LearningdisabilitiesCLP

8/7/2019 LearningdisabilitiesCLP

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Learning disabilities


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Learning Disabilities

The 2002 LD Roundtable produced the following definition:

"Concept of LD: Strong converging evidence supports thevalidity of the concept of specific learning disabilities (SLD). The

central concept of SLD involves disorders of learning and

cognition that are intrinsic to the individual. SLD are specific inthe sense that these disorders each significantly affect a

relatively narrow range of academic and performance outcomes.SLD may occur in combination with other disabling conditions,

but they are not due primarily to other conditions, such as

mental retardation, behavioral disturbance, lack of opportunitiesto learn, or primary sensory deficits."


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Learning disabilities

Dyslexia

Dyscaculia

Dysgraphia

ADHD*

CAPD


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Principais caractersticas

Impulsividade

Desateno

Hiperatividade


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TDAH


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The bright side

Hiperfoco

Criatividade

Sensibilidade

ImaginaoAuto-

superao

Desbravadores

Multitarefa


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Na prticaComo avaliar:

1) se existem pelo menos 6 itens marcados como BASTANTE ou DEMAIS de 1 a 9 = existem mais sintomas dedesateno que o esperado numa criana ou adolescente.

2) se existem pelo menos 6 itens marcados como BASTANTE ou DEMAIS de 10 a 18 = existem mais sintomasde hiperatividade e impulsividade que o esperado numa criana ou adolescente.O questionrio SNAP-IV til para avaliar apenas o primeiro dos critrios (critrio A) para se fazer o diagnstico.Existem outros critrios que tambm so necessrios.

IMPORTANTE: No se pode fazer o diagnstico de TDAH apenas com o critrio A! Veja abaixo os demaiscritrios.CRITRIO A: Sintomas (vistos acima)

CRITRIO B: Alguns desses sintomas devem estar presentes antes dos 7 anos de idade.

CRITRIO C: Existem problemas causados pelos sintomas acima em pelo menos 2 contextos diferentes (por ex.,na escola, no trabalho, na vida social e em casa).

CRITRIO D: H problemas evidentes na vida escolar, social ou familiar por conta dos sintomas.

CRITRIO E: Se existe um outro problema (tal como depresso, deficincia mental, psicose, etc.), os sintomasno podem ser atribudos exclusivamente a ele.


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Dicas para Professores Coloque-o em uma

carteira prxima a voc Ao falar com ela, olhe-a

nos olhos

Dividir para conquistar

Estabelea regras elimites e lembre-o delessempre que possvel

Conversartranquilamente e semexaltao durante osepisdios dehiperatividade

Faa com que participede atividades fsicas

Tenha pacincia esimplifique as instrues

Mantenha o quadro

organizado e diminua asdistraes

Ateno para osmomentos de exausto

Propor pausas pararetomar a concentrao


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Dyslexia

Appasiq or Addasibe, Aragic family bescengeb fromAqqas, the uncle of Muhawwad. They rose to dowerdy massacrind the rulind Umayyag fawily and helg

the Calighate from 749 to 1258.Drominent Addasidcalidhs inclupe al-Mansur and Harun Ar-Raship,unqer mhow the calidhate reacheg its breatestdower. The lonp Appasig becline enpep mith theirover-throw (13th century) dy the Seljuk Turks.


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Dyslexia

Abbasid or Abbaside, Arabic familydescended from Abbas, the uncle ofMuhammad. They rose to power bymassacring the ruling Umayyad family and

held the Caliphate from 749 to 1258.Prominent Abbasid caliphs include al-Mansur and Harun Ar-Rashid, under whomthe caliphate reached its greatest power.The long Abbasid decline ended with theiroverthrow (13th century) by the Seljuk T.


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mirror-opposites:

p instead ofq,d instead ofb,127 instead of721saw instead ofwas

lion instead ofloin

Guessing:

officer as official.approximate as appropriate.fingers as fringe.

omitting short words:s/he might omit functionwords (opposed to content words)e.g.: articlesparticiplesconjunctionsprepositions

long words: s/he might abbreviate, e.g.walk for walkingbe unable to read, e.g. the GermanwordStrassenbahnhaltestelle (tramstop)


