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. For students with special needs like this, English subjects will be implemented in the special class while other subjects will be inclusived in normal classes. Here, special education teachers of dyslexia will help teachers implement the class in terms of written work. English curriculum, English, Mathematics, Science and Religious or Moral Education is available to be used in learning and teaching. Syllabus in all subjects, if necessary, the approachment method should be modified to the needs of dyslexic pupils. b) Model of Special Class Special class of models was implemented for students from severe problems of dyslexia. Syllabus for this special class was being modified the approachment of the teaching technique. Teachers need to use a specific strategy and use various teaching aids in teaching and learning. As a teacher, one has to identify the strengths and weaknesses of the child through a number of tests conducted. Through this test, we can automatically identify their talents, abilities or special skills possessed by them. We can also identify patterns of errors or problems specifically in reading, writing or how to answer the math. Therefore, we can find the solution strategies to help them overcome their lack something. The relationship between teachers and students is very important. Thus, we can determine whether there are reasons that affect progress. For example, perhaps the occurrence of emotional problems while at home or away from negative self attitude. A teacher needs to be more creative in the teaching and learning environment for their students. A variety of ways to attract and increase their motivation towards studies should be undertaken. In addition to learning aids such as computers, toys like blocks and clay toys are also important for the dyslexic generate creativity. Teachers must give 30 minutes for students to play the two games before the class starts. Normally, students are serious problems of dyslexia have trouble moving the hand when writing (Alif Abu Bakar, 2011). Use your hands pressing and shaping the way when playing the game is said to enhance fine motor skills they experienced. c) Multi-Sensory Approachment The dyslexic learning process should complement the use of senses such as touch, sound and sight as it will answer all questions that nest in their minds. Studies show Multi-Sensory approach is the most appropriate method for teaching students with dyslexia. This approach incorporates some sense of auditory, visual, and kinesthetic orally. To overcome the confusion, the letter blocks to be placed in front of them and they will be given an explanation of the differences in the letter. For example, the letter ‘d’ will be known
The above description may be perceived as complicated or confusing for us. Students who suffered from dyslexia using this method to spell for a few months. or in malay. . with their own need not draw. but was able to write letters that sounded. Repository of learning objects designed for multi-mode accessibility (downloaded.them as a character who has a stalk on a provisional letter g are under the tail. transferred to other electronic media to reach yg yg easier. Through the study of a school in Kuala Lumpur found that dyslexic pupils often find their own way to learn the method. let alone spell the word. 2006) f) Multimedia Interactive Dyslexia Learning Object Model (DIMLOM) Multimedia Interactive Dyslexia Learning Object Model. then have built a word to be spelled. but the truth is. Once skilled. 2000). sometimes their high creativity allows them to choose the way in which they should use to help them learn. LO is an objectoriented thinking as applied to education. LO can diaksess at any time. e) Approachment by Learning Object The concept of Learning Objects or learning object (LO) popularized by Wayne Hodgins in 1994 (Abtar. and after construction. that's the way it is used by students at the beginning he learned to spell. 2005). In fact. after failing to spell common methods used by other students. so that they really understand the difference in the letters. Letters are combined. It seems that words should be taught according to the sound of the word is spelled and pronounced the word order in a sentence should also concurs that they do not suffer from confusion. However. According to Shepherd (2001). they can spell and read like any other students. namely pre-construction. Dyslexia Interaktif Multimedia Learning Object Model (DIMLOM). Finally. d) Approachment by Drawing and Spelling Among one of the ways to learn them with a disorder dyslexia can be seen in the way they learn to spell words using a sketch or drawing. From sketch the pictures. These students have difficulty to build syllables. LO is interactive and allows students to learn the content to the mastery and use of such knowledge in the activity of thinking skills. during construction. Finally. Strength is in its ability to hear a case. they are wise to interpret the initial letters. with a sense of self-confidence. The key to success here is to focus on short-term progress in this training session and maintain motivation and enable students to build their own way of learning. the explanation has to be brought in visual and tactile. they showed commendable. The process of teaching dyslexic children to be done gradually and not too sharp. They efficiently choose the words for the beginning of the specified character. users can easily find the learning objects) can provide towards a new era of learning (Ally. (Fadilahwati et al. Selected words often consist of simple words for painted or drawn by him. LO is a new way in the future as well as technology in the production of teaching and learning materials (Hodgins. By using the internet. 2011) was cooked up to follow three main phases.
and also the concept of learning.Focus on students' perception of how easily and clearly they are able to follow instruction and activities in the LO (which is presented by using the animation technique that has been specially designed) . 1. A majority student found to have a tendency to refer to the picture (visual) if given any direction. The concept of storytelling is to get a continuous stimulus to students with dyslexia using clever students are allowed the characters conversing. the contents of the womb. The views expert like Bradford (n.Work involves continuous stimulation ii) During the construction Storyboard generated by taking on the characteristics of students. namely Laerning Object Use and Value of Learning. style and content learning that is.According to Taylor et al (2007). i) Prior to construction Through the study of the early ratings. iii) After construstion The researcher uses an evaluation form developed by Leeder (2003) from the Universities' Collaboration in eLearning. It contains seven items that were selected from the 23 questions as appropriate animation development process.Activity which allows the student to make exercise after doing revision . picture icons that provide a continuous of understanding and animations that show the process multiplication. Use Learning Object (LO) . Parette (2011) stated that free animation has no ability to draw attention to the critical dimensions of student disability impressive and should give the correct response to a visual of something quickly. In addition to the text. the content that had been taken from syllibus learning. These types of letter have simple shapes and clear. Type the letters as "arial" is also appropriately used to circumvent the same problem. the use of visual emphasis is also given very important. animation of the understanding able to support students when it is used in a consistent manner to follow the theory of multimedia learning. Among other approaches that may be taken is a proposition about Dean (1996) which states that free approach to dyslexic learners may be made through: . .d) also captured guess which text to use bright colors and dark colors to circumvent that based on the sensitivity vision dyslexic students. the reviewer has made a study of the learning style of the five students and found that the free propensity for visual learning style is quite real. background sound.Solving the small topics. Visual typical cooked up to facilitate the understanding of the text. The technique is also able to circumvent the problem the visible text moves. Items in the survey consist of two parts.
researchers seek the views of the teacher to confirm again on every answer given by the student. .Includes items that show the students' perception of the effectiveness of LO (notably specially designed animation) in helping them learn and understand the relevant content. Learning the value of LO . To ensure the validity of the answer.2. researchers tried to ask every question through an interview process recorded in video and screened again for purposes of observation and verification of student answers. To complete the analysis.
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