سيكولوجية

4. • Learning disabilities affect the manner in which
individuals with average or above average
intelligence receive, process, retain and/or
express information. A learning disability is
NOT to be confused with generalized low
ability. Learning disabilities are invisible but
may affect a student's performance in reading,
writing, spoken language, mathematics,
orientation in space and time and/or
organization. The areas of difficulty will vary
from one student to another.

5. • Characteristics
• Students with learning disabilities might
exhibit one or more of the following
characteristics:

6. • Reading
• Confusion of similar words, difficulty using
phonics, problems reading multi-syllable words
• Difficulty finding important points or main ideas
• Slow reading rate and/or difficulty adjusting
speed to the nature of the reading task
• Difficulty with comprehension and retention of
material that is read, but not with materials
presented orally

7. • Writing
• Difficulty with sentence structure, poor
grammar, omitted words
• Frequent spelling errors, inconsistent spelling,
letter reversals
• Difficulty copying from chalkboard
• Poorly formed handwriting -- might print
instead of using script; writes with an
inconsistent slant; have difficulty with certain
letters; space words unevenly
• Compositions lacking organization and
development of ideas

8. • Listening
• Difficulty paying attention when spoken to
• Difficulty listening to a lecture and taking notes
at the same time
• Easily distracted by background noise or visual
stimulation
• Might appear to be hurried in one-to-one
meetings
• Inconsistent concentration

10. • Math
• Difficulty memorizing basic facts
• Confusion or reversal of numbers,
number sequences or symbols
• Difficulty copying problems, aligning
columns
• Difficulty reading or comprehending
word problems

11. • Study Skills
• Problems with reasoning and abstract
concepts
• Exhibits an inability to stick to simple
schedules, repeatedly forgets things, loses or
leaves possessions, and generally seems
"personally disorganized"
• Difficulty following directions
• Poor organization and time management

12. • Social Skills
• Difficulty "reading" facial expressions, body
language
• Problems interpreting subtle messages, such as
sarcasm or humor
• Seems disorganized in space -- confuses up and
down, right and left; gets lost in a building, is
disoriented when familiar environment is
rearranged
• Seems disoriented in time, i.e. is often late to
class, unusually early for appointments or unable
to finish assignments in the standard time period.
• Displays excessive anxiety, anger, or depression
because of the inability to cope with school or
social situations

17. Learning disabilities in writing (dysgraphia)
Learning disabilities in writing can involve the
physical act of writing or the mental activity of
comprehending and synthesizing information.
Basic writing disorder refers to physical difficulty
forming words and letters. Expressive writing
disability indicates a struggle to organize thoughts
on paper.
Symptoms of a written language learning
disability revolve around the act of writing. They
include problems with:
neatness and consistency of writing
accurately copying letters and words
spelling consistency
writing organization and coherence

18. • DyscalculiaA specific learning disability that
affects a person’s ability to understand
numbers and learn math facts.

19. Learning disabilities in math (dyscalculia)
Learning disabilities in math vary greatly
depending on the child’s other strengths and
weaknesses. A child’s ability to do math will be
affected differently by a language learning
disability, or a visual disorder or a difficulty with
sequencing, memory or organization. A child
with a math-based learning disorder may
struggle with memorization and organization of
numbers, operation signs, and number “facts”
(like 5+5=10 or 5x5=25). Children with math
learning disorders might also have trouble with
counting principles (such as counting by twos or
counting by fives) or have difficulty telling time.

20. DyslexiaA specific learning disability
that affects reading and related
language-based processing skills.

21. Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading.
Basic reading problems occur when there is difficulty
understanding the relationship between sounds, letters
and words. Reading comprehension problems occur
when there is an inability to grasp the meaning of words,
phrases, and paragraphs.
Signs of reading difficulty include problems with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills

22. Learning disabilities in motor skills (dyspraxia)
Motor difficulty refers to problems with movement and
coordination whether it is with fine motor skills (cutting,
writing) or gross motor skills (running, jumping). A motor
disability is sometimes referred to as an “output” activity
meaning that it relates to the output of information from
the brain. In order to run, jump, write or cut something, the
brain must be able to communicate with the necessary
limbs to complete the action.
Signs that your child might have a motor coordination
disability include problems with physical abilities that
require hand-eye coordination, like holding a pencil or
buttoning a shirt.

