This document provides information about specific learning disabilities, including:
- It defines specific learning disabilities as lifelong neurological disorders that affect a child's ability to acquire and apply knowledge.
- It discusses the NH criteria for identifying a specific learning disability, including identifying a severe discrepancy in areas like oral expression, listening comprehension, reading, writing, or math.
- It describes common characteristics and classroom strategies for specific types of learning disabilities, including dyslexia (affecting reading), dysgraphia (affecting written expression), and dyscalculia (affecting math).
Dr. Anjana Thadhani's presentation at Tata Learning Disability Forum (TDLF), 2013.
The Forum for Learning Disabilities centred on the theme ‘Learning Disabilities – a more inclusive perspective’. The forum this year included in its purview three additional Learning Disabilities (LD), namely Specific Learning Disability (SpLD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
In line with the TATA Group’s corporate sustainability endeavors, TIS initiated the Tata Learning Disability Forum (TLDF) in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD.
Dr. Anjana Thadhani's presentation at Tata Learning Disability Forum (TDLF), 2013.
The Forum for Learning Disabilities centred on the theme ‘Learning Disabilities – a more inclusive perspective’. The forum this year included in its purview three additional Learning Disabilities (LD), namely Specific Learning Disability (SpLD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
In line with the TATA Group’s corporate sustainability endeavors, TIS initiated the Tata Learning Disability Forum (TLDF) in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD.
Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences.
Disability is the consequence of an
impairment that may be physical,
cognitive, mental, sensory, emotional,
developmental, or some combination of
these.
Learning Disabilities are disorders of the
central nervous system which greatly impact
one or more areas of learning.
Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math.
A learning disability is described as:-
A state of arrested or incomplete development of mind
Significant impairment of intellectual functioning
Significant impairment of adaptive/social functioning
Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences.
Disability is the consequence of an
impairment that may be physical,
cognitive, mental, sensory, emotional,
developmental, or some combination of
these.
Learning Disabilities are disorders of the
central nervous system which greatly impact
one or more areas of learning.
Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math.
A learning disability is described as:-
A state of arrested or incomplete development of mind
Significant impairment of intellectual functioning
Significant impairment of adaptive/social functioning
Helping children with literacy fifficulties. Being literate is essential for life-long learning, communication, employment and participation in community.
این پاورپوینت توسط دکتر علیزاده در کارگاه توانبخشی شناختی در اختلالات یادگیری ارائه شده است.
برای مشاهده دیگر مطالب در این زمینه، لطفا به وب سایت فروردین مراجعه نمایید.
www.fatvardin-group.com
childhood auditory and processing disorders in a simple manner to be able to reach all students.LEARNING DISABILITY:
(1) A disorder in the processing of information involved in understanding and using language (spoken or written)
(2) Difficulties in learning, particularly reading, writing, mathematics, and/or spelling
(3) The problem is not primarily due to other causes
(4) Special educational services needed to succeed in school
**Severe discrepancy between potential and achievement
Visual and auditory processing are the processes of recognizing and interpreting information taken in through the senses of sight and sound.
The terms, "visual and auditory processing" and "visual and auditory perception", are often used interchangeably.
Although there are many types of perception, the two most common areas of difficulty involved with a learning disability are visual and auditory perception.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Who am I?
Gale E. Cossette, Ph.D.
Reading interventionist VVCS
LD Specialist/Reading Specialist
Highly Qualified in Elementary Special Education,
Reading, Elementary Educator, and Early Childhood
President of the NH Branch of the Learning Disability
Association
Develop online professional development courses for
OPEN NH and teach them.
3. AGENDA
Individual activity
The brain and learning
Learning disabilities and causes
NH definition of SLD
Types
What they look like
In class strategies
Resources
4. The Brain
Frontal Lobe
Behavior, attention,
creativity, intellect,
libido, abstract
thought, reasoning,
non-verbal learning, Occipital Lobe
speech, and smell
Reading, vision
Temporal Lobe
Hearing, memory fear,
some language,
speech and auditory
memories
5. Left Side & Right Side
Left Right
Lots of reading New learning
Writing Pictures, diagrams
Assignments Video
involving reading Talks about feelings
and analyzing Social Activities
Attention to detail Music
Quantitative The Big Picture
methods
Organized approach Creative projects
to assignments New Learning
Education favors the left side of the brain – Best to teach to both
6. How Learning Occurs
The more dendrites the better
Can increase dendrites through active learning
Transmit nerve signals to the brain at 200 mph
Axon Dendrites
7. Learning
Electrical charges – synapses
Dopamine helps electrical charges go to dendrites
Repeated activities strengthen charges
An active and challenged brain creates more dendrites
Synapse
8. The Brain and Learning Disabilities
Exposure to toxins
Genetics
Birthing factors
Symmetry of brain
Developmental disruptions
Nutrition
Tobacco/Alcohol/Drugs
9. Learning Disabilities
Any disability that affects/inhibits a
child to acquire and apply knowledge
Autism
Traumatic Brain Disorder
Mental Retardation
Specific Learning Disability
10. Specific Learning Disability
It is a lifelong disability.
