practices. Researchers sought to answer a variety of questions. This was done by questioning the effectiveness of individualized instruction compared to traditional teaching practices on students with developmental dyscalculia and mild math difficulties. The sample group consisted of fifty four students, nineteen of which had developmental dyscalculia, while the other thirty six students had mild math difficulties. Groups were composed of students from second grade to fifth grade and took place in northern Italy. The study involved assessment, individualized planning and training, which was done over a thirty two week period. As stated in the article ”The training was assessed in relation to the gains in the following fundamental …show more content…
Remedial instruction is just one of many types of intervention, which is comprised of assessment, strategy implementation and student performance evaluation. The article Remedial Instruction to Enhance Mathematical Ability of Dyscalculics seeks to examine specific aspects related to remedial instruction, such as testing. The objective for the study was as stated “To find out whether there is any significant difference between the mathematical ability test scores of the treatment group before and after remedial instruction” (Kumar & Raja, 2012, pp.25). Researchers examined the effectiveness of remedial instruction on students with developmental dyscalculia, which was conducted using a group of fourty two students at the elementary level. The location of the study was conducted in Tamil Nadu, India. Testing procedures used in the study examined skills in number use, counting and other mathematical abilities. After assessing areas of weakness, remedial instruction was given, which included group work, one to one instruction and use of visuals. As stated in the text “The mean scores showed that students of the treatment group scored better after remedial instruction than before remedial instruction with regard to locality” (Kumar & Raja, 2012, pp.26). Overall, remedial instruction is crucial when helping students with developmental dyscalculia. Educators should be flexible in their teaching approach, catering to the individual needs of the student through a variety of engaging lessons, which will promote the development of mathematical
Context: Hypercalcemia is a commonly encountered clinical problem. In the majority (90%) of the cases it is either due to malignancy or primary hyperparathyroidism and is rarely due to granulomatous disease.
Flaccid dysarthria results from damage to the lower motor neurons (LMN) or the peripheral nervous system (Hageman, 1997). The characteristics of flaccid dysarthria generally reflect damage to cranial nerves with motor speech functions (e.g., cranial nerves IX, X, XI and XII) (Seikel, King & Drumright, 2010). Lower motor neurons connect the central nervous system to the muscle fibers; from the brainstem to the cranial nerves with motor function, or from the anterior horns of grey matter to the spinal nerves (Murdoch, 1998). If there are lesions to spinal nerves and the cranial nerves with motor speech functions, it is indicative of a lower motor neuron lesion and flaccid dysarthria. Damage to lower motor neurons that supply the speech muscles is also known as bulbar palsy (Pena-Brooks & Hedge, 2007). Potential etiologies of flaccid dysarthria include spinal cord injury, cerebrovascular accidents, tumors or traumatic brain injury (Pena-Brooks & Hedge, 2007). Possible congenital etiologies of flaccid dysarthria include Moebius syndrome and cerebral palsy. Flaccid dysarthria can also arise from infections such as polio, herpes zoster, and secondary infections to AIDS (Pena-Brooks & Hedge, 2007). Additionally, demyelinating diseases such as Guilian-Barre syndrome and myotonic muscular dystrophy can also lead to flaccid dysarthria (Pena-Brookes & Hedge, 2007). The lower motor neuron lesion results in loss of voluntary muscle control, and an inability to maintain muscle tone. Fasciculations, or twitching movements, may occur if the cell body is involved in the lesion (Seikel et. al., 2010). The primary speech characteristics of flaccid dysarthria include imprecise consonant production, hypernasal resonance, breathiness, and harsh voice (...
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
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
 Mild, chronic depression has probably existed as long as the human condition, although it has been referred to by various different names. The DSM-III replaced the term “neurotic depression” with dysthymic disorder--which literally means ‘ill-humored’-and it was added to the Diagnostic and Statistical Manual of Mental Disorders, 1980
Tom Smith, Edward Polloway, James Patton, and Carol Dowdy state, a 2008 report shows that 8.96% of the school-age population… have disabilities and of that number, 3.89% or almost half, were identified as learning disabled (2012, p. 160). Learning disabilities has always been a tough diagnosis due to accounting for a lot of factors like behavior, no proper teaching, culture and language, health issues, and other disability affecting learning. Not only that but there are different subject areas of learning disability in math, reading, and writing.
Santa Barbara, CA: Learning Works, 1996. Print. The. Girod, Christina M. Learning Disabilities. San Diego, CA: Lucent, 2001. Print.
Warger, C. (2002). Helping students with disabilities participate in standards- based mathematics curriculum. ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children. 1-5. Retrieved October 3, 2004, from ERIC Digests full-text database.
~ Mysteriously and in ways that are totally remote from normal experience, the gray drizzle of horror induced by depression takes on the quality of physical pain ... it is entirely natural that the victim begins to think ceaselessly of oblivion. ~William Styron (1925-2006)
Treatment for dyslexia is left up to the parents of the child or the adult living with the condition. Between adults and children needing treatments, many of the same kinds of treatment can take place, but also different treatments and techniques will work depending on the type. Three common types of primary dyslexia consist of dyscalculia, dyspraxia, and auditory dyslexia. Dyscalculia relates to one’s ability to perform math skills and the capability of memorizing sequences. Dyspraxia involves difficulty conducting ordinary motor skills, such as waving goodbye and tying a shoe. Not only does this condition affect one subject of a school day, but it likely troubles countless situations in a typical educational setting in one day. A child has a higher chance of having success if the proper treatment at school and at home is available. Parents of a child with dyslexia should talk to the teachers and make sure programs exist in their children’s day and that it suit’s the dyslexic needs in education. Advice given to parents of the child undergoing the evaluation is to not coach up the child, rather let them show their strengths and weaknesses on their own. Programs that help the child show their strengths and work more on their weaknesses will help the child tremendously. The dyslexics attending school should not use the disability as an excuse for not completing work. Getting
specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
Mercer, C.D., Mercer, A.R, & Pulen, P.C. (2011). Teaching students with learning problems. New Jersey: Pearson. Page 4.
The early acquisition of mathematical concepts in children is essential for their overall cognitive development. It is imperative that educators focus on theoretical views to guide and plan the development of mathematical concepts in the early years. Early math concepts involve learning skills such as matching, ordering, sorting, classifying, sequencing and patterning. The early environment offers the foundation for children to develop an interest in numbers and their concepts. Children develop and construct their own meaning of numbers through active learning rather than teacher directed instruction.
As is typical in dyscalculia syndrome, students are usually gifted in most other academic areas. They may be in Honors classes, achieve excellent grades, and be tenacious learners. Math, however, confounds them, because it defies their learning history. They can read, understand, work the problems, but instead of remembering and mastering the material, it is mysteriously forgotten sometimes an hour later. To some, it seems like a lack of effort; to those with Dyscalculia it is a nightmare.
I have been involved in the field of education since 1984. I received a Bachelor of Science Degree from the University Of Georgia, in the field of Mental Retardation, in May of 1984. I began my teaching experience in a very rural area of South Georgia. The job was in an elementary school that had a “center” of students with I.Q’S ranging from 25 to 55. The ages of the students in this “center” were from 5 to 18. (Please note that segregating students in this way, today, is against the law). We worked on simple academics but our main focus was on daily living skills such as: basic money management, housekeeping, shopping and cooking. At this point in my career, we used a computer to do simple budget outlines. We would print out the budget and the students would learn to check off certain items. We also printed out a shopping list and they learned to mark the items and would make “tic” marks for how many items they needed.