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Dicas para Professores Ler enunciados em

voz alta e verificarse todosentenderam

Aumentar o limitede tempo paraatividades escritas

Resgatar a

autoconfiana doaluno

Coloc-los o maisperto possvel de voc

Text to speechsoftwares

Dar mais tempo paratestes escritos

Abordagem multi-sensorial

Rotinas e estruturas


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Desmistificando

GRUPO 1:

Leia o texto e

apresente os 4

mitos comuns

sobre a dislexia

GRUPO 2:

Leia o texto e

apresente os 5

pontos essenciais

sobre o

transtorno


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CAUSES

Genetic anomalies

Neuro-morphological disorder

Neurological damage caused by allergiesor chronic ear infections

Brain damage

Associations with: dyslexia, autism, ADHD


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Identifying the symptoms


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SYMPTOMS:

Difficulty paying attention to orally presentedinformation Problems in accomplishing multi-step tasks Poor listening abilities

Slow in processing information Poor academic performance especially inlanguage-related subject areas such as spelling,reading, comprehension and vocabulary Displays behavioral problems andunderdeveloped social skills Language difficulties


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What's Going On?

What's Going On?This story, believe it or not, is the very familiar fable of Little RedRiding Hood. This curious version was written in 1940 by aprofessor of French named H. L. Chace, who wanted to show his

students that intonation - that is, the melody of a language - is anintegral part of its meaning. The words here are all common Englishwords, but not the ones you'd expect to tell the story of Little RedRiding Hood.
http://../Videos/Learning%20Disabilities/ladle.ramhttp://specialchildren.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=specialchildren&cdn=parenting&tm=51&f=00&su=p504.1.336.ip_&tt=2&bt=0&bts=1&zu=http%3A//www.exploratorium.edu/exhibits/ladle/index.html


25/30TREATMENT

Tomatis Method: moderated sound waves viaheadphones

Lindamood-Bell Learning process: developinglanguage skills

Auditory trainers: electronic devices used to reduce

background noise

Auditory memory enhancement: providing basicinformation instead of details

Environmental modifications: classrooms acoustics,seating arrangements


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TIPS FOR TEACHERS

Eliminatebackground noise

Move closer to thechild

Eye-contact

Send importantmaterial home soparents canreview it with the

student

Sat the child inthe front of the

class Additional

written/visual

material Earplugs during

quiet studyperiods


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Dysgraphia

"Dysgraphia" is a learning disability

resulting from the difficulty in expressingthoughts in writing and graphing. Itgenerally refers to extremely poorhandwriting.


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Symptons

1. Strong verbal but particularly poor writing skills .2. Random (or non-existent) punctuation.3. Spelling errors (sometimes same word spelled differently);

syllable omissions; errors in common suffixes.4. Generally illegible writing5. Inconsistencies : mixtures of print and cursive, upper andlower case, or irregular sizes, shapes.6. Unfinished words or letters, omitted words.

7. Inconsistent position on page with respect to lines andmargins and inconsistent spaces between words and letters.8. Unusual grip, especially holding the writing instrument veryclose to the paper, or holding thumb over two.9. Talking to self while writing, or carefully watching the hand

that is writing.10. Slow or labored copying or writing - even if it is neat andlegible.


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Tips for Teachers

Understanding

Computers + word processors

Allow verbal expression

Allow students to use cursive or printing

Improve pencil grip


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Referncias Meu filho tem dficit de ateno. Mara Rosas.

Cengage Learning

Mentes inquietas. Ana Beatriz B. Silva. EditoraGente.

Revistas Nova Escola (n 162, 172, 188,231)

http://www.tefl.net/esl-articles/dyslexia.htmhttp://www.fonts4teachersblog.com/tag/teachers/

http://www.as.wvu.edu/~scidis/dysgraphia.htmlhttp://www.etni.org.il/etninews/inter2d.htm

consultorialinguisticapedagogica
http://www.tefl.net/esl-articles/dyslexia.htmhttp://www.fonts4teachersblog.com/tag/teachers/http://www.as.wvu.edu/~scidis/dysgraphia.htmlhttp://www.etni.org.il/etninews/inter2d.htmhttp://www.etni.org.il/etninews/inter2d.htmhttp://www.as.wvu.edu/~scidis/dysgraphia.htmlhttp://www.fonts4teachersblog.com/tag/teachers/http://www.tefl.net/esl-articles/dyslexia.htmhttp://www.tefl.net/esl-articles/dyslexia.htmhttp://www.tefl.net/esl-articles/dyslexia.htm

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LearningdisabilitiesCLP