Issues of Adolescents' Development in the Classroom

HASIL PEMBELAJARAN (LEARNING OUTCOMES):

Explain the meaning of language impairment among adolescent students. Describe the causes of language impairment Identify the characteristics of adolescents who suffer from language disabilities. Explain emotional disorders among adolescents. Suggesting some methods to help students with language disorders and emotional problems.

Students with Learning Disabilities

Learning disabilities (LD) are not a single condition but a wide variety of specific disabilities that are presumed to stem from some dysfunction of the brain or central nervous system. Learning disabilities is a general term for a diverse group of disorders characterized by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or computing.

Definitions What Are Learning Disabilities

Older definitions of learning disability include specific reference to dyslexia, a severely impaired ability to read; dysgraphia, an impaired ability to write; and dyscalculia, an impaired ability to learn mathematics. learners with exceptionalities may be used to describe any individuals whose physical, mental, or behavioral performance is so different from the norm-either higher or lower that additional services are needed to meet the individuals' needs.

Students with exceptionalities

physical or sensory disabilities

mental retardation, emotional or behavioral disorders

outstanding talents

that make it difficult for them to learn in the general education classroom without assistance.

Basic principles to keep in mind

A student with a learning disability, not a "learning disabled child." He is a student first; the fact that he has a learning disability is secondary. Avoid making the person equal the disability . Avoid using labels in a way that unintentionally stigmatizes students It is an injustice to define the child in terms of the disability. Specific Learning Disabilities

Types of Exceptionalities
Learning disability (LD) Speech or language disorder Emotional or behavioral disorders (EBD) Autism Students with Speech or Language Impairments Attention Deficit Hyperactivity Disorder (ADHD) Mental retardation Other health impairments Deafness and hard of hearing Visual disabilities Deaf-blindness Traumatic brain injury

Basic principles to keep in mind

The number of students categorized as learning disabled has steadily increased, and the use of the category "mentally retarded" has diminished. Some exceptionalities, such as loss of vision and hearing, are relatively easy to define and measure. Others, such as mental retardation, learning disabilities, and emotional disorders, are much harder to define, and their definitions have evolved over time. Not all disabilities qualify students for special education services.

Characteristics of students with learning disabilities Normal intelligence or even giftedness Discrepancy between intelligence and performance Delays in achievement Attention deficit or high distractibility Hyperactivity or impulsiveness Poor motor coordination and spatial relation ability

Characteristics of students with learning disabilities

Difficulty solving problems Perceptual anomalies, such as reversing letters, words, or numbers Difficulty with self-motivated, self-regulated activities Overreliance on teacher and peers for assignments Specific disorders of memory, thinking, or language Immature social skills Disorganized approach to learning

Characteristics of students with learning disabilities

students with learning disabilities tend to have lower academic self-esteem than do nondisabled students, although in nonacademic arenas their self-esteems are like those of other children. On most social dimensions, children with learning disabilities resemble other low achievers Boys are more likely than girls to be labeled as learning disabled. There is a great deal of concern about the overidentification of boys and minority students in special education

Teaching students With Learning Disabilities General concepts of effective teaching for students with learning disabilities include these
Emphasize prevention Teach learning-to-learn skills Give frequent feedback Use teaching strategies that engage students actively in lessons Use effective classroom management methods Coordinate supplementary services with classroom instruction

Language

YOUTH DEVELOPMENT ISSUES IN THE CLASSROOM

CONDUCT TINGKAH LAKU

Kecelaruan Bahasa (Language Disorders)

sign language

form of language

oral language

Writing language

The importance of language

the production and comprehension of sounds, words and sentences linking sentences to make a meaningful story, to understand the body language and social and cultural rules in respect to the community allows people to build, acquire and apply the knowledge learned In the context of psychology, the language used to control behavior and emotions of others and ourselves.

Students with Speech or Language Impairments

About 1 in every 40 students has a communication disorder serious enough to warrant speech therapy or other special education services. Although the terms speech and language are often used interchangeably, they are not the same.
Language is the communication of ideas using symbols and includes written language, sign language, gesture, and other modes of communication in addition to oral speech. Speech refers to the formation and sequencing of sounds.
It

is quite possible to have a speech disorder without a language disorder or to have a language disorder without a speech disorder.

