Emmanuel R. Dalere B.S.Ed.

English 3A SPED Final_Activity

1. What is a learning difficulty?

 It is recognized by difficulties with accurate and/or fluent word recognition, as well

as poor spelling and decoding skills. These difficulties are frequently the result of a
slow learner or imperfection in the phonological component of language, which is
often unexpected in relation to other cognitive abilities and the provision of
effective classroom instruction. It may also include reading, comprehension, writing
difficulties, and other disorder which can constrain a learner's vocabulary and
background knowledge, affecting his or her studies.

2. What are the different types of learning difficulties? Give their definitions.

 Dyslexia - a type of learning disability that is caused by a neurological disorder. It is

distinguished by difficulties with accurate and/or fluent word recognition, as well as
poor spelling and decoding skills. These difficulties are usually the result of a
phonological component of language deficit, which is often unexpected in relation
to other cognitive abilities and the provision of effective classroom instruction.

 Dysgraphia - is a writing disability in which a person finds it difficult to form letters,

write within a defined space, and express ideas, reading, writing, and spelling. This
affects writing and can lead to problems with spelling, poor handwriting, and
putting thoughts on paper.

 Dyscalculia - is a mathematical disability in which a person struggles to solve

arithmetic problems and understand math concepts. Dyscalculia is a term that
refers to a variety of lifelong math learning disabilities.

 Dyspraxia - is recognized movement impairment, also known as clumsy child

syndrome. Children with dyspraxia have a poor understanding of their own senses
and struggle to plan and organize their thoughts; physical activities are difficult for
them to learn. They also have a slow development of speech and language.

 Attention deficit hyperactivity disorder (ADHD) - is an abbreviation for attention

deficit hyperactivity disorder. Symptoms of attention deficit hyperactivity disorder
are used to make a diagnosis. The inability to focus and maintain attention is one of
the symptoms experienced by students with this type of disability. Symptoms include
forgetting things, having poor short-term memory, and being easily distracted.

 Auditory Processing Disorder (APD) - Learners with APD frequently struggle to

develop reading, spelling, and writing skills. Learning vowels and developing
phonemic awareness, which are the foundations of reading, can be particularly
challenging. Understanding spoken instructions is difficult. APD students perform
better in classes that do not rely heavily on listening.
3. What are the differences of learning disability, learning disorder and learning difficulty?
Make a Table and aligned it by column for your explanation.

Learning disability Learning disorder Learning difficulty

 A condition that  Have a significant  Occur when formal
prevents or impact on how teaching methods for
significantly hinders society views those reading, writing, and
someone from with those disabilities. spelling are ineffective
learning basic skills or It has an impact on in assisting children of
information at the society in terms of a this age group in
same rate as the person's ability to overcoming this
majority of people interact within a learning difficulty.
their age. community, not just in  Observations of a
 It is caused by a brain the educational child's development
difference that affects setting. can reveal visible
how information is  Despite the fact that signs of this learning
received, processed, a child with a learning difficulty in their
and communicated. disorder can be struggles with word
Learning disabilities challenged by order, reading, or
cannot be cured or evaluations, trained writing.
fixed, but they can be specialists, therapy,
assisted. and drug treatments,
 Depending on the they can live an
type of disability, independent life.
interventions may be  People with learning
provided to assist an disorder should be
individual in learning able to live
strategies that will independently if they
help him/her succeed are properly
in the future. diagnosed.

4. As a teacher, how will you handle a student that has learning difficulty/ies?

 As their teacher, there are numerous ways I can handle to maximize a child's
potential in the classroom by providing adequate support throughout their lessons.
As their teacher, I must ensure that frequent assessments and monitoring of a child's
progress are carried out on a continuous basis throughout the year, and that
support is provided as needed. In the first instance, I can outline the lesson's goals
and objectives before concluding with a joint session. Individuals can set goals
while having a basic understanding of how to achieve them if the lesson objectives
are broken down into small, easily remembered bits of text. The use of recapping
allows children to assess their own strengths and weaknesses and can aid in the
transfer of information from short term to long term memory.
5. As a teacher, how will you help the student that has learning difficulty to grow and
stand on their own?

 As their teacher, I should explain things clearly in short, simple sentences in a direct
manner. When explaining more complex verbal concepts to children with learning
disabilities, common teaching strategies that pair nouns with literal visual
explanations can be used. 'As verbal information becomes more demanding, visual
explanations are likely to become more complex as well. As a result, it's critical to
understand how visual cues can be used to reduce ambiguity and create meaning
in visual explanations.' Every child is unique, as are their learning preferences,
strengths, and weaknesses. Within the classroom, it is critical that a teacher
understands each child as an individual and provides the necessary support.