types of mental illness and it can be short lived or long term. Sometimes it can be hard to tell the difference between mental illness and normal worry or sadness but mental illness is more severe ,last longer, and significantly affects the persons ability to cope with life.
Causes of mental illness
Scientific perspective:
Mental illness is probably caused by many things in combination ,including
Inherited factors:Mental illness runs in families.
Psychological issues: Sometimes mental illness can be triggered by physical trauma that happens to you when you are child or teenager such as :
• Severe emotional,psychological,physical or sexual abuse
• Neglect
• Sudden incident,or loss of someone you loved
Life stressors: The environment and culture you live in.The stressors may include:
• Unemployment
• Poverty
• Debt
• Education stressors
• Low income and resources
• Death and divorce
• A dysfunction family life
• Low self esteem,feeling of inadequacy
• Substance abuse
Health problems:
Certain health problems that affect the baby's brain such as complications during birth for a brain infection by a virus increase the risk of mental illness later on in life.
Certain parts of the brain affect mental health one of them is the amygdala, it regulates emotions such as anger pleasure and fear and triggers your fight or flight response ,the hippocampus is the memory bank it stores and records events throughout your life. Together these two work to translate how we react and express our emotions .Studies found that these two parts were smaller in people with depression and while the healthy brain shows normal activity scans reveal reduced activity in a depressed brain. Scientist believe that these severe stress that people with depression go through disrupts the communication between brain cells .Scientists believe that the several mental illnesses are stem from a miscommunication between neurons. There is no single cause of mental illness it could be a combination of life experiences ,a family history or chemical imbalances in the brain so understanding these circuitry and maybe the key to understanding mental health.
Al-Ghazâlî (D.510 AH/1111 CE) Abu Ḥāmid Muḥammad Al-Ghazâlî was born in 1058 ce at Tûs, Greater Khorasan, Seljuq Empire and died on the 19th December 1111.
•Al-Ghazâlî was one of the most prominent and influential philosophers, theologians, jurists and mystics of Sunni Islam.
•He received thorough education in Quran Hadith, fiqh and kalam. after education Imam al-Ghazali appointed as a professor in the Nizamiyah Madrasah in Baghdad (1091 CE) which was built by Nizamul Mulk.
•Under the influence of Sufi literature, Al-Ghazâlî had begun to change his life-style two years before his departure from Bagdad.
•He sunk in a deep existential and spiritual crisis. Hence imam left the teaching and went to Damascus where he spent ten years for self-introspection, meditation and spiritual exercises.
•Al-Ghazâlî, as a Sufi, was an advocate of introspection and self-analysis to understand the psyche and psychological issues.
Islam is a universal theme that encompasses political systems and methods of social organization as well as personal worship and consolation.
•It is instituted as a methodology to solve human spiritual, practical, and intellectual problems.
•There was a time when students and scholars of other religious and cultural backgrounds from all over the world would travel to study various subjects from Muslims.
•The period of time between the seventh century and the 15th century was known as the “Golden Age of Islamic Civilization” (Arshad, 2019).
•It was during this time that the Islamic Civilization was the most active civilization in efficiently and methodologically acquiring knowledge in various disciplines.
•They led the world in science for over five centuries, providing Europe with a wealth of knowledge in a variety of disciplines (Arshad, 2019).
Cattell defined traits as relatively permanent parts of the personality.
Difference Between State and Trait:
Traits are characteristic patterns of thinking, feeling, and behaving that generalize across similar situations, differ systematically between individuals, and remain rather stable across time. States are characteristic patterns of thinking, feeling, and behaving in a concrete situation at a specific moment in time.
• Common Trait:
A common trait is one that is possessed by everyone to some degree. Intelligence, extraversion, and gregariousness are examples of common traits.
• Unique Traits:
Traits possessed by one or a few persons. Unique traits are particularly apparent in our interests and attitudes. For example, one person may have a consuming interest in genealogy, whereas another may be passionately interested in Civil War battles or baseball or Chinese martial arts.
• Ability Traits:
Traits that describe our skills and how efficiently we will be able to work toward our goals. Intelligence is an ability trait; our level of intelligence will affect the ways in which we strive for our goals.
• Temperament Traits:
Traits that describe our general behavioral style in responding to our environment. for example, how assertive, easygoing, or irritable we are.
• dynamic traits:
Traits that describe our motivations and interests. Dynamic traits are the driving forces of behavior. They define our motivations, interests, and ambitions.
• Surface Traits:
Stable, permanent traits that are the basic factors of personality. Each source trait gives rise to some aspect of behavior.
• Environmental-Mold Traits:
Source traits that are learned from social and environmental interactions.
• Constitutional Traits:
Source traits that depend on our physiological characteristics. These originate in biological conditions but are not necessarily innate.
