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SCHOOLCHILDREN K-12 -MILLIONS OF CHILDREN -WHO STRUGGLE WITH LEARNING ?

What Are Learning Disabilities SCHOOL CHILDREN k-12  ?

 

“If these ASSESSMENTS AND tests will give us a basis from which we can start to understand a child’s difficulties, they will have justified the time spent on them. Anything which helps educators or parents to understand any phase of development or lack of development is of immeasurable value”

What Are Learning Disabilities?

Symptoms, Signs, and Characteristics of Learning Disabilities

What are learning disabilities? Learning disabilities are neurological differences in processing information that severely limit a person's ability to learn in a specific skill area. That is, these disorders are the result of actual differences in the way the brain processes, understands, and uses information. Everyone has differences in learning abilities, but people with learning disabilities have severe problems that persist throughout their lives.

There is no "cure" for learning disabilities. Special education programs can help people cope and compensate for these disorders, but the learning disability will last a lifetime. Learning disabled people may have difficulty in school or on the job. These disabilities may also impact independent living and social relationships.

Learning disabilities are usually first noticed when children begin to fail in school. Parents and preschool teachers are often the first to see early signs of learning disabilities. Children may have difficulty learning basic skills in reading or understanding reading. Difficulty writing, math, or language may also signal a problem. Some students may easily learn basic skills but have difficulty applying skills in problem solving or higher level school work.

What to Do if You Suspect Learning Disability

For the millions of children who struggle with learning, The Individuals with specialist educators qualifications relevant to SPECIFIC LEARNING DIFFICULTIES  hold great promise for providing them with the early recognition and evidence-based instruction they need to succeed in school. The  IISP’s courses on BSELD/SEN empowers them to allow schools to use a research-based, multi-tiered problem-solving approach known as Response to Intervention (RTI) as a vehicle to helping all students who struggle with learning. It holds particular promise for students with learning disabilities as it calls for early identification of learning needs, close collaboration among general and special education personnel and parents, and a systemic commitment to locating and employing the necessary resources to ensure that students have access to and make progress in the general education curriculum RTI is a clear (and increasingly popular) alternative to the IQ-discrepancy model which, for the past three decades, had been the underlying special education model through which students received evaluation and treatment services.

Learning Disabilities and Behavior

Knowing  what behavioral signs and symptoms to look for helps parents get earlier intervention for children with learning disabilities. Common behavioral signs of disabilities fall within two categories, internalizing and externalizing behaviors.

Students with learning disabilities who internalize show behaviors that mostly affect themselves and are sometimes overlooked by the adults around them. Students with externalizing behaviors have a more obvious effect on those around them and are usually recognized earlier as having problems. Both groups of students are at-risk for being seen as being problems rather than having problems.

Internalizing Learning Disabled Students:

Students with internalizing behaviors are generally quiet and may be withdrawn. They are embarrassed by attention and worry about the possibility of their academic weaknesses being seen by others. These students may show a range of behaviors including:

  •  Boredom and carelessness;
  • Disinterest in school or reluctance to go to school;
  • Withdrawal in class;
  • Disorganization, inattention;
  •  Work that appears sloppy or poorly done;
  • · Slow to response to questions; and
  •  Physical symptoms of stress such as headaches or stomach aches.

Common Externalizing Behaviors of Students with Learning Disabilities

Students with symptoms who externalize are hard to miss. These students are often loud and disruptive. They seem to want attention, even if it is negative. They may enjoy joking about their poor work. They may take pleasure in annoying others because they feel it shifts the focus away from their weak academic skills. Inside, however, they may feel powerless and embarrassed. There are many ways that externalizers  show problems. Some of these behaviors include:

  • Impulsive blurting out incorrect answers;
  • Breaking school rules and being referred for discipline because of behavior problems;
  • Behavior problems at home;
  • Aggression toward peers or adults;
  • Clowning around and inappropriate joking;
  • Attraction toward other underachievers; and
  • Delinquent behavior at home or in the community.

Most students with learning disabilities and attention deficit hyperactivity disorders (ADHD) are typically externalizers.

Meeting the Challenge

 The opportunities to affect student learning and outcomes provide compelling rationale for general educators to rise to the challenge of transforming traditional wait to fail practices to an  early intervening process. To meet this challenge and to ensure success of the local SCHOOL COUNSELLORS REALM / process/model, general education teachers are encouraged to:

Cognitive Correlates of Reading Disability Subtypes

Cognitive Correlates of Reading Disability Subtypes • Dysphonetic Dyslexia – difficulty sounding out words in a phonological manner • Surface Dyslexia – difficulty with the rapid and automatic recognition of words in print

• Mixed Dyslexia – multiple reading deficits characterized by impaired phonological and orthographic processing skills. It is probably the most severe form of dyslexia.

• Comprehension Deficits – the mechanical side of reading is fine but difficulty persists deriving meaning from print

• (Ga-Phonetic Coding; Gsm-Memory Span, Working Memory) • (Glr-Naming Facility; Gv-Orthographic Processing; Gs-Perceptual Speed; GcVocabulary Knowledge)

• (Multiple CHC abilities or processes involved; attention and executive functioning) • (Gf-Induction, General Sequential Reasoning; Gc- Language Development; attention and executive functioning) Feifer, S. (2011). How SLD Manifests in Reading Achievement. In  Flanagan & Alfonso (Eds.), Essentials of Specific Learning Disability Identification. Hoboken, NJ: Wiley.

Linking Assessment to Intervention • Requires good assessment at the Early childhood /kindergarten stage

• Professionally qualified Specialist in SpLDs

• Well trained motivated teachers and special educators

• A mechanism in place for bringing data together to problem-solve in an attempt to offer the most effective instruction and interventions to children

For more detailed info – pl contact – for With appropriate intervention any challenge -- be it learning disabilities, developmental disorders or emotional issues -- a change for the better can be easily brought about.

More and more parents have found that a group parenting program has helped them to improve their relationship with their child and to understand and cope better with their child’s behavior.

 Life with your child can be easier and more rewarding if you understand your child’s needs and behavior and if you have some ways to respond to your child that you know will work.  There is no such thing as one-size-fits-all approach when it comes to parenting. Learning starts at home and parents are more than the first teachers. The role of family in maintaining the emotional health of a child is tremendous. Demanding jobs and stressful lifestyles lead to a neglect of family values and the children pay a heavy price for it.

HMJ Counseling & Psychotherapy center (NOT FOR PROFIT ESTD 1996)

  • Adopts an innovative and  gentle approach when dealing with children.
  • We lay emphasis on good parenting styles,
  • Provide guidelines and organize training sessions all of which ensure the well-being of children.
  • Our guidance helps parents in dealing with various problems and challenges of parenting and ensures a happy and healthy emotional environment for the whole family.
  • HMJ Counseling & Psychotherapy center (Estd 1996) provides counseling services and psychotherapy for all behavior, social emotional, learning difficulties for children 3-17 years age.
  • some of the issues include Anxiety, Depression, Stress, Obsessive Compulsive disorder, relationship issues, sleep disorders, personality disorders etc. Our counselors help you cope with difficult situations and bring a positive change in your thinking patterns.
  •  HMJ AND ITS TEAM addresses the psychological needs of children that are often unnoticed or unattended to
  • For kind attention of our learned teachers-TO PLEASE OBSERVE & ASSESSMENT
  • “If a child cannot learn the way we teach, we must teach her/him the way s/he can learn.”

CONTACT –h.m.kulshrestha@gmail.com/040-27800590

 

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