#makes doing math that much harder. you need reading comprehension and problem solving skills in order to do math
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cant reblog that post about reading comprehension anymore but my addition would be: this is still an issue (source: in a teacher preparation program and many of my peers and students cant fucking read) and b) teachers are not taught how to correct these errors. In fact many times we are told /not/ to correct errors directly. Part of this is time— teachers cannot devote individual time to each student to ensure they understand everything they read (in order to avoid the ‘reading doesn’t mean understanding’ / making up a story by skimming issue), and also because many students struggle to handle emotionally being told You’re Wrong, and teachers are not always equipped to handle this. My first observation I was commended extensively by my coach for being able to tell a student she had misread a sentence and waiting until she reread it and told me what it meant (and because I had put the work in to teach these skills, this moment was productive and even empowering for this student, rather than a hit to her confidence). A terrifying amount of kids these days Cannot read in elementary school, go into middle and high school with the same exact struggles, and become adults and even teachers unable to self-correct errors because they have never been taught to recognize them. This is a huge issue of learned helplessness that spans multiple generations of schooling and I honestly have no clue how to fix it, besides pay teachers more and stick kids in front of a screen less (and give them books they actually want to read).
#also all this is doubly true for math. kids dont understand how to notice and correct mistakes and ALSO not being able to read#makes doing math that much harder. you need reading comprehension and problem solving skills in order to do math#and thus kids dont even get to quality science or social studies curriculum because all of that is behind the barrier of being able to#comprehend what they hear and read#(bc this issue - learned helplessness- carries over to auditory comprehension fairly often in my own experience at least#and on the last point- kids need to /want/ to understand what they read#in order to be able to tell when it doesn’t make sense#so you have to teach them to care about learning/enjoy fiction/think about stories critically/give them books they can relate to/etc etc#theres so many moving parts its impossible to do it all and yet . you Must
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Is data science harder than computer science?
Is data science harder than computer science?
Data science is about using data to solve problems. It's about making sense of a lot of different kinds of information and finding ways to use it in new and interesting ways. Computer science is about building computers, which can do all sorts of things like make decisions based on data, or even design new types of computers that make better decisions than humans could ever make.
So yes—data scientists are just as smart as computer scientists; they just use different tools!
Read More: A Comprehensive Guide to Find A Right Data Science Job
Data science is actually easier than computer science.
Computer science deals with abstractions, whereas data science focuses on concrete examples and real-life scenarios. Computer scientists will often use algorithms to solve problems, but those algorithms are only applicable if the problem has been solved in a similar way before. Data scientists, on the other hand, are much more likely to be able to look at a problem and figure out how it could be solved by applying existing techniques or creating new ones from scratch.
In addition, data scientists tend to work with data that's already available and doesn't require much creativity or imagination on their part—which takes away a lot of the challenge of working with new information that hasn't been collected yet.
Data scientists are people, not machines, so data science is much more about intuition and creativity than it is about coding.
I'm going to be honest here: I don't know.
I've been thinking about this question a lot lately, and I'm not sure which is harder. Both data science and computer science are incredibly important, but they're also kind of hard to define.
For one thing, in many ways data science is easier than computer science. It's an easier field to break into because there aren't quite as many people doing it (yet). And the skills required for getting into data science are pretty simple: you need to know how to program and how to work with data. Computer scientists often have more complex backgrounds, but not always—and if you're looking for a career path where you can put your skills together in interesting ways with other people's ideas, then data science might be right for you!
On the other hand, working on computers involves some pretty deep math and programming that isn't always easy or intuitive—and you can make a pretty good living doing just that! But if your passion is learning new things about computers or their applications, then computer science is probably right for you!
Data science is not harder than computer science. It depends on the person. If you have good analytical skills, mathematical skills and programming skills, then data science is easier for you. If you do not have these skills then data science will be tough for you.
If you are great at these skills, then data science is the area where you can excel.
The short answer is no. Data science is not harder than computer science. It's just that the skills required to do data science are different from those required to do computer science.
In fact, if you have good analytical skills, good mathematical skills, good programming skills and a great sense of creativity, then data science is the area you should focus on.
I think it's a matter of degree. Data science is a lot like computer science: you need to have good analytical skills and programming skills, but you also need to be creative and have good intuition.
If you're not good at all of these things, data science will be difficult for you. If you are okay with it, data science will still be challenging—but not quite as hard as computer science. If you're great at these things, then data science will feel fairly easy.
I'm not going to say that data science is "easier" than computer science because there are different kinds of skill sets required for each discipline—and some people are better suited to one over the other than others. I just want everyone to understand what they're getting into before they decide if they want to pursue either field or find out that they can't do both well enough to make it worthwhile (or even worth pursuing).
Data science is a mix of the sciences and engineering. It requires the same skills as computer science, but it also requires creativity and a great deal of business knowledge. So if you are a math whiz or have great analytical skills, data science will be easier for you than computer science. If you're okay with this, then data science will be easier for you than computer science.
If you have no problem with math or analytical skills, but don't have any business knowledge, you'll probably struggle with finding jobs in data science. But if you're good at both areas—and know how to think outside the box—then data science might just be the perfect job for you!
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Master Math & English. Easy Explanations. 1200p Poster!
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Master Math & English. Easy Explanations. 1200p Poster!
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From Michael Milford, PhD
Dear Friend,
It’s a hard fact – math is an important life skill, but many people struggle with it. Most of the time, this isn’t their fault – math is quite challenging when it’s taught the way it is nowadays in schools, colleges, courses and textbooks. It’s even harder when you have to go back and relearn math as an adult.
But it doesn’t have to be like this
Imagine being able to really understand even the most challenging math topics. When you understand what you’re doing, math actually becomes enjoyable to do.
When you understand the key math concepts and ideas, you succeed in math exams because you can adapt and adjust to the problems in the exam being different to what you’ve done in practice.
On the other hand, if you just rote learn what your teacher, lecturer or textbook tells you, you’ll struggle to get a good grade. Memorizing topics may work in geography or history, but it sure doesn’t work in math.
Imagine the satisfaction you’d get from seeing your math abilities improving and your grades getting better and better.
Now you can get great grades and enjoy math because you actually understand it.
I’ve done a lot of the work for you. If you put in the effort to read the math tutorials I have prepared, you’ll be much better prepared to understand mathematical topics. Introducing…
gives you 900 pages jam packed full of easy to understand math tutorials to make math easy and interesting to learn.
Math Concepts Explained – Understand the Key Concepts and Ideas
Fully Worked Sample Questions – See How to Work Through Typical Questions
Handy Hints – Avoid Common Mistakes Without Ever Having to Make Them
These are electronic books (e-books) that you can download to your computer instantly. You can be reading them and using them in a few minutes from now.
Finding quality math tutorials isn’t easy. But the Complete School package is a proven package that thousands of people all around the world have already used to succeed at math. In fact:
Math tutorials can sometimes seem too formal and use awkward language. But Complete School is different – it uses everyday language that is both friendly and comfortable to read.
In fact, Complete School is based on years of one-on-one tutoring with students of all ages and abilities. It offers you exactly what was said in all those tutoring sessions, rather than formal textbook writing. But that’s only a tiny fraction of what this package can offer you –
Here’s a preview of what you’ll have with Complete School – The Easy to Understand Math Tutorials Collection, and how it stacks up against other products:
Feature
Complete School
Other Math Products
Written by someone young enough to remember exactly what it was like trying to succeed at math in school. I remember all the practical tips, tricks and advice that actually help students master math.
An informal, conversational teaching style – learning math is much easier when it’s like someone is talking you through it.
Written exclusively by an academic expert with extensive qualifications who obtained their PhD at the age of only 24 and who was also one of the top national students at school.
Priced for unbeatable value in these tough times at only $24.97
Proven unique math teaching techniques which have been used by more than 6000 students all around the world.
Printable math tutorials you don’t have to read off a computer screen – so less strain on eyes
So if you are looking for a collection of math tutorials to help improve your understanding of math and your grades, Complete School – The Easy to Understand Math Tutorials Collection is your solution.
Best of all, since these are electronic files it only takes a few clicks before you can download the entire collection right to your computer. You can print exactly what tutorials you want, whenever you want.
Before you find out more about how others are finally understanding and mastering math with Complete School – The Easy to Understand Math Tutorials Collection – sign up to my free e-mail list and I will give you a FREE 34 page study ebook with notes on topics such as fractions, algebra, trigonometry, geometry, statistics, equations and many more.
Look at this extensive list of topics that are included in Complete School – The Easy to Understand Math Tutorials Collection:
Numbers
Mathematical relations
Operations
Simultaneous equations
Algebra
Rational numbers
Equations
Statistics
Inequations
Pythagoras’ Theorem
Indices and powers
Irrational numbers & surds
Basic geometry
Probability and set language
2D shapes
More algebra
3D solid shapes
Exponentials and indices
Basic interest
Budgeting
Bearings, azimuths, and symmetry
Shapes inside circles
Ratios
More 3D shapes and shape nets
Different forms of linear equations
Finding polynomial relationships
Trigonometry
Linear programming
Quadratic equations
More set theory
Volumes and areas of irregular shapes and solids
More probability
Trip graphs
Circle geometry
More Statistics
Similar figures and geometric constructions
Using and abusing statistical information
Locus and loci – paths things travel
Areas of composite shapes
Three-dimensional trigonometry problems
Volumes of composite solid shapes
Latitude and longitude
Working with errors and measurement
Proportional or direct relationships
Equations using box stories
Inverse relationships
Water flow graphs
Exponential graphs
Matrices
Finance and interest
Vectors
More simultaneous equations
Logic
Integration
Box and whisker plots
Numerical integration methods
Quadratic Equations
Probability
Turning recurring decimals into fractions
Solving dy/dx=ky
Logarithms
Hypothesis testing
Rates of change
Plotting graphs
Derivatives
The unit circle
Solving polynomial equations
General tips for maths tests
More triangles
Click Here to See a Numbers Sample
So as you can see, you don’t get a few measly lessons, you get 900 pages of easy-to-understand math tutorials. (Actually you get much much more – see below)
You’ll have fully explained tutorials, worked example questions and lots of handy hints for avoiding silly mistakes.
This is a comprehensive set of Math Tutorials for the Classroom or Home
Complete School – The Easy to Understand Math Tutorials Collection is now being used by students of all ages around the world to learn those crucial math concepts.
They know, like you do, how important being able to understand and use math is for furthering your education and your status in life.
Michael, student: “I have been struggling in maths all my life as I missed out on the basics in primary school as a result of changing schools. I would like to take this time just too sincerely thankyou for going out of your way to produce something (Complete School) that has and will help people, like myself, who have been struggling. You have given me new found energy to wake up in the morning and go to school and maths in particular. Thankyou.”
Tara, student: “Thankyou so much for showing me an easier way to understand Algebra and Trig, your book (Complete School) is easy to follow and explains what my teachers don’t, I was struggling to understand and asking my teachers got me no where, my mum got your CD and Book and now I have gone from a C+ to a A- for extended Maths. Even my Teachers are asking me about your book.!…a big Thankyou”
Teachers love Complete School too:
Rod, Upper Primary teacher:
…Although the package is aimed primarily at the High School student there are enough topics covered to be of great value to the Upper Primary sector.
One of the most pleasing aspects of the books is the spacious layout and larger font size used to make reading much easier.
The explanations and examples given are extremely easy to follow and should provide no difficulties for any student or adult wishing to extend their knowledge of Maths or English… I can say with certainty that anyone who purchases this package will not be disappointed. It is FANTASTIC.
Thankyou Michael.
More happy users of Complete School:
Belinda, student: “I recently purchased your book and absolutely love it. I don’t know what I would have done without it. I only wish that I had it last year in Year 11.”
Loana, parent: “Highly recommended, best gift any parent can give their kids…Excellent buy A++”
Adalberto: “Great product. My favorite subject. Easy download, will enjoy for a long time.”
Martie, parent: “Excellent product, very impressed, boys loving it”
Paula-Ann: “Just as advertised – a fantastic buy”
Sharryn: Kick ass product. Loved it!! Many Thanks you’re a champion!!!
Ian: Excellent! As described and making me use my brain again! Thankyou greatly
Siobhan: Over the Moon:o) all the Best with this,,Loved it:o) Best Buy Ever:o)))))
Andrew: Fantastic, a great aid for years to come, Thankyou!!!!!!
Sian: Fabulous. Makes learning easy.
Jenny: Your a legend, I’m telling everyone I know about your product.
You can’t get better opinions than the experiences of people who have used something for themselves. And these students, parents and teachers have been very glad they came across Complete School – The Easy to Understand Math Tutorials Collection.
You can easily pay many hundreds of dollars for normal school textbooks over the years. If you were to try and buy textbooks covering all the topics covered in Complete School, you’d spend at least $500.
But in Complete School – The Easy to Understand Math Tutorials Collection everything is all in one place. Which means you don’t have to go searching each time you change topics or need to revise something. And it’s laid out logically in the order that students learn these topics, so it’s even easier to use.
That’s why Complete School – The Easy to Understand Math Tutorials Collection is a great value investment at $34.97 $24.97.
That’s a tiny fraction of what it’s really worth and of what you would have to pay to try and get help in any other way. Just to take two examples ��� software tutoring packages usually cost many hundreds of dollars, and one tutoring session a week can cost more than $1500 a year.
