Learners-with-Difficulty in lesrning .. the different strategy in teaching a learners with ADHD
- 1. Learners with Difficulty Remembering or Focusing UNIT VI
- 2. These learners may struggle to retain new information, forget what they have previously learned, or find it hard to sustain attention during class.
- 3. A. Definition • The International Classification of Functioning, Disability and Health (ICF) is a framework developed by the World Health Organization (WHO) in 2001 to provide a common language for describing health and disability. • Within the ICF, specific mental functions are defined as "functions of the brain that determine the mental capacity of the individual, including global mental functions, specific mental functions, and consciousness.” • Focusing is a term that is commonly used to describe the ability to concentrate on a task or activity. In the ICF, focusing would be classified under the specific mental function of attention. Attention is defined as "the ability to focus on a stimulus or a task and sustain that focus over time.“
- 4. In 2011 , SANTROCK have provided the broader more detailed and more in- depth explanation for the memory functions and attention functions. He stated that memory functions involves encoding storage and retrieval of information over time
- 5. • Memory is the cognitive process of encoding, storing, and retrieving information. • Memory function refers to how well our brain processes, stores, and retrieves information. Memory Functions:
- 6. • 3 Process Of Memory Function: • Encoding : refers to the process of transforming information into a format that can be stored in memory. • Storage: This refers to the process of retaining information over time. Information can be stored in different types of memory, including short-term memory, long-term memory, and sensory memory. • Retrieval: This refers to the process of accessing stored information when needed. It involves recalling previously learned or experienced information and can be triggered by various cues, such as context, emotions, or associations
- 7. 1. MEMORY FUNCTIONS Major Factor :
- 8. ATTENTION FUNCTIONS Sustained Attention Mental resources used to maintain attention for an extended period also called vigilance. Selective Attention Mental resources that allow for focusing on a specific stimulus that is important while ignoring others. Dividing Attention Mental resources that involves focusing on or more activities or task simultaneously.
- 9. • Sam Kirk (1962) described students with learning disabilities as a diverse group of learners who all have neurological problems that impact their learning in different ways. • Gargiulo (2012) provided common components for defining learning disabilities, including normal intellectual functioning, a significant discrepancy between a student's assumed potential and their actual achievement, a presumption of central nervous system dysfunction, and difficulties in learning one or more academic areas that are not primarily caused by other disabilities or external factors. • The National Joint Commission on Learning Disabilities (1990) defines learning disabilities as a broad term that encompasses a group of disorders characterized by significant difficulties in acquiring and using listening, speaking, reading, writing, reasoning, or mathematical abilities.
- 10. Specific Learning Disability (SLD) • is a type of learning disability that affects a person's ability to learn and perform specific academic skills, such as reading, writing, or mathematics. • SLD is a neurodevelopmental disorder that is believed to be caused by differences in brain structure or function.
- 11. • Some Common Types Of Slds Include: • Dyslexia > This is a specific learning disability that affects reading, spelling, and writing. People with dyslexia may have difficulty recognizing and decoding words, and may struggle with reading comprehension. • Dysgraphia > This is a specific learning disability that affects writing skills. People with dysgraphia may have difficulty with handwriting, spelling, and organizing their thoughts on paper. • Dyscalculia > This is a specific learning disability that affects mathematics skills. People with dyscalculia may have difficulty with number sense, counting, and mathematical operations. • Language Processing Disorder > This is a specific learning disability that affects language skills, including listening, speaking, and understanding language.
- 13. Attention Deficit Hyperactivity Disorder (ADHD) • is a neurodevelopmental disorder characterized by difficulties with attention, hyperactivity, and impulsivity. ADHD affects people of all ages, but it is most commonly diagnosed in childhood. • The symptoms of ADHD can be grouped into two categories: inattention and hyperactivity/impulsivity.
- 14. Inattention : Difficulty paying attention to details or sustaining attention Easily distracted or forgetful Difficulty following through on instructions or completing tasks Difficulty organizing tasks or activities Hyperactivity/Impulsivity : Fidgeting or restlessness Difficulty staying seated or staying still Excessive talking or interrupting others Difficulty waiting for turns or delaying gratification
- 15. B. IDENTIFICATION LD (Learning Disability) • According to Gargiulo 2012 , LD is difficult to figure out because it has no clear description or level. Children with LD oftentimes display average to above average but perform below their grade placement in achievement test in reading, spelling, math, and written expression.