23. Non-Verbal Learning DisabilitiesHas
trouble interpreting nonverbal cues like
facial expressions or body language and
may have poor coordination.

24. Oral / Written Language Disorder and
Specific Reading Comprehension
DeficitLearning disabilities that affect
an individual’s understanding of what
they read or of spoken language. The
ability to express one’s self with oral
language may also be impacted.

25. Learning disabilities in language (aphasia/dysphasia)
Language and communication learning disabilities
involve the ability to understand or produce spoken
language. Language is also considered an output
activity because it requires organizing thoughts in the
brain and calling upon the right words to verbally
explain something or communicate with someone
else.
Signs of a language-based learning disorder involve
problems with verbal language skills, such as the
ability to retell a story and the fluency of speech, as
well as the ability to understand the meaning of
words, parts of speech, directions, etc.

26. • Dyslexia – Difficulty with reading
• Problems reading, writing, spelling, speaking
• Dyscalculia – Difficulty with math
• Problems doing math problems, understanding time, using money
• Dysgraphia – Difficulty with writing
• Problems with handwriting, spelling, organizing ideas
• Dyspraxia (Sensory Integration Disorder) – Difficulty with fine
motor skills
• Problems with hand-eye coordination, balance, manual dexterity
• Dysphasia/Aphasia – Difficulty with language
• Problems understanding spoken language, poor reading
comprehension

27. Guidelines to Deal with Learning
Disabilities

28. • Detailed Syllabus:
Provide a detailed syllabus that includes
course objectives, weekly topics classroom
activities, required reading and writing
assignments, and dates of tests, quizzes, and
vacations. Leave a blank space for notes after
the outline for each week's work.

29. • Rules Clarification
• Clarify rules in advance: how students will be
graded, whether makeup tests or rewrites of
papers are allowed, what the conditions are
for withdrawing from a course or getting an
incomplete. These should be included in the
syllabus.
• Reviews and Previews
• It is extremely helpful if the instructor briefly
reviews the major points of the previous

30. • Study Aids
• Use study aids such as study questions for
exams or pretests with immediate feedback
before the final exam.
• Multi-sensory Teaching
• Students with learning disabilities learn more
readily if material is presented in as many
modalities as possible (seeing, speaking,
doing.)

31. • Visualization
• Help the student visualize the material. Visual
aids can include overhead projectors, films,
carousel slide projectors, chalkboards, flip
charts, computer graphics, and illustrations of
written text.
• Color
• Use color. For instance, in teaching respiration
technology, everything related to the body's
respiratory system might be highlighted in

32. • Tactility
• Provide opportunities for touching and
handling materials that relate to ideas. Cutting
and pasting parts of compositions to achieve
logical plotting of thoughts is one possibility.
• Announcements
• Whenever possible, announcements should
be in oral and written form. This is especially
important for changes in assignments or
exams.

33. • Distinct Speech
• Speaking at an even speed, emphasizing
important points with pauses, gestures, and
other body language, helps students follow
classroom presentations. Avoid lecturing while
facing the chalkboard.
• Eye Contact
• This is important in maintaining attention and
encouraging participation.
• Demonstration and Role Play

37. • 1. Use Chunking Technique
• According to Harvard psychologist George
Miller, people can only handle between five
and nine pieces of information at a time.
Chunking, however, is a learning technique
that allows you to take advantage of long-
term memory and handle more concepts.
• Teachers can aid students in the learning
process by breaking down lessons into small
chunks that build upon one another. Each

38. • 2. Organize Information Visually
• Many students with learning difficulties
process information visually. Teachers and
parents can use those skills with
comprehending lessons. For instance, after
reading a chapter in a book, ask the student to
draw a picture representing what they read.
• You can also take advantage of visual
organizers to help students process their
thoughts. When the class reads a novel, have

39. • 3. Appeal to Multiple Senses
• To improve comprehension and retention
when studying, incorporate multiple senses.
• For children who are visual learners, you can
try:
• Hanging up pictures and setting up models
• Highlighting information in different colors
• Asking students to create lesson-based art
• For those who prefer audio-based lessons, you