RTI
Discrepancy Model
Child does not achieve according to
age and ability levels in one or
more identified criteria and has
been provided with the opportunity
to achieve.
11. NH Specific Learning Disability Criteria
Team find a severe discrepancy in:
Oral Expression
Listening Comprehension
Written Expression
13. BUT, Not a Learning Disability, If:
Severe discrepancy is a result of
Visual, hearing, or motor impairment
Mental Retardation
Emotional Disturbance
Environmental, Cultural, or Economic
Disadvantage
14. Disclaimer
The following are different types of learning disabilities,
what they might look like in the classroom, and
strategies to use in the classroom.
They do not suggest that a student has a disability
because he/she displays these signs.
To identify a child as having a learning disability entails
a team approach and the following of the special
educational process.
15. Listening Comprehension
Central Auditory Processing Disorder
Difficulty processing information or language, but no problems with
remembering non-verbal language or sound
Process sounds slowly, but difficulty in repeating them.
Misspells/mispronounces similar sounding words (celery/salary, three/free)
Often distracted by other noises
Difficulty in staying focused on and remember verbal presentations
Misinterpret or difficulty following verbal directions
Difficulty with rapid speech
“Ignores” people, especially when engrossed
Says “What?” a lot, even when he has just “heard” what was said
Literal, does not get puns or jokes
16. Listening Comprehension
Strategies
Student to constantly verbalize concepts
Allow student 5-10 seconds to respond
Show vs. explaining
Speak slower
Visual cues, manipulatives, handouts
Vary pitch and tone
Reword/help understand confusing oral directions
Avoid child listening and writing at the same time
Ask specific questions to see if student understands
Reduce or space directions – “Ready?”
Provide favorable seating – less distractions
Teachers look at student when speaking
17. Visual Perceptual/Motor Deficit
Affects Reading/Writing/Comprehension
Substitutes small sight words (I/me, he/she)
Letter reversals
Eye itches, blurs, pain
Holds head at odd angles while reading
Holds pencil too tightly/breaks pencils
Cannot copy accurately
Looses place while reading
Struggles to cut and/or paste
Messy papers/misaligned letters
18. Oral Expression
Difficulty in expressing thoughts verbally
Difficulty labeling objects
Frustrated by having to say a lot and no way to
say it
Can describe a word or draw it, but cannot retrieve
the word
Difficulty getting jokes
19. Oral Expression Strategies
Provide alternatives:
Video taping/tape record
Written/visual
Work/practice with a peer
Provide plenty of opportunities to build prior
knowledge
Provide classroom discussion topics before hand
Speaking slowly
Practice story mapping
Graphic organizers
22. Dyslexia
Reading
Slow, painful reading
Decoding errors/reversals
Encoding problems
May have difficulty w/writing
Difficulty recalling known words
Written language
Math computations
23. Dyslexia
Quiet areas for reading activities
Books on tape
Large print books/big spaces
Don’t count off for spelling
Laptop for writing
Multi-sensory methods of teaching
Use logic vs. rote memory
Present material in small units
Use different colored chalk on board for each line
Pre-teach in class reading and assign a passage
Paired reading
24. Dyslexia Strategies, Cont
Spelling Rules
Teach to find errors
Allow students to dictate creative stories
Tracking tools
Experiment with pastel, embossed, or raised
line paper
Restrict copying tasks
25. Dysgraphia
Written Expression
Hard to read writing
Mixture of cursive/printing
Unfinished words/letters or omits words
Odd wrist, body, or paper position
Difficulty pre-visualizing letters
Writing very slow and laborious
Poor spatial planning on paper
Cramped or unusual grip
Difficulty thinking and writing notes at the same time
26. Dysgraphia
Use a word processor
Corrections about writing privately
Oral testing
Tape recorder
Provide notes/note taker
Pre-printed math problems
Wide rule paper or lines
Pencil grips
Alternatives to writing assignments
Grade content vs. writing
27. Dyscalculia
Math
Difficulty understanding math concepts (place value, quantity, number
lines)
Word problems
Sequencing
Steps in solving problems
Understanding fractions
Difficulty recognizing patterns in X, -, +, and /
Challenged when making change
Putting language to math processes
Time, days of the week, keeping numbers lined up
Organization on paper
28. Dyscalculia
– Allow the use of finger/other devices
– Use diagrams/draw out concepts
– Peer assistance
– Graph paper, colored pencils
Manipulatives
Teach how to draw pictures
Mnemonic devices
Rhythm/Music
Computers
Plenty of scratch paper w/lines
Space
29. Resources
http://www.ldanh.org/ NH Branch of
LDA
http://www.bookshare.org/web/Welco
me.html Books on tape - free for
schools
http://www.ldanatl.org/aboutld/adults/i
ndex.asp Adults with learning
disabilities