How can I make it so affordable? Simple – I have already paid off my costs selling these books in bookstores for many times the price, and because it’s cheap to deliver it to you online.
These are electronic books (e-books) that can be downloaded very quickly to your computer. You can be reading the tutorials and understanding math in as little as 5 minutes from now.
$34.97 $24.97 is nothing compared to what you get in these books, and compared to what you’d have to pay to even start trying to get math help in any other way.
And don’t worry – if for any reason you’re not happy with the content, you have a complete peace of mind money back guarantee.
Your satisfaction with Complete School is 100% Guaranteed!
Read about our IRONCLAD 7-day money back GUARANTEE!
7-day 100% Money Back Guarantee
I will personally guarantee that Complete School – The Easy to Understand Math Tutorials Collection will make understanding math easier than you’ll find anywhere else and is the best value math aid you can buy.
If you’re not complete satisfied with the incredible range of math tutorials in this package, contact me anytime (up to 7 days from the date of purchase) and I’ll refund 100% of your purchase price. No hard feelings, no explanations needed.
So, you see, ordering Complete School – The Easy to Understand Math Tutorials Collection is completely risk-free.
Complete School – The Easy to Understand Math Tutorials Collection are Adobe PDF files. To view the PDF files on your computer all you need is the freely available Adobe Reader software, which can be found here.
Look at these great bonuses that you will also receive:
These bonuses are only available for a limited time and may be removed at any time.
Order NOW and you’ll also get these fabulous bonuses absolutely free:
You’ve probably never seen more math study notes crammed onto one poster in your entire life. The Megamath poster compresses the key concepts, ideas and formulae onto two sides of a poster which you can print out (best printed on A3 paper)
It even folds up nicely to fit in a pocket, which means you can take it anywhere.
You get detailed notes on 32 topics on the poster, including:
Algebra
Lines of Best Fit
Differentiation
Proportional or Direct Relationships
Trigonometry
Matrices
Integration
Logic
Perimeters of 2D Shapes
Fractions
Statistics
More Fractions and Decimals
Bearings and Azimuths
Vectors
Simultaneous Equations
Cosine and Sine Rule
More Statistics
Inverse Relationships
Even More Statistics
More Matrices
Quadratic Equations
More Logic
Errors and Measurement
Index and Log Laws
Finance
Circles
More Differentiation
Probability
More Integration
3D Solids
2D Shapes
Units
Not bad already. But that’s not all you get. Because if you order now, I’ll also throw in:
This package gives you more than 300 pages of free English tutorials. These tutorials explain how to write, read and speak English effectively and have been used by many students to improve their grades in English and Math. Understanding English also helps with reading and comprehending math questions.
With Complete School – The Easy to Understand English Tutorials Collection, you get –
Help with the parts of speech – Clauses, independent clauses, run on sentences, subordination, dependent clauses or subordinate clauses, noun dependent clauses, adjective dependent clauses, adverb dependent clauses, elliptical clauses, predicates, complete predicates, compound predicates, predicate adjectives, essential and nonessential clauses and much more.
Help with grammar – nouns, subjects, objects, pronouns, verbs, verb tenses, verb forms, moods and voices, adjectives, adverbs, conjunctions and lists, prepositions and much more.
Help with sentences – types of sentences, sentence basics, writing sentences well and much more.
Help with political correctness, punctuation.
Help with building vocabulary.
Help with writing essays – analytical essays, expository essays, objective and subjective writing, structuring an essay, narrative essays and more.
Help with writing tone, describing things in detail, writer’s block, writing reviews, personal writing.
Help with storyboarding, dramatic performance and oral communication.
Help with poetry.
Tips on how to avoid plagiarism.
That’s a great set of free bonuses.
That’s why Complete School – The Easy to Understand Math Tutorials Collection is such a great bargain at only $34.97 $24.97. Not only do you get a complete, easy to understand math tutorial collection, but you also get a free bonus poster packed with topics and a complete English tutorial collection with over 300 pages of tutorials.
This collection of math tutorials is unique and one of a kind. I have spent almost ten years developing this package and using feedback from thousands of students to improve it.
You can only get this product from me. It isn’t available in bookstores anymore because they have sold out of hardcopy books. Just imagine having this complete collection of easy to understand tutorials ready to be downloaded right away when you order.
A complete set of easy to understand math tutorials that you simply print and use.
Almost 900 pages of explanations, illustrations, fully worked questions and handy hints, so you’ll always be able to get help for that new math topic.
Print as many copies of what you need, from your printer, when you need them.
Remember the 2 bonuses that also give you a poster jam packed with study notes on 32 topics, and the complete English tutorials collection – great resources that will come in handy all the time.
Complete School will give you the chance to actually understand, enjoy and succeed at math.
Wishing you all the best,
Michael Milford, PhD
Academic, Tutor and Published Author
P.S. Remember, you’re getting hundreds of easy to understand tutorials on all the major topics for a tiny fraction of what it would cost you to get the same in normal textbooks, math tutoring, or math software packages.
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Fun Ways to Beat the Summer Slide
It was a busy summer. We’d taken our first overseas vacation. We moved from California to Texas, spending three days in the car with just enough belongings to start our household before the moving truck arrived several days later. We arrived in Austin in time for our daughter to experience her first summer T-storm where the air is warm, but its pouring rain—quite a phenomenon to a six-year-old from Southern California.
Combating Summer Slide
My daughter was excited and nervous about starting first grade in a new school. She came home from that first day thrilled about her teacher, Miss Reneau, and her classmates, but frustrated that she’d had some challenges remembering how to do things she knew she’d learned in kindergarten.
Ten years later, I don’t recall what those things were, but I do remember noticing effects of the “summer slide” as I looked over the work she brought home, and in the little homework assignments she had those first few weeks of school. I knew then that it would take effort to keep her both in the habit of school, and help her retain what she’d learned during the summer months.
That particular “summer slide” wasn’t terrible; we’d read plenty of books together, and had all kinds of conversations about the things we experienced together. There are 528 steps in St Paul’s Cathedral. Custard has different ingredients than ice cream, but it’s still sold in a cone at the bottom of those 528 steps. Scottish broadswords are longer than she was tall, and the Mons Meg cannon could fire cannon balls that weighed 400 pounds! There are 1,364 miles, and two whole other states (our route took us through Arizona and New Mexico) between Orange County, CA and Austin, TX, and it was only a half-mile walk from our new home to her new school.
Having these sorts of discussions with our kids, and answering their endless “why” questions is one way that we can support their learning, their curiosity, and intrinsic motivation to continue learning. These discussions don’t require extra planning, or preparation, they just require attention and focused listening. They also don’t require any special destination. I remember curious conversations about tomato worms (hornworms), because they looked like the plant they were eating. There is curious stuff all around us.
Curiosity doesn’t have to slip away as our kids grow older. My daughter recently shared alarming statistics on corporate farming that she’d uncovered for a presentation in her English class. Once she finishes her final exams, I’ll share an article I found on the difference one person can make with some good research, and a strong message focused on the right recipients. I also know she intends to spend many summer hours at the beach where I hope she’ll learn to read and ride the waves, and check out all the creatures living in the rocks along the jetty.
Some school work habits are harder to maintain over the summer. Summer is for fun and for downtime, especially unplanned, unorganized, unscheduled fun.
But having been a teacher, been raised by a teacher, having siblings who are teachers, and conducting research with teachers and students, I do know that kids who have to spend time ramping back up, can fall quickly behind come September.
What I found though, after that summer between kindergarten and first grade, is that it doesn’t take much for kids to keep their work habits in gear for an easy back to school transition. We had a fair-trade rule in our house. Extra screen time was traded for extra book time. Play Wii or a game on mom’s phone for 20 minutes, read for 20 more minutes. Watch a 30-minute TV show, read for 30 minutes.
Curiosity Driven Learning
We also had summer “homework” folders. At the completion of each homework folder was a little treat—a visit to a favorite park, a yummy sweet, or a special activity with mama. These folders had tasks in them appropriate to her age. She might play Yahtzee to practice her multiplication skills, or bake to work on her fraction skills. When she struggled with reading comprehension, she had to find things she was interested in to read about, and then tell her dad or I about them.
A visit to a discovery center sparked an interest in electricity and how it was made, how it made its way into our house, and how it was used by the things in our house. After limitless “how” and “why” questions—the answers to which were waaaaaay beyond our knowledge, and honestly, even our interest—my husband and I decided that her summer homework would be to answer her own questions and share her discoveries with us.
One summer she became super interested in photography, so she learned about light and shadow, and how to put together a concise, interesting PowerPoint presentation—a skill necessary to those next few years of school and beyond.
Some years, she continued working in a workbook or writing journal that came home on the last day of school with pages yet unfilled. Some years she read every book in a series she loved. Always there were conversations about what she was learning—even what she learned from reading fictional stories about fantastic characters. In recent years, she’s shared some of her favorite books with me, and we’ve had engaging discussions about choices the characters made, or the societal wrongs in the story.
Strengthening Relationships & Mathematical Understanding
Through the years, my small efforts to thwart the summer slide have become wonderful relationship builders with my kid. I have a teenager and we get along. We don’t always agree, but we can discuss, negotiate, strategize, and solve together.
By attending to, and encouraging her problem-solving abilities early on, we’ve given her tools she needs to navigate the pitfalls and pathways of being an American teenager.
My daughter spent time in three elementary schools between kindergarten and 5th grade. Unfortunately, none of these, nor her middle school, used ST Math. In fact, she was in high school before I learned about MIND Research Institute and ST Math. As MIND Research Institute supports the 1.2M+ students who have ST Math accounts, we remind teachers to turn on access to all content so kids can continue to play over the summer months.
I can’t help but think how much fun it would have been for my daughter to play ST Math games as one of her “homework folder” tasks. I know it would have deepened her problem-solving skills and her persistence (though that could’ve been a double-edged sword as persistence is not something she lacks!). Maybe the fun activity with mama would have been for mama to try to figure out the challenge games my daughter beat!
Teachers, please turn on all content so your students can continue to play ST Math in the summer months.
Parents, consider checking with your kids’ teachers to make sure they have summer access.
Wishing you all a fun, MINDful, and curious summer!
from MIND Research Institute Blog https://ift.tt/2LiiyLg from Blogger https://ift.tt/2X3SdTr
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KNOWING ABOUT LEARNING DISABILITIES
Does your child struggle with school? Does he or she fear reading out loud, writing an essay, or tackling a math problem? While every child has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder. By understanding all you can about learning disabilities, you can ensure your child gets the right help to overcome classroom challenges and succeed in life.
WHAT IS LEARNING DISABILITY? Learning disabilities refer to a variety of disorders that affect the way someone learns. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, comprehension)
written language (e.g., spelling, written expression)
Mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently overtime, depending on the match between the demands of the environment and the individual’s characteristics. Some impairment may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Characteristics of children with learning disabilities
Children with learning disabilities are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression.
Learning disabilities may also be mild, moderate, or severe. According to Bowe (2005), “some learn to adjust to learning disabilities so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, Learning disabilities always begin in childhood and always is a life-long condition”.
Understanding the characteristics of children with learning disabilities is absolutely essential as a future educator in developing pre-referral interventions, in making appropriate referrals, and in identifying effective adaptations and intervention strategies (Smith et al., 2004).
Problems with reading, writing, and mathematics
Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or mathematics.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words.
Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills
Learning disabilities in mathematics (dyscalculia)
Dyscalculia is the term associated with specific learning disabilities in math. Although features of Learning Disabilities in math vary from person to person, common characteristics include:
difficulty with counting, learning number facts (like 5+5=10 or 5×5=25) and doing math calculations
difficulty with measurement, telling time, counting principles (such as counting by twos or counting by fives) and estimating number quantities
trouble with mental math and problem-solving strategies
Learning disabilities in writing (dysgraphia)
Dysgraphia is the term associated with specific learning disabilities in writing. It is used to capture both the physical act of writing and the quality of written expression. Features of learning disabilities in writing are often seen in individuals who struggle with dyslexia and dyscalculia, and will vary from person to person and at different ages and stages of development. Common characteristics include:
tight, awkward pencil grip and body position
tiring quickly while writing, and avoiding writing or drawing tasks
trouble forming letter shapes as well as inconsistent spacing between letters or words
difficulty writing or drawing on a line or within margins
trouble organizing thoughts on paper
trouble keeping track of thoughts already written down
difficulty with syntax structure and grammar
large gap between written ideas and understanding demonstrated through speech
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
Causes of learning disability
Environmental factors which contribute to learning disabilities are also broad. These can roughly be divided into factors that influence the development and integrity of the brain during pregnancy, during the birth process, and after birth.
During pregnancy, it is well established that both prescription and non-prescription drugs (especially alcohol and nicotine) can contribute to disorders which may include learning disabilities.
Infections of the mother during pregnancy (such as rubella or measles) can also negatively affect the foetal brain, leading to different types of learning difficulties, depending on the nature of the infection and the gestational period during which it occurs.
Traumatic conditions during the birth process, particularly those resulting in lack of oxygen during birth (e.g., cerebral palsy resulting from anoxia), can cause brain damage and result in learning disabilities.
