2. A. DEFINITION
Learners who find it difficult to remember lessons,
concepts, and even instructions as well as those
who find it a challenge to sustain their focus.
3. MEMORY FUNCTIONS
SHORT-TERM MEMORY- mental resource that allow for storing
information temporarily, for only approximately 30 seconds, after
which is lost if strategies are not used to integrate them into long-
term memory.
LONG-TERM MEMORY- mental resource that allow for storing
information for a long period of time.
RETRIEVAL- mental resources used to recall information stored in
long-term memory.
4. ATTENTION FUNCTIONS
SUSTAINED ATTENTION- mental resources used to maintain
attention for an extended period also called vigilance.
SELECTIVE ATTENTION- mental resource that allow for focusing on
specific stimulus that is important while ignoring others.
DIVIDING ATTENTION- mental resource that involves focusing on
one or more activities or tasks simultaneously.
5. Students with LEARNING DISABILITY (LD) AND/OR
ATTENTION DEFICIT HYPERACTIVITY DISORDER
(ADHD) are characterized by having difficulties with
memory and attention functions.
6. 1. LEARNING DISABILITY
There are three different types of specific learning
disabilities for each type of difficulty namely;
DESLYXIA for difficulties with reading, spelling, and
oral reading fluency; DYSCALCULIA for difficulties in
math computation, problem-solving, and analysis;
and DSYGRAPHIA for difficulties with handwriting
and written expressions.
7. 2. ADHD
Includes inattention, hyperactivity and impulsivity, and a combination of
two. For a child to be diagnosed with ADHD, the observed behaviors
should meet the following criteria:
- Display a persistent pattern for at least 6 months that significantly
interferes with functioning or development.
- Observed in two or more settings
- Several of the symptoms were present before the age of 12 years.
- The behaviors are not resulting from other disorders.
8. B. IDENTIFICATION
1. In identifying students with LD, a discrepancy between academic
achievement and intelligence needs to be established using test
that measures intelligence and standardized achievement tests. In
addition, to the use of clinical testing, teachers can provide
essential information about a student’s patterns of abilities and
difficulties by conducting observations, interviews, and error
analysis of schoolwork.
2. There are four components that are needed in identifying
student with ADHD: (1) medical examination, (2) Clinical interview,
(3) Teacher and parent rating
9. C. LEARNING CHARACTERISTICS
Learning characteristics refers to the difficulties and challenges
experienced by students with LD and ADHD.
In language development, they often display delays in learning
how to speak, have difficulties in naming objects and retrieving
words from memory, and have limited vocabulary in comparison to
typically developing peers.
In terms of reading skills, students with dyslexia display delays and
difficulties in phonological processing, word reading/decoding,
spelling, and oral reading fluency.
10. As for math skills, the difficulties manifest in relation to student’s age and
grade.
Because of difficulties in executive functioning, students with LD and ADHD
are known to be forgetful of daily activities and routines, can be disorganized
with personal belongings and even schedules, and have problems monitoring
comprehension.
Anchoring in neurodiversity, children with LD and ADHD also have their
strengths and abilities amidst such difficulties and limitations. Students with
LD are known to have strong artistic abilities and visual-spatial skills. As a
result, they oftentimes display unusual skills in drawing, doing mechanical
puzzles, as well as building model. Moreover, they are known to be creative,
divergent thinkers, imaginative, and highly curious.
11. D. GENERAL EDUCATIONAL ADAPTATIONS
1. UDL PRINCIPLE
a) Multiple means of representation- audio books, multimedia
presentations and videos, hands-on experiences, reading materials
b) Multiple means of expression- debates, build models,
experimentation, writing activities, blogs, pictures
c) Multiple means od engagement- role playing, drama or dance,
give opportunity for student choice
2. USE OF EXPLICIT INSTRUCTION OF LITERACY SKILLS,
CMPREHENSION, AND WRITING SKILLS
12. 3. PLANNING THE CLASSROOM ENVIRONMENT AND HOW
ROUTINES ARE IMPLEMENTED
4. USE OF DAILY REPORT CARD FOR ADHD
5. DIFFERENT TYPES OF ACCOMODATION IN TERMS OF
PRESENTATION, RESPONSE, SETTING, AND SCHEDULING
