A FACILITATION PLAN FOR ED-2

By
Cabutad, Hazel C.
Ermino, Andrea Alexa
EDB

Professor:​​ Mrs. Georgia T. Cordero

Topic:​​ Difficulty Remembering and Focusing

Learning Outcomes:​​ At the end of the session, students are expected to:

● Identify the learning disabilities relating to memory and focusing

● Explain memory, perception, and attention problems
● Describe long-term and short-term memory problems
● Recognize the symptoms of children with Attention-Deficit Hyperactivity
Disorder
● Demonstrate how children with Attention-Deficit Hyperactivity Disorder
behave

References

- https://learningdisability.com/atwits-end-articles/why-cant-they-remember
- https://kidshealth.org/en/teens/learning-disabilities.html
- www.ldonline.org/ADHD-basics
- www.melbournechildpsychology.com.au
- https://books.google.com.ph/books?id=XjJZBwAAQBAJ&pg=PA191&dq=d
ifficulty+in+focusing+and+remembering+in+special+education
(Handbook of Special Education edited by James M.Kauffman, Daniel P.
Hallahan)
- (book library)

Activity
 The class will have an activity entitled “Eye-witness” forming two (2)
competent groups. Each group will be provided with two markers and a manila paper
by the facilitators. The groups will toss a coin to have a fair decision of who will be
the one to perform the activity first. Each group will have to appoint two
representatives who have sharp minds. The facilitators will let the 2 representatives
see a certain picture of a scene given the limited time of 10 seconds. The
representatives will then coordinate with each other on how to tell their groupmates
all the details of what they recently saw in the picture. With their backs turned from
their groupmates, the 2 representatives will stand in front narrating all the details
they remember on the picture and the duty of the members is to draw the things
which the representatives are telling them depending on how they comprehend and
imagine it. To avoid copying, the next group will be provided with a different picture
of a scene in which the representatives will stare at. The group who has a close
resemblance drawing with the original picture will be the winner and will receive a
small token from the facilitators.

Analysis

- How do you find the activity? It mainly uses what skills in learning?
- What do think is the importance or significance of memory for us students
in learning things?
- Personally, what are your ways in enhancing your memorizing and
focusing skills?

Abstraction

Difficulty Remembering and Focusing

Cognitive Characteristics

Although students with learning disabilities typically have average or above-average

intelligence, they usually display weaknesses in one or more areas of
 cognition, including attention, perception, memory, and
thinking/processing.

Learning disabilities

- these are problems that affect the brain’s ability to receive, process,
analyze, or store information. These problems can make it difficult for a
student to learn as quickly as someone who isn’t affected by learning
disabilities.
- Some learning disabilities are related to the individual’s ability to process
and use the information that they acquire through their senses. This kind
of problem is not related to an inability to see or hear but they are instead
related to the way the brain processes that sensory information.

Memory

Everyone has two types of memory:

1. Short term is the mechanism by which a person holds

information in the mind for a brief amount of time – less than a
minute.
2. ​Long term i​​s the permanent storage mechanism in the brain,
and information to be remembered generally has to be
transferred from short-term to long-term memory.

Memory Problems

In addition to problems related to attention and perception, students with learning

disabilities may experience problems with memory. There are at least
two types of memory problems, short-term memory and long-term
memory which can lead to difficulties in learning.

1. Short-term/working memory problem ​– can lead to difficulties in

learning because the individual may have less space in working
 memory for organizing and integrating new skills or knowledge. This
can affect the individual’s ability to follow directions, organize thoughts
for speaking and writing, and learn multi-step procedures or process
information quickly. Teachers and parents may see gaps in skills and
lack of self-confidence for learning new things. It is common for
teachers and parents to assume the students is lazy or unmotivated.
Meanwhile the student feels inadequate and incompetent in their ability
to learn. The individual, parents, and teachers need to realize that once
material is learned the individual can show age appropriate ability to
recall it.

In the work with learning disabilities, there is a very strong connection between
learning challenges and short-term memory skills.

The short-term memory/working memory process involves two parts:

a. Taking-in information quickly and accurately enough to be

able to think about it and hold on to it and

b. Being able to respond to it.

➢ Breakdowns in the process can occur in either part: the taking-in

stage or the response stage.

The ear and the eye are critical to efficient school learning. If either the visual or
auditory channel is not working efficiently, the child’s ability to take-in,
or receive, information will be hindered.