At birth, both low birth weight (which is significantly more common for women who smoke during pregnancy) and prematurity (especially in combination with Respiratory Distress Syndrome) are associated with a variety of negative outcomes, including learning disabilities.
Following birth, any source of acquired brain injury may result in a learning disability, these include traumatic events (“shaken baby syndrome”, falls, accidents), exposure to toxic chemicals (e.g., to heavy metals such as mercury or lead from contaminated soil or through solvent inhalation or “gas sniffing”), hypoxia (loss of oxygen to the brain as a result of suffocation or choking), infections (especially meningitis and encephalitis) and inflammation of the brain (e.g., Reyes Syndrome).
As reported in the McCain & Mustard Early Years Study, 1999, both physical and emotional abuse and neglect during the early years of development have also been found to be associated with later learning problems and learning disabilities. Etc.
Helping people with learning disabilities become successful in school and life.
When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child’s school to make accommodations for your child and get specialized academic help. But don’t overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child’s education.
Research indicates that all of the following components and more need to be an integral part of the services and supports that are available to people with learning disabilities, in order to help them achieve their goals and overcome any barriers resulting from the condition.
“Specific skill instruction” describes appropriate teaching and training that is built on an individual’s identified strengths. It focuses on the development of compensatory strategies in those weaker skill areas where the learning disability interferes with the learning process.
Specific skill instruction must be individualized. The teaching/ training process must be adjusted to match the individual’s learning style, rather than assuming that the individual will eventually learn, no matter what the teaching process is, provided that “he/she tries harder”.
Traditional remedial techniques of teaching, testing and teaching repeatedly in essentially the same way frequently do not work for students with learning disabilities. Examples of specific skill instruction include differentiated teaching strategies, for example, reducing the number of tasks without reducing the standard or expected quality; allowing for an extended learning period to achieve mastery; teaching repeatedly a particular skill in a substantially different way than that used to instruct the rest of the class; and emphasizing the importance of acquiring learning and compensatory strategies.
“Compensatory strategies” are ways in which individuals who have learning disabilities can apply coping skills to help themselves overcome the impacts of their learning disabilities, without necessarily having to rely on the assistance of other people or draw particular attention to their needs. Examples of successful compensatory strategies include using colour-coding, applying visual cues such as highlighting, drawing arrows, using a notepad or a handheld tape recorder to ensure that directions are not forgotten, learning a format for approaching certain complex tasks, etc.
“Self-advocacy training” is an essential part of enabling and empowering people with learning disabilities to identify and ask for the accommodations that they need in order to achieve their potential. Successful self-advocacy relies on self-awareness and a thorough understanding of personal strengths and difficulties.
Accommodations are defined as alterations and changes in the way individuals with disabilities are enabled to function to demonstrate and apply their skills and knowledge. Accommodations are aimed at eliminating or ameliorating a disadvantage without altering the validity of the work in doing so. Examples of successful accommodations may include using adaptive technology, getting assistance from another person such as a note taker or scribe or having extra time to carry out certain tasks. It is particularly important that any identified and recommended accommodations are directly linked to the strengths and needs of the person with a learning disability.
Students with specific learning disabilities are able to learn, provided that they are taught the way in which they learn best. They can usually demonstrate their skills and knowledge provided that they have access to accommodations appropriate for their needs. While access to specific skill instruction is an essential component of the teaching and learning process, most students with learning disabilities are able to work within the parameters of the provincial curriculum, without having to rely on significant modifications.
0 notes
Text
KNOWING ABOUT LEARNING DISABILITIES
Does your child struggle with school? Does he or she fear reading out loud, writing an essay, or tackling a math problem? While every child has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder. By understanding all you can about learning disabilities, you can ensure your child gets the right help to overcome classroom challenges and succeed in life.
WHAT IS LEARNING DISABILITY? Learning disabilities refer to a variety of disorders that affect the way someone learns. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, comprehension)
written language (e.g., spelling, written expression)
Mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently overtime, depending on the match between the demands of the environment and the individual’s characteristics. Some impairment may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Characteristics of children with learning disabilities
Children with learning disabilities are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression.
Learning disabilities may also be mild, moderate, or severe. According to Bowe (2005), “some learn to adjust to learning disabilities so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, Learning disabilities always begin in childhood and always is a life-long condition”.
Understanding the characteristics of children with learning disabilities is absolutely essential as a future educator in developing pre-referral interventions, in making appropriate referrals, and in identifying effective adaptations and intervention strategies (Smith et al., 2004).
Problems with reading, writing, and mathematics
Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or mathematics.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words.
Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills
Learning disabilities in mathematics (dyscalculia)
Dyscalculia is the term associated with specific learning disabilities in math. Although features of Learning Disabilities in math vary from person to person, common characteristics include:
difficulty with counting, learning number facts (like 5+5=10 or 5×5=25) and doing math calculations
difficulty with measurement, telling time, counting principles (such as counting by twos or counting by fives) and estimating number quantities
trouble with mental math and problem-solving strategies
Learning disabilities in writing (dysgraphia)
Dysgraphia is the term associated with specific learning disabilities in writing. It is used to capture both the physical act of writing and the quality of written expression. Features of learning disabilities in writing are often seen in individuals who struggle with dyslexia and dyscalculia, and will vary from person to person and at different ages and stages of development. Common characteristics include:
tight, awkward pencil grip and body position
tiring quickly while writing, and avoiding writing or drawing tasks
trouble forming letter shapes as well as inconsistent spacing between letters or words
difficulty writing or drawing on a line or within margins
trouble organizing thoughts on paper
trouble keeping track of thoughts already written down
difficulty with syntax structure and grammar
large gap between written ideas and understanding demonstrated through speech
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
Causes of learning disability
Environmental factors which contribute to learning disabilities are also broad. These can roughly be divided into factors that influence the development and integrity of the brain during pregnancy, during the birth process, and after birth.
During pregnancy, it is well established that both prescription and non-prescription drugs (especially alcohol and nicotine) can contribute to disorders which may include learning disabilities.
Infections of the mother during pregnancy (such as rubella or measles) can also negatively affect the foetal brain, leading to different types of learning difficulties, depending on the nature of the infection and the gestational period during which it occurs.
Traumatic conditions during the birth process, particularly those resulting in lack of oxygen during birth (e.g., cerebral palsy resulting from anoxia), can cause brain damage and result in learning disabilities.
At birth, both low birth weight (which is significantly more common for women who smoke during pregnancy) and prematurity (especially in combination with Respiratory Distress Syndrome) are associated with a variety of negative outcomes, including learning disabilities.
Following birth, any source of acquired brain injury may result in a learning disability, these include traumatic events (“shaken baby syndrome”, falls, accidents), exposure to toxic chemicals (e.g., to heavy metals such as mercury or lead from contaminated soil or through solvent inhalation or “gas sniffing”), hypoxia (loss of oxygen to the brain as a result of suffocation or choking), infections (especially meningitis and encephalitis) and inflammation of the brain (e.g., Reyes Syndrome).
As reported in the McCain & Mustard Early Years Study, 1999, both physical and emotional abuse and neglect during the early years of development have also been found to be associated with later learning problems and learning disabilities. Etc.
Helping people with learning disabilities become successful in school and life.
When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child’s school to make accommodations for your child and get specialized academic help. But don’t overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child’s education.
Research indicates that all of the following components and more need to be an integral part of the services and supports that are available to people with learning disabilities, in order to help them achieve their goals and overcome any barriers resulting from the condition.
“Specific skill instruction” describes appropriate teaching and training that is built on an individual’s identified strengths. It focuses on the development of compensatory strategies in those weaker skill areas where the learning disability interferes with the learning process.
Specific skill instruction must be individualized. The teaching/ training process must be adjusted to match the individual’s learning style, rather than assuming that the individual will eventually learn, no matter what the teaching process is, provided that “he/she tries harder”.
Traditional remedial techniques of teaching, testing and teaching repeatedly in essentially the same way frequently do not work for students with learning disabilities. Examples of specific skill instruction include differentiated teaching strategies, for example, reducing the number of tasks without reducing the standard or expected quality; allowing for an extended learning period to achieve mastery; teaching repeatedly a particular skill in a substantially different way than that used to instruct the rest of the class; and emphasizing the importance of acquiring learning and compensatory strategies.
“Compensatory strategies” are ways in which individuals who have learning disabilities can apply coping skills to help themselves overcome the impacts of their learning disabilities, without necessarily having to rely on the assistance of other people or draw particular attention to their needs. Examples of successful compensatory strategies include using colour-coding, applying visual cues such as highlighting, drawing arrows, using a notepad or a handheld tape recorder to ensure that directions are not forgotten, learning a format for approaching certain complex tasks, etc.
“Self-advocacy training” is an essential part of enabling and empowering people with learning disabilities to identify and ask for the accommodations that they need in order to achieve their potential. Successful self-advocacy relies on self-awareness and a thorough understanding of personal strengths and difficulties.
Accommodations are defined as alterations and changes in the way individuals with disabilities are enabled to function to demonstrate and apply their skills and knowledge. Accommodations are aimed at eliminating or ameliorating a disadvantage without altering the validity of the work in doing so. Examples of successful accommodations may include using adaptive technology, getting assistance from another person such as a note taker or scribe or having extra time to carry out certain tasks. It is particularly important that any identified and recommended accommodations are directly linked to the strengths and needs of the person with a learning disability.
Students with specific learning disabilities are able to learn, provided that they are taught the way in which they learn best. They can usually demonstrate their skills and knowledge provided that they have access to accommodations appropriate for their needs. While access to specific skill instruction is an essential component of the teaching and learning process, most students with learning disabilities are able to work within the parameters of the provincial curriculum, without having to rely on significant modifications.
0 notes
Text
KNOWING ABOUT LEARNING DISABILITIES
Does your child struggle with school? Does he or she fear reading out loud, writing an essay, or tackling a math problem? While every child has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder. By understanding all you can about learning disabilities, you can ensure your child gets the right help to overcome classroom challenges and succeed in life.
WHAT IS LEARNING DISABILITY? Learning disabilities refer to a variety of disorders that affect the way someone learns. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, comprehension)
written language (e.g., spelling, written expression)
Mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently overtime, depending on the match between the demands of the environment and the individual’s characteristics. Some impairment may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Characteristics of children with learning disabilities
Children with learning disabilities are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression.
Learning disabilities may also be mild, moderate, or severe. According to Bowe (2005), “some learn to adjust to learning disabilities so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, Learning disabilities always begin in childhood and always is a life-long condition”.
Understanding the characteristics of children with learning disabilities is absolutely essential as a future educator in developing pre-referral interventions, in making appropriate referrals, and in identifying effective adaptations and intervention strategies (Smith et al., 2004).
Problems with reading, writing, and mathematics
Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or mathematics.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words.
Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills
Learning disabilities in mathematics (dyscalculia)
Dyscalculia is the term associated with specific learning disabilities in math. Although features of Learning Disabilities in math vary from person to person, common characteristics include:
difficulty with counting, learning number facts (like 5+5=10 or 5×5=25) and doing math calculations
difficulty with measurement, telling time, counting principles (such as counting by twos or counting by fives) and estimating number quantities
trouble with mental math and problem-solving strategies
Learning disabilities in writing (dysgraphia)
Dysgraphia is the term associated with specific learning disabilities in writing. It is used to capture both the physical act of writing and the quality of written expression. Features of learning disabilities in writing are often seen in individuals who struggle with dyslexia and dyscalculia, and will vary from person to person and at different ages and stages of development. Common characteristics include:
tight, awkward pencil grip and body position
tiring quickly while writing, and avoiding writing or drawing tasks
trouble forming letter shapes as well as inconsistent spacing between letters or words
difficulty writing or drawing on a line or within margins
trouble organizing thoughts on paper
trouble keeping track of thoughts already written down
difficulty with syntax structure and grammar
large gap between written ideas and understanding demonstrated through speech
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
Causes of learning disability
Environmental factors which contribute to learning disabilities are also broad. These can roughly be divided into factors that influence the development and integrity of the brain during pregnancy, during the birth process, and after birth.
During pregnancy, it is well established that both prescription and non-prescription drugs (especially alcohol and nicotine) can contribute to disorders which may include learning disabilities.
Infections of the mother during pregnancy (such as rubella or measles) can also negatively affect the foetal brain, leading to different types of learning difficulties, depending on the nature of the infection and the gestational period during which it occurs.
Traumatic conditions during the birth process, particularly those resulting in lack of oxygen during birth (e.g., cerebral palsy resulting from anoxia), can cause brain damage and result in learning disabilities.
At birth, both low birth weight (which is significantly more common for women who smoke during pregnancy) and prematurity (especially in combination with Respiratory Distress Syndrome) are associated with a variety of negative outcomes, including learning disabilities.
Following birth, any source of acquired brain injury may result in a learning disability, these include traumatic events (“shaken baby syndrome”, falls, accidents), exposure to toxic chemicals (e.g., to heavy metals such as mercury or lead from contaminated soil or through solvent inhalation or “gas sniffing”), hypoxia (loss of oxygen to the brain as a result of suffocation or choking), infections (especially meningitis and encephalitis) and inflammation of the brain (e.g., Reyes Syndrome).
As reported in the McCain & Mustard Early Years Study, 1999, both physical and emotional abuse and neglect during the early years of development have also been found to be associated with later learning problems and learning disabilities. Etc.
