Slow learners

Characteristics of slow
learners:
 1. Functions at ability but significantly below grade level.
 2. Is prone to immature interpersonal relationships.
 3. Has difficulty following multi-step directions.
 4. Lives in the present and does not have long range goals.
 5. Has few internal strategies (i.e. organizational skills,
difficulty transferring, and generalizing information.)

 6. Scores consistently low on achievement
tests.
 7. Works well with "hands-on" material
(i.e. labs, manipulative, activities.)
 8. Has a poor self-image.
 9. Works on all tasks slowly.
 10. Masters skills slowly; some skills may
not be mastered at all.

 · Emphasize strengths. Use lots of
praise and reinforcement frequently.

 · Make lessons short. Limit the
working time and have several short
work periods rather than one long
one.

 Add variety to the academic routine.
Do active things and use educational
games, puzzles, and other techniques
as much as possible.

 · Work on material that is somewhat
challenging but allows success.

 Work that is too hard or too easy is a
turn-off.

 Make learning fun and comfortable.
Your positive attitude is very
important.

 Ask what was the best part of his/her
day. Ask questions about the TV
shows he/she watches.

 Talk about what he/she has heard,
done, and plans to do. Communicate
with your students.


· Go over his/her daily work to reinforce
the learning. Slower learners need
repetition.
 · Provide meaningful, concrete activities
rather than abstract.

· Give short specific directions and have
your child repeat them back to you.

 · READ!
 Set an example by
reading yourself.

Stress the importance of education.

 · Encourage child to explore areas of
interest to him/her.

 Career opportunities often come from
these interests .

 Providea quiet place to
work, where the child can
be easily observed and
motivated.
 Keep homework sessions
short.

 Add a variety of tasks to the
learning even if not
assigned, such as painting a
picture of a reading
assignment.

· Teach how to use a calendar
to keep track of assignments.
· Read to the child.
· Be patient but consistent.
· Do not reward unfinished
tasks.

Allow for success.

 Ask questions about the
assignment while the
child is working.

 Have the child do the most difficult
assignments first and leave the easier ones
to later.

 Call it the dessert principle. Don’t be
overprotective.

 Students whose parents frequently
intercede at school are teaching that they
do not respect their child’s abilities.

 Sharing the child’s strengths and
weaknesses could make the school year
more beneficial for all concerned.

Learning disabilities is a general
term that refers
 toa heterogeneous group of
disorders manifested by
significant difficulties in the
acquisition and use of listening,
speaking, reading, writing,
reasoning, or mathematical skills.

 These disorders are intrinsic
to the individual, presumed
to be due to central nervous
system dysfunction, and
may occur across the life
span.

 Problems in self-regulatory
behaviors, social perception,
and social interaction may
exist with learning disabilities
but do not, by themselves,
constitute a learning disability.

Language-Based
Disabilities
 dyslexia (reading)

 dysgraphia (writing)

 dyscalculia (calculations and math facts)

language deficits
 difficulties
in articulation,
recalling expressive words,
elaborating similarities
 and differences, or identifying

and using appropriate verb
tenses

Sensory-Perceptual
Disabilities
 Visual (e.g., judging distance from
an object, visually determining the
difference between two objects,
 identifying figure against competing

background--including reading a line
of text in a book, copying information
from the board, etc.)

Auditory


e.g., detecting sounds over
background noise, processing
verbal instructions,
sequencing, fatigue from
listening to lecture material

Executive and Cognitive
Disabilities
 Attention deficits

 e.g., inability to
concentrate, remain on
task, budget time .

Memory deficits

e.g. inability to
engage in rote
memorization such as

facts, tables, dates, etc.

 Reasoning deficits
e.g., unorganized or non-logical
thinking, inability to properly
prioritize tasks, difficulty with
application of new material.

Spatial organizational
difficulties
 e.g.,
problems with compass
directions, right and left, up
and down, ahead and behind,
over and under, etc.

Slow learners

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Slow learners