"STRENGTHS OF STUDENTS

WITH LEARNING

DISABILITIES, A POSITIVE

Mindset"

- Inspiring children to discover their strengths

is very likely to be one the teachers´ main

challenges in the times of inclusive teaching

methodologies. Obvious as it may seem, we

are not talking about a smooth sailing, since

it entails shifting our mindset as teachers

towards what Dr. Sheldon Horowitz refers to

as “pockets of strength”.

- In broad terms, a learning disability is a

disorder that affects the brain’s ability to

receive, process, store, and respond to

information. The term «learning disability»

is used to describe the unexplained a person

has in acquiring basic academic skills. These

skills are essential for success at school and

work, and for coping with life in general. A

learning disability is not a single disorder. It

is a term that refers to a group of disorders.

- Dr Sheldon Horowitz focuses on the

following strengths as part of the package of

characteristics for students experiencing

different disabilities. Remembering that all

students are unique in their way to learn,

these pockets of strength may result of great

interest for teachers to design adapted materials

and appropriate supportive strategies.

-Inspiring children to discover their strengths

is very likely to be one the teachers´ main

challenges in the times of inclusive teaching

methodologies. Obvious as it may seem, we

are not talking about a smooth sailing, since

it entails shifting our mindset as teachers

towards what Dr. Sheldon Horowitz refers to

as “pockets of strength”.

-In broad terms, a learning disability is a

disorder that affects the brain’s ability to

receive, process, store, and respond to

information. The term «learning disability»

is used to describe the unexplained a person

has in acquiring basic academic skills. These

skills are essential for success at school and

work, and for coping with life in general. A

learning disability is not a single disorder. It

is a term that refers to a group of disorders.

-Dr Sheldon Horowitz focuses on the

following strengths as part of the package of

characteristics for students experiencing

different disabilities. Remembering that all

students are unique in their way to learn,

these pockets of strength may result of great

interest for teachers to design adapted materials

and appropriate supportive strategies.

LEARNING DISORDER : deeper observers usually

good at processing information visually,

which brings up the possibility to rely on

visual support, and normally commit to

work with determination if appropriately

supported.

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

can be original thinkers and good risk-

takers, which is always an appreciated

factor for cooperative work. Thus, these

children can be given specific roles that

imply acting out, performing physical tasks,

and so on.

("Characteristics of ADHD students: they have

a short attention span and get distracted

easily and they are impulsive. Similarly,

they present:")

* High extent of physical activity;

* Impulsiveness and low self-control

behavior;

* Difficulty to adapt to another activity

in the classroom;

* Aggressive behavior, over-exaggerated

responses to the smallest impulses;

* Lower social competence;

* Lower self-esteem and high level of

frustration.

" Some general classroom measures may be:"

*Creating a positive learning

environment: we shall seat this student

near the teacher’s desk as regular

class seating, so that s/he has the least

amount of distractions; encourage peer

tutoring and cooperative/collaborative

learning; praise immediately any and

all good behavior and performance

and use friendly and caring language.

Besides, we should also be aware that

the setting of regular routines and

clear, consistent rules will help them

understand the classroom setting; and

that students with ADHD are usually

most comfortable in classrooms where

procedures, expectations, and limits

are explicit and clear

* Classroom management: it is important

to maintain eye contact during verbal

instruction and simplify complex

explanations. Similarly, this student

may require extra time to accomplish

certain tasks; individual attention to

prevent him from lack of

understanding and thus frustration.

AUTISM SPECTRUM DISORDER (ASD) is a wide

term that includes children with features

compatible with Asperger syndrome. The

pockets of strengths of these students

include: great memory and observation of

details, good persistent independent workers

with high logical thinking abilities.