Helping people with learning disabilities become successful in school and life.
When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child’s school to make accommodations for your child and get specialized academic help. But don’t overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child’s education.
Research indicates that all of the following components and more need to be an integral part of the services and supports that are available to people with learning disabilities, in order to help them achieve their goals and overcome any barriers resulting from the condition.
“Specific skill instruction” describes appropriate teaching and training that is built on an individual’s identified strengths. It focuses on the development of compensatory strategies in those weaker skill areas where the learning disability interferes with the learning process.
Specific skill instruction must be individualized. The teaching/ training process must be adjusted to match the individual’s learning style, rather than assuming that the individual will eventually learn, no matter what the teaching process is, provided that “he/she tries harder”.
Traditional remedial techniques of teaching, testing and teaching repeatedly in essentially the same way frequently do not work for students with learning disabilities. Examples of specific skill instruction include differentiated teaching strategies, for example, reducing the number of tasks without reducing the standard or expected quality; allowing for an extended learning period to achieve mastery; teaching repeatedly a particular skill in a substantially different way than that used to instruct the rest of the class; and emphasizing the importance of acquiring learning and compensatory strategies.
“Compensatory strategies” are ways in which individuals who have learning disabilities can apply coping skills to help themselves overcome the impacts of their learning disabilities, without necessarily having to rely on the assistance of other people or draw particular attention to their needs. Examples of successful compensatory strategies include using colour-coding, applying visual cues such as highlighting, drawing arrows, using a notepad or a handheld tape recorder to ensure that directions are not forgotten, learning a format for approaching certain complex tasks, etc.
“Self-advocacy training” is an essential part of enabling and empowering people with learning disabilities to identify and ask for the accommodations that they need in order to achieve their potential. Successful self-advocacy relies on self-awareness and a thorough understanding of personal strengths and difficulties.
Accommodations are defined as alterations and changes in the way individuals with disabilities are enabled to function to demonstrate and apply their skills and knowledge. Accommodations are aimed at eliminating or ameliorating a disadvantage without altering the validity of the work in doing so. Examples of successful accommodations may include using adaptive technology, getting assistance from another person such as a note taker or scribe or having extra time to carry out certain tasks. It is particularly important that any identified and recommended accommodations are directly linked to the strengths and needs of the person with a learning disability.
Students with specific learning disabilities are able to learn, provided that they are taught the way in which they learn best. They can usually demonstrate their skills and knowledge provided that they have access to accommodations appropriate for their needs. While access to specific skill instruction is an essential component of the teaching and learning process, most students with learning disabilities are able to work within the parameters of the provincial curriculum, without having to rely on significant modifications.
0 notes
Text
KNOWING ABOUT LEARNING DISABILITIES
Does your child struggle with school? Does he or she fear reading out loud, writing an essay, or tackling a math problem? While every child has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder. By understanding all you can about learning disabilities, you can ensure your child gets the right help to overcome classroom challenges and succeed in life.
WHAT IS LEARNING DISABILITY? Learning disabilities refer to a variety of disorders that affect the way someone learns. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, comprehension)
written language (e.g., spelling, written expression)
Mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently overtime, depending on the match between the demands of the environment and the individual’s characteristics. Some impairment may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Characteristics of children with learning disabilities
Children with learning disabilities are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression.
Learning disabilities may also be mild, moderate, or severe. According to Bowe (2005), “some learn to adjust to learning disabilities so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, Learning disabilities always begin in childhood and always is a life-long condition”.
Understanding the characteristics of children with learning disabilities is absolutely essential as a future educator in developing pre-referral interventions, in making appropriate referrals, and in identifying effective adaptations and intervention strategies (Smith et al., 2004).
Problems with reading, writing, and mathematics
Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or mathematics.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words.
Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills
Learning disabilities in mathematics (dyscalculia)
Dyscalculia is the term associated with specific learning disabilities in math. Although features of Learning Disabilities in math vary from person to person, common characteristics include:
difficulty with counting, learning number facts (like 5+5=10 or 5×5=25) and doing math calculations
difficulty with measurement, telling time, counting principles (such as counting by twos or counting by fives) and estimating number quantities
trouble with mental math and problem-solving strategies
Learning disabilities in writing (dysgraphia)
Dysgraphia is the term associated with specific learning disabilities in writing. It is used to capture both the physical act of writing and the quality of written expression. Features of learning disabilities in writing are often seen in individuals who struggle with dyslexia and dyscalculia, and will vary from person to person and at different ages and stages of development. Common characteristics include:
tight, awkward pencil grip and body position
tiring quickly while writing, and avoiding writing or drawing tasks
trouble forming letter shapes as well as inconsistent spacing between letters or words
difficulty writing or drawing on a line or within margins
trouble organizing thoughts on paper
trouble keeping track of thoughts already written down
difficulty with syntax structure and grammar
large gap between written ideas and understanding demonstrated through speech
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
Causes of learning disability
Environmental factors which contribute to learning disabilities are also broad. These can roughly be divided into factors that influence the development and integrity of the brain during pregnancy, during the birth process, and after birth.
During pregnancy, it is well established that both prescription and non-prescription drugs (especially alcohol and nicotine) can contribute to disorders which may include learning disabilities.
Infections of the mother during pregnancy (such as rubella or measles) can also negatively affect the foetal brain, leading to different types of learning difficulties, depending on the nature of the infection and the gestational period during which it occurs.
Traumatic conditions during the birth process, particularly those resulting in lack of oxygen during birth (e.g., cerebral palsy resulting from anoxia), can cause brain damage and result in learning disabilities.
At birth, both low birth weight (which is significantly more common for women who smoke during pregnancy) and prematurity (especially in combination with Respiratory Distress Syndrome) are associated with a variety of negative outcomes, including learning disabilities.
Following birth, any source of acquired brain injury may result in a learning disability, these include traumatic events (“shaken baby syndrome”, falls, accidents), exposure to toxic chemicals (e.g., to heavy metals such as mercury or lead from contaminated soil or through solvent inhalation or “gas sniffing”), hypoxia (loss of oxygen to the brain as a result of suffocation or choking), infections (especially meningitis and encephalitis) and inflammation of the brain (e.g., Reyes Syndrome).
As reported in the McCain & Mustard Early Years Study, 1999, both physical and emotional abuse and neglect during the early years of development have also been found to be associated with later learning problems and learning disabilities. Etc.
Helping people with learning disabilities become successful in school and life.
When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child’s school to make accommodations for your child and get specialized academic help. But don’t overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child’s education.
Research indicates that all of the following components and more need to be an integral part of the services and supports that are available to people with learning disabilities, in order to help them achieve their goals and overcome any barriers resulting from the condition.
“Specific skill instruction” describes appropriate teaching and training that is built on an individual’s identified strengths. It focuses on the development of compensatory strategies in those weaker skill areas where the learning disability interferes with the learning process.
Specific skill instruction must be individualized. The teaching/ training process must be adjusted to match the individual’s learning style, rather than assuming that the individual will eventually learn, no matter what the teaching process is, provided that “he/she tries harder”.
Traditional remedial techniques of teaching, testing and teaching repeatedly in essentially the same way frequently do not work for students with learning disabilities. Examples of specific skill instruction include differentiated teaching strategies, for example, reducing the number of tasks without reducing the standard or expected quality; allowing for an extended learning period to achieve mastery; teaching repeatedly a particular skill in a substantially different way than that used to instruct the rest of the class; and emphasizing the importance of acquiring learning and compensatory strategies.
“Compensatory strategies” are ways in which individuals who have learning disabilities can apply coping skills to help themselves overcome the impacts of their learning disabilities, without necessarily having to rely on the assistance of other people or draw particular attention to their needs. Examples of successful compensatory strategies include using colour-coding, applying visual cues such as highlighting, drawing arrows, using a notepad or a handheld tape recorder to ensure that directions are not forgotten, learning a format for approaching certain complex tasks, etc.
“Self-advocacy training” is an essential part of enabling and empowering people with learning disabilities to identify and ask for the accommodations that they need in order to achieve their potential. Successful self-advocacy relies on self-awareness and a thorough understanding of personal strengths and difficulties.
Accommodations are defined as alterations and changes in the way individuals with disabilities are enabled to function to demonstrate and apply their skills and knowledge. Accommodations are aimed at eliminating or ameliorating a disadvantage without altering the validity of the work in doing so. Examples of successful accommodations may include using adaptive technology, getting assistance from another person such as a note taker or scribe or having extra time to carry out certain tasks. It is particularly important that any identified and recommended accommodations are directly linked to the strengths and needs of the person with a learning disability.
Students with specific learning disabilities are able to learn, provided that they are taught the way in which they learn best. They can usually demonstrate their skills and knowledge provided that they have access to accommodations appropriate for their needs. While access to specific skill instruction is an essential component of the teaching and learning process, most students with learning disabilities are able to work within the parameters of the provincial curriculum, without having to rely on significant modifications.
0 notes
Text
KNOWING ABOUT LEARNING DISABILITIES
Does your child struggle with school? Does he or she fear reading out loud, writing an essay, or tackling a math problem? While every child has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder. By understanding all you can about learning disabilities, you can ensure your child gets the right help to overcome classroom challenges and succeed in life.
WHAT IS LEARNING DISABILITY? Learning disabilities refer to a variety of disorders that affect the way someone learns. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, comprehension)
written language (e.g., spelling, written expression)
Mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently overtime, depending on the match between the demands of the environment and the individual’s characteristics. Some impairment may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Characteristics of children with learning disabilities
Children with learning disabilities are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression.
Learning disabilities may also be mild, moderate, or severe. According to Bowe (2005), “some learn to adjust to learning disabilities so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, Learning disabilities always begin in childhood and always is a life-long condition”.
Understanding the characteristics of children with learning disabilities is absolutely essential as a future educator in developing pre-referral interventions, in making appropriate referrals, and in identifying effective adaptations and intervention strategies (Smith et al., 2004).
Problems with reading, writing, and mathematics
Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or mathematics.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words.
Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills
Learning disabilities in mathematics (dyscalculia)
Dyscalculia is the term associated with specific learning disabilities in math. Although features of Learning Disabilities in math vary from person to person, common characteristics include:
difficulty with counting, learning number facts (like 5+5=10 or 5×5=25) and doing math calculations
difficulty with measurement, telling time, counting principles (such as counting by twos or counting by fives) and estimating number quantities
trouble with mental math and problem-solving strategies
Learning disabilities in writing (dysgraphia)
Dysgraphia is the term associated with specific learning disabilities in writing. It is used to capture both the physical act of writing and the quality of written expression. Features of learning disabilities in writing are often seen in individuals who struggle with dyslexia and dyscalculia, and will vary from person to person and at different ages and stages of development. Common characteristics include:
tight, awkward pencil grip and body position
tiring quickly while writing, and avoiding writing or drawing tasks
trouble forming letter shapes as well as inconsistent spacing between letters or words
difficulty writing or drawing on a line or within margins
trouble organizing thoughts on paper
trouble keeping track of thoughts already written down
difficulty with syntax structure and grammar
large gap between written ideas and understanding demonstrated through speech
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
Causes of learning disability
Environmental factors which contribute to learning disabilities are also broad. These can roughly be divided into factors that influence the development and integrity of the brain during pregnancy, during the birth process, and after birth.
During pregnancy, it is well established that both prescription and non-prescription drugs (especially alcohol and nicotine) can contribute to disorders which may include learning disabilities.
Infections of the mother during pregnancy (such as rubella or measles) can also negatively affect the foetal brain, leading to different types of learning difficulties, depending on the nature of the infection and the gestational period during which it occurs.
Traumatic conditions during the birth process, particularly those resulting in lack of oxygen during birth (e.g., cerebral palsy resulting from anoxia), can cause brain damage and result in learning disabilities.
At birth, both low birth weight (which is significantly more common for women who smoke during pregnancy) and prematurity (especially in combination with Respiratory Distress Syndrome) are associated with a variety of negative outcomes, including learning disabilities.
Following birth, any source of acquired brain injury may result in a learning disability, these include traumatic events (“shaken baby syndrome”, falls, accidents), exposure to toxic chemicals (e.g., to heavy metals such as mercury or lead from contaminated soil or through solvent inhalation or “gas sniffing”), hypoxia (loss of oxygen to the brain as a result of suffocation or choking), infections (especially meningitis and encephalitis) and inflammation of the brain (e.g., Reyes Syndrome).
As reported in the McCain & Mustard Early Years Study, 1999, both physical and emotional abuse and neglect during the early years of development have also been found to be associated with later learning problems and learning disabilities. Etc.
Helping people with learning disabilities become successful in school and life.
When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child’s school to make accommodations for your child and get specialized academic help. But don’t overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child’s education.
Research indicates that all of the following components and more need to be an integral part of the services and supports that are available to people with learning disabilities, in order to help them achieve their goals and overcome any barriers resulting from the condition.
“Specific skill instruction” describes appropriate teaching and training that is built on an individual’s identified strengths. It focuses on the development of compensatory strategies in those weaker skill areas where the learning disability interferes with the learning process.
Specific skill instruction must be individualized. The teaching/ training process must be adjusted to match the individual’s learning style, rather than assuming that the individual will eventually learn, no matter what the teaching process is, provided that “he/she tries harder”.
