This document discusses learning disabilities and what teachers can do to support students with various challenges. It defines specific learning disabilities as neurodevelopmental disorders involving discrepancies between ability and academic achievement. Early diagnosis typically occurs in grades 2-3. The document outlines characteristics and challenges for students with learning disabilities, speech/language disorders, other health impairments, and emotional disturbances. It provides strategies teachers can use to support students in each of these categories, such as breaking tasks into smaller steps, minimizing performance pressure, and providing structure and positive reinforcement.

1. LEARNING DISABILITY

2. AGENDA
1.INTRODUCTION
2.WHAT IS SPECIFIC LEARNING
DISABILITY ?
3. EARLY DIAGNOSIS AND PROCESS OF
LEARNING

3. SPECIFIC LEARNING DISABILITY
is a
NEURODEVELOPMENTAL
DISORDER THAT MANIFESTS AS
DISCREPANCY BETWEEN ABILITY and
ACADEMIC ACHIEVEMENT

4. EARLY DIAGNOSIS
SPECIAL LEARNING DISABILITY ARE NOT
DIOGNISED TILL THEY ARE IN
1.2nd -3rd Standard or 7 to 8 years of age.

5. How does one learn
A 4 step module has been prepared
1. INPUT (process of recording information)
2. INTEGRATION (organizing and
misunderstanding)
3. MEMORY (storing information)
4. OUTPUT ( communicating to people or
translating into action)

6. Creating an awareness of the problems
faced by children with Special Learning
Disabilities and ensure that these children
continue their Education in the main
stream school

7. A child who fails to get poor marks on school tests
is always a source of anxiety for parents and
teachers.

8. We all know about the movie
Tare Zameen Par

9. There are many causes of failure
Related to
Child Examination
Home
system

10. Some of the causes are
Specific Poor
Low Learning Concentration Language Emotional
intelligence Disabilities and Barrier Insecurity
Restlessness

11. Emotional insecurity may arise
out of
Factors
at
school
Harsh Bully in Fear of
teacher the examination
class

12. TEACHER SHOULD NOT BE RATHER SHOULD TRY TO GIVE
HARSH A SOOTHING HAND

13. Some characteristics of children
with learning disabilities
• Student learns a skill in a different way or at a
different pace
• Student has difficulty processing information in
particular ways
• Student has difficulty storing information either short
term or long term
• Student has difficulty in the perception of
information (letter or number reversal)
• Student has difficulty perceiving social situations
(sees them differently)

14. A TEACHER SHOULD HAVE LOT OF
PATIENCE

15. Speech or language disability
defined:
• Communication disorder, like
stuttering, impaired articulation, language
impairment or voice impairment

16. What a teacher can do for students with
learning disabilities
• Learn about the child and the learning disability
• Use multiple learning styles and multiple forms of
communicating instructions
• Avoid lengthy directions
• Use strategies to help students remember
• Break down tasks into smaller steps
• Provide additional time for schoolwork and tests
• Allow the student with reading problems to use textbooks on
tape or similar devices
• Allow the student with listening difficulties to borrow notes or
use a tape recorder
• Allow the student with writing difficulties to use a computer
with spell check, grammar checks, or speech recognition
• Teach organizational and study skills

17. SHOULD ENCOURAGE THE DON’T MAKE THE OTHER
CHILD TO COMPLETE THE STUDENTS MAKE FUN OF HIM
SENTENCE WHEN HE TRIES TO TALK

18. Characteristics of speech or language
disability
• Mispronouncing syllables or whole words
• Voice disorder, including abnormal
pits, loudness or voice quality
• Fluency
disorder, pauses, hesitations, repetitions
• Stutter
• Reluctance to speak

19. WE MUST NOT GIVE RATHER THEY SHOULD BE
SUBJECTIVE TYPE QUESTIONS ENCOURAGED TO TALK

20. What the teacher can do for speech
and language disorders
• Minimize the pressure to perform verbally and
reduce student’s anxiety
• Use nonverbal listening skills such as eye contact and
facial expressions
• Let the student finish talking
• Don’t finish the student’s sentences
• Do not allow other students to make fun of the
student
• Provide positive feedback for all communication
efforts

21. A TEACHER SHOULD NOT STRESS
MUCH ON METHODICAL STUDIES
RATHER ON FUNCTIONAL STUDIES

22. Characteristics of students with
other health impairments:
• Difficulty staying on task or paying attention to
important aspect for a long period of time
• Impulsive
• Need to move around frequently
• Easily distracted
• Problems breathing
• Energetic
• Difficulty paying attention when not feeling well

23. What the teacher can do for students
with other health impairments
• Provide many opportunities for movement
• Keep lecture and written activities short
• Use visuals during teaching centered activities
• Provide fidgets (ball, paperclip)
• Provide positive reinforcement
• Provide organizers away from desk for items student is not
currently using
• Use timers
• Use highlighters to color code instructions and key parts of
assignments

24. What the teacher can do for
students with Emotional
disturbances
• Provide positive recognition for appropriate behavior
• Set clear limits so student knows what is expected
• Provide posted rules/expectations and teach the student
what they mean and provide reminders
• Follow the student’s behavioral intervention plan (IEP)
• Develop a non-verbal cueing system to assist the student
• Provide assigned seating
• Start each day new…don’t hold grudges