GoodHoly!

Princess Mae M. Baldo GROUP 7

Edmund L. Baculi
Aple S.Lariba
Angely Nemenio
Riza Mae Yurag
Jennevie Zuero
 Learners with difficulty communicating

 Learners with difficulty moving/walking

 Learners with difficulty remembering and

focusing
objectives
1. Identify the learners difficulties in communicating, moving/walking, remembering and
focusing;

2. Identify the different adaptations of learners with difficulties; and

3. Explain the characteristic of learners difficulties in communicating, moving/talking,

remembering and focusing.
1. Have you encountered someone who had a learning difficulty in
communicating? What did you do to understand them?

2. When a child has difficulty moving/walking, the physical domain of

development is affected? Why?

3. How do you identify learners with difficulty remembering and focusing?

 Learners with difficulty communicating

o Types of Communication Impairment and Disorders

o Identification

o Learning Characteristics

o General Education Adaptations

Learners with difficulty communicating

Some learners are observed to have difficulty communicating,

either verbally expressing their ideas and needs and/or in
understanding what others saying. Some may had a clinical
diagnosis of a disability developmental delays and difficulty in
the speech and language domain.
 Types of Communication Impairment and Disorders

COMMUNICATION – Is the interactive exchange of information,

ideas, feelings, needs, and desires between and among people (Heward,
2013)
How is speech different from language?
Speech - is the expression of language with sounds, or oral production.
Speech is produced through precise physiological and neuromuscular coordination:
1.Respiration (act of breathing)
2.Phonation (production of sound by the larynx and vocal folds, and
3. Articulation (use of lips, tongue, teeth, and hard and soft palates to speak.

Language - is used for communication, a formalized code used by group of people to communicate
with one another, that is primarily arbitrary (Hewarsd, 2013).

People decide on symbols, their corresponding meaning, and rules that make up language. There are
five dimensions of language that describes its form (i.e. Phonology, morphology, syntax, content,
and use (pragmatics).
 Components of language
COMPONENTS DESCRIPTION

Phonology refers to the sound system of a language. A

Phonology phoneme is the smallest unit of sound within a language.

Morphology of a language refers to the smallest unit of

Morphology language that has meaning and which are used to
combine words, sounds, syllables, or whole words are
example or morphemes.
 Components of language
COMPONENTS DESCRIPTION

Syntax is the system of rules governing the meaningful

Syntax arrangement of words, which also include grammar rules.
Semantics refers to the meanings associated with words
Semantics and combination of words in language. This also includes
vocabulary, concepts development, connotative meanings
of words and categories
 Components of language
COMPONENTS DESCRIPTION

Pragmatics revolves around the social use of language, knowing what,

when, and how to communicate and use language in specific context.
There are three kinds of pragmatics skills:
 Using language for different purposes (e.g. narrating, explaining,
requesting, etc)
Pragmatics  Changing language according to the context (e.g. talking to a peer as
compared to speaking to a well-respected professor)
 Following rules for conversation and story-telling (e.g talking turns,
rephrasing when unclear, how to use facial expression and eye
contact
(American Speech-Language Hearing Association, 2011 cited in
Heward, 2013)
 Speech Impairments
 are communication disorders such as stuttering, impaired
articulation, and language or voice impairment. Such disorders
are significant enough that they can adversely affect a students
academic performance. There are four basic types of speech
impairments : articulation, phonological, fluency and voice
disorder
 Speech Impairment Description Examples

A child is unable to produce a given sound I want a blue lollipop

physically. Severe articulation disorder may  
render a child's speech unintelligible. Examples “ I want a boo wowipop”
Articulation Disorder are substitutions, omissions, distortions, and  
  additions of speech sound Can I get three bananas?
 
“ An I et tee nanas?”