Effect of language disability

The main effect of language impairment/disability is a disruption to personal and social relationships. Defects in language causes a difficult to understand other people and other people are also difficult to understand them. Consequently, social interaction is difficult to achieve. For students, the language disability will cause them difficult to achieve excellence in academics. As a result, many of them are dropout from school.

Characteristics of students with language disability

May not speak at all, or may have a limited number of vocabulary Has difficulty in understanding simple directions or are unable to name objects Shows problems with socialization Inability to follow directions Echolalia (repeating back either words or phrases immediately or at a later time.) Difficulty responding appropriately to: yes/no questions, either/or questions, who/what/where questions, when/why/how questions

Characteristics of students with language disability

Repeats back a question first and then responds to them High activity level and not attending to spoken language Jargon (e.g. unintelligible speech) Uses "memorized" phrases and sentences They may have a problem with words or sentences, both understanding and speaking them Learning problems and academic difficulties Do not know how to organize ideas verbally and in writing. Does not understand jokes and comments that implied. Provide inappropriate responses to questions.

the risk of adolescents language disability is characterized as follows:

Difficult to understand and comply with instructions. Difficulty in using language for their daily needs. Misbehavior in social relations. Lack of understanding of the meaning of the signs. Have difficulty speaking effectively. Do not know how to organize ideas verbally and in writing. Does not understand jokes and comments. Not being able to interpret the emotion or the desire to predict others.

Language disability evaluation

Students must be referred to specialists. Placed under scientific observation. Language disability assessment must be made with the test screening tool

Causes of language disability

1. Mental retardation mentally retarded students. It can be said that their language skills are very weak. Features of their language are as follows: Not taking part in the conversation. slow growing vocabulary. Only able to construct simple sentences and short. Pronunciation is similar to the development of preschool children. Weak in terms of language comprehension and repetition.

methods of handling
Students who are mentally retarded can be helped with the use of teaching aids and audio visual form. Use of these materials will increase their attention on teaching and learning activities. Teachers need to emphasize the similarities and differences in words.

2. Specific language disability

This defect involves the problem of studying grammar, language context and meaning of language development. Characteristics of students with this problem are: Talk as a child. Lack of flexibility in delivering information. Provide feedback that is not appropriate for discussion topics. The narrative is incomplete. slow development of vocabulary. Less able to make explanations. One call said.

STUDENTS WITH SPEECH DISORDERS

There are many kinds of speech disorders. The most common are articulation (or phonological) disorders, such as omissions, distortions, or substitutions of sounds. Speech disorders of all kinds are diagnosed by and treated by speech pathologists or speech therapists. The classroom teacher's role is less important here than with the mental disabilities.

Cont.
Language disorders are impairments of the ability to understand language or to express ideas in one's native language. Difficulties in understanding language (receptive language disorders) or in communicating (expressive language disorders) might result from such physical problems as hearing or speech impairment.

Their language features are as follows:

Not good at taking turns when talking. Do not know how to maintain a conversation. Difficult to answer questions. Problems in understanding the underlying definitions and language. It is difficult to understand the negative and passive sentences. Not consistent in terms of words, especially when it mentions the complex. Difficult to distinguish letters and words sound more or less the same.

Best Practices
Teachers will want to reduce un-necessary classroom noise as much as possible. This helps the child focus without contending with the extraneous noises which assists understanding and comprehension. Be sure to be near the student when giving vocal instructions and ask the student to repeat the instructions and prompt when necessary. Provide verbal clues often. Provide a quiet spot for the student to work whenever possible. Speak slowly and deliberately. Provide visual cues - on the blackboard or chart paper.

Cont.
Focus the student frequently and provide step by step directions - repeating when necessary. Use body language that support understanding. Avoid correcting speech difficulties - this will lead to a weaker self-esteem, it's much more important to model correct speech patterns. Contact with the speech/language pathologist to ensure the correct accommodations are in place. Use positive learning environment. Capitalize on the student's strengths as much as possible. Be patient when the child is speaking.

Cont.
Teachers may conduct the following activities to help students with specific language disabilities by:
Naming of characters and objects.
Using music as a means to remember. act out or sing the picture. Use sign language to remember. grouping of words and objects.

