KUNNAMPALLIL GEJO JOHN

KUNNAMPALLIL GEJO JOHN

KUNNAMPALLIL GEJO JOHN

To See The World

In A Grain Of Sand
And Heaven
In A Wild Flower
Hold Infinity
In The Palm Of Your
Hand And Eternity
In An Hour -- William Blake
KUNNAMPALLIL GEJO JOHN

A classroom sees a convergence of a

variety of domestic, environmental,
social,
cultural
and
economic
influences that children bring with
them everyday.

In the midst of all this is

LEARNING DISORDER!
KUNNAMPALLIL GEJO JOHN

The concept of

LEARNING DISORDER
has one meaning for the

general public
but a different meaning for

professionals.
KUNNAMPALLIL GEJO JOHN

THE ABILITY MAZE

To be ABLE is to have the
means/skill/opportunity
To do some things
To be UNABLE is not to have the
means/skill/ opportunity
To do some things
If ABILITY is the quality one has
To do some things
INABILITY is the state of being unable
To DISABLE means to put out of action
And DISABILITY ??.....
KUNNAMPALLIL GEJO JOHN

Does something mean everything ?

Is every inability a disability?

If one is unable to do something is

he/she handicapped??
Educators and professionals need to
constantly
work
on
clarifying
misconceptions. It is like cleaning the
path while making it.
KUNNAMPALLIL GEJO JOHN

We must remember
The term LD does not include
learning problems that are primarily
the result of visual, hearing or motor
disabilities, of mental retardation, of
emotional disturbance or of
environmental, cultural or economic
disadvantages.
KUNNAMPALLIL GEJO JOHN

LDs are characterized by intraindividual differences, usually in the

form of discrepancy between a
students ability and his/her
achievement in are as such as
reading, writing, mathematics or
speaking. Some students with LD
also have difficulties with social
relations.
KUNNAMPALLIL GEJO JOHN

Typical learning disorders include

Dyslexia,
Dyscalculia ,
Dyspraxia and
Dysgraphia
often complicated by associated
disorders such as attention deficit
/hyperactivity disorder.
KUNNAMPALLIL GEJO JOHN

What is a Learning
Disorder?

Having trouble:

Processing information
Organizing information
Applying information
KUNNAMPALLIL GEJO JOHN

WHAT IT ISNT
DYSLEXIA IS

NOT A VISUAL PROBLEM

NOT A LACK OF INTELLIGENCE
NOT DUE TO LACK OF EFFORT

NOT A DEVELOPMENTAL LAG.

NOT UNCOMMON 10 20 %

OF POPULATION
KUNNAMPALLIL GEJO JOHN

The disorders
you can see
may be easier
to deal with
than the ones
you cant
KUNNAMPALLIL GEJO JOHN

DYSLEXIA
Signs and Symptoms of Dyslexia

Dyslexia can be difficult to recognize, but some

early clues may indicate a problem.
If students have a problem with new words,
and add them slowly
and have difficulty rhyming, they may be at
increased risk of dyslexia.
signs and symptoms of dyslexia may become more
apparent as students go through school, including:
The inability to recognize words and letters on
a printed page
A reading ability level much below the
expected level for the age of your student
KUNNAMPALLIL GEJO JOHN

WHAT TO LOOK FOR?

PRE-PRIMARY LEVEL (age 3 5)
Does the student have difficulty
Connecting spoken sounds with letters?
Counting and learning numbers?
Being understood when he/she speaks to a
stranger?
Using crayons/ working with fingers?
Reacting to touch (too much or too
little) ?
Pronouncing words?
Walking forward or up and down stairs?
Remembering names of colors?
Dressing himself/herself without
KUNNAMPALLIL GEJO JOHN
assistance?

 PRIMARY LEVEL

(AGE 6- 10)

Does the student have difficulty

Reading accurately and comprehending what is
read?
Learning new vocabulary/ skills?
Understanding the rules of conversation?
Retelling stories?
Playing with peers/ age appropriate games?
Moving from one activity to another?
Expressing thoughts verbally or in writing?
Computing math problem at his/her grade
level?
Following directions?
Remembering routines/deadlines and keeping
to them?
Drawing or copying shapes?
Modulating voice?
KUNNAMPALLIL GEJO JOHN
Being organized?

 SECONDARY LEVEL (age 11 15)

Does the individual have difficulty
Remembering newly learnt information?
Staying organized?
Understanding what he/she reads?
Expressing thoughts verbally or in
writing and using proper grammar?
Following directions?
Getting along with peers?
Understanding jokes that are sarcastic
or subtle?
Making appropriate remarks?
Remembering and sticking to deadlines?
KUNNAMPALLIL GEJO JOHN

WHAT DO WE DO?
Option I:
To find IQ- Achievement Discrepancy
Option II:
Response to Intervention (RTI)
Option III:
Combine the two.
KUNNAMPALLIL GEJO JOHN

WHAT IT IS
DYS = TROUBLE

LEXIA = WORDS

TROUBLE WITH WORDS

NEUROLOGIC IN ORIGIN - GENETIC
LIFELONG ENVIRONMENT MAY ALTER COURSE
CORE DEFICIT IN PHONOLOGICAL COMPONENT OF LANGUAGE
READING COMPREHENSION > WORD READING
ACCOMPANYING CHALLENGES ( 50% )
ADHD
SENSORY MOTOR DIFFICULTY
BEHAVIORAL PROBLEMS
KUNNAMPALLIL GEJO JOHN

MORE CHALLENGING TO REMEDIATE

CONCESSION Vs. ACCOMODATION

Giving a student extra time for an exam

Allowing a choice of subject especially languages
Providing assistance of a writer
Providing training in assistive technology
Providing easy to understand instructions and
notes

Lets call them ACCOMODATIONS.

