RESEARCHERS:

Narisma, Jeymaica Acma, Angela

Tres Reyes, Lyrah Mae Acma, Jovelyn Rose

Estenzo, Kem Ola Casan, Johar

Bag-ao, Nilboy Balili, Jeff

11-Merge PM

P.R. 1

“Teenage Learning Disabilities (ADHD, Dysgraphia, Dyscalculia)”

OBJECTIVES:

1. Identify the number of students suffering ADHD, Dysgraphia, and Dyscalculia.

2. Promote a general awareness that an understanding of the problems and needs of students
suffering such disabilities.
3. Advance the education and general welfare of children and others who are affected by
such disabilities.

CHAPTER I

INTRODUCTION:

Learning incapacity, learning disability or learning problem may be a condition within the brain
that causes difficulties comprehending or process info and might be caused by many various
factors. Given the “difficulty learning in a exceedingly typical manner,” this doesn’t exclude the
flexibility to find out in an exceedingly totally different manner. Therefore, some folks will be
additional accurately delineate as having a “learning difference,” therefore avoiding any though
of being disabled with an absence of ability to find out and attainable negative stereotyping.
Attention deficit hyperactivity disorder (ADHD) is one in every of the foremost common
childhood disorders, moving between 8 to 10% of teens. Additional boys than ladies are
diagnosed with syndrome. Teens with syndrome is also overactive, act impetuously, or struggle
to sit down still or concentrate, though syndrome is usually detected in childhood, the symptoms
still have an effect on several youth into adolescence and adulthood. In adolescence, syndrome
symptoms could become additional pronounced, manifesting in hassle at college, educational
performance, drug abuse and problem maintaining relationships.

Dysgraphia could be a specific disorder that affects written expression. Dysgraphia will seems as
difficulties with orthography, poor hand writing and hassle put thoughts on paper. Learning
disorder is a language primarily based, and/or non-language primarily based disorder.

Dyscalculia is problem in learning or comprehending arithmetic, like problem in understanding

numbers, learning a way to manipulate numbers, activity mathematical calculations and learning
facts in arithmetic. It’s typically informally referred to as “math dyslexia,” though this may be
dishonest because it could be a totally different condition.

QUESTIONS:

1. Why do you think some people discriminate children with learning disabilities?
-because of the incapabilities a child with disability possesses. Some children
discriminate them because of their things they can’t do properly unlike other normal
child. Also because they don’t understand the difficulties that a learning disability bring
and the patient has to go through.

2. How do you get a learning disabilities anyway?

-sometimes learning disabilities run in families, so an uncle or cousin or parent may have
some kind of learning disabilities too. No one is sure what cause learning disabilities.

3. Does having a learning disabilities mean that you can’t learn?

-certainly not! Kids who have learning disabilities are intelligent (at least average) and
may even be gifted. But because their brains work differently kids with learning
disabilities need to be taught in the ways that they learn best.

4. What does that mean of having a learning disabilities?

-if you think of your brain as a super computer with millions of circuits, having a learning
disability would be like having a few circuits wired differently for those in most
computers.
 5. Does learning disability will outgrow?
-learning disabilities do not go away. Your brain will still work differently as an adult,
but you will have learned many new skills and ways of getting around your difficulties.

CHAPTER II

BODY:

Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their

path to success than the average student. The symptoms of ADHD, such as inability to pay
attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children
with this diagnosis to do well in school.

To meet the needs of children with ADHD, schools may offer

 ADHD treatments, such as behavioral classroom management or organizational training;

 Special education services; or
 Accommodations to lessen the effect of ADHD on their learning.

Classroom Treatment Strategies for ADHD Students

There are some school-based management strategies shown to be effective for ADHD students:
behavioral classroom management and organizational training.

Parents report that only about 1 in 3 children with ADHD receive behavioral classroom
management.

The behavioral classroom management approach encourages a student’s positive behaviors in the

classroom, through a reward systems or a daily report card, and discourages their negative
behaviors. This teacher-led approach has been shown to influence student behavior in a
constructive manner, increasing academic engagement. Although tested mostly in elementary
schools, behavioral classroom management has been shown to work students of all ages.
Organizational training teaches children time management, planning skills, and ways to keep
school materials organized in order to optimize student learning and reduce distractions. This
management strategy has been tested with children and adolescents.

These two management strategies require trained staff—including teachers, counselors, or school
psychologists—follow a specific plan to teach and support positive behavior.

Many experts view dysgraphia as an issue with a set of skills known as transcription. These
skills include handwriting, typing, and spelling.

Trouble expressing yourself in writing isn’t part of dysgraphia. But when kids have to focus so
much on transcription, it can get in the way of thinking about ideas and how to convey them.
One of the main signs of dysgraphia is messy handwriting. These are some of the key
handwriting skills kids may struggle with:

 Forming letters
 Spacing letters correctly on the page
 Writing in a straight line
 Making letters the correct size
 Holding paper with one hand while writing with the other
 Holding and controlling a pencil or other writing tool
 Putting the right amount of pressure on the paper with a writing tool
 Maintaining the right arm position and posture for writing
Trouble forming letters can make it hard to learn spelling. That’s why many kids with dysgraphia
are poor spellers. They may also write very slowly, which can affect how well they can express
themselves in writing.