A child produces a multiple patterns of sound That pie is good

errors with obvious impairment of intelligibility.  
Phonological disorder There is also noted inconsistent misarticulation of “ Cat bye is good”
sounds ( i.e. sometimes a child is able to articulate
it but not in other words
Speech Impairment Description Examples

Difficulties with the rhythm and timing of speech. Blocks:

Stuttering is an example marked by rapid-fire repetitions  
of consonant or vowel sounds especially at the beginning of “ I want…. Banana”
Fluency Disorder words, prolongations, hesitations, interjections and (blocks)
complete verbal blocks ( Ramig & Shames, 2006 cited in
Gargiulo Prolongations
 
“I waaaaaaaant a bbbanana”
 
Repetitions
 
“ I want a ba-ba-ba-banana
Speech Impairment
Description Examples

  Problems with the quality or use of one’s voice Phonation disorder

Voice disorder resulting from disorders of the larynx. Voice may  
be excessively hoarse, breathy, or too high- (breathiness, hoarseness)
pitched.  
Hyper nasality
Hypo nasality
 Language Disorders
 Disorder involve problems in one or more of the five components of
language and are often classified as expressive or receptive.
Language disorders are characterized by persistent difficulties in
acquiring use of language that result from deficits in comprehension
that include reduce vocabulary , limited sentence structure, and
impairments in discourse, that limit a child’s functioning
( American Psychiatric Association 2013).
 Different types of language disorder
expressive, receptive and a combination of the two

Expressive disorder - disorder interferes with the production of language. A child

may have very limited vocabulary that impacts communication skills or misuses
words and phrases in sentences

Receptive language disorder - interferes with the understanding of language. A

child may have difficulty understanding spoken sentences or following the directions
a teacher gives. Some children may be found to have a combination of receptive
and expressive language disorder.
 Students with Autism Spectrum Disorder (ASD) also display
speech and language difficulties. ASD is an umbrella term for related
disorders that affects social development and communication (Kirk
et al. 2015). Students with display a triad of impairments in social
relationships, social communication, and social understanding. Other
disorders that are subsumed under ASD are Rett Syndrome,
Pervasive Developmental Disorder, and Asperger’s Syndrome.
Often times, students with ASD display deficits in the pragmatic use
of language that impact their social relationships.
Communication difficulty is oftentimes one of the most common red flags observed
by family members, day care workers, and early childhood teachers.

How do specialists determine a speech and/or language problem?

- Case history and Physical Examination

 Hearing
 Articulation
 Phonological awareness and processing
 Overall language development and vocabulary
 Assessment of language function
 Language samples and observation in natural settings
 Learning Characteristics

Expressive Language Difficulties Receptive Language Difficulties

   
 Limited Vocabulary  Following oral directions of information
 Incorrect grammar or syntax Understanding humor or figurative
 Expressive repetition language.
 Difficulty in formulating questions  Comprehending compound and complex
 Difficulty constructing sentences sentences
   Responding to questions appropriately
 General Educational Adaptations
1. Universal Design for Learning - Use of UDL in the classroom allows children to
learn information, demonstrate understanding, and stay engaged in multiple ways.

2. Practical Tips for the Classroom - In addition to using UDL, there are practical tips
and techniques that teachers can use to provide students with communication difficulties
the support they need in order to be successful.
 1. Allow the child to sit near the teacher and the blackboard, away from
auditory visual distractions such as the window and the door.
2. Get the child's attention before giving directions. Call the child's name or
use a pre-arranged signal (e.g., tap on the table or hand on the shoulder) to help
the child focus and listen to the directions.
3. Use pictures, charts, and other visual aids when explaining content to
supplement auditory information.
4. Speak slowly and clearly without exaggerating speech
 5. Simplify directions into short steps. Break down multi-step directions
and give each one at a time instead of just repeating each one.
6. Provide a written copy of directions for a task so the child can refer back
to it at his/her own pace.
7. Use gestures to clarify information.
8. Use peer-mediated instruction so that peers without difficulties can
serve as language models and learning buddies.
 9. Provide extra time to prepare for oral language activities. Do not call children
with communication difficulties/disorders to recite first in class. Call other
typically developing children first to serve as language models.
10. Model correct language forms and use appropriate wait times (3-5 seconds or
more) to give the child time to think and respond.
11. Explicitly teach vocabulary that is needed in the learning context to promote
better comprehension.
 Learners with difficulty moving/walking

o Definition

o Identification

o Learning Characteristics
o General Education Adaptations
 Learners with difficulty moving/walking