Traditional remedial techniques of teaching, testing and teaching repeatedly in essentially the same way frequently do not work for students with learning disabilities. Examples of specific skill instruction include differentiated teaching strategies, for example, reducing the number of tasks without reducing the standard or expected quality; allowing for an extended learning period to achieve mastery; teaching repeatedly a particular skill in a substantially different way than that used to instruct the rest of the class; and emphasizing the importance of acquiring learning and compensatory strategies.
“Compensatory strategies” are ways in which individuals who have learning disabilities can apply coping skills to help themselves overcome the impacts of their learning disabilities, without necessarily having to rely on the assistance of other people or draw particular attention to their needs. Examples of successful compensatory strategies include using colour-coding, applying visual cues such as highlighting, drawing arrows, using a notepad or a handheld tape recorder to ensure that directions are not forgotten, learning a format for approaching certain complex tasks, etc.
“Self-advocacy training” is an essential part of enabling and empowering people with learning disabilities to identify and ask for the accommodations that they need in order to achieve their potential. Successful self-advocacy relies on self-awareness and a thorough understanding of personal strengths and difficulties.
Accommodations are defined as alterations and changes in the way individuals with disabilities are enabled to function to demonstrate and apply their skills and knowledge. Accommodations are aimed at eliminating or ameliorating a disadvantage without altering the validity of the work in doing so. Examples of successful accommodations may include using adaptive technology, getting assistance from another person such as a note taker or scribe or having extra time to carry out certain tasks. It is particularly important that any identified and recommended accommodations are directly linked to the strengths and needs of the person with a learning disability.
Students with specific Learning disabilities are able to learn, provided that they are taught the way in which they learn best. They can usually demonstrate their skills and knowledge provided that they have access to accommodations appropriate for their needs. While access to specific skill instruction is an essential component of the teaching and learning process, most students with learning disabilities are able to work within the parameters of the provincial curriculum, without having to rely on significant modifications.
0 notes
Text
KNOWING ABOUT LEARNING DISABILITIES
Does your child struggle with school? Does he or she fear reading out loud, writing an essay, or tackling a math problem? While every child has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder. By understanding all you can about learning disabilities, you can ensure your child gets the right help to overcome classroom challenges and succeed in life.
WHAT IS LEARNING DISABILITY? Learning disabilities refer to a variety of disorders that affect the way someone learns. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, comprehension)
written language (e.g., spelling, written expression)
Mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently overtime, depending on the match between the demands of the environment and the individual’s characteristics. Some impairment may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Characteristics of children with learning disabilities
Children with learning disabilities are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression.
Learning disabilities may also be mild, moderate, or severe. According to Bowe (2005), “some learn to adjust to learning disabilities so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, Learning disabilities always begin in childhood and always is a life-long condition”.
Understanding the characteristics of children with learning disabilities is absolutely essential as a future educator in developing pre-referral interventions, in making appropriate referrals, and in identifying effective adaptations and intervention strategies (Smith et al., 2004).
Problems with reading, writing, and mathematics
Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or mathematics.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words.
Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills
Learning disabilities in mathematics (dyscalculia)
Dyscalculia is the term associated with specific learning disabilities in math. Although features of Learning Disabilities in math vary from person to person, common characteristics include:
difficulty with counting, learning number facts (like 5+5=10 or 5×5=25) and doing math calculations
difficulty with measurement, telling time, counting principles (such as counting by twos or counting by fives) and estimating number quantities
trouble with mental math and problem-solving strategies
Learning disabilities in writing (dysgraphia)
Dysgraphia is the term associated with specific learning disabilities in writing. It is used to capture both the physical act of writing and the quality of written expression. Features of learning disabilities in writing are often seen in individuals who struggle with dyslexia and dyscalculia, and will vary from person to person and at different ages and stages of development. Common characteristics include:
tight, awkward pencil grip and body position
tiring quickly while writing, and avoiding writing or drawing tasks
trouble forming letter shapes as well as inconsistent spacing between letters or words
difficulty writing or drawing on a line or within margins
trouble organizing thoughts on paper
trouble keeping track of thoughts already written down
difficulty with syntax structure and grammar
large gap between written ideas and understanding demonstrated through speech
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
Causes of learning disability
Environmental factors which contribute to learning disabilities are also broad. These can roughly be divided into factors that influence the development and integrity of the brain during pregnancy, during the birth process, and after birth.
During pregnancy, it is well established that both prescription and non-prescription drugs (especially alcohol and nicotine) can contribute to disorders which may include learning disabilities.
Infections of the mother during pregnancy (such as rubella or measles) can also negatively affect the foetal brain, leading to different types of learning difficulties, depending on the nature of the infection and the gestational period during which it occurs.
Traumatic conditions during the birth process, particularly those resulting in lack of oxygen during birth (e.g., cerebral palsy resulting from anoxia), can cause brain damage and result in learning disabilities.
At birth, both low birth weight (which is significantly more common for women who smoke during pregnancy) and prematurity (especially in combination with Respiratory Distress Syndrome) are associated with a variety of negative outcomes, including learning disabilities.
Following birth, any source of acquired brain injury may result in a learning disability, these include traumatic events (“shaken baby syndrome”, falls, accidents), exposure to toxic chemicals (e.g., to heavy metals such as mercury or lead from contaminated soil or through solvent inhalation or “gas sniffing”), hypoxia (loss of oxygen to the brain as a result of suffocation or choking), infections (especially meningitis and encephalitis) and inflammation of the brain (e.g., Reyes Syndrome).
As reported in the McCain & Mustard Early Years Study, 1999, both physical and emotional abuse and neglect during the early years of development have also been found to be associated with later learning problems and learning disabilities. Etc.
Helping people with learning disabilities become successful in school and life.
When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child’s school to make accommodations for your child and get specialized academic help. But don’t overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child’s education.
Research indicates that all of the following components and more need to be an integral part of the services and supports that are available to people with learning disabilities, in order to help them achieve their goals and overcome any barriers resulting from the condition.
“Specific skill instruction” describes appropriate teaching and training that is built on an individual’s identified strengths. It focuses on the development of compensatory strategies in those weaker skill areas where the learning disability interferes with the learning process.
Specific skill instruction must be individualized. The teaching/ training process must be adjusted to match the individual’s learning style, rather than assuming that the individual will eventually learn, no matter what the teaching process is, provided that “he/she tries harder”.
Traditional remedial techniques of teaching, testing and teaching repeatedly in essentially the same way frequently do not work for students with learning disabilities. Examples of specific skill instruction include differentiated teaching strategies, for example, reducing the number of tasks without reducing the standard or expected quality; allowing for an extended learning period to achieve mastery; teaching repeatedly a particular skill in a substantially different way than that used to instruct the rest of the class; and emphasizing the importance of acquiring learning and compensatory strategies.
“Compensatory strategies” are ways in which individuals who have learning disabilities can apply coping skills to help themselves overcome the impacts of their learning disabilities, without necessarily having to rely on the assistance of other people or draw particular attention to their needs. Examples of successful compensatory strategies include using colour-coding, applying visual cues such as highlighting, drawing arrows, using a notepad or a handheld tape recorder to ensure that directions are not forgotten, learning a format for approaching certain complex tasks, etc.
“Self-advocacy training” is an essential part of enabling and empowering people with learning disabilities to identify and ask for the accommodations that they need in order to achieve their potential. Successful self-advocacy relies on self-awareness and a thorough understanding of personal strengths and difficulties.
Accommodations are defined as alterations and changes in the way individuals with disabilities are enabled to function to demonstrate and apply their skills and knowledge. Accommodations are aimed at eliminating or ameliorating a disadvantage without altering the validity of the work in doing so. Examples of successful accommodations may include using adaptive technology, getting assistance from another person such as a note taker or scribe or having extra time to carry out certain tasks. It is particularly important that any identified and recommended accommodations are directly linked to the strengths and needs of the person with a learning disability.
Students with specific learning disabilities are able to learn, provided that they are taught the way in which they learn best. They can usually demonstrate their skills and knowledge provided that they have access to accommodations appropriate for their needs. While access to specific skill instruction is an essential component of the teaching and learning process, most students with learning disabilities are able to work within the parameters of the provincial curriculum, without having to rely on significant modifications.
0 notes
Text
KNOWING ABOUT LEARNING DISABILITIES
Does your child struggle with school? Does he or she fear reading out loud, writing an essay, or tackling a math problem? While every child has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder. By understanding all you can about learning disabilities, you can ensure your child gets the right help to overcome classroom challenges and succeed in life.
WHAT IS LEARNING DISABILITY? Learning disabilities refer to a variety of disorders that affect the way someone learns. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, comprehension)
written language (e.g., spelling, written expression)
Mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently overtime, depending on the match between the demands of the environment and the individual’s characteristics. Some impairment may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Characteristics of children with learning disabilities
Children with learning disabilities are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression.
Learning disabilities may also be mild, moderate, or severe. According to Bowe (2005), “some learn to adjust to learning disabilities so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, Learning disabilities always begin in childhood and always is a life-long condition”.
Understanding the characteristics of children with learning disabilities is absolutely essential as a future educator in developing pre-referral interventions, in making appropriate referrals, and in identifying effective adaptations and intervention strategies (Smith et al., 2004).
Problems with reading, writing, and mathematics
Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or mathematics.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words.
Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills
Learning disabilities in mathematics (dyscalculia)
Dyscalculia is the term associated with specific learning disabilities in math. Although features of Learning Disabilities in math vary from person to person, common characteristics include:
difficulty with counting, learning number facts (like 5+5=10 or 5×5=25) and doing math calculations
difficulty with measurement, telling time, counting principles (such as counting by twos or counting by fives) and estimating number quantities
trouble with mental math and problem-solving strategies
Learning disabilities in writing (dysgraphia)
Dysgraphia is the term associated with specific learning disabilities in writing. It is used to capture both the physical act of writing and the quality of written expression. Features of learning disabilities in writing are often seen in individuals who struggle with dyslexia and dyscalculia, and will vary from person to person and at different ages and stages of development. Common characteristics include:
tight, awkward pencil grip and body position
tiring quickly while writing, and avoiding writing or drawing tasks
trouble forming letter shapes as well as inconsistent spacing between letters or words
difficulty writing or drawing on a line or within margins
trouble organizing thoughts on paper
trouble keeping track of thoughts already written down
difficulty with syntax structure and grammar
large gap between written ideas and understanding demonstrated through speech
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
Causes of learning disability
Environmental factors which contribute to learning disabilities are also broad. These can roughly be divided into factors that influence the development and integrity of the brain during pregnancy, during the birth process, and after birth.
During pregnancy, it is well established that both prescription and non-prescription drugs (especially alcohol and nicotine) can contribute to disorders which may include learning disabilities.
Infections of the mother during pregnancy (such as rubella or measles) can also negatively affect the foetal brain, leading to different types of learning difficulties, depending on the nature of the infection and the gestational period during which it occurs.
Traumatic conditions during the birth process, particularly those resulting in lack of oxygen during birth (e.g., cerebral palsy resulting from anoxia), can cause brain damage and result in learning disabilities.
At birth, both low birth weight (which is significantly more common for women who smoke during pregnancy) and prematurity (especially in combination with Respiratory Distress Syndrome) are associated with a variety of negative outcomes, including learning disabilities.
Following birth, any source of acquired brain injury may result in a learning disability, these include traumatic events (“shaken baby syndrome”, falls, accidents), exposure to toxic chemicals (e.g., to heavy metals such as mercury or lead from contaminated soil or through solvent inhalation or “gas sniffing”), hypoxia (loss of oxygen to the brain as a result of suffocation or choking), infections (especially meningitis and encephalitis) and inflammation of the brain (e.g., Reyes Syndrome).
As reported in the McCain & Mustard Early Years Study, 1999, both physical and emotional abuse and neglect during the early years of development have also been found to be associated with later learning problems and learning disabilities. Etc.
Helping people with learning disabilities become successful in school and life.
When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child’s school to make accommodations for your child and get specialized academic help. But don’t overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child’s education.
Research indicates that all of the following components and more need to be an integral part of the services and supports that are available to people with learning disabilities, in order to help them achieve their goals and overcome any barriers resulting from the condition.
“Specific skill instruction” describes appropriate teaching and training that is built on an individual’s identified strengths. It focuses on the development of compensatory strategies in those weaker skill areas where the learning disability interferes with the learning process.
Specific skill instruction must be individualized. The teaching/ training process must be adjusted to match the individual’s learning style, rather than assuming that the individual will eventually learn, no matter what the teaching process is, provided that “he/she tries harder”.
Traditional remedial techniques of teaching, testing and teaching repeatedly in essentially the same way frequently do not work for students with learning disabilities. Examples of specific skill instruction include differentiated teaching strategies, for example, reducing the number of tasks without reducing the standard or expected quality; allowing for an extended learning period to achieve mastery; teaching repeatedly a particular skill in a substantially different way than that used to instruct the rest of the class; and emphasizing the importance of acquiring learning and compensatory strategies.
“Compensatory strategies” are ways in which individuals who have learning disabilities can apply coping skills to help themselves overcome the impacts of their learning disabilities, without necessarily having to rely on the assistance of other people or draw particular attention to their needs. Examples of successful compensatory strategies include using colour-coding, applying visual cues such as highlighting, drawing arrows, using a notepad or a handheld tape recorder to ensure that directions are not forgotten, learning a format for approaching certain complex tasks, etc.
