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Helping Learners with Learning Disabilities Ros Lugg

Helping Learners with Learning Disabilities Ros Lugg. Key principles. Be aware of individual needs Be aware of intellectual level Choose materials carefully Use multi-sensory methods where possible Incorporate a variety of materials/approaches Provide plenty of reinforcement

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Helping Learners with Learning Disabilities Ros Lugg

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  1. Helping Learners with Learning DisabilitiesRos Lugg

  2. Key principles • Be aware of individual needs • Be aware of intellectual level • Choose materials carefully • Use multi-sensory methods where possible • Incorporate a variety of materials/approaches • Provide plenty of reinforcement • Use assistive technology/software appropriately

  3. Using existing strengths “Between 30 and 35% of all learners learn visually and between 15-20% are tactile-kinaesthetic learners”.

  4. Many learners with learning difficulties learn best by: • using pictures rather than words • seeing concrete examples of what the finished version or product might look like • knowing the object/end goal of the work before beginning

  5. visualising scenes, characters and actions as they read about them • finding visual clues in texts (charts, graphs, photographs) • using artistic means to express what they learn • hands-on activities

  6. creative dramatics – acting out stories or events • learning by ‘trying out’ rather than being told • word-processing rather than hand-writing • learning or creating raps, rhythms, rhymes or jingles

  7. Compensatory Tools • Word processor • Dictaphone or PDA • Spellchecker • Laptop • Reading/scanning pens • Speech recognition software • Voice activated software

  8. Touch typing • Practical benefit – speed, spellcheckers, editing facilities • Fine motor/neurological benefits • Kinaesthetic memory

  9. Memory processes • Attention and selection • Encoding • Storage and maintainance • Retrieval

  10. Attention and selection • Choose and attend to relevant stimuli • Focus • Select key ideas and facts

  11. Encoding Translating incoming information into a mental representation which can be stored in memory

  12. How? • Multi-media presentations – particularly good for learners with auditory processing difficulties • Mind Maps – activate visual and semantic memory

  13. Recitation • Saying information out loud - creates an auditory memory • Helps to transfer information to LTM • Activates more electrical muscle movement messages, strengthening neural pathways

  14. Rote learning • Form of auditory rehearsal • Develops auditory ‘pattern’ • Transfers information to LTM

  15. Storage • Categorization is important • ‘Filing system’ needed

  16. (Tony Buzan Use Your Head, 1995)

  17. (Tony Buzan Use Your Head, 1995)

  18. (Tony Buzan Use Your Head, 1995)

  19. (Tony Buzan Use Your Head, 1995)

  20. (Tony Buzan Use Your Head, 1995)

  21. (Tony Buzan Use Your Head, 1995)

  22. (Tony Buzan Use Your Head, 1995)

  23. (Tony Buzan Use Your Head, 1995)

  24. (Tony Buzan Use Your Head, 1995)

  25. (Tony Buzan Use Your Head, 1995)

  26. Attention and selection • Encoding • Storage • Maintainance • Retrieval

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