 When a child has difficulty moving and/or walking, the physical

domain of development is affected.
Examples of physical disability are :

 developmental Coordination disorder or dyspraxia

 stereotypic movement disorder,
 tics and
 cerebral palsy..
 Developmental Coordination Disorder

 refers to significant and persistent deficits in coordinated motor skills that are
significantly below expected typical development. Difficulties are manifested
as clumsiness. (e.g. dropping or bumping into objects), slowness, and
inaccuracy of motor skills (e.g. catching an object, using scissors or cutlery,
handwriting, riding a bike, or participating in sports. (American Psychiatric
Association 2013).
 Stereotypic Movement Disorder

 is characterized by repetitive, seemingly driven, and non functional motor

behaviour (e.g. hand shaking or waving, body rocking, head banging, self-
hitting, hitting own body).

Cerebral Palsy
 refers to a disorder of movement and posture that results from damage to the areas
of the brain that control motor movement (Kirk et al. 2015).
 Different Classifications of Cerebral Palsy
The term plegia, from the Greek word meaning "to strike," is used with a prefix that
indicate the location of limb movement
Classification Description

Monoplegia Only one limb is affected (upper or lower)

Hemiplegia Two limbs on the same side of the body affected
Triplegia Three limbs are affected
Quadriplegia All four limbs, both arms and legs, are affected, movement of the trunk and face may also be
impaired
Diplegia Legs are affected, less severe involvement of the arms
Double hemiplegia Impairment primarily involves the arms, less severe involvement of the legs
 Signs of Developmental Coordination Disorder
Developmental Stage Signs

Difficulty in tying shoelaces, buttoning, using spoon and fork, and

getting dressed; problems in jumping, skipping, catching, and
Early Childhood kicking a ball; a higher tendency to bump into things to fall over, or
to drop things

The difficulties in early childhood be- come more pronounced; tries

School-Age to avoid sports; works on writing tasks for a longer period of time in
comparison to typically developing peers
 In conducting an assessment, a specialist determines
 Child's developmental history
 Intellectual ability, and
 Gross and fine motor skills.

 Motor skills - involve the use of large muscles in the body to coordinate.
body movement

 Fine motor skills - involve the use of smaller muscles.

 Oral motor coordination in doing activities like blowing kisses or birthday

candles may also be reported.
 an evaluator will check for the following:

 1. strength and flexibility by palpating muscle bulk and texture assessing

flexibility of joints, and the quality and intensity of grasp and
 2.motor planning which includes observing functional fine and gross motor
skills and determining hand dominance or lack thereof (Harris et al. 2015).
 Stereotypic Movement Disorder
 Similar steps are followed in the identification of the presence of Stereotypic
Movement Disorder (SMD) among children. Typically developing children may
display stereotypic movements, or behaviours, often referred to as stereotypies,
between ages two and five as well as with other neurological conditions such as
Autism Spectrum Disorder and other developmental disabilities. Because of this,
specialists classify SMD as "primary" when it occurs in an otherwise typically
developing child, or "secondary" if it exists alongside other neurological disorders
(Valente et al. 2019).
 Learning Characteristics
 Motor difficulties and disabilities are known to significantly affect child's ability
to perform daily activities.

 Developmental coordination disorder also affects psychosocial functioning as

children report to have lower levels of self-efficacy and competence in physical and
social domains, experience more symptoms of being depressed and anxious, as well as
display externalizing behaviours (Harris et al. 2015). Children with stereotypic
movement disorder also tend to have low self-esteem and have been reported to be
withdrawn (Valente et al. 2019).
 Learning Characteristics

 Children with motor disability and difficulties has a "range of strengths" that needs to
be acknowledged in every child with a disability (Armstrong 2012). Students with
motor/ movement disorders may excel in other areas of intelligences that are not
controlled by functions. They may have adequate intelligence, creativity, and language
skills depending on the severity of the disorder and the presence of a supportive adult.
 General Educational Adaptations
 Children with motor difficulties and disabilities need primary intervention with
specialists such as physical and occupational therapists. These professionals are
responsible for setting goals in motor development, planning, and mobility as well as in
providing teachers and others with information about child's physical conditions,
limitations, and abilities (Kirk et al. 2015).

