Difference between revisions of "For Students With Learning Disabilities"

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(Educational Implications For Students With Learning Disabilities)
 
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[[Classroom Accommodations Required]]
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[[Classroom Accommodations]]
  
==Characteristics==
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==Problems Faced==
 
 
Students with specific learning disabilities may exhibit some of the following characteristics:
 
 
 
*inappropriate social behavior
 
*poor notetaking skills
 
*impulsivity
 
*poor study skills
 
*attention disorders
 
*passive learning styles
 
*poor listening skills
 
*difficulty following directions
 
*inconsistent performance
 
*poor handwriting, letter and number formation
 
*poor recall
 
*confusion of mathematical symbols
 
*failure to memorize basic number facts
 
*difficulty shifting from one task to another
 
*test anxiety
 
*poor vocabulary
 
*disorientation in time
 
*poor strategies for monitoring errors
 
*disorganization
 
*difficulty aligning numbers
 
 
 
==Educational Implications==
 
  
 
Reading  
 
Reading  
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*Inappropriate comments
 
*Inappropriate comments
  
==Accommodations That Can Be Provided==
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==Accommodations Required==
  
 
Classroom Instructional Techniques
 
Classroom Instructional Techniques

Latest revision as of 21:56, 17 July 2014

Classroom Accommodations

Problems Faced

Reading

  • Slow reading rate
  • Poor comprehension and retention of written material
  • Difficulty in identifying important/relevant points or themes
  • Inability to distinguish between sounds, confusion of similar words, and difficulty integrating new vocabulary
  • Poor tracking skills resulting in skipped words, phrases or lines and losing place on the page.

Written Language

  • Difficulty with sentence structure and incomplete sentences
  • Poor use of grammar, and missing inflectional endings
  • Frequent spelling errors, transpositions of letters, substitutions of sounds especially in unfamiliar vocabulary
  • Inability to copy correctly from written information
  • Poor writing, poorly formed letters, incorrect use of capitalization, trouble with spacing, and overly-large handwriting

Oral Language

  • Inability to concentrate on and comprehend oral language
  • Difficulty in orally expressing ideas and or in proper sequencing of events
  • Difficulty in managing more than one task at a time or retaining
  • Inability to distinguish between sounds or combination of sounds

Mathematics

  • Incomplete mastery of basic facts resulting in poor computation
  • Number reversals, confusion of operational signals, and difficulty recalling the sequence of operational processes
  • Difficulty in understanding and retaining abstract concepts
  • Poor comprehension of word problems
  • Reasoning deficits and inability to eliminate irrelevant data in applied problems

Organization

  • Inability to manage time effectively
  • Difficulty staying on or completing tasks
  • Tendency to work slowly, work carelessly, or impulsively start before listening
  • Deficiency in listening to lectures and taking notes at the same time
  • Inability to identify key points in a lecture or chapter
  • Short attention span

Visual/Spatial/Motor Skills

  • Poor coordination, slow motor movements, and noticeable problems in using equipment/tools
  • Motor weakness in both upper and lower body posture

Social

  • Avoids eye contact and speaks softly
  • Inability to read and respond to verbal/non-verbal cues and voice inflections *Tendency to stand too close when talking to others or communicates too loudly
  • Inappropriate comments

Accommodations Required

Classroom Instructional Techniques

  • Encourage students to discuss modifications that will facilitate their learning.
  • Provide a detailed course syllabus; perhaps more detailed than one you now use.
  • Announce reading assignments in advance or have a syllabus available early
  • Allow students for using taped materials.
  • Begin lectures with written and oral overview of topics to be covered.
  • Use a variety of multi-media tools, e.g., chalkboard, overhead projector, or handouts.
  • Make statements emphasizing important points, main ideas, and key concepts when lecturing.
  • Provide all assignments in oral and written format.
  • Provide study guide for text and encourage study groups, peer tutoring, and study labs.
  • Prepare study questions for review sessions to aid in mastering material for exams.
  • Accept oral presentations or tape recordings in place of written assignments, when possible.
  • Facilitate the use of special accommodations such as note takers, tape or Power Point presentations; lectures/demonstrations, readers for tests, extended time for tests, and oral rather than written tests.
  • Allow an alternative test environment that eliminates distractions.

Laboratory Techniques

  • Provide students with an individual orientation to the laboratory and equipment.
  • Allow students to use cue cards or labels that aid in mastering a sequence.
  • Allow students to use specialized adaptive equipment for precise measurement.