Delayed development in quite a few areas

Difficulty concentrating
Forgetfulness
Difficulty completing tasks
Difficulty following instructions
Missing details and being disorganised
Talking excessively
Hyperactivity
Often interrupting/struggling to wait for turn before acting.
A narrow interest or obsession with a particular subject or interest
Repetitive behaviours or rituals
Unusual language or speech ( for instance using more outdated 'proper' English..etc)
Very logical or technical thinking
Socially and emotionally inappropriate behaviour and interpersonal interaction
Problems with non-verbal communication (eg facial expressions and body language)
Sometimes clumsy/uncoordinated
A tendency to think very literally, and interpret things literally (problems understanding subtlety)
Can be very pedantic
Can experience sensory overload (Sensory Integration Dysfunction)
Continuous low mood, or sadness,
Feelings of hopelessness and helplessness
Low self-esteem
Tearfulness
Feelings of guilt
Feeling irritable and intolerant towards others
Lack of motivation, and little interest in things in general
Lack of enjoyment
Suicidal thoughts, or thoughts of harming someone else
Feeling anxious or worried
A reduced sex drive (loss of libido)
Physical Symptoms
Slowed movement and speech
Change in appetite and weight
Digestive complaints, such as indigestion, constipation or diarrhoea
Unexplained aches and pains
Lack of energy and a lack of interest in sex (lower libido)
And, for women, changes to the menstrual cycle
Social Symptoms
Not performing well at work or at school/college/university
Taking part in fewer social activities, and avoiding contact with friends
Reduced hobbies and interests
Difficulties in home and with family life.
This list is not exhaustive. The presentation of depression can vary from person to person. However, remember that
even if a number of these symptoms present themselves, depression may not be the correct diagnosis- see a GP.
Never rely on the internet for a correct diagnosis of anything.
Confuse maths symbols like + or
Cant tell which of two numbers are larger
May use fingers to count
Struggle with things like reading clocks or counting change
Struggle with budgeting or estimating costs
Experience difficulties with timetables or mental arithmetic
Experience difficulties with judging time
Have problems discerning left from right
Poor sense of direction, and difficulty with mental navigation
Experience difficulties measuring distance
Experience difficulties grasping mathematical concepts, formulae, etc
Experience difficulties keeping score during games (especially games with more flexible rules for scoring)
Have a phobia of Maths
Experience difficulties with activities requiring sequential processing.
Problems with reading, spelling and writing (these would be severely below average)
May learn better through hands on demonstration and visuals
Struggle concentrating
May feel stupid or have a low self esteem
Same intelligence range as that of those without dyslexia
May struggle with left and right, or determining before or after
Might have or have had difficulty speaking properly due to a struggle to learn and hear words properly. So..may
battle with things like understanding directions, finding words to express themselves..etc
Poor, slow handwriting
May have poor coordination and clumsiness
Often find remembering simple things challenging.
Clumsiness, poor balance and difficulty picking up and holding things.
Difficulty telling left from right, and problems with spatial awareness (judging distances/positioning...etc)
Sensory Integration Dysfunction (being overly or underly sensitive to stimuli from one or more of the five senses)
which may trigger panic attacks.
Difficulty sleeping due to inability to shut brain down.
Distractability and daydreaming
Short term memory difficulties
Tiredness (due to the extra difficulty of performing normal tasks)
Often frustration and low self-esteem
Battle to predict reaction of society to their behaviour
Can be overly trusting or alternatively paranoid towards strangers
Experience sensory integration dysfunction (overly or underly sensitive to stimuli from senses)
Can be very detached/distant
May struggle to retain eye contact
Overly serious, no capacity for small talk
Clumsiness and coordination problems
Can be empathetic but have difficulty communicating or expressing emotion
Are capable of being intensely focused
Physical clumsiness
Unusually high or low activity movements
Inapproptiate response (often particularly sensitive) to touch, sights, sounds etc.
Poor self-esteem
1.SUPERFICIAL ATTENTION
Skimming over a communication, with no attempt to actively process the information in order to generate
personal meaning.
2.IMPULSIVE ATTENTION
Some parts of a communication attended to, others overlooked, e.g. the learner may focus on an interesting
example and ignore a major point - spotty processing.
3.PREMATURE CLOSURE
Ceasing work on a task in the genuine belief that it is finished, when in fact some things have not been done.
No attempt to systematically check the answers against the instructions.
4.INAPPROPRIATE APPLICATION
Blind application of a memorised procedure in a situation where it is not applicable.
5.STAYING STUCK
Lack of any strategy to cope with getting stuck except to call for help. No attempt to return to the instructions,
reflect on the strategy selected, analyse what has been done so far or consider alternative approaches.
6.NON-RETRIEVAL
No attempt to retrieve one's own existing views and understandings which are relevant to the `school
knowledge' being presented by the teacher or text. Learner is unaware of conflicts between this school
knowledge and their personal views.
7.INEFFECTIVE ERADICATION
Persistent reappearance of apparently changed misconceptions or alternative explanations.
8.LACK OF INTERNAL REFLECTIVE THINKING
The word `internal' here means within the boundaries of the subject (e.g. Year 11 Geography) where the
learner is not thinking reflectively about the subject content as presented. Its most extreme form we have
called -
Discrete Learning - The learner focuses only on current work without attempting to look for any connection
between it and what has come previously. Each lesson, activity, or even instruction is seen as isolated from the
others.
A less extreme form we call -
Linear Learning - Here attempts are made to link successive ideas and events, butonly in the order they are
presented. No attempt is made to form links between ideas on pages 2 and 82, or ideas and procedures learnt
in different topics.
9.LACK OF EXTERNAL REFLECTIVE THINKING
No attempt to link the content of one school subject with the outside world or other subjects.
1. Auditory Processing Disorders:
This is one of the most common learning disabilities listed on an IEP. It appears under the category
of Specific Learning Disability. Auditory processing disorder means that a child has difficulty
understanding sounds. For example, a child will physically hear correctly but doesnt comprehend
the words meaning or use. A child with this problem has trouble understanding spoken directions
from a parent or teacher or following a conversation. They are also easily distracted by noise.
2. Aphasia:
Aphasia is a condition that results in the limited ability to use or comprehend words. Those with
mild aphasia might have difficulty remembering the names of objects or people while severe forms
can impair the ability to speak. Aphasia is not the same as autism.
3. Dyscalculia:
This type of learning disability involves difficulty with calculating numbers or grasping
mathematical concepts. There is no single type of math disability as it varies from child to child.
4. Dysgraphia:
This condition involves problems with handwriting. It can include illegible writing, awkward pencil
grip, inappropriately sized or spaced letters or spelling problems. Students with this problem
sometimes use a laptop computer at school as an accommodation.
5. Dyspraxia:
Children with this problem have difficulties with motor tasks including either large movements or
small movements. These can range from walking and balance problems to difficulty with picking up
a pencil.
6. Sensory Processing Disorder:
SPD is thought to be a neurological disorder that causes difficulties with processing information from
one or several of the five senses. The child perceives things abnormally which causes stress and
confusion. These children may incorrectly process information which results in inattentiveness,
disorganization and poor school performance. Specific behaviors can include a hypersensitivity to
clothes rubbing against the skin, the inability to tolerate normal lighting, a dislike of being touched
and being uncomfortable with eye contact.
7. Short and Long Term Memory Problems:
These children have a problem with creating or retrieving memories. Students have trouble
remembering facts, numbers and assignments. They also have difficulty following instructions.
8. Visual Processing Disorder:
This disorder involves difficulties understanding visual input. A child doesnt have sight limitations
but has difficulties understanding and using visual information. The child has problem judging
physical distances, differentiating between similar letters or objects and understanding spatial
relationship.