 Physical accessibility of a school and classrooms to children with motor

difficulty/disability is essential. Ramps and elevators for schools with multiple levels
of buildings is necessary, as well as the provision of wheelchairs.
 General Educational Adaptations
 The type of accommodations given will always be relative to the strengths, abilities,
and difficulties of the child

 Some recommendations for a child who has developmental coordination or

stereotypic movement disorder

1. assigning an adult or a peer to be a scribe when accomplishing written

tasks may be an option and
2. being given a pencil or pen grip and different size/ diameter for a
pencil for those with poor fine-motor control.
 Classroom Accommodations for Children DCD/SMD
Type of Description
Accommodations
- Assign a peer/adult as scribe for note- taking
- Use different sizes of paper and graph paper to align numbers
- Try different writing tools and pencil grips
Response - Use a word processor/computer
- Use text-to-speech programs
- Allow for oral recitation/test-taking to supplement written tests
- Provide alternate assessment method
 
- Allow for preferential seating near the teacher Adjust chair and/or desk
height to Setting maximize posture and stability
Setting - Place a non-skid mat on the chair
- Provide opportunities for movement breaks
Classroom Accommodations for Children DCD/SMD
Type of
Accommodations Description

- Allow for extra time to complete tests and writing assignments.

Schedule - Provide extra time to change for physical education classes

- Photocopy notes and homework reminders for the child

- Allow to take photos of notes and homework reminders
Others - Give advance organizers before others a lesson/lecture to lessen/remove
writing task
- Send lecture hand-outs via email
 Learners with difficulty remembering and focusing

o Definition
o Identification
o Learning Characteristics

o General Educational Adaptations

 Definition

 The International Classification of Functioning, Disability, and Health of

the World Health Organization (2001) provides definitions of specific
mental functions and focusing. Memory functions include short-term
memory, long- term memory, and retrieval, while attention functions
include sustaining shifting, dividing, and sharing attention.
 Definition of Memory and Attention Functions
description of each of these functions by Santrock (2011)
Memory Functions
(Involves encoding, storage, and retrieval of information over time)
Mental resources that allow for storing Information temporarily, for only
approximately 30 seconds, after which is lost if strategies are not used to
short-term memory integrate them into long-term memory (e.g. remembering a 7-digit landline
number for a moment to be able to write it down).

Mental resources that allow for storing information for a long period of time
long-term memory
Mental resources used to recall information stored in Long-term memory
Retrieval
 Definition of Memory and Attention Functions
description of each of these functions by Santrock (2011
Attention Functions
(involves focusing of mental resources on a stimulus for a required time period)
Mental resources used to maintain attention for an extended period also called
Sustained vigilance (e.g., staying focused while reading a chapter in a classical novel without
attention any interruptions until it is finished).
Mental resources that allow for focusing on a specific stimulus that is important
Selective attention while ignoring others (e.g., focusing on the voice of a lecturer amidst the noise of
a group of used to refocus concentration from one stimulus to another).
Dividing attention Mental resources that involves focusing on ore more activities or tasks
simultaneously (e.g., listening to music while driving).
 Students with Learning Disability (LD) and/or Attention Deficit Hyperactivity
Disorder (ADHD) are characterized by having difficulties with memory and attention
functions. The subsequent sections present the definition, identification, and learning
characteristics for each disability.

