Learning Disabilities

1
Learning Disability Identification and Remedial
Strategy
A project for Children with Learning Disability
in vernacular medium Government aided Schools in
Kolkata
Dr. Anindita ChatterjeeClinical
PsychologistManovikas KendraApollo Gleneagles
Hospital
2
How to identify Learning Disability

• Despite appropriate learning opportunities , when
  children fail to make progress in reading ,
  writing , spelling , numeracy, they are
  considered to be within the range of Learning
  Disabilities.
• Parents are often the first to notice that
  "something doesn't seem right."
• If you are aware of the common signs of learning
  disabilities, you will be able to recognize
  potential problems early.

3
Common signs of LD in preschool children

• Speaks later than most children
• Pronunciation problems
• Slow vocabulary growth
• Difficulty rhyming words
• Trouble learning numbers, alphabet
• Trouble learning days of the week, colors
• Most people will, see one or more of these
  warning signs in their children. This is normal.
• Several of these characteristics, when seen over
  a long period of time, possibility of LD needs to
  be considered.

4
Check list of LD in school children

• Reverses letter sequences (soiled/solid,
  left/felt)
• Avoids reading aloud
• Difficulty with handwriting
• Awkward fist-like, or tight pencil grip
• Avoids writing compositions
• Poor coordination
• Unaware of physical surroundings, prone to
  accidents
• Transposes number sequences
• Confuses arithmetic signs (,-,x,/,)
• Makes inconsistent reading and spelling errors
• Get too much involved in detail.

5
Strategies to cope with LD Parental Strategies

• Attention
• Organization
• Memory
• Handwriting
• Spelling
• Mathematics
• Socialization

6
Strategies to cope with LD Classroom strategies

• Have the individual's attention before you begin
  to do activities.
• Explain directions carefully, simply, and slowly.
  Repeat directions aloud.
• Encourage children to ask questions. Review the
  important points, step-by-step.
• Have the child with a learning disability sit
  close to you for extra help.

7
Strategies to cope with LD Classroom
strategies.cont.

• Try various methods to see how the individual
  learns best, by seeing, hearing, reading
  silently, or reading aloud.
• Be patient. Children with learning disabilities
  need more time.
• The breaking of any routine produces great
  anxiety. Provide security and structure.
• Each child is unique. Be sure to look at the
  whole child his or her feelings, emotions,
  opinions, and problems. Be accepting and provide
  positive feedback. The child needs to know that
  he or she is "okay."

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A project by Manovikas Kendra

• Supported by Reach India.
• Funded by USAID
• Government-aided Bengali medium schools in South
  Kolkata were chosen 20 schools
• Age group 10-14 years (corresponding class /
  grade V-VIII).
• Project Aim To check the At Risk of drop outs
  of the children

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Identification and assessment

• Students were initially identified on the basis
  of poor scholastic performance in school.
• Teachers report, based on the check list of LD
  for school going children.
• Group IQ assessment done by Ravens progressive
  matrices
• Those with average and above average IQ were
  chosen.
• This was followed by Special Educators assessment
  (Use of behavioural checklist) of the students.
• Two clear groups were identified among affected
  students.

10
Selection for Pilot Study

• The difficulties/disabilities in learning seemed
  to be intrinsic by nature for First Group
• Second Group students developed learning
  difficulties primarily due to external conditions
  like poverty, malnutrition, adverse home
  situations etc.
• First group children are identified having
  Learning Disability. They were made part of the
  Pilot Study. Total 50 students were identified.
  Remedial Education were given during school hours
  by trained teachers and after school hours by
  Remedial Teachers.
• The second groups were provided Remedial
  Education by trained school teachers, during
  school hours.

11
Intervention..

• Remedial intervention (IREP) started twice a
  week, after school for two hours for one academic
  year.
• Tiny but tasty snacks were provided in these
  remediation classes.
• Joyful Learning Programme arranged twice every
  month.

12
Application of strategies..

• The approach of teaching in remediation class
  involved simultaneous focus on both the teaching
  of academics and helping children develop their
  self-image, memory, attention, concentration, and
  perception.
• Unlike normal classroom teaching in the school,
  the teaching of academics in remediation class
  was made more learner-centric.
• In remediation class, the teachers took
  individual care to handle impulsive behaviour of
  children.
• The close relation and effective communication of
  the teachers with the children in remediation
  class was effectively maintained.
• Children with poor perception, that hindered
  learning, were provided with specific
  intervention.
• Children were introduced to Joyful Learning, a
  process of holistic personality development
  which helps the children in integration of their
  feelings, emotions, thoughts and actions.
• The selected students took part in various
  extra-curricular activities such as dance, drill,
  yoga, quiz, art and craft, and special class on
  science and environmental awareness.

13
Results

• After one year of intervention, the selected
  children showed improvement.
• The scholastic improvements of the students are
  reflected in school examination scores of the
  core subjects like English, Vernacular and
  Mathematics
• Improvement observed also in general
  performances like school attendance,
  comprehension skills, spelling, handwriting, Self
  confidence, memory, attention and concentration

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Conclusion

• Whatever the causes of learning problems, LD or
  otherwise, these vulnerable children need the
  support of Remedial Education to overcome their
  learning problems and stay in mainstream
  education.
• Resource Centre should be set up in every School
  to take care of the LD students in a meaningful
  way.
• All school teachers should be provided with
  proper orientation and training to be able to
  handle the LD students along with other students
  in the classroom situation.
• Publication of books, training modules, and
  worksheets in Bengali is an urgent requirement if
  any serious work has to be started on LD for
  Bengali medium students.

15
Request to parents teachers

• YOU can help children with learning disabilities
  achieve success.
• The scientists are learning more every day. Their
  research provides hope and direction. Early
  detection and right kind of help, gives the child
  a chance to lead a successful and productive
  life.
• The empowerment of mothers gave a tremendous
  impetuous to these children and the parental
  response was overwhelming.
• Remediation of learning disabilities/difficulties
  is possible to a considerable extent.
• Children with LD learn differently but they
  usually fit in the class room atmosphere .

16

• Thank You