3. Parts of the Brain
CEREBRUM
• the largest part of the brain, and is
associated with conscious activities
and intelligence.
• it is divided into two hemispheres,
and consists of grey matter or nerve
fibers. The left hemisphere controls
the right side of the body and vice
versa.
4. •CEREBRAL CORTEX- is the outer
surface of the cerebrum. It processes
the information from and for
different parts of the body.
•CEREBELLUM- coordinates
movement and balance.
•THALAMUS- acts as a sort of
junction box, sending incoming nerve
impulses to different areas of the
brain.
Parts of the Brain
6. The Brain’s Four Lobes
FRONTAL LOBE
is important for cognitive
functions and control of
voluntary movement or activity.
PARIETAL LOBE processes
information about temperature,
taste, touch and movement.
7. OCCIPITAL LOBE
is primarily responsible for
vision
TEMPORAL LOBE processes
memories, integrating them
with sensations of taste, sound,
sight and touch.
The Brain’s Four Lobes
8. The Nervous System
A network of nerves extends
throughout our bodies, carrying
sensory information to the brain
and instructions from it. The brain
and the spinal cord together from
the central nervous system(CNS).
The rest of the network is known as
the Peripheral Nervous System
(PNS).
11. An increasing consensus attributes learning disabilities to
neurological dysfunction or central nervous system pathology.
• Hereditary, genetic make up of a certain inherited diseases or
disorders that damage the brain.
• Innate, resulting from biological influences during period of conception
or pregnancy
• Congenital or constitutional, indicating biological influences may
have originated during the process of gestation or development in the
prenatal, perinatal, or postnatal periods of development.
12. These are the advance technology to assess brain
activities more accurately.
This is a graphic measure
and recording of the brain’s
electrical impulses. The EEG
is a digitally computerized
recording and analysis of the
brain waves.
13. This is a neuroimaging
technique whereby X-
rays of the brain are
compiled by a computer
to produce an overall
picture of the brain.
15. a study in 1975 (feingold) suggested that
artificial food colors, flavors, preservatives,
salicylates and megavitamins in many of the
foods that children eat can cause learning
disabilities and hyperactivity.
16. there are pieces of evidence that show poverty, malnutrition
and inadequate learning experiences that include poor
teaching and lack of instructional materials as causes of
environmental disadvantage that make children prone to
learning problems. types of environmental influences
believed to be related to children's learning problems; -
emotional disturbance - lack of motivation -poor instruction
18. Learning Disabilities
o complex condition
o three to five tests are
used to identify
students who may
have learning
disabilities
19. -measure how many of the
skills in each learning area
(English, Filipino,
Mathematics, Science, and
Makabayan) have been
learned or mastered.
1. Norm-referenced Tests
21. -Reading, Language and
Mathematics are used to
determine the mastery level of
a predetermined criterion that
the student should be capable
of achieving.
3.Criterion Referenced Tests
23. oDetermines the student’s
performance in learning a
particular skill
oInforms teachers about the
deficit in learning and allows
them to make the necessary
adjustments in lesson
5.Direct Daily Measurement
24. Teaching Students with Learning Disabilities
Diagnostic Prescriptive-Evaluation Approach
Diagnostic
Involves the development of a student’s strengths and
struggles
Prescriptive
Uses the profile developed in the diagnostic phase to create
a plan for remediating areas of struggle and ensuring that students are
appropriately challenged.
25. Individualized Education Plan (IEP) can
be prepared based on the learning and
behavior characteristics found in
assessment results.
Specialists recommend that children in
regular classes who have learning
disabilities be identified as early as
possible.
Studies shows that many of their
learning problems can be lessened
through direct and systematic
instruction
27. Attention Deficit Disorder (ADD) and Attention
Deficit/Hyperactivity Disorder (ADHD)
Are conditions in which
children exhibit significant
differences in the ability to pay
attention.
28. Attention Deficit Disorder (ADD) and Attention
Deficit/Hyperactivity Disorder (ADHD)
Children show lack of
control in saying things,
cannot wait for their turn
and often engage in
dangerous activities
29. -when the child is not able to attend to a task expected of
his or her age and grade level.
1. Attention Deficit
30. -when the child engages in high rates of purposeless
movement
2. Hyperactivity
