Students face challenges daily. Completing assignments, listening attentively, and surviving the complex social peer group are a few of the daily encounters of student life. Theorists have long studied how to educate the student, how to prove that their approach and theory is valid and effective. Educational psychologists have even more keen interest on the behaviours, motivators and strategies that are used in a classroom by teachers and students. Nipissing University uses Gagne’s theory of nine events of instruction to structure its lesson plans. Exceptional students face even more challenges. The educational career of a student used to be determined by their disability, not their capability. They are the same as every other student; they just learn and/or do things a little differently. A lesson plan will be explored through the viewpoints of the exceptionality non-verbal learning disability and psychological theorists. Non-verbal learning disability Students with non-verbal learning disability have the unique advantage of having excellent memory for things they hear, advanced and large vocabulary and reading skills, excellent verbal expression, and verbal reasoning. Difficulties and challenges associated with the exceptionality include: poor memory with things they see, math skills (estimation of size, shape, distance) written expression (often because of poor handwriting), problems with sense of direction, visual-spatial organization, cause and effect, sequencing and abstract reasoning. Socially they have challenges with: adapting to new and complex situations, trouble understanding non-verbal feedback (social perception, social judgment and social interaction), talk a lot, talk out of turn, interrupt frequently, poor physi...
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Kelly, M. (n.d.). About.com Secondary Education. Retrieved January 2012, from Gagne's Nine Events of Instruction Using Gagne's Nine Events to Create Lesson Plans: http://712educators.about.com/od/learningtheories/tp/Gagnes-Nine-Events-Of-Instruction.htmhttp://712educators.about.com/od/learningtheories/tp/Gagnes-Nine-Events-Of-Instruction.htm
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The areas of the brain that deal with speech and verbal communication are on the left side of the brain. Broca’s area in the left front of the brain deals with producing speech, and Vernike’s area in the left side of the brain deals with understanding speech. In some cases, the left side of the brain is much stronger than the right side, and a person is much stronger with verbal communication than non-verbal communication and activities. This is referred to as a non-verbal learning disability (NLD). The main characteristic of people with NLD is that their verbal IQ tends to be much higher than their performance IQ. The purpose of this paper is to explore the characteristics of NLD, and look at ways to help students with this disability .
Just as our current understanding of literacy has formed from multiple lines of research over a diverse range of disciplines, so has our understanding of dyslexia. The multifaceted research in both these related fields has led to a wide scope of understanding for both the terms ‘literacy’ and ‘dyslexia’. As subject specialists concentrate on investigations in their own disciplines; others attempt to draw these divergent lines of research together to form coherent images of both literacy and dyslexia that can be amalgamated with the political context of policy-makers in governments and institutions as well as those views of pressure groups such as the British Dyslexia Association.
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
Rourke a neuropsychologist engaged in research in order to come up define a clinically discrete model for NVLD. Identification of Non-Verbal Learning Disabilities arose from a series of systematic studies of learning disability subtypes. There were eight studies done regarding learning disabilities. Study One: The first study was designed to assess the relationship between such discrepancies and selected verbal, auditory perceptual, visual-perceptual, and problem solving abilities. All subjects fell within a Full Scale of WISC range 79-119 age range 9-14 years of all. In study one there was three groups. Each contained thirty learning disabled children that was formed on the basis of the relationship between their Verbal Intelligence Quotient and their Performance Intelligence Quotient scores on the WISC. Group one named HP-LV had 10 points higher than their VIQ. Group two named V=P had scores on the PIQ and the VIQ that was four points within each other. Group three named HV-LP had VIQ’s scores that were ten points higher than their
The classroom is a diverse place where learners from all different genres of life meet. Included in these learners are those that display learning disabilities. According to the British Columbia School Superintendent’s Association, ‘learning disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning’. They also posit that ‘learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to language processing,
National Dissemination Center for Children with Disabilities. (2010, March). Related Services. Retrieved February 25, 2014, from National Dissemination Center for Children with Disabilities: http://nichcy.org/schoolage/iep/iepcontents/relatedservices#needs
Each school, because of government mandate, has to provide services for exceptional students. The textbook Human Diversity in Education defines exceptional students as “those eligible for special educational services” (Cushner, McClelland & Safford, 2011). There are several categories for exceptional student but they all fall under the Ability/Disability continuum. Some of the categories for exceptional students are the: intellectually gifted, specific learning disability, emotionally handicapped, hearing impaired, visually impaired, mentally handicapped, and physically handicapped. In this paper the specific type of students that will be discussed, fall under the disabled side of the continuum. As one can see from the list above there are various types of disabilities that can affect students. One of the disabilities that affect many students in schools today is known as the Learning Disability (LD). Students with learning disabilities, also known as specific learning disabilities, tend to be of at least average intelligence. Of at least average intelligence is the key phrase. A learning disability is defined as “a neurological disorder that affects the brain’s ability to receive, process, store, and respond to information” (National Center for Learning Disabilities,). Learning disabilities can affect students in the areas of listening, speaking, reading, writing and spelling, reasoning, and mathematics. A student that has a learning disability can at times suffer for a social anxiety. Though social anxiety can be something minor, for students with this disability 2011it can cause major problems. Their social anxiety is caused by fearing that they will not fit in because they are unable to understand or process the information a...
First of all, it is important to understand the different types of disabilities. As seen from the definition of a child with a disability above, there are several kinds of disabilities. The disabilities are based on the Individuals With Disabilities Education Act (IDEA) and each disability involves cases in which a child’s educational performance is negatively affected (National Dissemination Center for Children with Disabilities, 2010). Some of the disabilities are more common than others, but it is important that teachers are familiar with each type of disability. Once...
There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
One obstacle that I believe many special needs students and families will face is understanding and dealing with the disability itself. Speaking from experience, this process can take time to understand and accept. This is where a special education teacher plays a significant role, assisting the student and family with information and support for understanding the student’s disability, facilitating education programs, and most importantly hope and progress for a bright future. Another obstacles that students with disabilities may face, is social interaction and acceptance. It is vital that all special education teachers and programs, try to incorporate strong social connections with their regular education peers and other community members and
The impact of having a learning disability are lifelong. A student with a learning disability may always need extra help to get through certain aspects of life after they graduate high school. If the student is going to college accommodations and specific learning strategies will need to be used to help them through their courses. Their personal lives may also be affected due to a learning disability. “For example, Johnson and Blalock found that, of the 93 adults studied in an LD clinic sample, 36% continued to receive counseling or psychotherapy for low self-esteem, social isolation, anxiety, depression, and frustration.” (1987) The difficulties associated with learning disabilities can affect them daily and their past experiences with it can follow them into adulthood and bring up unhappy memories of struggling with learning disabilities as a child.
Artifact 1: Artifact 1, under Tab C: Curricular Content Knowledge, the Instructional Plan Module, completed during ELSE 6193 Laboratory Experience was completed. For the Instructional Module, candidates were to create and teach two lesson plans for both elementary and secondary instructional settings. The lessons plans were to address one or more of the goals and objectives that were written in each student’s Individual Education Program (IEP). The candidates were to describe in detail the adaptations and modification that were needed for the target students to be able to fully participate in each lesson. Additionally, each lesson plan was to incorporate some type of technology.
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.