Having dysgraphia doesn’t mean a child isn’t smart. And when kids with dysgraphia struggle
with writing, they’re not being lazy. But they do need extra help and support to improve.

How to Find Out If Your Child Has Dysgraphia

For years, dysgraphia was an official diagnosis. It no longer is. (But there is a diagnosis
called specific learning disorder with impairment in written expression. This refers to trouble
expressing thoughts in writing, rather than transcription difficulties.) 

Evaluators still have ways to identify the transcription challenges, though. Some tests for
writing include subtests for spelling. There are also tests for fine motor skills (the ability to make
movements using the small muscles in our hands and wrists). And there are tests for motor
planning skills (the ability to remember and perform steps to make a movement happen).

A few types of professionals evaluate kids who have trouble writing. Occupational therapists and
physical therapists can test motor skills. So can specialists who work with kids who
have developmental coordination disorder (DCD) .

Trouble with writing can be caused by other learning challenges, too. For example, poor spelling
can be the result of reading difficulties like dyslexia. Poor handwriting might be caused by DCD
(sometimes referred to as dyspraxia).

To get the right help for your child, it’s important to know what’s causing your child’s
difficulties. A free school evaluation can help you understand these challenges, along with your
child’s strengths.

Supports at school: Kids with dysgraphia may get help at school through an IEP or a 504 plan.
There are a number of accommodations for writing. Kids may also get assistive technology and
other tools. These can range from simple pencil grips to dictation software.

Help at home: There are lots of ways you can help your child with writing. Here are just a
handful:
  Discover a drawing exercise for improving handwriting.
 See an expert explain how to use dictation software on a mobile device.
 Discover tools that can help with dysgraphia.
 Watch a video on how different pencil grips might help your child.
 Try multisensory techniques for teaching handwriting.
Of all the ways you can help, one is especially important. Showing your child that you’re there to
help and giving the right type of praise can build self-esteem and confidence. It can also help
your child stay motivated to work on writing skills.

Dyslexia is a learning disability that makes it hard to learn to read and understand written
language. Even students with average or above-average intelligence can have dyslexia.

A common assumption about dyslexia is that letters or words seem reversed, like the word "was"
appearing like "saw." This can be a part of dyslexia, but reversals are very common among kids
up until first or second grade. The major problems for students with dyslexia are phonemic
awareness, phonics, and rapid word recognition.

Dyslexia is not a visual problem. Dyslexia happens because of subtle problems in information
processing, especially in the language regions of the brain.

Dyslexia often runs in families. A reading specialist or psychologist can diagnose dyslexia
through a comprehensive evaluation.

A child with dyslexia may have trouble:

 learning to talk 
 pronouncing longer words
 rhyming
 learning the alphabet, days of the week, colors, shapes, and numbers
 learning to identify syllables (cow/boy in cowboy) and phonemes (b, a, t in bat)
 sounding out simple words
 reading and spelling words with the correct letter sequence ("top" vs. "pot")
 learning to read and write his or her name
 with handwriting and other fine-motor coordination

Students with dyslexia may need:

 specialized instruction and special arrangements for tests

 extra time for tests, homework, and taking notes in class

Students with dyslexia may avoid reading because it can be stressful and tiring. As a result, they
can end up missing valuable reading practice and fall behind their classmates. This can hurt their
self-esteem. Recognizing and appreciating their strengths — in math, sports, drama, art, creative
problem solving, etc. — can provide critical emotional support.

Other helpful strategies for students with dyslexia are:

 providing extra time to practice reading

 connecting them with trained tutors
 giving reading assignments in audio formats
 offering customized learning aids and computer software

With the proper assistance, most students with dyslexia can learn to read and develop strategies
that allow them to stay in regular classrooms.

CHAPTER III

CONCLUSION:

There are many types of learning disabilities that teenagers are suffering, but our research
focuses only on Attention Deficit Hyperactivity Disorder (ADHD), Dysgraphia, and Dyscalculia.
These disorders are most common among teenagers. Having these kinds of disorders doesn’t
mean you’re different from the people who are free from disabilities. Sometimes learning
disabilities are caused by inheritance from a member of the family.

Learning disabilities is a field that is constantly changing. With the advent of techniques that
allow scholars to study the brain in action, we may understand not only the normal process of
reading but also what happens when the system is not working. The hope is that we will be able
to prevent learning disabilities or, at the least, to develop innovative and successful interventions.
It is also hoped that we will become more adept at identifying children at earlier ages to prevent
some of the emotional and social difficulties that can be associated with a learning disability.
Neuroscience is now promising new avenues in our study of learning disabilities as is genetics.
Families who have a history of learning disability need further study to provide appropriate
support for them as well as to assist with early interventions. Schools are becoming more adept
at working with children with differing types of learning disability and it is hoped that our ability
to assess minority children appropriately will also improve.
Today we complete an eight-part series about learning disabilities. Such disorders interfere with
skills like reading, writing or thinking. Students with learning disabilities are not considered slow
learners. They are generally of average or above average intelligence. But many need help to
succeed in school.

The movement in education is to include students with special needs in traditional classes, but to
provide extra help. Yet limited school budgets often mean large classes and not as much
individual help as parents would like.

Another concern is students who need special instruction because they are extremely intelligent.
Parents say they worry that the needs of these gifted students may not be met.