1. Learning Disability (LD) It was Samuel Kirk who coined the term, "learning
disability" in 1962 when he met with parents and families as they discussed about students
who encountered pronounced difficulties in school despite having average to above
average intelligence. He further described students with learning disabilities as a
heterogeneous mix of learners who all had neurologically-based problems that affected
their learning in different ways (Kirk et al., 2015).
 To better understand learning disabilities, Gargiulo (2012) provided common
components on the definitions of a LD

 Intellectual functioning within normal range

 Significant gap or discrepancy between a student's assumed potential and
actual achievement
 Inference that LD is not primarily caused by other disabilities or extrinsic
factors
 Difficulty in learning in one or more academic areas
 Presumption of CNS dysfunction.
 These components are also found in the definition provided by the National Joint
Commission on Learning Disabilities (1990):
 "Learning disabilities” is a general term that refers to a heterogeneous group of
disorders by significant difficulties in the acquisition and use of listening, speaking,
reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the
individual, presumed to be due to central nervous system dysfunction, and may occur
across the life span. Problems in self- regulatory behaviours, social perception, and social
interaction may exist with learning disabilities but do not by themselves constitute a
learning disability.
 The term Learning Disability is differentiated from Specific Learning Disability
which focuses on difficulties in "one or more basic psychological processes
involved in understanding or in using language, spoken, or written, which may
manifest as difficulties in the ability to listen, think, spark, read, write, spell, or do
mathematical calculations" (Individuals with Disabilities Education Act, 1997 in
Hallahan, 2014, p. 168).

 Different types of specific learning disabilities

o Dyslexia for difficulties with reading, spelling, and oral reading fluency,
o Dyscalculia for difficulties in math computation, problem- solving, and analysis; and
o Dysgraphia for difficulties with handwriting and written expression
 Specific Learning Disabilities
Type Definition

Characterized by difficulties with ac- curate and/or fluent word

recognition and by poor spelling and word reading abilities that result
from a deficit in phonological processing abilities. The difficulties are
Dyslexia often unexpected in relation to other cognitive abilities and the provision
of effective classroom instruction (IDA 2002). Limited vocabularyand
background knowledge as well as problems in reading comprehension
may result as secondary consequences (Shaywitz 2003).
 Specific Learning Disabilities
Type Definition
A specific learning disability that affects how students acquire and develop
their arithmetic skills despite average intel- ligence (Shalev 2011) and may
Dyscalculia manifest as difficulty in retrieval of math facts and understanding number
concepts or using symbols or functions.
A specific learning disability that affects the development of writing abilities
which may display as spelling, hand- writing, and expressive writing
Dysgraphia difficulties resulting from problems in organizing and putting thoughts on
paper (NCLD 2007 cited in LD
Online 2019).
 Specific Learning Disabilities
Type Definition
A specific learning disability that affects how students acquire and develop
their arithmetic skills despite average intel- ligence (Shalev 2011) and may
Dyscalculia manifest as difficulty in retrieval of math facts and understanding number
concepts or using symbols or functions.
A specific learning disability that affects the development of writing abilities
which may display as spelling, hand- writing, and expressive writing
Dysgraphia difficulties resulting from problems in organizing and putting thoughts on
paper (NCLD 2007 cited in LD
Online 2019).
2. ADHD (Attention Deficit Hyperactivity Disorder)
 DSM-5 (American Psychiatric Association 2013) provides the diagnostic criteria for ADHD,
which include inattention, hyperactivity and impulsivity, and a combination of the two. For a
child to be diagnosed with ADHD, the observed behaviors should meet the following criteria:

 Display a persistent pattern for at least 6 months that significantly interferes with functioning or
development
 Observed in two or more settings (e.g., at home, school, work; with friends or relatives; and in other
activities)
 Several of the symptoms were present before the age of 12 years.
 The behaviors are not resulting from other disorders (eg, schizophrenia. anxiety disorder,
personality disorder, etc.)
 SIGN OF ADHD
Inattention
 Does not pay attention to details and works in a haphazard manner resulting in careless mistakes
(e.g., school tasks, at work, in other activities)
 Finds it difficult to sustain attention in tasks
 Easily distracted and side-tracked by extraneous stimuli
 Often does not follow through on instruction and fails to finish schoolwork, chores, or duties in the
workplace
 Appears not to listen or distracted when spoken to directly
 Has difficulty following instructions resulting in unfinished work
 Shows a tendency to be forgetful in daily tasks and routines
 Has problems in organizing tasks and activities
 Tends to lose things that are needed for schoolwork and other activities
 
 SIGN OF ADHD
Hyperactivity and Impulsivity
 
 Often restless and fidgety and cannot seem to stay still while sitting down
 Often stands from seat to roam around the room
 Often runs around or climbs in situations when sitting is required
 Often rather talkative, interrupts in conversations, and blurts responses
 Finds it difficult to wait for one's turn in tasks and activities
 Impulsive with words and actions
 May struggle in following instructions and rushes through tasks

 
 IDENTIFICATION
Identifying students with LD and ADHD begins with the parents and teachers.

