Transcript Helping Learners with Learning Disabilities Ros Lugg

Helping Learners with Learning
Disabilities
Ros Lugg
Key principles
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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
Using existing strengths
“Between 30 and 35% of all learners learn
visually and between 15-20% are tactilekinaesthetic learners”.
Many learners with learning difficulties learn
best by:
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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
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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
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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
Compensatory Tools
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Word processor
Dictaphone or PDA
Spellchecker
Laptop
Reading/scanning pens
Speech recognition software
Voice activated software
Touch typing
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Practical benefit – speed, spellcheckers,
editing facilities
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Fine motor/neurological benefits
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Kinaesthetic memory
Memory processes
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Attention and selection
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Encoding
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Storage and maintainance
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Retrieval
Attention and selection
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Choose and attend to relevant stimuli
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Focus
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Select key ideas and facts
Encoding
Translating incoming information into
a mental representation which can be
stored in memory
How?
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Multi-media presentations –
particularly good for learners with
auditory processing difficulties
Mind Maps – activate visual and
semantic memory
Recitation
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Saying information out loud - creates an
auditory memory
Helps to transfer information to LTM
Activates more electrical muscle
movement messages, strengthening
neural pathways
Rote learning
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Form of auditory rehearsal
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Develops auditory ‘pattern’
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Transfers information to LTM
Storage
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Categorization is important
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‘Filing system’ needed
(Tony Buzan Use Your Head, 1995)
(Tony Buzan Use Your Head, 1995)
(Tony Buzan Use Your Head, 1995)
(Tony Buzan Use Your Head, 1995)
(Tony Buzan Use Your Head, 1995)
(Tony Buzan Use Your Head, 1995)
(Tony Buzan Use Your Head, 1995)
(Tony Buzan Use Your Head, 1995)
(Tony Buzan Use Your Head, 1995)
(Tony Buzan Use Your Head, 1995)
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Attention and selection
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Encoding
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Storage
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Maintainance
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Retrieval