SLD by Dr Ajaz.pptx

sld

1. SPECIFIC LEARNING DISORDERS Institute of Mental Health & Neurosciences , Kashmir Government Medical College, Srinagar 1 Dr. AJAZ AHMAD SUHAFF CONSULTANT PSYCHIATRIST

2. A good teacher can

3. Learning?? Learning is the process of acquiring Preferences Skills New understanding Behaviours Knowledge Attitude

4. SPECIFIC LEARNING DISORDER Specific learning disorder is a neurodevelopmental disorder that influence the brain's ability to perceive or process verbal and nonverbal information efficiently.

5. Prevalence 5-17 % prevalence More often in males than in females. Reading and written expression disorder are more common in boys Mathematics disorder is more in girls. At least 75 % of all individuals identified as having SLD have reading disorder. The prevalence of a disorder of written expression and mathematics disorder is about 6 percent of school-aged children

6. Types of SLD Reading difficulty (Dyslexia ) Difficulty in writing ( Dysgraphia ) Difficulty in math (Dyscalculia ) Children may have a mixed form of learning disorder with difficulties in more than one of the above three areas .

7. Signs of sld PRESCHOOLER (3-6 YEARS) Late talking compared to other children. Difficulty learning the sounds each letter makes . Mixing up of syllables within words (e.g. says ” pollyop ” for “lollipop ”) Slow vocabulary growth, often unable to find the right word (e.g. says “that thing to cut” instead of “knife ”) Difficulty with rhyming words: cannot say what rhymes with “cat” (mat, fat) or “rain” (pain, gain)

8. Trouble learning numbers, the alphabet, days of the week, names of colours . Difficulty remembering what comes before or after a certain number, which number is greater or smaller. Extremely restless and easily distracted. Trouble interacting with peers. Poor ability to follow directions or routines

9. Signs of SLD AT PRIMARY LEVEL (6-11 YEARS ) Slow to learn the connection between letters and sounds. Slow recall of facts. Trouble learning about time. Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left) and substitutions (house/home)

10. Transposes number sequences (e.g. 21 for 12 ) and confuses arithmetic signs (+, -, x, /, =) Slow to learn new skills, relies heavily on memorization. Lack of planning, acts without thinking of consequences. Unstable pencil grip. Poor coordination, unaware of physical surroundings, prone to accidents

11. How should Teachers identify the special needs students Reading Problems: Slowness Hesitancy Omission Substitution Reading by guessing Reading the words backwards (on for no ) Misreading (put for but )

12. Writing Problems : Slowness Lack of clear understanding for even basic rules of grammar such as capitals and full stop Poor Handwriting Poor organization of the writing space Poorly formed letters, words, and sentences.

13. Spelling Problems : Writing letters in wrong order Reversal of letters (b for d ) Inversion of letters (u for n ) Mirror writing (no for on ) Omission (wet for went )

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15. Arithmetic Difficulties Finger counting, Poor sense of numbers in terms of their magnitude and relationship; Inaccurate counting and calculation, Failure to attend to key mathematical symbols , Difficulty understanding the concept and use of “zero” or decimal points are some of the common problem areas

16. How to help them The teacher should support the child at every stage. The teachers should identify the problem and report it to the parents. They can conduct PT meetings and provide effective study tips to the parents and discuss the problems with each other and effectively resolve them. Some of the students have physical disabilities or problems with hearing. Identify them an send for proper referral.

17. They can conduct camps or workshops to improve their skills in various activities. The teachers and students should develop a warm rapport so that they can discuss problems freely. Teachers should develop a scoring guide, share it with students, and provide models of examples of each level of performance.

18. Never humiliate them. Lessons should include specific, step-by-step instructions that are explicitly stated by the teacher and modeled for the student . Create models of quality work that students can see and analyze . Include both spoken and written explanations of how the work fulfills academic expectations .

19. Have the student repeat back the instructions. Correct any miscommunication before he begins the actual work. Tell children why the material is important, what the learning goals are, and what the expectations are for quality performance. Use  graphic organizers .

20. what you should not say “ You are good for nothing”, “ You can do nothing in your life”, “ Your parents have not taught you properly ” “ You are acting so as to get excused from class work”, “ You are dumb, you cannot get decent marks in test”

21. Clinical Assessment History : - Major complaints: Onset, course and severity, associated emotional and behavioural problems. Schooling : What is the academic difficulty? Any recent change in medium of instruction? (Obtain report from school regarding academics and general behaviour .) Any developmental problems ? E.g., (Delay in speaking, walking etc). Ability to take care of daily needs and attend to age appropriate responsibilities? (indicative of general intelligence) Parents’ understanding of the problems, their reactions and solutions they have tried.

22. Ask general questions to assess the intellectual ability of the child Some suggestions are to ask the child about his place of residence, money concept, games played and their rules, description of school. The child can be briefly assessed informally for the presence of SLD by asking him read small passages, write spellings and perform basic arithmetic calculations to get an idea of his/her abilities. If suspected child should be referred for formal assessment of IQ and SLD.

23. Diagnostic tools MISIC ( Malin's Intelligence Scale for Indian Children) is the Indian is used Used it to identify children with intellectual disabilities and borderline intelligence. NIMHANS Index for SLD Is used It consists of tests of reading, writing, spelling, and arithmetic abilities, to identify children with disabilities in these areas . It consists of two levels . A performance of two standards below the child's present standard is considered as a diagnostic feature of SLD.

24. Management Education of child: SLD is not their fault, State that options could be provided for alternative subjects where feasible . Remediation: Remediation consists of assessment of the deficit areas and structured. one-to-one instruction to develop competency in academic skills. It depends on the availability of resources and special educators who are specifically trained in SLD remediation.

25. High interest materials (Designed ) Multisensory methods (Visual, Auditory ) Programmed Reading (short reading process then checking ) Draw between the lines Square note book Fading model Spelling activities Cover & write method

26. Thank you

27. Questions ??