“Self-advocacy training” is an essential part of enabling and empowering people with learning disabilities to identify and ask for the accommodations that they need in order to achieve their potential. Successful self-advocacy relies on self-awareness and a thorough understanding of personal strengths and difficulties.
Accommodations are defined as alterations and changes in the way individuals with disabilities are enabled to function to demonstrate and apply their skills and knowledge. Accommodations are aimed at eliminating or ameliorating a disadvantage without altering the validity of the work in doing so. Examples of successful accommodations may include using adaptive technology, getting assistance from another person such as a note taker or scribe or having extra time to carry out certain tasks. It is particularly important that any identified and recommended accommodations are directly linked to the strengths and needs of the person with a learning disability.
Students with specific learning disabilities are able to learn, provided that they are taught the way in which they learn best. They can usually demonstrate their skills and knowledge provided that they have access to accommodations appropriate for their needs. While access to specific skill instruction is an essential component of the teaching and learning process, most students with learning disabilities are able to work within the parameters of the provincial curriculum, without having to rely on significant modifications.
0 notes
Text
KNOWING ABOUT LEARNING DISABILITIES
Does your child struggle with school? Does he or she fear reading out loud, writing an essay, or tackling a math problem? While every child has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder. By understanding all you can about learning disabilities, you can ensure your child gets the right help to overcome classroom challenges and succeed in life.
WHAT IS LEARNING DISABILITY? Learning disabilities refer to a variety of disorders that affect the way someone learns. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, comprehension)
written language (e.g., spelling, written expression)
Mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently overtime, depending on the match between the demands of the environment and the individual’s characteristics. Some impairment may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Characteristics of children with learning disabilities
Children with learning disabilities are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression.
Learning disabilities may also be mild, moderate, or severe. According to Bowe (2005), “some learn to adjust to learning disabilities so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, Learning disabilities always begin in childhood and always is a life-long condition”.
Understanding the characteristics of children with learning disabilities is absolutely essential as a future educator in developing pre-referral interventions, in making appropriate referrals, and in identifying effective adaptations and intervention strategies (Smith et al., 2004).
Problems with reading, writing, and mathematics
Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or mathematics.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words.
Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills
Learning disabilities in mathematics (dyscalculia)
Dyscalculia is the term associated with specific learning disabilities in math. Although features of Learning Disabilities in math vary from person to person, common characteristics include:
difficulty with counting, learning number facts (like 5+5=10 or 5×5=25) and doing math calculations
difficulty with measurement, telling time, counting principles (such as counting by twos or counting by fives) and estimating number quantities
trouble with mental math and problem-solving strategies
Learning disabilities in writing (dysgraphia)
Dysgraphia is the term associated with specific learning disabilities in writing. It is used to capture both the physical act of writing and the quality of written expression. Features of learning disabilities in writing are often seen in individuals who struggle with dyslexia and dyscalculia, and will vary from person to person and at different ages and stages of development. Common characteristics include:
tight, awkward pencil grip and body position
tiring quickly while writing, and avoiding writing or drawing tasks
trouble forming letter shapes as well as inconsistent spacing between letters or words
difficulty writing or drawing on a line or within margins
trouble organizing thoughts on paper
trouble keeping track of thoughts already written down
difficulty with syntax structure and grammar
large gap between written ideas and understanding demonstrated through speech
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
Causes of learning disability
Environmental factors which contribute to learning disabilities are also broad. These can roughly be divided into factors that influence the development and integrity of the brain during pregnancy, during the birth process, and after birth.
During pregnancy, it is well established that both prescription and non-prescription drugs (especially alcohol and nicotine) can contribute to disorders which may include learning disabilities.
Infections of the mother during pregnancy (such as rubella or measles) can also negatively affect the foetal brain, leading to different types of learning difficulties, depending on the nature of the infection and the gestational period during which it occurs.
Traumatic conditions during the birth process, particularly those resulting in lack of oxygen during birth (e.g., cerebral palsy resulting from anoxia), can cause brain damage and result in learning disabilities.
At birth, both low birth weight (which is significantly more common for women who smoke during pregnancy) and prematurity (especially in combination with Respiratory Distress Syndrome) are associated with a variety of negative outcomes, including learning disabilities.
Following birth, any source of acquired brain injury may result in a learning disability, these include traumatic events (“shaken baby syndrome”, falls, accidents), exposure to toxic chemicals (e.g., to heavy metals such as mercury or lead from contaminated soil or through solvent inhalation or “gas sniffing”), hypoxia (loss of oxygen to the brain as a result of suffocation or choking), infections (especially meningitis and encephalitis) and inflammation of the brain (e.g., Reyes Syndrome).
As reported in the McCain & Mustard Early Years Study, 1999, both physical and emotional abuse and neglect during the early years of development have also been found to be associated with later learning problems and learning disabilities. Etc.
Helping people with learning disabilities become successful in school and life.
When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child’s school to make accommodations for your child and get specialized academic help. But don’t overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child’s education.
Research indicates that all of the following components and more need to be an integral part of the services and supports that are available to people with learning disabilities, in order to help them achieve their goals and overcome any barriers resulting from the condition.
“Specific skill instruction” describes appropriate teaching and training that is built on an individual’s identified strengths. It focuses on the development of compensatory strategies in those weaker skill areas where the learning disability interferes with the learning process.
Specific skill instruction must be individualized. The teaching/ training process must be adjusted to match the individual’s learning style, rather than assuming that the individual will eventually learn, no matter what the teaching process is, provided that “he/she tries harder”.
Traditional remedial techniques of teaching, testing and teaching repeatedly in essentially the same way frequently do not work for students with learning disabilities. Examples of specific skill instruction include differentiated teaching strategies, for example, reducing the number of tasks without reducing the standard or expected quality; allowing for an extended learning period to achieve mastery; teaching repeatedly a particular skill in a substantially different way than that used to instruct the rest of the class; and emphasizing the importance of acquiring learning and compensatory strategies.
“Compensatory strategies” are ways in which individuals who have learning disabilities can apply coping skills to help themselves overcome the impacts of their learning disabilities, without necessarily having to rely on the assistance of other people or draw particular attention to their needs. Examples of successful compensatory strategies include using colour-coding, applying visual cues such as highlighting, drawing arrows, using a notepad or a handheld tape recorder to ensure that directions are not forgotten, learning a format for approaching certain complex tasks, etc.
“Self-advocacy training” is an essential part of enabling and empowering people with learning disabilities to identify and ask for the accommodations that they need in order to achieve their potential. Successful self-advocacy relies on self-awareness and a thorough understanding of personal strengths and difficulties.
Accommodations are defined as alterations and changes in the way individuals with disabilities are enabled to function to demonstrate and apply their skills and knowledge. Accommodations are aimed at eliminating or ameliorating a disadvantage without altering the validity of the work in doing so. Examples of successful accommodations may include using adaptive technology, getting assistance from another person such as a note taker or scribe or having extra time to carry out certain tasks. It is particularly important that any identified and recommended accommodations are directly linked to the strengths and needs of the person with a learning disability.
Students with specific learning disabilities are able to learn, provided that they are taught the way in which they learn best. They can usually demonstrate their skills and knowledge provided that they have access to accommodations appropriate for their needs. While access to specific skill instruction is an essential component of the teaching and learning process, most students with learning disabilities are able to work within the parameters of the provincial curriculum, without having to rely on significant modifications.
0 notes
Text
KNOWING ABOUT LEARNING DISABILITIES
Does your child struggle with school? Does he or she fear reading out loud, writing an essay, or tackling a math problem? While every child has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder. By understanding all you can about learning disabilities, you can ensure your child gets the right help to overcome classroom challenges and succeed in life.
WHAT IS LEARNING DISABILITY? Learning disabilities refer to a variety of disorders that affect the way someone learns. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, comprehension)
written language (e.g., spelling, written expression)
Mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently overtime, depending on the match between the demands of the environment and the individual’s characteristics. Some impairment may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Characteristics of children with learning disabilities
Children with learning disabilities are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression.
Learning disabilities may also be mild, moderate, or severe. According to Bowe (2005), “some learn to adjust to learning disabilities so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, Learning disabilities always begin in childhood and always is a life-long condition”.
Understanding the characteristics of children with learning disabilities is absolutely essential as a future educator in developing pre-referral interventions, in making appropriate referrals, and in identifying effective adaptations and intervention strategies (Smith et al., 2004).
Problems with reading, writing, and mathematics
Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or mathematics.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words.
Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills
Learning disabilities in mathematics (dyscalculia)
Dyscalculia is the term associated with specific learning disabilities in math. Although features of Learning Disabilities in math vary from person to person, common characteristics include:
difficulty with counting, learning number facts (like 5+5=10 or 5×5=25) and doing math calculations
difficulty with measurement, telling time, counting principles (such as counting by twos or counting by fives) and estimating number quantities
trouble with mental math and problem-solving strategies
Learning disabilities in writing (dysgraphia)
Dysgraphia is the term associated with specific learning disabilities in writing. It is used to capture both the physical act of writing and the quality of written expression. Features of learning disabilities in writing are often seen in individuals who struggle with dyslexia and dyscalculia, and will vary from person to person and at different ages and stages of development. Common characteristics include:
tight, awkward pencil grip and body position
tiring quickly while writing, and avoiding writing or drawing tasks
trouble forming letter shapes as well as inconsistent spacing between letters or words
difficulty writing or drawing on a line or within margins
trouble organizing thoughts on paper
trouble keeping track of thoughts already written down
difficulty with syntax structure and grammar
large gap between written ideas and understanding demonstrated through speech
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
Causes of learning disability
Environmental factors which contribute to learning disabilities are also broad. These can roughly be divided into factors that influence the development and integrity of the brain during pregnancy, during the birth process, and after birth.
During pregnancy, it is well established that both prescription and non-prescription drugs (especially alcohol and nicotine) can contribute to disorders which may include learning disabilities.
Infections of the mother during pregnancy (such as rubella or measles) can also negatively affect the foetal brain, leading to different types of learning difficulties, depending on the nature of the infection and the gestational period during which it occurs.
Traumatic conditions during the birth process, particularly those resulting in lack of oxygen during birth (e.g., cerebral palsy resulting from anoxia), can cause brain damage and result in learning disabilities.
At birth, both low birth weight (which is significantly more common for women who smoke during pregnancy) and prematurity (especially in combination with Respiratory Distress Syndrome) are associated with a variety of negative outcomes, including learning disabilities.
Following birth, any source of acquired brain injury may result in a learning disability, these include traumatic events (“shaken baby syndrome”, falls, accidents), exposure to toxic chemicals (e.g., to heavy metals such as mercury or lead from contaminated soil or through solvent inhalation or “gas sniffing”), hypoxia (loss of oxygen to the brain as a result of suffocation or choking), infections (especially meningitis and encephalitis) and inflammation of the brain (e.g., Reyes Syndrome).
As reported in the McCain & Mustard Early Years Study, 1999, both physical and emotional abuse and neglect during the early years of development have also been found to be associated with later learning problems and learning disabilities. Etc.
Helping people with learning disabilities become successful in school and life.
When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child’s school to make accommodations for your child and get specialized academic help. But don’t overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child’s education.
Research indicates that all of the following components and more need to be an integral part of the services and supports that are available to people with learning disabilities, in order to help them achieve their goals and overcome any barriers resulting from the condition.
“Specific skill instruction” describes appropriate teaching and training that is built on an individual’s identified strengths. It focuses on the development of compensatory strategies in those weaker skill areas where the learning disability interferes with the learning process.
Specific skill instruction must be individualized. The teaching/ training process must be adjusted to match the individual’s learning style, rather than assuming that the individual will eventually learn, no matter what the teaching process is, provided that “he/she tries harder”.
Traditional remedial techniques of teaching, testing and teaching repeatedly in essentially the same way frequently do not work for students with learning disabilities. Examples of specific skill instruction include differentiated teaching strategies, for example, reducing the number of tasks without reducing the standard or expected quality; allowing for an extended learning period to achieve mastery; teaching repeatedly a particular skill in a substantially different way than that used to instruct the rest of the class; and emphasizing the importance of acquiring learning and compensatory strategies.
“Compensatory strategies” are ways in which individuals who have learning disabilities can apply coping skills to help themselves overcome the impacts of their learning disabilities, without necessarily having to rely on the assistance of other people or draw particular attention to their needs. Examples of successful compensatory strategies include using colour-coding, applying visual cues such as highlighting, drawing arrows, using a notepad or a handheld tape recorder to ensure that directions are not forgotten, learning a format for approaching certain complex tasks, etc.
“Self-advocacy training” is an essential part of enabling and empowering people with learning disabilities to identify and ask for the accommodations that they need in order to achieve their potential. Successful self-advocacy relies on self-awareness and a thorough understanding of personal strengths and difficulties.
Accommodations are defined as alterations and changes in the way individuals with disabilities are enabled to function to demonstrate and apply their skills and knowledge. Accommodations are aimed at eliminating or ameliorating a disadvantage without altering the validity of the work in doing so. Examples of successful accommodations may include using adaptive technology, getting assistance from another person such as a note taker or scribe or having extra time to carry out certain tasks. It is particularly important that any identified and recommended accommodations are directly linked to the strengths and needs of the person with a learning disability.