Moreover, ASD involves problems in the

following areas:

1.Communication – both verbal (spoken)

and non-verbal (unspoken, such as

pointing, eye contact, and smiling)

2.Social – such as sharing emotions,

understanding how others think and

feel, and holding a conversation

3.Routines or repetitive behaviors (also

called stereotyped behaviors) – such as

repeating words or actions, obsessively

following routines or schedules, and

playing in repetitive ways

"Some considerations as for classroom

measures"
* We should be aware that the setting of

regular routines and clear, consistent

rules will help him understand the

classroom setting. Moreover, it is

necessary to warn him when there is a

change in the position of the materials

or in the order of the completion of the

different tasks. Any explanation is best

done with visual aid.

* It is important to maintain eye contact

during verbal exchanges and not to get

too close to his personal space, hence

it is difficult for him to accept new

situations due to his rigidity and lack

of capacity for foreseeing future

actions.

* Besides all these strategies, we can also

provide extra support through

different means to ensure our Asperger

learner´s integration. As an example,

we may develop activities that create

certain empathy, such as changing the

role games; allow him to talk about his

interests within a time limit whilst

enhancing the participation of the rest

of the class; use his interests to

introduce new contents or topics; the

language used is always clear avoiding

double meaning in jokes; promote and

show his abilities so that in spite of his

difficulties he can feel integrated in the

classroom.

"Treating children with learning difficulties

as the people they can become rather than a

partial vision of their lacks is of utmost

importance to promote self-esteem and a

sense of achievement. These elements are at

the heart of motivated children; in the end,

all children need to feel cared about and

supported regardless of their differences.

takers, which is always an appreciated

factor for cooperative work. Thus, these

children can be given specific roles that

imply acting out, performing physical tasks,

and so on.
Characteristics of ADHD students: they have

a short attention span and get distracted

easily and they are impulsive. Similarly,

they present:

High extent of physical activity;

Impulsiveness and low self-control

behavior;

Difficulty to adapt to another activity

in the classroom;

Aggressive behavior, over-exaggerated

responses to the smallest impulses;

Lower social competence;

Lower self-esteem and high level of

frustration.

Some general classroom measures may be:

Creating a positive learning

environment: we shall seat this student

near the teacher’s desk as regular

class seating, so that s/he has the least

amount of distractions; encourage peer

tutoring and cooperative/collaborative

learning; praise immediately any and

all good behavior and performance

and use friendly and caring language.

Besides, we should also be aware that

the setting of regular routines and

clear, consistent rules will help them

understand the classroom setting; and

that students with ADHD are usually

most comfortable in classrooms where

procedures, expectations, and limits

are explicit and clear

Classroom management: it is important

to maintain eye contact during verbal

instruction and simplify complex

explanations. Similarly, this student

may require extra time to accomplish

certain tasks; individual attention to

prevent him from lack of

understanding and thus frustration.

Autism Spectrum Disorder (ASD) is a wide

term that includes children with features

compatible with Asperger syndrome. The

pockets of strengths of these students

include: great memory and observation of

details, good persistent independent workers

with high logical thinking abilities.

Moreover, ASD involves problems in the

following areas:

Communication – both verbal (spoken)

and non-verbal (unspoken, such as

pointing, eye contact, and smiling)

Social – such as sharing emotions,

understanding how others think and

feel, and holding a conversation

Routines or repetitive behaviors (also

called stereotyped behaviors) – such as

repeating words or actions, obsessively

following routines or schedules, and

playing in repetitive ways

Some considerations as for classroom

measures

We should be aware that the setting of

regular routines and clear, consistent

rules will help him understand the

classroom setting. Moreover, it is

necessary to warn him when there is a

change in the position of the materials

or in the order of the completion of the

different tasks. Any explanation is best

done with visual aid.

It is important to maintain eye contact

during verbal exchanges and not to get

too close to his personal space, hence

it is difficult for him to accept new

situations due to his rigidity and lack

of capacity for foreseeing future

actions.

