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Specific Learning Difficulties

Signs and symptoms

References

http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

http://www.nhs.uk/Conditions/Attention-deficit-hyperactivity-disorder/Pages/Causes.aspx

http://www.dys-add.com/dyslexia.html#anchorCausesGenes

http://www.webmd.com/parenting/helping-children-with-dyslexia

http://www.dys-add.com/dyslexia.html#anchorResearchSpelling

http://www.youtube.com/results?search_query=dyslexia+child

Activity for ADHD children – Reading

Grade one 6-7 years

• How does it take into account your area of research?

Children with this type of ADHD have trouble putting the needed attention and effort into their schoolwork.

Learning outcomes:

• Grab the ADHD student to the lesson and focus on new vocab

• Make sure that the child Appear to pay attention to details or to listen when spoken

• Make the story enjoyable by the sounds to not let hem become bored easily

• Teacher should start the lesson with a warm-up activity to takes out energy.

• Explain to the ADHD child special clear instructions which are: point on each word that you read it with the teacher.

• Teacher should be sure that the ADHD child is not distracted with something else.

  • when the child is distracted, the teacher shouldn't pose comprehansive instructions directly but she have to call his name first.

How does it relate to children?

Activity for dyslexia

child age: 6-7 years

The activity

According to dyslexia symptoms , the activity will be

Matching cards..

How does it take into account your area of research?

The problem of the child with dyslexia is he have trouble with reading, he is slow, inaccurate reading

of single words in isolation.

  • When he misread, he often say a word that has the same first and last letters, and the same shape, such as house-horse or beach-bench.
  • he may insert or leave out letters, such as could–cold or star–stair.
  • he may say a word that has the same letters, but in a different sequence, such as who–how, lots–lost, saw–was, or girl–grill.

Learning outcomes:

Clarify the differences between two words by read them correctly, know the letters, pronunciation and meaning.

How will the child learn this?

Give example of two words:

Break down the words

Pronounce the letters

show the child the picture clarify the mean of each word

Causes

Inattention, hyperactivity, and impulsivity are the key behaviors of ADHD. It is normal for all children to be inattentive, hyperactive, or impulsive sometimes, but for children with ADHD, these behaviors are more severe and occur more often.

Children who have symptoms of inattention may:

• easily distracted, miss details, forget things, and frequently switch from one activity to another

Children who have symptoms of hyperactivity may:

• Dash around, touching or playing with anything and everything in sight

Children who have symptoms of impulsivity may:

• Be very impatient

For ADHD they need to communicate with others during learning sessions to help them understand from their peers and communication or social interaction helps students a lot. According to Vygotsky “important learning by the child occurs through social interaction with a skillful tutor” (McLeod, 2007).

• About 20 to 30 percent of children with ADHD have a learning disability

• Kids with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what's expected of them but have trouble following through because they can't sit still, pay attention, or attend to details.

• Boys are about three times more likely than girls to be diagnosed with it, though it's not yet understood why

  • Environmental factors. Studies suggest a potential link between cigarette smoking and alcohol use during pregnancy and ADHD in children.

  • Brain injuries. Children who have suffered a brain injury may show some behaviors similar to those of ADHD. However, only a small percentage of children with ADHD have suffered a traumatic brain injury

  • Sugar. The idea that refined sugar causes ADHD or makes symptoms worse is popular, but more research discounts this theory than supports it..

  • Food additives. Recent British research indicates a possible link between consumption of certain food additives like artificial colors or preservatives, and an increase in activity. Research is under way to confirm the findings and to learn more about how food additives may affect hyperactivity.

What is (ADHD)?

How does it relate to teaching?

Genetic

Brain function and anatomy

Dyslexia affects the child’s progress so his performance is usually lower than a normal person.

So in this case the student with dyslexia needs scaffolding to improve. In this case I chose Zone of Proximal Development (ZPD) for the child’s support by the teacher.

Zone of Proximal Development (ZPD) describes the area between a child’s level of independent performance (what he/she can do alone) and the child’s level of assisted performance (what he/she can do with support). (Zone of Proximal Development and Scaffolding, 2014).

Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood. Symptoms include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (over-activity).