SIGNS of LEARNING DISABILITIES:
Trouble learning the alphabet, rhyming words, and connecting letters to sounds.
Making many mistakes when reading aloud
Not understanding what they are reading
Awkward pencil grip and poor handwriting skills
Trouble understanding jokes and sarcasm
Trouble following multiple directions
Trouble organizing thoughts and what they want to say
Not following social rules of conversation
Confusing mathematical symbols and numbers
Not being able to tell a story in order
Not knowing where to begin a task
Emotional and/or social issues


Games, Competitions among groups
(1) Writing words on blackboard by turns
To do this activity, I would divide the whole class into 3 or 4 groups by their seats, and divide the
blackboard into parts for every group. The rules were that every group came to the blackboard at
the same time and wrote any words they knew, one by one. Then we checked the group had written
the most and the most correct after a set time would be the winner.
(2) Passing words from ear to ear
Similarly, to do this activity, I did not need to arrange the furniture. Seats from each row could
become a group. First I would show a word on paper to the first student, and then the word was
passed on from ear to ear. The winner should be the group that had finished it in the shortest time
and the word the last member received should be exactly the same as the one shown on the slip of
paper.
These kinds of classroom activities were apparently easily accepted by students. Everyone was able
to do it whether or not they were good at pronunciation or expression. In order to win the
competition, I saw everyone became very active and tried his or her best to run to the blackboard
and write the words in as short a time as possible. To my satisfaction, Zhang Yaping and Wang
Liang were so excited, they ran to the blackboard very quickly and wrote several words. Zhang
wrote the words I you my, Wang wrote the words one he. The words they write were simple but I
saw excited smiles on their faces.
6. Pair work or Group work
I tried to divide my students into groups and asked them to discuss something on a particular topic. To my frustration, it
seemed that my students were not willing to have free-talks in groups. I walked around and urged them group by group,
one by one, but they just sat and stared at each other. Actually, some groups were discussing something, and when I
listened to it, to my disappointment, they were talking about something else. After some encouragement and urging,
the result still wasn't very encouraging. I racked my brains for a solution to this problem. One day an idea struck me. On
an exercises-class, I assigned different exercises to various groups, and asked them to check the answer in groups, and
then give a set answer after a specific period of time. To my satisfaction, the correct answer achieved a higher level; I
even managed to get some excellent answers.
7. To the text-book
When giving examples of sentences with a new word, to render it an easy sentence, I read it and
asked my students to try their best to interpret the meaning and translate it. To make sure everyone
concentrated their minds on it, I heightened my speaking tone and said: 'my boys and girls please
pay attention to my next sentence, let's see who can give us a good translation.' Repetition here was
necessary. For difficult sentences, I wrote them on the blackboard and gave indications and
translated with them together. Sometimes we would guess a word's meaning, which was very
funny.