3. Neglect and abuse

Neglect, is defined by the absence of specific events. The victim of neglect and abuse can exhibit some characteristics of language disability. Five types of neglect are identified: Physical neglect the failure to provide for a child's physical needs, including adequate food, clothing, and shelter. Emotional neglectfailure to provide for a child's emotional needs. Medical neglectfailure to provide with prescribed medical treatment. Mental health neglectfailure to provide with recommended corrections in cases of serious emotional or behavioral disorders. Educational neglectfailure to comply with state requirements for school attendance.

Language disability features

bad Communication skills. Avoid talking about feelings. Talk to a short period only. Vocabulary to describe feelings is limited. More frequent use of simple sentences or short. Development of reference is the same as another's. have problems understanding spoken and reading materials.

methods of handling
a teacher must first identify the root cause and resolve cases of neglect teachers should encourage them to interact and communicate with peers. They should also be trained to be sensitive to the stimulus, provide feedback and participate in discussions. Encouragement to share their problems and express their feelings will also help them increase vocabulary.

Cont.
Reed (2005) also suggested that the teachers should teach skills and strategies for language learning. Students should be encouraged to be independent to avoid continued reliance on passive learning form teachers.

types of interventions
According to Cohen (2001), the technique can be applied in the first intervention is to improve students' social skills with peers Students should also be encouraged to increase their conversations with friends and at the same time, peers should be taught in order to receive a troubled partner in the language skills to improvise. In addition, teachers can conduct group activities and also teach new words to replace the old word that is deemed unsuitable.

guidelines for teachers and parents

Talking with children about things they like and share their excitement. Avoid asking too many questions. Encourage children to ask and answer their questions honestly and openly. Do not judge or laugh at the children because they will not want to talk anymore. Give them enough time to respond. Respect them by not interrupting when they're talking. Encourage them to engage in conversations with other people and hear their ideas. Thank them and their ability to speak more.

Students with Emotional and Behavioral Disorders (EBD)

Students with emotional and behavioral disorders (EBD) have been defined as ones whose educational performance is adversely affected over a long period of time to a marked degree by any of the following conditions: An inability to learn that cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general, pervasive mood of unhappiness or depression. A tendency to develop physical symptoms, pains, or fears associated with personal or school problems.

examples of emotional and behavioral disorders

Adjustment Disorders: symptoms that children may exhibit when they are unable, for a time, to appropriately adapt to stressful events or changes in their lives. Anxiety Disorders: Anxiety disorders may be expressed as physical symptoms, (headaches or stomach aches), as disorders in conduct (work refusal, etc.) or as inappropriate emotional responses, such as giggling or crying.

examples of emotional and behavioral disorders (Cont.. )

Conduct Disorder: Children with Conduct Disorder oft en have a pattern of staying out late despite parental objections, running away from home, or being truant from school. Children with Conduct Disorder may bully or threaten others or may be physically cruel to animal and people. Major Depressive Disorder occurs when a child has a series of two or more major depressive episodes, with at least a two months interval between them. Depression may be manifested in continuing irritability or inability to get along with others, and not just in the depressed affect. Schizophrenia is a serious emotional disorder characterized by loss of contact with environment and personality changes.

CAUSES OF EMOTIONAL AND BEHAVIORAL DISORDERS (EBD)

Students with serious emotional and behavioral disorders are far more likely to be boys than girls, by a ratio of more than 3 to 1 . Neurological functioning, psychological processes, a history of maladaptations, poor self-concept, and lack of social acceptance. Some of the same factors, including family dysfunction and maltreatment. Many factors that affect families can disrupt a student's sense of security and self-worth for a period of time.

CHARACTERISTICS OF STUDENTS WITH EMOTIONAL AND

BEHAVIORAL DISORDERS (EBD)

poor academic achievement, poor interpersonal relationships, and poor self-esteem noted four general categories: conduct disorder, anxietywithdrawal, immaturity, and socialized-aggressive disorder. For example, children with conduct disorders are frequently characterized as: disobedient, distractible, selfish, jealous, destructive, impertinent, resistive, and disruptive.