Locus of Control:
Locus of Control refers to an individual's perception about the underlying main causes of events in his/her life.
Internal Locus of Control:
An individual’s perception about the underlying main causes of events in his/her life. For example, students with an internal locus of control might blame poor grades on their failure to study.
External Locus of Control:
A belief that reinforcement is under the control of other people, fate, or luck. Whereas students with an external locus of control may blame an unfair teacher or test for their poor performance.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. This developmental disorder involves difficulties learning and using academic
skills.
“Specific Learning Disorder” has become the umbrella term for mathematics,
reading, and written expression disorders in the updated DSM-5.
3. In contrast to talking or walking, which are acquired developmental milestones
that emerge with brain maturation, academic skills (e.g., reading, spelling, writing,
mathematics) have to be taught and learned explicitly.
Specific learning disorder disrupts the normal pattern of learning academic skills;
it is not simply a consequence of lack of opportunity of learning or inadequate
instruction.
4. Diagnostic Criteria
A. difficulties learning and using academic skills, as indicated by the presence of at
least one of the following symptoms that have persisted for at least 6 months,
despite the provision of interventions that target those difficulties
1. inaccurate or slow and effortful word reading ( e.g., reading single words aloud
incorrectly or slowly and hesitantly, frequently guesses words, has difficulty
sounding out words)
2. difficulty understanding the meaning of what is read( e.g., may read text
accurately but not understand the sequence, relationships, inferences, or deeper
meaning of what is read)
5. Difficulties with spellings
Difficulties mastering number sense, number facts, or calculation
Difficulties with mathematical reasoning
B. the affected academic skills are substantially and quantifiably below those
expected for the individual’s chronological age. For individuals age 17 years and
older, a documented history of impairing learning difficulties may be substituted
for the standardized assessment.
6. C. the learning difficulties begin during school age years but may not become
fully manifest until the demands for those affected academic skills exceed the
individual’s limited capacities
D. the learning difficulties are not better accounted for by intellectual disabilities,
uncorrected visual or auditory acuity, other mental or neurological disorders
7. The four diagnostic criteria are to be met based on a clinical synthesis of the
individual’s history, school reports, and psychoeducational assessment.
Specify if:
With impairment in reading:
Word reading accuracy
Reading rate or fluency
Reading comprehension
8. Dyslexia is another term used to refer to a pattern of learning difficulties
characterized by problems with accurate or fluent word recognition
With impairment in written expression
Spelling accuracy
Grammar and punctuation
Clarity or organization of written expression
9. With impairment in Mathematics
Number sense
Memorization of arithmetic facts
Accurate or fluent calculation
Accurate math reasoning
Dyscalculia is an alternative term used for this problem
11. Dyslexia
Raising a child with dyslexia can stir up a lot of emotions. You may look ahead and
wonder if this learning issue will affect your child’s future. But dyslexia is not a
prediction of failure.
Dyslexia is quite common, and many successful individuals have dyslexia.
12. A good way to understand dyslexia is to establish what it is not. It’s not a sign of
low intelligence or laziness.
It’s also not due to poor vision.
It’s a common condition that affects the way the brain processes written and
spoken language.
People with dyslexia can still understand complex ideas. Sometimes they just need
more time to work through the information.
They may also need a different way to process the information, such as listening
to an audiobook instead of reading it.
13. People with dyslexia are often very creative. It’s unclear whether such creativity
comes from thinking outside the box or from having a brain that’s “wired” a bit
differently.
It’s important to keep in mind, however, that struggles with reading and other
issues can lead to frustration and low self-esteem.
The stress of dealing with schoolwork can make kids with dyslexia lose the
motivation to keep trying.
14. Early in elementary school, students are expected to read a passage of text and
answer questions about it.
This is what’s known as “reading comprehension,” and it’s essential for building a
strong foundation for success in school.
Students with dyslexia often have reading comprehension problems
15. Connecting letters to sound : Phonics
Decoding text: The process of sounding out words is known as “decoding.” Once
your child can decode individual words, she can start to make sense of entire
sentences.
Recognizing “sight” words: The ability to read a familiar word at a glance
having to sound it out is called “word recognition.”
Reading fluently: Fluent readers can recognize most words by sight and quickly
sound out unfamiliar words.
Understanding the text: Strong readers can remember what they’ve just read.
can summarize it and recall specific details. Readers with dyslexia can get bogged
down sounding out individual words.
17. As researchers zero in on what causes dyslexia, they’re also learning how the brain
can change.
This concept is known as “neuroplasticity.” Studies show brain activity in people
with dyslexia changes after they receive proper tutoring.
