Professional Documents
Culture Documents
Chapter 12, 13, 14
Chapter 12, 13, 14
CHAPTER 12
TYPES, CHARACTERISTICS, AND IDENTIFICATION OF LEARNERS WITH DIFFICULTY
REMEMBERING AND FOCUSING
LEARNING DISABILITIES
Learning Disabilities are defined as a disability in one or more of the basic psychological processes
involved in understanding or using language, such as perceptual disabilities, brain injury, minimal
brain dysfunction, dyslexia, and developmental aphasia.
Learning disabilities are a heterogeneous group of disabilities caused by dysfunction in the central
nervous system. They may also have problems in self-regulation, social perception, and social
interaction. Other conditions and influences are not the direct cause of learning disability.
Specific learning disorder is a neurodevelopmental disorder that hinders one from learning academic
skills.
o READING PROBLEMS (DYSLEXIA) - Learners have difficulties with accurate and/or fluent
word recognition and by poor spelling and decoding abilities.
o WRITTEN LANGUAGE DEFICITS - Learners' ability in terms of mechanics of writing (e.g.,
spelling, punctuating) is way below what is expected of their age. They also have difficulty
communicating their ideas through writing.
o MATH UNDERACHIEVEMENT - Learners perform poorly than their peers in every type of math
problem. They have significant difficulty in terms of retrieving number facts and solving story
problems.
o POOR SOCIAL SKILLS - They are prone to interpersonal problems, which often lead to rejection,
low social status, unpleasant interaction with teachers, difficulty making friends, and loneliness.
o ATTENTION DEFICIT AND HYPERACTIVITY - They have difficulty paying attention to a
particular task or become overly active. It is possible that a learner who exhibits this may have
attention deficit hyperactivity disorder (ADHD).
o BEHAVIOR PROBLEMS - Incidences of behavior problems among those with Learning disability
are higher than usual. Upon adolescence, those with learning disabilities are more likely to show risk
taking behaviors such as smoking, marijuana use, delinquency, aggressiveness, and gambling.
o LOW SELF-ESTEEM OR SELF-EFFICACY - Learners with learning disability are more likely
to have low self- efficacy, mood, effort, and hope than their peers.
ADHD can be treated through medication or behaviorally-based interventions, which provide teachers
and parents with strategies for teaching and living with children with ADHD. Examples include positive
reinforcement, modifying assignments, and teaching self-control. Interventions based on functional
assessment are also effective.
Learners with difficulty remembering and focusing require intensive and frequent interventions, such
as IEPs and pre-referral processes. RtI is a formal and systematic pre-referral process that helps determine if
the learner is to be identified for special education.
TEACHING STRATEGIES
Reading Instruction
a. LANGUAGE EXPERIENCE APPROACH. This approach attempts to integrate reading skills with that
of development of listening, speaking and writing skills, following three basic elements:
(1) what a child thinks about, can talk about;
(2) what the child can say, can write;
(3) what a child writes, can read.
The sequence proposed therefore starts from thinking to talking to writing to reading. In determining
reading material, it is recommended to use the child's interest and experience in learning a text.
D.) MISCUE ANALYSIS OF ORAL READING - Miscue analysis is an assessment strategy that
focuses on what readers are doing right to build on existing reading strategies.
WRITING INSTRUCTION
Learners with difficulty in writing have problems with basic skills in handwriting, spelling,
punctuation, and grammar. Studies suggest that explicit instruction including practice and feedback could
help learners develop basic skills in writing. The use of technology can also aid writing difficulties.
Below are other suggested teaching strategies:
STUDY TEST TECHNIQUE - Pre-tests and post-tests are used to measure mastery.
COGNITIVE STRATEGY INSTRUCTION IN WRITING (CSIW) - CSIW develops learners'
expository writing skills and knowledge of text organization.
SELF-REGULATION. this strategy requires the writer's continuous vigilance of the graphic,
syntactic and semantic errors that happen in writing.
Graham and Harris (1987) developed instructional procedures for this strategy which include:
(1) pre-skill development;
(2) review of current performance level;
(3) discussion of executive strategy,
(4) modeling of the strategy and self-instruction,
(5) mastery of the strategy;
(6) collaborative practice; and
(7) independent performance.
This training is done to internalize the strategies of writing, to the extent that there is minimal
dependence on the teacher or therapist to learn writing.
MATHEMATICS INSTRUCTION
The same as areas, the use of explicit instruction is suggested in teaching mathematics. Additional
strategies are also recommended below.
CHAPTER 14
TRENDS AND ISSUES IN TEACHING LEARNERS WITH DIFFICULTY
REMEMBERING AND FOCUSING
The study found that students with learning disabilities and ADHD benefit most from support services
such as advising, coaching, and tutoring, while all students benefit from tutoring. This suggests that targeted
supports should be provided in accordance with the type of disability.