Concessions sound condescending.
KUNNAMPALLIL GEJO JOHN

HOW DOES IT HAPPEN?

Good child centered
innovative teaching
practices
Learning from individual
differences

KUNNAMPALLIL GEJO JOHN

 Special & general education

teachers collaborating to
improve teaching strategies or
co-teaching
Including parents of students
with learning disabilities to be
a part of the schools design of
education.

KUNNAMPALLIL GEJO JOHN

Does my student have ADD or

ADHD?
Hyperactive
Impulsive
Fidgety
Inattentive
Disorganized

Unreasonable
emotional negativity
Emotional outbursts
Frustration over minor
issues
Bedwetting
(All characteristics may vary with age)

KUNNAMPALLIL GEJO JOHN

Approaches to diagnose ADD

and ADHD

valuate students behavior

ontinuous performance test (CPT)
agnosis should be based on multiple
eces of information and observations

KUNNAMPALLIL GEJO JOHN

INSTRUCTIONAL IDEAS:
ASSISTANCE WITH AUDIO AND VISUAL ASPECTS OF
LEARNING

Teachers may find the following helpful:

Repeat and summarize oral lecture notes and give students
written versions of key points.
Verbalize what is being written on the chalkboard and read
aloud material contained in handouts.
Send students a copy of booklist for upcoming school year so
that students can get a jump on the reading assignments.
KUNNAMPALLIL GEJO JOHN

Communication
Simple language with short sentences

Avoid jargon and negatives

Give concrete examples and avoid abstract ideas
Be aware literal meanings & use humour
cautiously
Sign language /pictures. Consider interpreter
KUNNAMPALLIL GEJO JOHN
Check comprehension

ASSISTANCE DURING ASSESSMENTS:

The teacher may wish to:
Choose an alternate exam site away from the general education
classroom. Ensure that this alternate locale is free from auditory

and visual distracters.

Avoid confusing or complicated language and/or consider a
substitute exam/assessment.

Allow student extra time to complete exams/assignments,

especially if there are unique demands regarding reading and
writing skills.
KUNNAMPALLIL GEJO JOHN

ADDITIONAL INSTRUCTIONAL
IDEAS
Teachers should:
Supporting learning with visuals
Stressing step-by-step instructions

For students with ADHD, teachers should:

Give only one assignment at a time.
KUNNAMPALLIL GEJO JOHN

INTERESTING TIDBITS
POTPOURRI
Because many people with dyslexia are right-brained
thinkers, they may be more artistic and creative,
becoming poets, actors, inventors, and artists.

Children with dyslexia use almost five times as much

brain area as other children while doing a simple language
task (Silverstein et al., 2001, p. 22).
In the past, doctorstried to prevent [children with
disabilities] from being born; theyalsotried to stop
some [people with disabilities] from having children of
their own (Flynn, 1998,
p. 11).
KUNNAMPALLIL
GEJO JOHN

INTERESTING TIDBITS
EMOTIONAL ISSUES
Students with learning disorders may suffer from emotional
problems/depression, and/or low self-esteem. This may cause students to
withdraw from social interaction.
These same students may turn to drugs or alcohol for relief from feelings of
low self-worth.
As many as 35% of students with learning disorders, drop out of High
School (Girod, 2001, p. 31).
Teenagers with dyslexia [are] more likely tothink about
and to attempt suicide than other young people their age (Landau, 2004, pp.
48-9).

KUNNAMPALLIL GEJO JOHN

KUNNAMPALLIL GEJO JOHN

Celebrities with dyslexia

Tom Cruise

Henry The
Fonz Winkler

Walt Disney

Magic Johnson

KUNNAMPALLIL GEJO JOHN

Thomas Edison

Albert Einstein
KUNNAMPALLIL GEJO JOHN

Celebrities with ADD/ADHD

Ty Pennington

Robin Williams

Ellen Degeneres

Tracy Gold

KUNNAMPALLIL GEJO JOHN

Who is there to do my duties?,

said the setting sun.
I shall do what I can, my

master!, said the little lamp.

- Rabindranath Tagore.
KUNNAMPALLIL GEJO JOHN

Be A Candle
Be A Light
Be A Twinkle
Be A Hope
Be An Inspiration
Be A Great Teacher Forever.!
KUNNAMPALLIL GEJO JOHN

KUNNAMPALLIL GEJO JOHN

KUNNAMPALLIL GEJO JOHN

KUNNAMPALLIL GEJO JOHN