Students with specific learning disabilities are able to learn, provided that they are taught the way in which they learn best. They can usually demonstrate their skills and knowledge provided that they have access to accommodations appropriate for their needs. While access to specific skill instruction is an essential component of the teaching and learning process, most students with learning disabilities are able to work within the parameters of the provincial curriculum, without having to rely on significant modifications.
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Text
Master Math & English. Easy Explanations. 1200p Poster!
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Master Math & English. Easy Explanations. 1200p Poster!
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Click on the audio controls to learn more about Complete School
From Michael Milford, PhD
Dear Friend,
It’s a hard fact – math is an important life skill, but many people struggle with it. Most of the time, this isn’t their fault – math is quite challenging when it’s taught the way it is nowadays in schools, colleges, courses and textbooks. It’s even harder when you have to go back and relearn math as an adult.
But it doesn’t have to be like this
Imagine being able to really understand even the most challenging math topics. When you understand what you’re doing, math actually becomes enjoyable to do.
When you understand the key math concepts and ideas, you succeed in math exams because you can adapt and adjust to the problems in the exam being different to what you’ve done in practice.
On the other hand, if you just rote learn what your teacher, lecturer or textbook tells you, you’ll struggle to get a good grade. Memorizing topics may work in geography or history, but it sure doesn’t work in math.
Imagine the satisfaction you’d get from seeing your math abilities improving and your grades getting better and better.
Now you can get great grades and enjoy math because you actually understand it.
I’ve done a lot of the work for you. If you put in the effort to read the math tutorials I have prepared, you’ll be much better prepared to understand mathematical topics. Introducing…
gives you 900 pages jam packed full of easy to understand math tutorials to make math easy and interesting to learn.
Math Concepts Explained – Understand the Key Concepts and Ideas
Fully Worked Sample Questions – See How to Work Through Typical Questions
Handy Hints – Avoid Common Mistakes Without Ever Having to Make Them
These are electronic books (e-books) that you can download to your computer instantly. You can be reading them and using them in a few minutes from now.
Finding quality math tutorials isn’t easy. But the Complete School package is a proven package that thousands of people all around the world have already used to succeed at math. In fact:
Math tutorials can sometimes seem too formal and use awkward language. But Complete School is different – it uses everyday language that is both friendly and comfortable to read.
In fact, Complete School is based on years of one-on-one tutoring with students of all ages and abilities. It offers you exactly what was said in all those tutoring sessions, rather than formal textbook writing. But that’s only a tiny fraction of what this package can offer you –
Here’s a preview of what you’ll have with Complete School – The Easy to Understand Math Tutorials Collection, and how it stacks up against other products:
Feature
Complete School
Other Math Products
Written by someone young enough to remember exactly what it was like trying to succeed at math in school. I remember all the practical tips, tricks and advice that actually help students master math.
An informal, conversational teaching style – learning math is much easier when it’s like someone is talking you through it.
Written exclusively by an academic expert with extensive qualifications who obtained their PhD at the age of only 24 and who was also one of the top national students at school.
Priced for unbeatable value in these tough times at only $24.97
Proven unique math teaching techniques which have been used by more than 6000 students all around the world.
Printable math tutorials you don’t have to read off a computer screen – so less strain on eyes
So if you are looking for a collection of math tutorials to help improve your understanding of math and your grades, Complete School – The Easy to Understand Math Tutorials Collection is your solution.
Best of all, since these are electronic files it only takes a few clicks before you can download the entire collection right to your computer. You can print exactly what tutorials you want, whenever you want.
Before you find out more about how others are finally understanding and mastering math with Complete School – The Easy to Understand Math Tutorials Collection – sign up to my free e-mail list and I will give you a FREE 34 page study ebook with notes on topics such as fractions, algebra, trigonometry, geometry, statistics, equations and many more.
Look at this extensive list of topics that are included in Complete School – The Easy to Understand Math Tutorials Collection:
Numbers
Mathematical relations
Operations
Simultaneous equations
Algebra
Rational numbers
Equations
Statistics
Inequations
Pythagoras’ Theorem
Indices and powers
Irrational numbers & surds
Basic geometry
Probability and set language
2D shapes
More algebra
3D solid shapes
Exponentials and indices
Basic interest
Budgeting
Bearings, azimuths, and symmetry
Shapes inside circles
Ratios
More 3D shapes and shape nets
Different forms of linear equations
Finding polynomial relationships
Trigonometry
Linear programming
Quadratic equations
More set theory
Volumes and areas of irregular shapes and solids
More probability
Trip graphs
Circle geometry
More Statistics
Similar figures and geometric constructions
Using and abusing statistical information
Locus and loci – paths things travel
Areas of composite shapes
Three-dimensional trigonometry problems
Volumes of composite solid shapes
Latitude and longitude
Working with errors and measurement
Proportional or direct relationships
Equations using box stories
Inverse relationships
Water flow graphs
Exponential graphs
Matrices
Finance and interest
Vectors
More simultaneous equations
Logic
Integration
Box and whisker plots
Numerical integration methods
Quadratic Equations
Probability
Turning recurring decimals into fractions
Solving dy/dx=ky
Logarithms
Hypothesis testing
Rates of change
Plotting graphs
Derivatives
The unit circle
Solving polynomial equations
General tips for maths tests
More triangles
Click Here to See a Numbers Sample
So as you can see, you don’t get a few measly lessons, you get 900 pages of easy-to-understand math tutorials. (Actually you get much much more – see below)
You’ll have fully explained tutorials, worked example questions and lots of handy hints for avoiding silly mistakes.
This is a comprehensive set of Math Tutorials for the Classroom or Home
Complete School – The Easy to Understand Math Tutorials Collection is now being used by students of all ages around the world to learn those crucial math concepts.
They know, like you do, how important being able to understand and use math is for furthering your education and your status in life.
Michael, student: “I have been struggling in maths all my life as I missed out on the basics in primary school as a result of changing schools. I would like to take this time just too sincerely thankyou for going out of your way to produce something (Complete School) that has and will help people, like myself, who have been struggling. You have given me new found energy to wake up in the morning and go to school and maths in particular. Thankyou.”
Tara, student: “Thankyou so much for showing me an easier way to understand Algebra and Trig, your book (Complete School) is easy to follow and explains what my teachers don’t, I was struggling to understand and asking my teachers got me no where, my mum got your CD and Book and now I have gone from a C+ to a A- for extended Maths. Even my Teachers are asking me about your book.!…a big Thankyou”
Teachers love Complete School too:
Rod, Upper Primary teacher:
…Although the package is aimed primarily at the High School student there are enough topics covered to be of great value to the Upper Primary sector.
One of the most pleasing aspects of the books is the spacious layout and larger font size used to make reading much easier.
The explanations and examples given are extremely easy to follow and should provide no difficulties for any student or adult wishing to extend their knowledge of Maths or English… I can say with certainty that anyone who purchases this package will not be disappointed. It is FANTASTIC.
Thankyou Michael.
More happy users of Complete School:
Belinda, student: “I recently purchased your book and absolutely love it. I don’t know what I would have done without it. I only wish that I had it last year in Year 11.”
Loana, parent: “Highly recommended, best gift any parent can give their kids…Excellent buy A++”
Adalberto: “Great product. My favorite subject. Easy download, will enjoy for a long time.”
Martie, parent: “Excellent product, very impressed, boys loving it”
Paula-Ann: “Just as advertised – a fantastic buy”
Sharryn: Kick ass product. Loved it!! Many Thanks you’re a champion!!!
Ian: Excellent! As described and making me use my brain again! Thankyou greatly
Siobhan: Over the Moon:o) all the Best with this,,Loved it:o) Best Buy Ever:o)))))
Andrew: Fantastic, a great aid for years to come, Thankyou!!!!!!
Sian: Fabulous. Makes learning easy.
Jenny: Your a legend, I’m telling everyone I know about your product.
You can’t get better opinions than the experiences of people who have used something for themselves. And these students, parents and teachers have been very glad they came across Complete School – The Easy to Understand Math Tutorials Collection.
You can easily pay many hundreds of dollars for normal school textbooks over the years. If you were to try and buy textbooks covering all the topics covered in Complete School, you’d spend at least $500.
But in Complete School – The Easy to Understand Math Tutorials Collection everything is all in one place. Which means you don’t have to go searching each time you change topics or need to revise something. And it’s laid out logically in the order that students learn these topics, so it’s even easier to use.
That’s why Complete School – The Easy to Understand Math Tutorials Collection is a great value investment at $34.97 $24.97.
That’s a tiny fraction of what it’s really worth and of what you would have to pay to try and get help in any other way. Just to take two examples – software tutoring packages usually cost many hundreds of dollars, and one tutoring session a week can cost more than $1500 a year.
How can I make it so affordable? Simple – I have already paid off my costs selling these books in bookstores for many times the price, and because it’s cheap to deliver it to you online.
These are electronic books (e-books) that can be downloaded very quickly to your computer. You can be reading the tutorials and understanding math in as little as 5 minutes from now.
$34.97 $24.97 is nothing compared to what you get in these books, and compared to what you’d have to pay to even start trying to get math help in any other way.
And don’t worry – if for any reason you’re not happy with the content, you have a complete peace of mind money back guarantee.
Your satisfaction with Complete School is 100% Guaranteed!
Read about our IRONCLAD 7-day money back GUARANTEE!
7-day 100% Money Back Guarantee
I will personally guarantee that Complete School – The Easy to Understand Math Tutorials Collection will make understanding math easier than you’ll find anywhere else and is the best value math aid you can buy.
If you’re not complete satisfied with the incredible range of math tutorials in this package, contact me anytime (up to 7 days from the date of purchase) and I’ll refund 100% of your purchase price. No hard feelings, no explanations needed.
So, you see, ordering Complete School – The Easy to Understand Math Tutorials Collection is completely risk-free.
Complete School – The Easy to Understand Math Tutorials Collection are Adobe PDF files. To view the PDF files on your computer all you need is the freely available Adobe Reader software, which can be found here.
Look at these great bonuses that you will also receive:
These bonuses are only available for a limited time and may be removed at any time.
Order NOW and you’ll also get these fabulous bonuses absolutely free:
You’ve probably never seen more math study notes crammed onto one poster in your entire life. The Megamath poster compresses the key concepts, ideas and formulae onto two sides of a poster which you can print out (best printed on A3 paper)
It even folds up nicely to fit in a pocket, which means you can take it anywhere.
You get detailed notes on 32 topics on the poster, including:
Algebra
Lines of Best Fit
Differentiation
Proportional or Direct Relationships
Trigonometry
Matrices
Integration
Logic
Perimeters of 2D Shapes
Fractions
Statistics
More Fractions and Decimals
Bearings and Azimuths
Vectors
Simultaneous Equations
Cosine and Sine Rule
More Statistics
Inverse Relationships
Even More Statistics
More Matrices
Quadratic Equations
More Logic
Errors and Measurement
Index and Log Laws
Finance
Circles
More Differentiation
Probability
More Integration
3D Solids
2D Shapes
Units
Not bad already. But that’s not all you get. Because if you order now, I’ll also throw in:
This package gives you more than 300 pages of free English tutorials. These tutorials explain how to write, read and speak English effectively and have been used by many students to improve their grades in English and Math. Understanding English also helps with reading and comprehending math questions.
With Complete School – The Easy to Understand English Tutorials Collection, you get –
Help with the parts of speech – Clauses, independent clauses, run on sentences, subordination, dependent clauses or subordinate clauses, noun dependent clauses, adjective dependent clauses, adverb dependent clauses, elliptical clauses, predicates, complete predicates, compound predicates, predicate adjectives, essential and nonessential clauses and much more.
Help with grammar – nouns, subjects, objects, pronouns, verbs, verb tenses, verb forms, moods and voices, adjectives, adverbs, conjunctions and lists, prepositions and much more.
Help with sentences – types of sentences, sentence basics, writing sentences well and much more.
Help with political correctness, punctuation.
Help with building vocabulary.
Help with writing essays – analytical essays, expository essays, objective and subjective writing, structuring an essay, narrative essays and more.
Help with writing tone, describing things in detail, writer’s block, writing reviews, personal writing.
Help with storyboarding, dramatic performance and oral communication.
Help with poetry.
Tips on how to avoid plagiarism.
That’s a great set of free bonuses.
That’s why Complete School – The Easy to Understand Math Tutorials Collection is such a great bargain at only $34.97 $24.97. Not only do you get a complete, easy to understand math tutorial collection, but you also get a free bonus poster packed with topics and a complete English tutorial collection with over 300 pages of tutorials.
This collection of math tutorials is unique and one of a kind. I have spent almost ten years developing this package and using feedback from thousands of students to improve it.
You can only get this product from me. It isn’t available in bookstores anymore because they have sold out of hardcopy books. Just imagine having this complete collection of easy to understand tutorials ready to be downloaded right away when you order.
A complete set of easy to understand math tutorials that you simply print and use.
Almost 900 pages of explanations, illustrations, fully worked questions and handy hints, so you’ll always be able to get help for that new math topic.
Print as many copies of what you need, from your printer, when you need them.
Remember the 2 bonuses that also give you a poster jam packed with study notes on 32 topics, and the complete English tutorials collection – great resources that will come in handy all the time.
