This document provides training on teaching learners who have difficulty remembering or concentrating. It discusses identifying these learners using a screening device and planning appropriate accommodations. The objectives are to describe learner characteristics, plan supports, explain how multi-sensory materials can help, and appreciate these learners. Activities are included to identify characteristics. Strategies discussed are modeling, multisensory methods, behavior modification, peer tutoring, and individualized instruction. Multi-sensory materials that can help learning are also presented such as pictures, manipulatives and modeling materials. The training concludes by having participants create accommodation plans for learners.

1. TRAINING ON
INCLUSIVE EDUCATION

2. TEACHING LEARNERS WITH
DIFFICULTY IN
REMEMBERING OR
CONCENTRATING

3. Objectives
After this session, participants will be able to:
1.Describe the characteristics of learners with
difficulty in remembering or concentrating based
from a screening device
2. Plan appropriate accommodations and
instructional strategies that will support the
learners with difficulty in remembering or
concentrating

4. 3. Explain how the proper use of instructional
multi-sensory materials support the learning
of learners with difficulty in remembering or
concentrating
4. Appreciate learners with difficulty in
remembering or concentrating through
sharing of insights
Objectives

5. How are we going to
identify learners with
difficulty in remembering
or concentrating and how
are we going to intervene
once they are identified?

6. Activity 1 - Say
what?
TELL ME
THE COLOR

8. ORANGE

9. BLACK

11. GREEN

12. BLUE

13. PURPLE

15. Activity #2. Remember Me
You have 1 minute to list
down all that you can
remember.

16. 1. How many items do you
remember?
2. Have 1 representative for each
group to stand and name them.
3. How do you find this activity?

17. Activity #3. Think of Me
1. Have a copy of the LDRC Screening Device
2.Think of 1 learner and using the tool, assess
the learner who manifests the following:
A)Physical and Motor Characteristics
B)Personal/Social Characteristics
C)Learning Characteristics
D)Spoken Language

20. 3. Let the groups list down common observable
characteristics for each domain.
 Math/Science Department - Physical and
motor characteristics
 TLE/MAPEH Department - Personal/Social
Characteristics
 English/Filipino Department – Learning
Characteristics
 EsP/Aral. Pan. Department - Spoken
Language
4. Let them present their output.

21. Time to Think!
1. How do you feel having these
kinds of learners in your
classroom? Why do you feel that
way?
2. What have you noticed with the
responses of the different
groups? Are there similarities
and differences?

22. Time to Intensify!

23. Characteristics of
Learners
with Difficulty in
Remembering
or Concentrating

24. 5. Tendency to trip or stumble over
objects while walking
6. Tendency to drop objects and articles
7. Has difficulty in maintaining balance
while jumping, hopping, and skipping
8. Has difficulty in using scissors
A. Physical and Motor Characteristics

25. 13.Has difficulty in drawing a circle
14. Has difficulty in drawing square
15. Has difficulty in drawing a triangle
16. Has difficulty in writing letters of the
alphabet
17. Finds difficulty in writing numbers
A. Physical and Motor Characteristics

26. e. Disproportionately short hands
and fingers
f. Broad hands with fingers having
square ends
g. Teeth that are peg shaped and chalky
h. Swollen eyelids and eyes that are
half-shut
A. Physical and Motor Characteristics

27. i. Short thick neck
j. Short thick legs
k. Large head
l. Disproportionately small head
m. Dry, coarse and scaly skin
A. Physical and Motor Characteristics

28. 5. Talks and laughs in an unnecessarily
loud voice
6. Tendency to over react to events and
people around him
B. Personal and Social Characteristics

29. 1.Refuses to talk
2.Has the tendency to speak in words or
phrases instead
3.Tendency to talk in sentences with
grammatical errors
4.Has immature or improper vocabulary
D. Spoken Language

30. e. Develop a procedure for the learner
to ask for help (e.g. cue card, raising
hand).
f. Arrange the classroom environment
so learners have many opportunities to
practice personal care and self-help
skills.
Environmental Accommodation

31. d. In constructing the test questions,
follow these simple reminders:
 Use short and simple sentences
to ensure understanding.
Test Taking Accommodation

32. Are the strategies and
materials that you are using
in the regular class the same
with the strategies presented?
In what way?

34. techniques used to help learners
become independent and strategic
learners
learners independently select the
appropriate ones and use them
effectively to accomplish tasks or
meet goals
What are Instructional Strategies?

35. motivate learners
help them focus attention
organize information for understanding
and remembering
monitor and assess learning
Instructional strategies can:

36. 1. Cognitive Behavior Modification

37. learners gain and practice appropriate
behaviors by observing and imitating
others
2. Modeling

38. based on the premise that some
learners learn best when content is
presented in several modalities.
also known as VAKT
(visual-auditory-kinesthetic-
tactile)
3. Multisensory Method

39. a.Positive Reinforcement
provides specific and immediate
corrective feedback by giving sensory
stimulation to the learners
example:
praise statement ; token economy
4. Behavior Modification Technique

40. b. Fading
gradually remove
prompts/ reinforcers to
promote independence
4. Behavior Modification Technique

41. involves pairing a competent
learner with a learner who has
difficulty in a particular academic
area
5. Peer Tutoring
improves social
skills

42. may be used by the teacher to encourage
students to project or express their feelings and
emotions
Creative activities
 role playing
 puppetry
6. Projective Techniques

43. behavior difficulties become lesser
learners motivate each other
giving them tasks to
accomplish boost their
concept of responsibility
7. Group Learning

44. used to teach cognitive skills while
playing games
8. Play-Based Learning
activities to be given
should be arranged
from simple to
complex

45. also known as differentiated
instruction
can be done by differentiating the
• Content (what is learned)
• Process (how the content is taught)
• Product (how the learning is observed and
evaluated)
9. Individualized Instruction

46. utilizes available appropriate low-
cost and craft materials for the
development of different teaching-
learning experiences and activities
11. Arts and Crafts Approach

47. Multi-sensory
Materials that
Support the
Learning of LDRC

48.  PECS
 Pop-up Books
 Memory Games
 Picture-word Match
To stimulate visual reasoning and learning

49. Graphic organizers, outlining
passages
Student created art, images,
text, pictures and video
To stimulate visual reasoning and learning

50. To stimulate tactile learning
 Modeling materials such as clay and
sculpting materials
 Using small materials called
manipulatives to represent number
values to teach math skills

51. Do you think there is such thing
as “best strategy” for teaching
learners with difficulty in
remembering and concentrating?

52. Characteristic of
Learner
Accommodation/Instructional
Strategies
Instructional
Materials
1.
2.
3.
4.
5.
Revisit your accomplished Screening
Device and make an accommodation plan
based on the results of the screening
device using the template below.
APPLICATION

53. Representative for each group will
share their accomplished
accommodation plan.
Each presenter shall be given 2
minutes to discuss their plan.

54. Thoughts to Ponder!
It shouldn’t matter how
slowly a child learns as
long as we are encouraging
them not to stop.
~Robert John Meehan~

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