1.LD (LEARNING ABILITIES)

 In identifying students with LD, a discrepancy between academic achievement and
intelligence needs to be established using tests that measure intelligence and
standardized achievement tests. Children with LD oftentimes display average to above
average intelligence but perform below their grade placement in achievement tests of
reading, spelling, math, and written expression. The problem, however, in identifying
children with LD is establishing the discrepancy as there is no clear description or level
of discrepancy to occur for a student to be diagnosed to have LD (Gargiulo 2012).
 IDENTIFICATION
ADHD (Attention Deficit Hyperactivity Disorder)
There are four components that are needed in identifying students with ADHD:
(Hallahan et al. 2014).

1. medical examination,
2. clinic interviews,
3. use of teacher and parent rating scales, and
4. behavioral observations
 IDENTIFICATION
ADHD (Attention Deficit Hyperactivity Disorder)
 Medical examinations are needed to rule out the presence of sensory
impairment or middle ear infections that can cause hearing problems. Other
medical conditions such as seizure disorders, brain tumors, and thyroid
problems that may be the underlying cause of the inattentive and/or
hyperactive behaviors also need to be ruled out (Barkley & Edwards 2006
cited in Hallahan et al. 2014)
 IDENTIFICATION
ADHD (Attention Deficit Hyperactivity Disorder)
 Clinical interview with the parents provides the specialists with a holistic
perspective of the child and essential information about the student's physical and
psychological characteristics, family and cultural background, and peer
relationships. An ecological approach in assessment is necessary to rule out other
contributing factors, like drastic changes in family dynamics such as separation of
parents, unexpected deaths, and others that may be causing the observed behaviors
of inattention and/or hyperactivity.
 IDENTIFICATION
ADHD (Attention Deficit Hyperactivity Disorder)
 Clinical interview with the parents provides the specialists with a holistic
perspective of the child and essential information about the student's physical and
psychological characteristics, family and cultural background, and peer
relationships. An ecological approach in assessment is necessary to rule out other
contributing factors, like drastic changes in family dynamics such as separation of
parents, unexpected deaths, and others that may be causing the observed behaviors
of inattention and/or hyperactivity.
 IDENTIFICATION
ADHD (Attention Deficit Hyperactivity Disorder)
 Teacher and parent rating scales are used as additional tools to provide evidence of the
student's inattention, hyperactivity, and/or combination of the two. Standardized rating
scales, such as the Conners Rating Scales (Conners 2007 cited in Hallahan et al. 2014), are
used by clinical psychologists and special education diagnosticians to identify the presence
of ADHD in a student. The rating scale measures the following behaviors: hyperactivity,
aggressive behavior, violent tendencies, compulsive behaviors, perfectionism, difficulty in
class, extra trouble with math, difficulty with language, social issues, emotional distress,
and separation anxiety (Johnson 2018).
 IDENTIFICATION
ADHD (Attention Deficit Hyperactivity Disorder)
 The teachers' and parents' responses to the rating scales are based on their daily
observations of the student for the past six months in their respective settings (home,
school, or workplace).
 
 LEARNING CHARACTERISTICS
 Refer to the difficulties and challenges experienced by students with
LD and ADHD
 Students with LD are known to have challenges in language, literacy, and memory
(Kirk et al. 2015) as well as in math, writing, and focusing/attending skills.
Nonetheless, it is important to note that these are merely general characteristics as
there are individual differences in terms of abilities and difficulties among children
with LD and ADHD.
 In language development, they often display delays in learning how to speak. have
difficulties in naming objects and retrieving words from memory, and have limited
vocabulary in comparison to typically developing peers.
 LEARNING CHARACTERISTICS
 In terms of reading skills, students with dyslexia display delays and difficulties
phonological processing, word reading/decoding, spelling, and oral reading fluency.