CHARACTERISTICS OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS (EBD) AGGRESSIVE BEHAVIOR Students with conduct disorders and socialized-aggressive behaviors might frequently fight, steal, destroy property, and refuse to obey teachers. Aggressive children, particularly boys, often develop serious emotional problems later in life, have difficulty holding jobs, and become involved in criminal behavior .

Classroom Management Strategies

Hold and communicate high behavioral expectations. Establish clear rules and procedures, and instruct students in how to follow them; give primary-level children and those with low socioeconomic status, in particular, a great deal of instruction, practice, and reminding. Make clear to students the consequences of misbehavior. Enforce classroom rules promptly, consistently, and equitably from the first day of school. Work to instill a sense of self-discipline in students; devote time to teaching self monitoring skills. Maintain a brisk instructional pace and make smooth transitions between activities.

Classroom Management Strategies

Monitor classroom activities; give students feedback and reinforcement regarding their behavior. Create opportunities for students (particularly those with behavioral problems) to experience success in their learning and social behavior. Identify students who seem to lack a sense of personal efficacy and work to help them achieve an internal locus of control. Make use of cooperative learning groups, as appropriate. Make use of humor, when suitable, to stimulate student interest or reduce classroom tensions. Remove distracting materials (athletic equipment, art materials, etc.) from view when instruction is in progress.

The end

Enrichment

"We have one child, Tommy, he is now in the school, he's not doing very well. It's spring, and he's hardly reading at all. His teacher says he might have a learning disability, and

the school wants to put him in special education. I don't

like that idea. He's a normal, happy kid at home, and it would crush him to find out he's different; but I want to do what's best for him. I guess the main thing I want to see is what you do for kids like Tommy."

Well," said Ms. Wagner, "the most important thing I can tell you

about our school is that our philosophy is that every child can
learn, and it is our job to find out how to reach each one. I can't tell you exactly what we'd do with Tommy, of course, since I don't know him, but I can assure you of a few things. First, we'll attend to his reading problem right away. We believe in prevention and early intervention. If Tommy is having serious reading problems, we'll probably arrange to give him one-to-one tutoring so that he

can catch up quickly with the other second-graders. Second, we'll

try to keep him in his regular classroom if we possibly can.

If he needs special education services, he'll get them, but in this

school we try everything to solve a child's learning problems

before we refer him for testing that might lead to specialeducation placement. Even if Tommy does qualify for special education, we'll structure his program so that he is with his regular class as much as possible. We will develop an individualized education plan for him. Finally, I want to assure you that you will be very much involved in all decisions that have to do with Tommy

and that we'll talk with you frequently about his progress and ask
for your help at home to make sure that Tommy is doing well."

Did you release these:

our school philosophy is that every child can learn, and it is our job to find out how to reach each one. First, we'll attend to his reading problem right away. We believe in prevention and early intervention. we'll probably arrange to give him one-to-one tutoring we'll try to keep him in his regular classroom if we possibly can. If he needs special education services, he'll get them We will develop an individualized education plan for him. you will be very much involved in all decisions

The school's responsibility it is :

to find ways to meet each child's needs in the general education classroom to the maximum extent possible. to identify children's strengths as well as their problems and to provide the best program it can for each child. Every school has children with exceptionalities who can do well in school when they are given the specific supports they need to learn.

Who Are learners with Exceptionalities?

Every child is exceptional. No two children are exactly alike in their ways of learning and behaving, in their activities and preferences, in their skills and motivations. Schools cannot practically meet the precise needs of every student.

Some students have physical or sensory disabilities that

restrict their ability to participate in the general

education classroom program without special assistance.

Who Are learners with Exceptionalities?

Other students have mental retardation, emotional or behavioral disorders, or learning disabilities that make

it difficult for them to learn in the general education

classroom without assistance. Finally, some students have such outstanding talents that the general education classroom teacher is unable to meet their unique needs without help.

Students with exceptionalities

physical or sensory disabilities

mental retardation, emotional or behavioral disorders

outstanding talents

that make it difficult for them to learn in the general education classroom without assistance.

Definitions What Are Learning Disabilities

learners with exceptionalities may be used to describe any individuals whose physical, mental, or behavioral performance is so different from the norm-either higher or lower that additional services are needed to meet the individuals' needs.