- 16. • In addition , some common signs that a person may have learning disabilities include the following: • Problems in reading/writing • Problems with math • Poor memory • Problem paying attention • Troubles following directions • Clumsiness Trouble telling time • Problems staying organized
- 17. MEDICAL EXAMINATION • Are needed to rule out the presence of the sensory impairment or middle ear infections that can cause hearing problems. CLINICAL INTERVIEW • This is a tool that helps physicians, psychologist and researchers make an accurate diagnosis of a variety of mental illnesses, talking to parents provide specialist with background regarding students conditions, personal interactions and etc. should also be reviewed because it may be a factor contributing to the difficulty of a learner. TEACHER AND PARENT RATING SCALES • An additional tool provide evidence of the students inattention or hyperactivity BEHAVIORAL OBSERVATION • These are observations of parents and teachers. The rating scales measures behavior such high productivity aggressive behaviors , perfectionism ,difficulty in class, extra trouble with math , difficulty with language, social issues , emotional discharge and separation anxiety (Johnson 2018.) FOUR COMPONENTS NEDED IN IDENTIFYING STUDENTS WITH ADHD:
- 18. • To determine possible accommodation's and interventions, it is equally important to present their strengths and abilities alongside their challenges as these can be used to help create a positive niche for students ( Armstrong 2012). • Students with LD are known to have challenges in language ,literacy , and memory as well as in math writing and focusing / attending skills. ( Kirk et al. 2005) C. LEARNING CHARACTERISTICS
- 19. 1. LANGUAGE DEVELOPMENT • They usually show delays in learning to talk, have difficulty naming objects and recovering words from memory, and have a limited vocabulary when compared to typically developing peers. • Students with LD frequently fail to organize their thoughts and are unable to articulate their views using precise words. • Students with LD are better at oral communication than they are at reading and writing. • Students better at expressing themselves verbally, and can speak fluently at times, but they struggle to put their ideas into words.
- 20. • 2. READING SKILLS: • • Dyslexic students have delays and issues with phonological processing, word reading/decoding, spelling, and fluent oral reading. • Problems with understanding can be linked to improper decoding and lack of oral reading fluency, but they can also employ higher-level skills such as vocabulary, reasoning , problem solving, concept development and general intelligence to help them ( Shaywitz 2003).
- 21. D. GENERAL EDUCATIONAL ADAPTATIONS • 3 Principles of Universal Design for Learning • 1. Multiple means of Engagement > Refers to creating a learning environment in which learners are challenged, excited, and motivated about why they are learning. Examples: • Simulations Games • Play/drama/dance • Role playing • Discussion and debates • Give opportunity for students choice(e.g. range of reading materials ,activities) • Use inquiry based learning and project-based approach. • Remember : When you apply this principle, you’re looking to find ways to link material to students lives, interest, and experiences by giving them choices
- 22. • 2. Multiple means of Representation • Refers to presenting information in multiple ways. Remember: • Learners differ in the ways that they perceived and comprehend information that is presented to them. Examples: • Audio books alongside real books • Multimedia presentation and videos to supplement textbooks. • Hands-on Experiences, use of multi-sensorial activities in addition to teacher talk. • Use reading materials that include rich visual representation in the form of photos , graphic organizers ,diagrams , and etc.(another option is having a partner reading
- 23. • 3. Multiple means of Expressions • Refers to offering students diverse ways of expressing what t hey have learned. – Remember: – Some learners may be able to express themselves well in written text but not speech and vice versa. – Examples: • Debate • Build models • Experimentation • Writing activities • Portfolio assessment • Draw pictures/use graphic organizers to illustrate concepts or content
- 24. • In addition to UDL, the following approaches have proven to be effective for students with memory and focusing difficulties: • The use of explicit instruction of literacy skills, comprehensions, and writing strategies. • Such approach uses a step by step instruction that includes modeling , providing guided practice, as well as independent practice while giving immediate corrective feedback so students will understand what and how to improve. • Gough (1993 in Magpuri-lavell et al 2014) demonstrated that explicit instruction in phonemic awareness and phonics was essential to develop a firm understanding of the alphabetic principle.
- 25. Sample Daily Report Card Of Students With ADHD
- 26. PROVISIONS OF DIFFERENT TYPES OF ACCOMODATIONS • Presentation Audio files/books • Books matched with the learners reading level • Digital text with word meaning • Maximize the use of Graphic organizer • Directions are written/spoken • Response : • Text – to – speech software and word processor with spelling and grammar check. • Math supports • Waive incorrect spellings as long as the content is accurate. Setting : • Set close to the teacher • Limit room distraction • Allow students to be more comfortable with environment • Behavioral Management Self talk skills as well as relaxation techniques • Doodling