 Their reading skills may be compared with younger children who are at the beginning
reading level. Oral reading fluency tends to be slow and laborious, others reading in a
word-by-word fashion, at times substituting words, and lacking in proper
intonation/expression due to poor decoding skills and sight word vocabulary.
 Sample oral reading and spelling of a student with dyslexia
Original Text
A man got out of the car.
He had a pretty box under his arm.
A little girl ran from the house to meet the man.
"Hello, Father," she said..
"Do you have a surprise for me?"
Father said, "I have some thing for good girl."
 
The girl laughed, "I am very good."
Student's Oral Reading
In a man got out of the car. the man.
He had a pet pate on his arm
A let girl run form... farm the house to meet him
"Hello, Father," she said..
Father said, “ I have some
"Do you have a sharp for me?" thing for you got girl
The girl let her. “ I have give good”.
 
Sample oral reading and spelling of a student with dyslexia
Original Text Student's Oral Reading
Words Student’s Spelling
will Wel
arm Urm
dress Bres
train Tran
shout Saot
watch Wuch
grown gom
 
 In terms of writes language, students with LD have tendencies to reverse letters or
words, have poor spelling skills and display difficulties in the quality, organization,
sentence fluency, and application of writing conventions, including handwriting,
spelling, and grammar, as well as motivation to write (Graham 2017)

 As for math skills, the difficulties manifest in relation to students' age and grade
(Shalev 2004).
 Moreover, students with LD also display problems with short-term and working memory
(ie, mental resources used to retain information while simultaneously engaged in another
activity), deficits in metacognition, display attention problems, and hyperactivity. As a
result, they often have trouble focusing on tasks, exhibit excess movement, restlessness,
and fidgety behaviors that are characteristic of students with ADHD.
 General Educational Adaptations
 The use of Universal Design for Learning (UDL) principles, such as providing
multiple means of representation, expression, and engagement are effective for all
types of learners and provide a level playing field for students with LD, SLD, and
ADHD. Through a variety of approaches, students with difficulty remembering
and focusing are given opportunities to compensate for their weaknesses and use
their strengths to learn as much as their typically developing peers.
 General Educational Adaptations
Application of UDL in an inclusive classroom.
UDL Principle Examples
Multiple means of representation - Audio books alongside real books
- Multimedia presentations and videos to supplement textbooks
- Math-manipulative materials and illustrations to reinforce lessons
- Hands-on experiences, use of multisensorial activities in addition
to teacher-talk
- Use reading materials that include rich visual representation in the
form of photos, graphic organizers, diagrams, etc.
 
 General Educational Adaptations
Application of UDL in an inclusive classroom.
UDL Principle Examples
In addition to traditional measures assessment, provide variety of ways to
demonstrate understanding of concepts/ lessons:
- debates
- build models
Multiple means of - experimentation
expression - digital audio presentations
- writing activities
- portfolio assessment
- photographs/pictures
- blogs
- draw pictures/use graphic organizers to illustrate concepts or content
 General Educational Adaptations
Application of UDL in an inclusive classroom.
UDL Principle Examples
Multiple means of engagement Provide varied activities to support student engagement through:
- hands-on, kinesthetic activities
- plays/drama/dance
- simulation games
- role playing discussion and debates give opportunity for
student choice (e.g., range of reading materials, activities)
- use inquiry-based learning and project-based approach
 One intervention that has been reported to be effective in helping students with
ADHD is the use of the Daily Report Card (DRC), which is an individualized
intervention to manage target behaviors of a child (Moore et al.2016).

 The study found important components that the DRC should have to make it
effective: (1) clear and operationalized target behaviors, (2) provide feedback to
the student about his/her behavior, and (3) providing home-school
communication.

 The provision of different types of accommodations in terms of presentation,

response, setting, and scheduling is beneficial for students with difficulty
remembering and focusing.
1. As a teacher, how can you encourage students
with learning difficulties?

2. How would you help students with special needs

interact with other students?
THANK
YOU!