Besides all these strategies, we can also

provide extra support through

different means to ensure our Asperger

learner´s integration. As an example,

we may develop activities that create

certain empathy, such as changing the

role games; allow him to talk about his

interests within a time limit whilst

enhancing the participation of the rest

of the class; use his interests to

introduce new contents or topics; the

language used is always clear avoiding

double meaning in jokes; promote ad

show his abilities so that in spite of his

diff.

Family Roles

When you think about your family or a particular family member, you’ve likely thought, “____ always or
never does ____”. This is one example of a family role.

Family roles shape how we interact with each other in the family system. At times, these roles function
to create and maintain a balance in the family system. Family roles have positive and negative aspects to
them. The key is understanding how well these roles work for the family and how they help or hurt
family members in their effort to establish deep, meaningful, and safe relationships.

Common Family Roles

The following are a number of roles that can exist within a family:

Hero: This is the “good” and “responsible” child. This person is a high achiever, carries the pride of the
family, and he/she overcompensates to avoid looking or feeling inadequate. He/she is often a good
leader and organizer, and is goal-oriented and self-disciplined. Sometimes the hero lacks the ability to
play, relax, follow others, or allow others to be right.

Rescuer: The rescuer takes care of others’ needs and emotions and problem-solves for others in the
family. The rescuer might have difficulty with conflict. He/she takes on the role of rescuer in the name of
helping others, though it is often to meet his/her own needs, such as relieving anxiety. This person
doesn’t realize that sometimes helping hurts. He/she also lives with a lot of guilt and finds it challenging
to focus on him/herself.

Mediator: The mediator can be a rescuer-type although he/she works to keep peace in the family
system. This person does the emotional work of the family to avoid conflict. He/she acts as a buffer, and
does it in the name of helping others, although it may be for his/her needs. This can be a healthy role
depending on how the person mediates.

Scapegoat/Black sheep: This is the person the other family members feel needs the most help. Usually
this is the family member in need of treatment or in treatment. This person often shows the obvious
symptoms of the family being unable to work through problems. The person may have strengths such as
a sense of humor, a greater level of honesty, and the willingness to be close to his/her feelings. Yet there
can also be an inappropriate expression of feelings, and the person may experience social or emotional
problems.

Switchboard: This person is the central information center in the family. He/she keeps track of what’s
going on by being aware of who is doing what and when. This person has strength in being the central
person to go to and understanding how the family is doing. However, this person focuses on everyone
else’s issues rather than his/her own.

Power broker: This person works at maintaining a hierarchy in the family with him/herself at the top.
His/her safety and security with life depends on feeling in control of the environment around him/her.

Lost child: The lost child is the subservient good child. He/she is obedient, passive, and hidden in the
family trauma. He/she stays hidden to avoid being a problem. Generally, this person is flexible and
easygoing. However, he/she lacks direction, is fearful in making decisions, and follows without
questioning.

Clown: The clown uses humor to offset the family conflict and to create a sense that things are okay.
This person has a talent to readily lighten the moment but he/she hides his/her true feelings.

Cheerleader: The cheerleader provides support and encouragement to others. There is usually balance
in taking care of his/her own needs while providing a positive influence on those around him/her.

Nurturer: This person provides emotional support, creates safety, is available to others, and can be a
mediator. He/she focuses on having and meeting emotional needs, usually in a balanced manner.

Thinker: The thinker provides the objective, reasoning focus. His/her strength is being able to see
situations in a logical, objective manner. However, he/she may find it difficult to connect emotionally
with others.

Truthteller: This person reflects the system as it is. At times the challenge is how that information is
relayed. Other members in the family might be offended or avoid the truthteller because of the power
of the truth he/she holds. Strength occurs when this person is coupled with another positive role, such
as a nurturer or cheerleader.

Identify the Roles in Your Family

Write down your role in the family and the roles you see other family members exhibiting. Which roles
don’t benefit your family and which roles would you like to see more of? Discuss this with your family
members and make goals to increase those roles you think would benefit your family.