Basic principles to keep in mind

Education professionals must avoid using labels in a way that unintentionally stigmatizes students, dehumanizes them, segregates them socially from their peers, or encourages discrimination against them in any form. A student with a learning disability, not a "learning disabled child." He is a student first; the fact that he has a learning disability is secondary. Avoid making the person equal the disability . It is an injustice to define the child in terms of the disability. Specific Learning Disabilities

Types of Exceptionalities
Learning disability (LD) Speech or language disorder Emotional or behavioral disorders (EBD) Autism Students with Speech or Language Impairments Attention Deficit Hyperactivity Disorder (ADHD) Mental retardation Other health impairments Deafness and hard of hearing Visual disabilities Deaf-blindness Traumatic brain injury

Basic principles to keep in mind

The number of students categorized as learning disabled has steadily increased, and the use of the category "mentally retarded" has diminished. Some exceptionalities, such as loss of vision and hearing, are relatively easy to define and measure. Others, such as mental retardation, learning disabilities, and emotional disorders, are much harder to define, and their definitions have evolved over time. Not all disabilities qualify students for special education services.

Students with Learning Disabilities

Learning disabilities (LD) are not a single condition but a wide variety of specific disabilities that are presumed to stem from some dysfunction of the brain or central nervous system. Learning disabilities is a general term for a diverse group of disorders characterized by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or computing. Older definitions of learning disability include specific reference to dyslexia, a severely impaired ability to read; dysgraphia, an impaired ability to write; and dyscalculia, an impaired ability to learn mathematics.

Characteristics of students with learning disabilities Normal intelligence or even giftedness Discrepancy between intelligence and performance Delays in achievement Attention deficit or high distractibility Hyperactivity or impulsiveness Poor motor coordination and spatial relation ability

Characteristics of students with learning disabilities

Difficulty solving problems Perceptual anomalies, such as reversing letters, words, or numbers Difficulty with self-motivated, self-regulated activities Overreliance on teacher and peers for assignments Specific disorders of memory, thinking, or language Immature social skills Disorganized approach to learning

Characteristics of students with learning disabilities

students with learning disabilities tend to have lower academic self-esteem than do nondisabled students, although in nonacademic arenas their self-esteems are like those of other children. On most social dimensions, children with learning disabilities resemble other low achievers Boys are more likely than girls to be labeled as learning disabled. There is a great deal of concern about the overidentification of boys and minority students in special education

Teaching students With Learning Disabilities General concepts of effective teaching for students with learning disabilities include these
Emphasize prevention Teach learning-to-learn skills Give frequent feedback Use teaching strategies that engage students actively in lessons Use effective classroom management methods Coordinate supplementary services with classroom instruction

Emphasize prevention
Many of the learning deficits can be prevented. For example, high quality early childhood programs and primary-grades teaching significantly reduce the number of children identified with learning disabilities. One-to-one tutoring for first-graders struggling with reading can be particularly effective in preventing reading disabilities Use of early reading strategies emphasizing phonics, beneficial to most children, is essential to a large proportion of children at risk for reading disabilities

Teach learning-to-learn skills

Many students with learning disabilities lack good strategies for studying, test-taking, and so on. These skills can be taught. Many studies have shown that students with learning disabilities who are directly taught study strategies and other cognitive strategies perform significantly better in school.

Give frequent feedback

They do better in situations in which they get frequent feedback on their efforts, particularly feedback about how they have improved or how they have worked hard to achieve something. If long-term projects or reports are assigned, the students should have many intermediate goals and should get feedback on each.

Use teaching strategies that engage students actively in lessons Students with learning disabilities are particularly unlikely to learn from long lectures. They tend to do best when they are actively involved. Teachers should make extensive use of:
hands-on projects cooperative learning other active learning methods these activities be well-structured and have clear goals and roles

Use effective classroom management methods Because of their difficulties with information processing and language, many students with learning disabilities experience a great deal of frustration in school and respond by engaging in minor (or major) misbehavior. Effective classroom management methods can greatly reduce this misbehavior, especially strategies that emphasize prevention.

Coordinate supplementary services with classroom instruction Many students with learning disabilities will need some sort of supplementary services, such as
small-group tutorials resource teachers one-to one tutoring, or computer-assisted instruction

These services should be closely aligned with the instruction being given in academic classes.