What are strategies for teaching a student with a math-related learning disability?
Dyscalculia is a mathematics-related disability resulting from neurological dysfunction. Students who are diagnosed with Dyscalculia have average to above-average intellectual functioning and a significant discrepancy between their math skills and their chronological-age-peer norms. For a diagnosis of Dyscalculia, it must be determined that the math deficit is not simply related to issues such as poor instruction, vision, hearing or other physical problems, cultural or language differences, or developmental delays. In Accommodating Math Students with Learning Disabilities, author Rochelle Kenyon lists the following strategies for teaching a student with math-related learning disabilities. Avoid memory overload. Assign manageable amounts of work as skills are learned.Build retention by providing review within a day or two of the initial learning of difficult skills.Provide supervised practice to prevent students from practicing misconceptions and "misrules."
Visual Impairment
Listen The human eye is like a camera that collects, focuses, and transmits light through a lens to create an image of its surroundings. In a camera, the image is created on film or an image sensor.
Misunderstood Minds . Writing Difficulties
What Can Inhibit Writing Development? Like all learning problems, difficulties in writing can be devastating to a child's education and self-esteem. As children progress through school, they are increasingly expected to express what they know about many different subjects through writing. If a child fails to develop certain basic skills, he will be unable to write with the speed and fluency required to excel as these demands increase. Indeed, for a child struggling with a writing problem, the writing process itself interferes with learning.
Sensory Motor Integration
Sensory motor integration refers to a relationship between the sensory system (nerves) and the motor system (muscles). Also, it refers to the process by which these two systems (sensory and motor) communicate and coordinate with each other. Sensory motor integration skills are developed during the period of growth from birth to about age 7.
Understanding Children's Hearts and Minds: Emotional Functioning and Learning Disabilities
By: Jean Cheng Gorman Emotional aspects of learning disabilities Abrams (1986) stated, "The vast majority of children with learning disabilities have some emotional problem associated with the learning difficulty" (p. 190). Traditionally, however, educators have placed priority on the diagnosis and remediation of learning disabilities (Hiebert, Wong, & Hunter, 1982). Empirical data suggest the critical need to treat emotional aspects of learning disabilities. Here are startling findings:
A Parent's Perspective — Tools for the High School Student with LD
Our daughter Hillary was in the fifth grade when she was originally diagnosed with a language disability. It wasn't until she was a freshman in high school that her disability was given a name: Aphasia. Hillary's Aphasia is both expressive and receptive, meaning that reading, writing, processing information and speaking are all more laborious tasks for her than for other students. At the time of the diagnosis, doctors told us that college was an unrealistic aspiration for Hillary. Hillary's strong work ethic got her through two difficult years of junior high school. It was clear from the beginning of high school, however, that it was going to take more then hard work and determination to keep Hillary's self-esteem and desire to succeed intact.
The 2x10 strategy: a miraculous solution for behavior issues?
I’ve been blogging since 2003, and I don’t think I’ve ever used the term “miraculous” in relation to behavior management (or anything in education, for that matter). But this is a technique that might be as close as it gets. If you have a student for whom no other solutions seem to work, read on. The 2×10 strategy is simple: spend 2 minutes per day for 10 days in a row talking with an at-risk student about anything she or he wants to talk about.
Being Your Own Advocate
Having learning disabilities often means having special needs. As an adult it's up to you to make sure your rights are being respected and that the accommodations you need are available to you. Whether at school or at work, being an advocate for yourself means understanding your rights, understanding how you work best and working with others to ensure that your special needs are met. Being your own advocate in high school
Young Teens (12-14 years old)
CDC’s Adolescent and School Mental Health Learn how connection is key to good adolescent mental health. CDC’s Parent Information (Teens 12— 19) This site has information to help you learn how to guide your teen to be safe and become a healthy and productive adult. CDC’s Healthy Weight Information.
What Every Teen with a Learning Disability Should Know
Most teenagers struggle with their self-image. Teens with learning disabilities have more concerns because they know they have more learning difficulty than others. Feelings of embarrassment, failure, low-self esteem, and worry about the future are common. While teens and parents may avoid talking about learning disabilities at all, many teens benefit from learning more about their learning differences. Here are some quick facts you should teach your child about his learning disability.
Vygotsky
Lev Vygotsky's Sociocultural Theory By Saul McLeod, updated 2020 The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades, particularly of what has become known as sociocultural theory.
Learning Disabilities in English Language Learners
Louise Spear-Swerling February 2006 Children with learning disabilities (LDs) in reading and youngsters who are English language learners (ELLs) both are at risk for low reading achievement, but for different reasons. Children with genuine LDs in reading have intrinsic learning difficulties or differences, often related to problems in phonological processing that impact their word identification skills. ELLs usually can learn to read normally in their native language, but they lack sufficient exposure to both spoken and written English, which can adversely affect their development of English literacy. When both situations coexist for the same youngster---when a child with a learning disability happens also to be an English language learner---the issues surrounding identification and remediation can be very complex.