● A person with auditory memory problems

Auditory processing disorder- professionals may refer to the ability to hear well as
auditory processing skills or receptive language. The
ability to hear things correctly greatly impacts the ability to
read, write, and spell. An inability to distinguish subtle
differences in sound, or hearing sounds at the wrong
 speed make it difficult to sound out words and understand
the basic concepts of reading and writing.

● A person with visual memory weaknesses

Visual processing disorder- problems in visual perception include missing subtle

differences in shapes, revering letters or numbers,
skipping words, skipping lines, misperceiving depth or
distance, or having problems with eye-hand coordination.
Professionals may refer to the work of the eyes as “visual
processing”. Visual perception can affect gross and fine
motor skills, reading comprehension, and math.

2. Long-term memory problem – may affect what information is

recalled, the time it takes an individual to recall information, or one’s
ability to remember things in the correct order or sequence. The
individual maybe disorganized, or disoriented, confused when
presented with a series of directions or steps in learning new material.
He/she may confuse the order of syllables in a word or phrase. It may
be the case that the student knows what he/she wants to say but
cannot organize the ideas, find the right word, or communicate their
thoughts in a clear manner. This difficulty may affect speech as well as
writing skills. An individual with this problem may experience significant
frustration in class or at home because they have difficulty
communicating. They may have difficulty completing tasks that require
more than two steps. Math computation and problem solving maybe
especially difficult because they may take a procedure out of order,
make a simple calculation error, or write the wrong answer down
despite knowing how to solve the problem.

What can be done to help someone with ​working memory problem​​?

1. Ensure that the individual is attending to the task at hand

 2. Limit the amount of important information presented at one time.
Instead of giving multi-step directions provide directions one
step at a time.
3. Use short, simple sentences when speaking to the students. Be
sure to keep instructions at the student’s level of functioning
4. Present instruction verbally as well as visually. Match memory
strengths to teaching style.
5. Repeat directions as often as needed.
6. Write directions down or for younger children, use pictures to
show what the child is supposed to do.

What can be done to help someone with ​Long-term memory problem​​?

1. Provide frequent opportunities for practice and review. Practice

frequently. A little at a time, more often is better than one long
session.
2. Provide intensive review, repetition, and learning at each step
3. Sequence material from simple to complex. Use mnemonic
devices to help students keep information sequenced.
4. Review previous information before each lesson.
5. When reviewing, use different strategies such as copying,
writing from memory, sounding out, and/or guessing.

Perception

Many students with learning disabilities exhibit perceptual problems (Lerner, 2006).
Perception does not pertain to whether a student sees or hears but
rather to how her brain interprets what is seen or heard and acts on it.

Attention

Students with learning disabilities may have poor selective attention (Mayes, 2000).
Attention problems and hyperactivity

Problems with attention and hyperactivity are especially relevant to

student success since participation in classroom learning requires
students to maintain thought on certain subjects for extended periods
of time and shift this thought to new tasks when appropriate. The
inability to screen out extraneous stimuli while learning serves to
extrapolate the academic difficulties many students with learning
disabilities already encounter.

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

- is often associated with learning disabilities because people with ADHD also might
have a hard time focusing enough to earn and study. Students
with ADHD are often easily distracted and have trouble
concentrating. They may also be excessively active or have
trouble controlling their impulses.

- ADHD was first described by Dr. Heinrich Hoffman in 1845. A physician who wrote
books on medicine and psychiatry. He described it as ​a group
of impulsive children with significant behavioral problems
caused by genetic dysfunction and not by poor child
rearing.

- It is not considered as a learning disability but can certainly disrupt learning.

Children with ADHD often have problems sitting still, staying
focused, following instructions, staying organized and
completing homework.

Causes: Theories by researcher

 1. Genetic Influences - run in families and they think that heredity could
play a role.
2. Brain development - learning disabilities can be traced to brain
development, both before and after birth.
3. Environmental impacts - infants and young kids are susceptible to
environmental toxins (poisons.

Application

The class will be divided into three (3) groups and each of the group will be
given a strip of paper where the situation that they are going to act out is written.
They have to apply the interventions needed for students with either short-term
memory problem, long term memory problem, or with ADHD. The group who
presents well, receives 20 points, followed by the other 2 groups with 18 and 17
points respectively.