Complete School will give you the chance to actually understand, enjoy and succeed at math.
Wishing you all the best,
Michael Milford, PhD
Academic, Tutor and Published Author
P.S. Remember, you’re getting hundreds of easy to understand tutorials on all the major topics for a tiny fraction of what it would cost you to get the same in normal textbooks, math tutoring, or math software packages.
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Text
KNOWING ABOUT LEARNING DISABILITIES
Does your child struggle with school? Does he or she fear reading out loud, writing an essay, or tackling a math problem? While every child has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder. By understanding all you can about learning disabilities, you can ensure your child gets the right help to overcome classroom challenges and succeed in life.
WHAT IS LEARNING DISABILITY? Learning disabilities refer to a variety of disorders that affect the way someone learns. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, comprehension)
written language (e.g., spelling, written expression)
Mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently overtime, depending on the match between the demands of the environment and the individual’s characteristics. Some impairment may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Characteristics of children with learning disabilities
Children with learning disabilities are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression.
Learning disabilities may also be mild, moderate, or severe. According to Bowe (2005), “some learn to adjust to learning disabilities so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, Learning disabilities always begin in childhood and always is a life-long condition”.
Understanding the characteristics of children with learning disabilities is absolutely essential as a future educator in developing pre-referral interventions, in making appropriate referrals, and in identifying effective adaptations and intervention strategies (Smith et al., 2004).
Problems with reading, writing, and mathematics
Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or mathematics.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words.
Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills
Learning disabilities in mathematics (dyscalculia)
Dyscalculia is the term associated with specific learning disabilities in math. Although features of Learning Disabilities in math vary from person to person, common characteristics include:
difficulty with counting, learning number facts (like 5+5=10 or 5×5=25) and doing math calculations
difficulty with measurement, telling time, counting principles (such as counting by twos or counting by fives) and estimating number quantities
trouble with mental math and problem-solving strategies
Learning disabilities in writing (dysgraphia)
Dysgraphia is the term associated with specific learning disabilities in writing. It is used to capture both the physical act of writing and the quality of written expression. Features of learning disabilities in writing are often seen in individuals who struggle with dyslexia and dyscalculia, and will vary from person to person and at different ages and stages of development. Common characteristics include:
tight, awkward pencil grip and body position
tiring quickly while writing, and avoiding writing or drawing tasks
trouble forming letter shapes as well as inconsistent spacing between letters or words
difficulty writing or drawing on a line or within margins
trouble organizing thoughts on paper
trouble keeping track of thoughts already written down
difficulty with syntax structure and grammar
large gap between written ideas and understanding demonstrated through speech
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
Causes of learning disability
Environmental factors which contribute to learning disabilities are also broad. These can roughly be divided into factors that influence the development and integrity of the brain during pregnancy, during the birth process, and after birth.
During pregnancy, it is well established that both prescription and non-prescription drugs (especially alcohol and nicotine) can contribute to disorders which may include learning disabilities.
Infections of the mother during pregnancy (such as rubella or measles) can also negatively affect the foetal brain, leading to different types of learning difficulties, depending on the nature of the infection and the gestational period during which it occurs.
Traumatic conditions during the birth process, particularly those resulting in lack of oxygen during birth (e.g., cerebral palsy resulting from anoxia), can cause brain damage and result in learning disabilities.
At birth, both low birth weight (which is significantly more common for women who smoke during pregnancy) and prematurity (especially in combination with Respiratory Distress Syndrome) are associated with a variety of negative outcomes, including learning disabilities.
Following birth, any source of acquired brain injury may result in a learning disability, these include traumatic events (“shaken baby syndrome”, falls, accidents), exposure to toxic chemicals (e.g., to heavy metals such as mercury or lead from contaminated soil or through solvent inhalation or “gas sniffing”), hypoxia (loss of oxygen to the brain as a result of suffocation or choking), infections (especially meningitis and encephalitis) and inflammation of the brain (e.g., Reyes Syndrome).
As reported in the McCain & Mustard Early Years Study, 1999, both physical and emotional abuse and neglect during the early years of development have also been found to be associated with later learning problems and learning disabilities. Etc.
Helping people with learning disabilities become successful in school and life.
When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child’s school to make accommodations for your child and get specialized academic help. But don’t overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child’s education.
Research indicates that all of the following components and more need to be an integral part of the services and supports that are available to people with learning disabilities, in order to help them achieve their goals and overcome any barriers resulting from the condition.
“Specific skill instruction” describes appropriate teaching and training that is built on an individual’s identified strengths. It focuses on the development of compensatory strategies in those weaker skill areas where the learning disability interferes with the learning process.
Specific skill instruction must be individualized. The teaching/ training process must be adjusted to match the individual’s learning style, rather than assuming that the individual will eventually learn, no matter what the teaching process is, provided that “he/she tries harder”.
Traditional remedial techniques of teaching, testing and teaching repeatedly in essentially the same way frequently do not work for students with learning disabilities. Examples of specific skill instruction include differentiated teaching strategies, for example, reducing the number of tasks without reducing the standard or expected quality; allowing for an extended learning period to achieve mastery; teaching repeatedly a particular skill in a substantially different way than that used to instruct the rest of the class; and emphasizing the importance of acquiring learning and compensatory strategies.
“Compensatory strategies” are ways in which individuals who have learning disabilities can apply coping skills to help themselves overcome the impacts of their learning disabilities, without necessarily having to rely on the assistance of other people or draw particular attention to their needs. Examples of successful compensatory strategies include using colour-coding, applying visual cues such as highlighting, drawing arrows, using a notepad or a handheld tape recorder to ensure that directions are not forgotten, learning a format for approaching certain complex tasks, etc.
“Self-advocacy training” is an essential part of enabling and empowering people with learning disabilities to identify and ask for the accommodations that they need in order to achieve their potential. Successful self-advocacy relies on self-awareness and a thorough understanding of personal strengths and difficulties.
Accommodations are defined as alterations and changes in the way individuals with disabilities are enabled to function to demonstrate and apply their skills and knowledge. Accommodations are aimed at eliminating or ameliorating a disadvantage without altering the validity of the work in doing so. Examples of successful accommodations may include using adaptive technology, getting assistance from another person such as a note taker or scribe or having extra time to carry out certain tasks. It is particularly important that any identified and recommended accommodations are directly linked to the strengths and needs of the person with a learning disability.
Students with specific learning disabilities are able to learn, provided that they are taught the way in which they learn best. They can usually demonstrate their skills and knowledge provided that they have access to accommodations appropriate for their needs. While access to specific skill instruction is an essential component of the teaching and learning process, most students with learning disabilities are able to work within the parameters of the provincial curriculum, without having to rely on significant modifications.
0 notes
Text
KNOWING ABOUT LEARNING DISABILITIES
Does your child struggle with school? Does he or she fear reading out loud, writing an essay, or tackling a math problem? While every child has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder. By understanding all you can about learning disabilities, you can ensure your child gets the right help to overcome classroom challenges and succeed in life.
WHAT IS LEARNING DISABILITY? Learning disabilities refer to a variety of disorders that affect the way someone learns. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, comprehension)
written language (e.g., spelling, written expression)
Mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently overtime, depending on the match between the demands of the environment and the individual’s characteristics. Some impairment may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Characteristics of children with learning disabilities
Children with learning disabilities are a diverse group of individuals, exhibiting potential difficulties in many different areas. For example, one child with a learning disability may experience significant reading problems, while another may experience no reading problems whatsoever, but has significant difficulties with written expression.
Learning disabilities may also be mild, moderate, or severe. According to Bowe (2005), “some learn to adjust to learning disabilities so well that they ‘pass’ as not having a disability, while others struggle throughout their lives to even do ‘simple’ things. Despite these differences, Learning disabilities always begin in childhood and always is a life-long condition”.
Understanding the characteristics of children with learning disabilities is absolutely essential as a future educator in developing pre-referral interventions, in making appropriate referrals, and in identifying effective adaptations and intervention strategies (Smith et al., 2004).
Problems with reading, writing, and mathematics
Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or mathematics.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words.
Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.
Signs of reading difficulty include problems with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills
Learning disabilities in mathematics (dyscalculia)
Dyscalculia is the term associated with specific learning disabilities in math. Although features of Learning Disabilities in math vary from person to person, common characteristics include:
difficulty with counting, learning number facts (like 5+5=10 or 5×5=25) and doing math calculations
difficulty with measurement, telling time, counting principles (such as counting by twos or counting by fives) and estimating number quantities
trouble with mental math and problem-solving strategies
Learning disabilities in writing (dysgraphia)
Dysgraphia is the term associated with specific learning disabilities in writing. It is used to capture both the physical act of writing and the quality of written expression. Features of learning disabilities in writing are often seen in individuals who struggle with dyslexia and dyscalculia, and will vary from person to person and at different ages and stages of development. Common characteristics include:
tight, awkward pencil grip and body position
tiring quickly while writing, and avoiding writing or drawing tasks
trouble forming letter shapes as well as inconsistent spacing between letters or words
difficulty writing or drawing on a line or within margins
trouble organizing thoughts on paper
trouble keeping track of thoughts already written down
difficulty with syntax structure and grammar
large gap between written ideas and understanding demonstrated through speech
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.
Causes of learning disability
Environmental factors which contribute to learning disabilities are also broad. These can roughly be divided into factors that influence the development and integrity of the brain during pregnancy, during the birth process, and after birth.
During pregnancy, it is well established that both prescription and non-prescription drugs (especially alcohol and nicotine) can contribute to disorders which may include learning disabilities.
Infections of the mother during pregnancy (such as rubella or measles) can also negatively affect the foetal brain, leading to different types of learning difficulties, depending on the nature of the infection and the gestational period during which it occurs.
Traumatic conditions during the birth process, particularly those resulting in lack of oxygen during birth (e.g., cerebral palsy resulting from anoxia), can cause brain damage and result in learning disabilities.
At birth, both low birth weight (which is significantly more common for women who smoke during pregnancy) and prematurity (especially in combination with Respiratory Distress Syndrome) are associated with a variety of negative outcomes, including learning disabilities.
Following birth, any source of acquired brain injury may result in a learning disability, these include traumatic events (“shaken baby syndrome”, falls, accidents), exposure to toxic chemicals (e.g., to heavy metals such as mercury or lead from contaminated soil or through solvent inhalation or “gas sniffing”), hypoxia (loss of oxygen to the brain as a result of suffocation or choking), infections (especially meningitis and encephalitis) and inflammation of the brain (e.g., Reyes Syndrome).
As reported in the McCain & Mustard Early Years Study, 1999, both physical and emotional abuse and neglect during the early years of development have also been found to be associated with later learning problems and learning disabilities. Etc.
Helping people with learning disabilities become successful in school and life.
When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child’s school to make accommodations for your child and get specialized academic help. But don’t overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child’s education.
Research indicates that all of the following components and more need to be an integral part of the services and supports that are available to people with learning disabilities, in order to help them achieve their goals and overcome any barriers resulting from the condition.
“Specific skill instruction” describes appropriate teaching and training that is built on an individual’s identified strengths. It focuses on the development of compensatory strategies in those weaker skill areas where the learning disability interferes with the learning process.
Specific skill instruction must be individualized. The teaching/ training process must be adjusted to match the individual’s learning style, rather than assuming that the individual will eventually learn, no matter what the teaching process is, provided that “he/she tries harder”.
Traditional remedial techniques of teaching, testing and teaching repeatedly in essentially the same way frequently do not work for students with learning disabilities. Examples of specific skill instruction include differentiated teaching strategies, for example, reducing the number of tasks without reducing the standard or expected quality; allowing for an extended learning period to achieve mastery; teaching repeatedly a particular skill in a substantially different way than that used to instruct the rest of the class; and emphasizing the importance of acquiring learning and compensatory strategies.
“Compensatory strategies” are ways in which individuals who have learning disabilities can apply coping skills to help themselves overcome the impacts of their learning disabilities, without necessarily having to rely on the assistance of other people or draw particular attention to their needs. Examples of successful compensatory strategies include using colour-coding, applying visual cues such as highlighting, drawing arrows, using a notepad or a handheld tape recorder to ensure that directions are not forgotten, learning a format for approaching certain complex tasks, etc.
“Self-advocacy training” is an essential part of enabling and empowering people with learning disabilities to identify and ask for the accommodations that they need in order to achieve their potential. Successful self-advocacy relies on self-awareness and a thorough understanding of personal strengths and difficulties.
Accommodations are defined as alterations and changes in the way individuals with disabilities are enabled to function to demonstrate and apply their skills and knowledge. Accommodations are aimed at eliminating or ameliorating a disadvantage without altering the validity of the work in doing so. Examples of successful accommodations may include using adaptive technology, getting assistance from another person such as a note taker or scribe or having extra time to carry out certain tasks. It is particularly important that any identified and recommended accommodations are directly linked to the strengths and needs of the person with a learning disability.
Students with specific learning disabilities are able to learn, provided that they are taught the way in which they learn best. They can usually demonstrate their skills and knowledge provided that they have access to accommodations appropriate for their needs. While access to specific skill instruction is an essential component of the teaching and learning process, most students with learning disabilities are able to work within the parameters of the provincial curriculum, without having to rely on significant modifications.
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