LEARNING DISABILITIES IN THE CLASSROOM

1
LEARNING DISABILITIES IN THE CLASSROOM

• By
• Mrs. VIJAYA VAITHILINGAM
• FR. AGNEL MULTIPURPOSE SCHOOL,
• VASHI, NAVI MUMBAI

2
To See The World In A Grain Of Sand And Heaven
In A Wild Flower Hold Infinity In The Palm
Of Your Hand And Eternity In An Hour
-- William Blake
3

• A classroom sees a convergence of a variety of
  domestic, environmental, social, cultural and
  economic influences that children bring with them
  everyday.
• In the midst of all this is
• LEARNING DISABILITY!!

4

• The concept of LEARNING DISABILITY has one
  meaning for the general public but a different
  meaning for professionals.

5
THE ABILITY MAZE

• To be ABLE is to have the means/skill/opportunity
• To do some things
• To be UNABLE is not to have the means/skill/
  opportunity
• To do some things
• If ABILITY is the quality one has
• To do some things
• INABILITY is the state of being unable
• To DISABLE means to put out of action
• And DISABILITY ??.....

6

• Does something mean everything ?
• Is every inability a disability?
• If one is unable to do something is he/she
  handicapped??
• Educators and professionals need to constantly
  work on clarifying misconceptions. It is like
  cleaning the path while making it.

7
We must remember

• The term LD does not include learning problems
  that are primarily the result of visual, hearing
  or motor disabilities, of mental retardation, of
  emotional disturbance or of environmental,
  cultural or economic disadvantages.

8

• LDs are characterized by intra- individual
  differences, usually in the form of discrepancy
  between a students ability and his/her
  achievement in areas such as reading, writing,
  mathematics or speaking. Some students with LD
  also have difficulties with social relations.

9
WHAT TO LOOK FOR?

• PRE-PRIMARY LEVEL (age 3 5)
• Does the child have difficulty
• Connecting spoken sounds with letters?
• Counting and learning numbers?
• Being understood when he/she speaks to a
  stranger?
• Using crayons/ working with fingers?
• Reacting to touch (too much or too little) ?
• Pronouncing words?
• Working forward or up and down stairs?
• Remembering names of colors?
• Dressing himself/herself without assistance?

10

• PRIMARY LEVEL (AGE 6- 10)
• Does the child have difficulty
• Reading accurately and comprehending what is
  read?
• Learning new vocabulary/ skills?
• Understanding the rules of conversation?
• Retelling stories?
• Playing with peers/ age appropriate games?
• Moving from one activity to another?
• Expressing thoughts verbally or in writing?
• Computing maths problem at his/her grade level?
• Following directions?
• Remembering routines/deadlines and keeping to
  them?
• Drawing or copying shapes?
• Modulating voice?
• Being organized?

11

• SECONDARY LEVEL (age 11 15)
• Does the individual have difficulty
• Remembering newly learnt information?
• Staying organized?
• Understanding what he/she reads?
• Expressing thoughts verbally or in writing and
  using proper grammar?
• Following directions?
• Getting along with peers?
• Understanding jokes that are sarcastic or subtle?
• Making appropriate remarks?
• Remembering and sticking to deadlines?

12
WHAT DO WE DO?

• Option I
• To find IQ- Achievement Discrepancy
• Option II
• Response to Intervention (RTI)
• Option III
• Combine the two.

13
CONCESSION Vs. ACCOMODATION

• Giving a student extra time for an exam
• Allowing a choice of subject especially languages
• Providing assistance of a writer
• Providing training in assistive technology
• Providing easy to understand instructions and
  notes
• Lets call them ACCOMODATIONS. Concessions
  sound condescending.

14
HOW DOES IT HAPPEN?

• Good child centered innovative teaching practices
• Learning from individual differences

15

• Special general education teachers
  collaborating to improve teaching strategies or
  co-teaching
• Including parents of students with learning
  disabilities to be a part of the schools design
  of education.

16

• Who is there to do my duties?, said the setting
  sun.
• I shall do what I can, my master!, said the
  little lamp.
• - Gurudev Rabindranath Tagore.