18. Warning signs
Has trouble recognizing the letters of the alphabet
Struggles to match letters to sounds, such as not knowing what sounds b or h make
Has difficulty blending sounds into words, such as connecting C-H-A-T to the word chat
Struggles to pronounce words correctly, such as saying “mawn lower” instead of “lawn mower”
Has difficulty learning new words
Has a smaller vocabulary than other kids the same age
Has trouble learning to count or say the days of the week and other common word sequences
Has trouble rhyming
19. Struggles with reading and spelling
Confuses the order of letters, such as writing “left” instead of “felt”
Has trouble remembering facts and numbers
Has difficulty gripping a pencil
Has difficulty using proper grammar
Has trouble learning new skills and relies heavily on memorization
Gets tripped up by word problems in math
Has a tough time sounding out unfamiliar words
Has trouble following a sequence of directions
20. What skills are affected by dyslexia
Social skills
Listening comprehension
Memory
Navigation
Time management
21. How can professionals help with dyslexia
There are accommodations that can help in classroom like word prediction
software
Response to intervention: a plan some schools use to give extra time to children
Common strategies teachers use to help kids with dyslexia include using a
multisensory approach to link listening, speaking, reading and writing, and having
kids repeat directions back to the teacher.
IEP
22. Suggestion for Parents
Read to your child. Find time to read to your child every day. Point to the words
as you read. Draw attention to words that you run across in daily life, such as
traffic signs, billboards, notices, and labels.
Be a good reading role model.
Focus on the sounds within words
Work on spelling
Help with time and planning.
Share in the joy of reading.
23. Teach through your child's areas of strength
Respect and challenge your child's natural intelligence
Teach your child to persevere- we learn from mistakes
Recognize your child's limitations
Don't become a homework tyrant
24. What is dyscalculia
Dyscalculia is a brain-based condition that makes it hard to make sense of
numbers and math concepts. Some kids with dyscalculia can’t grasp basic number
concepts.
They work hard to learn and memorize basic number facts. They may know what
to do in math class but don’t understand why they’re doing it. In other words, they
miss the logic behind it.
25. Your child’s struggle with math can be confusing, especially if he’s doing well in
other subjects.
This can lead to anxiety and low self-esteem. But parents have the power to
change that equation.
Dyscalculia is a lifelong condition, but that doesn’t mean your child can’t be happy
and successful.
26. The most common problem is with “number sense.” This is an intuitive
understanding of how numbers work, and how to compare and estimate
quantities on a number line.
Most researchers agree that number sense is at the core of math learning. If kids
don’t understand the basics about how numbers work, learning math and using it
every day can be very frustrating.
27. Dr. Brian Butterworth, a leading researcher in dyscalculia, compares number sense
to being color-blind.
He says some people are born with number blindness. This makes it hard to tell
the difference between quantities
Number blindness is one reason many kids have trouble connecting numbers to
the real world. They can’t grasp the idea that “five cookies” has the same number
of objects as “five cakes” and “five apples.”
28. It isn’t clear how often kids identified with dyslexia would also meet the criteria for
dyscalculia. Both conditions can affect a child’s ability to understand math-related
words.
There is no central data bank for the research data on dyscalculia. That makes it
hard to estimate how many people it affects.
29. What causes dyscalculia
Genes and heredity: Studies of dyscalculia show it’s more common in some
families. Researchers have found that a child with dyscalculia often has a parent or
sibling with similar math issues.
Brain development: Researchers are using modern brain imaging tools to study
the brains of people with and without math issues.
Environment : exposure to alcohol in the womb
30. Warning signs in Preschool
Has trouble learning to count, especially when it comes to assigning each object in a
group a number
Has trouble recognizing number symbols, such as making the connection between “7”
and the word seven
Struggles to connect a number to a real-life situation, such as knowing that “3” can
apply to any group that has three things in it—3 cookies, 3 cars, 3 kids, etc.
Has trouble remembering numbers, and skips numbers long after kids the same age
can count numbers and remember them in the right order
Finds it hard to recognize patterns and sort items by size, shape or color
Avoids playing popular games like Candy Land that involve numbers, counting and
other math concepts
31. What skills are affected
Social skills
Sense of direction
Physical coordination: Dyscalculia can affect how the brain and eyes work
together. So your child may have trouble judging distances between objects. He
may seem clumsier than other kids the same age.
Money management: Dyscalculia can make it difficult to stick to a budget,
balance a checkbook and estimate costs
Time management
32. How to help
One on one instructions
Extra time
IEP
Using concrete examples that connect math to real life, to strengthen your child’s
number sense. Examples: sorting buttons or other familiar objects.
Using visual aids when solving problems, including drawing pictures or moving
around physical objects—which teachers refer to as “manipulatives.”
33. Assigning manageable amount of work
Reviewing recently learned skills before moving to new ones
Chunking
Playing math related games
Cozy up with calculator
Boost confidence
See what it feels like
Be upbeat