Dysfunctions “Learning Disabilities” (dysfunctions) •= a number of disorders which may affect: • • the acquisition, • organization, • retention, • understanding, • use of verbal or nonverbal information. •= the result of a problem in the central nervous system • http://learning-problems.co.uk/pix/child_1.jpg •There is no cure for dyslexia or dysgraphia. learning difficulties cartoons, learning difficulties cartoon, learning difficulties picture, learning difficulties pictures, learning difficulties image, learning difficulties images, learning difficulties illustration, learning difficulties illustrations Some dysfunctions •Dyslexia •Dysgraphia •Dyscalculia •Dyspraxia •Attention Deficit Disorder •Cluttering (nepořádnost) •Dysphasia/aphasia – spelling, organising ideas… •others • http://manuprem.com/images/sideld.jpg Dyslexia and dysgraphia Dyslexia and dysgraphia – signs and symptoms • Very young learners •Early primary school children •Older primary school children •Secondary school children + adults Young learners •delays in speech •slow learning of new words •difficulty in rhyming words, as in nursery rhymes •low letter knowledge •letter reversal or mirror writing (for example, "Я" instead of "R") •Poor short term memory •Difficulty in remembering instructions •Delay in completing tasks • • •Techniques: •Remove stress and anxiety Early primary school children •Difficulty in: •learning the alphabet or letter order •associating sounds with the letters •identifying or generating rhyming words •counting syllables in words •segmenting words into individual sounds •Remembering words •decoding written words •mixing up sounds in polysyllabic words ("aminal" for animal, "bisghetti" for spaghetti) • Techniques: •Pre-reading – key phrases on the blackboard •Underline key words in different colours –Using a pointer or ruler when reading –Reading in a group –shortening sentences –Bringing pictures with the text and asking –what is happening • Grammar teaching technique: •DREAM TOWN • IN DREAM TOWN THERE IS AN OLD CASTLE AND THE RIVER. AND THERE ARE A LOT OF THINGS TO DO. THERE ISN´T A BEACH BUT THERE IS A BIG SWIMMING POOL WITH A FANTASTIC WATERSLIDE. AND THERE ARE TWO CINEMAS AND A BIG PARK. THERE ISN´T A BUS STATION BUT THERE IS A RAILWAY STATION. THERE IS A CHURCH AND THERE ARE A LOT OF NICE HOUSES.THERE AREN´T ANY SUPERMARKETS BUT THERE ARE A LOT OF SHOPS. • Older primary school children •Problems with: •Slow or inaccurate reading •Very poor spelling – dysorthographia •Reading out loud, reading words in the wrong order, skipping words and sometimes saying a word similar to another word •associating individual words with their correct meanings •time keeping and concept of time when doing a certain task •organization skills •similarities and differences in letters and words •spacing that organizes letters into separate words •sounding out the pronunciation of an unfamiliar •Tendencies to omit or add letters or words when writing and reading • Techniques: •Gap filling with initial letters •Listening and reading paralelly •Understanding the tasks – someone reads the instructions for the student •Underline •Write the words down on cards and put them into the right order • • •SHE WANTS TO BUY: AN a______ and TWO c_____ b______ and A n______, THREE s_______ and TWO p_____. Vocabulary teaching techniques: •Using rhythm to remember the words •The alphabetical order – system •Categories ( for example spring moths), mind maps, spider net •Key words recorded in phrases, sentences then writing as a dictation •Cards of different colours •Writing words in sentences • Secondary school children and adults •Sometimes disguise their weaknesses, even from themselves. •Writing does not seem to match their level of intelligence. •substitute similar-looking, but unrelated, words (what/want, say/saw, help/held, run/fun, fell/fall, to/too, who/how etc.) • Techniques: •reading the first sentence [and/or last] of each paragraph in a chapter, which can give an overview of content •Do not to 'read-like-a-non-dyslexic-does', but find a way of extracting information from texts •Do not ask them to read aloud without preparation •Encourage them to read aloud at home •Make them listen (CD) and read the texts at home in advance • List of some world-famous personalities who faced learning difficulties like Dyscalculia - problem in computation, understanding the concepts in mathematics and Dysgraphia - a child cannot write spellings correctly. Prominent persons who suffered these diseases are Leonardo da Vinci, Walt Disney, Albert Einstein, Steven Spielberg and Bollywood star Abhishek Bachchan. Testing •Clear aim •More time •Coloured paper with lines •Model answers •Accept answers in notes •Allow spelling errors, later their own correction •Prefer oral examining • Examining •Prefer oral examining •Evaluate only what the student succeeded to do/write Error correction Unite • learning difficulties cartoons, learning difficulties cartoon, learning difficulties picture, learning difficulties pictures, learning difficulties image, learning difficulties images, learning difficulties illustration, learning difficulties illustrations What should we provide the student with? •Time •Highliter •Coloured papers •Coloured transparency/plastic film for reading •Secret signals for a teacher •Success •