• Scientists are not sure what causes ADHD, although many studies suggest that genes play a large role. Like many other illnesses, ADHD probably results from a combination of factors. In addition to genetics

• researchers are looking at possible environmental factors, and are studying how brain injuries, nutrition, and the social environment might contribute to ADHD

• Research shows that the way the brain works in people with ADHD differs from that of people who do not have the condition. It is thought, chemicals in the brain that carry messages.

• Some research shows that the frontal lobes, the part of the brain that controls decision-making, do not work as they should in people with ADHD.

• Other research indicates they may have imbalances in the levels of certain chemicals, such as noradrenaline and dopamine.

Children with dyslexia are effected socially in many ways

1. They can’t remember words accurately. As in they can’t recall what did their friends tell them.

2. They miss social cues. As in they might not pick up facial expressions,

body language and other social cues.

3. They might hesitate or be shy to write a letter or text their friends. Because they have trouble understanding the abbreviations.

4. Also they can’t find the right words that they want to say. Kids with dyslexia can’t always find the words they want to say—especially if they feel strongly about the topic or need to respond quickly.

What is dyslexia?

Children with dyslexia is effected academically in many ways:

• organizational difficulties – being in the right place at the right time,

being able to organize ideas and concepts (eg to produce an essay plan)

• slow reading speed

• slow writing speed

• Slow processing speed – may take some time to consider a question, to formulate an answer or a comment, to digest information.

• inaccurate copying

• poor note taking skills

• poor short term memory

• difficulties in learning or retaining sequences (eg alphabet)

• short concentration span

• difficulty in acquiring and comprehending new terms

• Reading for meaning – although able to read the words of a question or statement, the student may have considerable difficulty in digesting the text and extracting the meaning.

Signs and symptoms

SpDL: Specific Learning Difficulties affect the way information is learned and processed. They can have significant impact on education and learning and on the acquisition of literacy skills.

Simple definition: Dyslexia is an inherited condition that makes it extremely difficult to read, write, and spell in your native language.

Dyslexia is a neurologically-based, often familial, disorder which interferes with the acquisition and processing of language. Varying in degrees of severity, it is manifested by difficulties in receptive and expressive language, including phonological processing, in reading, writing, spelling, handwriting, and sometimes in arithmetic.

Children :

A late talker

 Impaired ability to learn basics such as the alphabet, colors, and numbers

 Problems with handwriting and other fine motor skills

 Confusing letters such as "b" and "d" or the orders of letters within words

 Trouble learning the connection between letters and their sounds

Adults :

 Trouble with reading and spelling

 Ongoing trouble with schoolwork

 Difficulty learning a foreign language

 Poor handwriting

 Difficulty remembering numbers

SpLDs is an umbrella term used to cover a range of frequently co-occurring difficulties, more commonly:

How will you know if your learning outcomes have been achieved?

  • By observation the students while they doing the activity.

  • By asking questions and assessments after the activity.

  • Discussions
  • Auditory Processing Disorder

Causes:

How does it relate to children?

  • Dyslexia
  • Once the teacher understand the issues that the student is struggling with,

such as forgetfulness or difficulty paying attention in school, you can work together to find creative solutions and capitalize on strengths.

  • There are also positive traits associated with ADHD child such as, Creativity, Flexibility Energy and drive which is let the teacher improves the child by those areas.

  • Dyscalculia
  • A.D.H.D
  • Dyspraxia/DCD

 Neurological differences: Dyslexia results from a neurological difference;

that is, a brain difference. People with dyslexia have a larger right hemisphere in their brains than those of normal readers. That may be one reason people with dyslexia often have significant strengths in areas controlled by the right side of the brain.

 Genes: Recent studies suggest that their reading difficulties are caused by identifiable genetic variations that create “faulty wiring” in certain areas of the brain.

Dyslexia is a hidden disability thought to affect around 10% of the population, 4% severely.

•Dyslexia affects at least 1 out of every 5 children in the United States.

•Dyslexia represents the most common and prevalent of all known learning disabilities

•Dyslexia affects as many boys as girls.

•Dyslexia is the leading cause of reading failure and school dropouts in our nation.

•Dyslexia has been shown to be clearly related to neurophysiological differences in brain function. Dyslexic children display difficulty with the sound/symbol correspondences of our written code because of these differences in brain function

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