Oral Language Development
Utilizing explicit teacher talk
Thinking aloud during instructional activities
Modeling; utilizing peer models
Retelling
Dramatizing, pantomiming
Providing books on tape
Sharing poetry
Singing
Encouraging peer discussions, such as sharing stories and experiences
Read-Alouds
Carefully selecting quality books in a variety of genres
Encouraging students to interact and respond to texts
Modeling phrasing
Modeling that reading is fun
Shared Reading
Carefully selecting or preparing enlarged texts
Demonstrating key concepts
Following up with books made by students
Small-Group Reading Instruction
Carefully selecting texts to target students vocabulary development
Assessing authentically and frequently
Independent Reading
Allowing student to explore and self-select books at her independent reading levels
Helping student understand what makes a book easy or hard
Think-Alouds
Carefully planning lessons and marking spots where think-alouds will be beneficial
Modeling reading and writing strategies
Modeling problem-solving strategies with new vocabulary
Shared Writing
Teaching explicit writing strategies
Demonstrating revision, editing, elaboration, and conventions
Creating text for students to read independently
Process Writing (Writers Workshop)
Conferencing with students individually
Allowing writers to self-select topics
Independent Writing
Providing time for practice, response, and reflection
Phonemic Awareness/Phonics
Providing instructional opportunities throughout all literacy practices
Introducing spelling patterns
Studying high-frequency words in context

In Teaching English Language Learners Across the Content Areas (ASCD, 2010), Debbie Zacarian and I
listed seven teaching strategies for mainstream teachers of ELLs. These seven strategies are designed to
help teachers meet the needs of all the students in their classes and to help make the mainstream
classroom more inclusive for ELLs.
1.Provide comprehensible input for ELLs. Language is not soaked up. The learner must understand the
message that is conveyed. Comprehensible input is a hypothesis first proposed by Stephen Krashen.
(Krashen, 1981) He purports that ELLs acquire language by hearing and understanding messages that are
slightly above their current English language level. When newcomers are assigned to a mainstream
classroom and spend most of their day in this environment it is especially critical for them to receive
comprehensible input from their teachers and classmates. If that teacher provides information by lecturing
in the front of a classroom, the English language learner will not be receiving this input. Teachers need to
speak more slowly, use gestures and body language to get across the meaning to ELLs.
2.Make lessons visual. Use visual representations of new vocabulary and use graphs, maps, photographs,
drawings and charts to introduce new vocabulary and concepts. Tell a story about information in the
textbook using visuals. Create semantic and story maps, graphic organizers to teach students how to
organize information.
3.Link new information to prior knowledge. Teachers need to consider what schema ELL students brings to
the classroom and to link instruction to the students personal, cultural, and world experiences. Teachers
also need to know what their students do not know. They must understand how culture impacts learning
in their classroom.
4.Determine key concepts for the unit and define language and content objects for each lesson. Teachers
write the key concept for a unit of study in student-friendly language and post it in the room. New
learning should be tied to this concept. Additionally, teachers should begin each lesson by writing a
content objective on the board. At the end of the lesson, students should be asked if the objective was
met. Classroom teachers also need to set language objectives for the ELLs in their class. A language
objective might be to learn new vocabulary, find the nouns in a lesson, or apply a grammar rule.
5.Modify vocabulary instruction for ELLs. English language learners require direct instruction of new
vocabulary. Teachers should also provide practice in pronouncing new words. ELLs need much more
exposure to new terms, words, idioms, and phrases than do English fluent peers. Teachers need to tie
new vocabulary to prior learning and use visual to reinforce meaning. Content area teachers should teach
new vocabulary words that occur in the text as well as those related to the subject matter. Word wall
should be used at all grade levels.
6.Use cooperative learning strategies. Lecture style teaching excludes ELLs from the learning in a
classroom We dont want to relegate ELLs to the fringes of the classroom doing a separate lesson with a
classroom aide or ESL teacher. Working in small groups is especially beneficial to ELLs who have an
authentic reason to use academic vocabulary and real reasons to discuss key concepts. ELLs benefit from
cooperative learning structures. Give students a job in a group. Monitor that they are participating.
7.Modify testing and homework for ELLs. Content area homework and assessments needs to be
differentiated for ELLs. Teachers should allow alternative types of assessment: oral, drawings, physical
response (e.g., act-it-out), and manipulatives as well as modification to the test. Homework and
assessment should be directly linked to classroom instruction and students should be provided with study
guides so that they know what to study. Remember that the ELLs in your class may not be able to take
notes.