SPECIFIC Learning Disability presentation.pptx

Presentation

1. 1 SPECIFIC LEARNING DISABILITY

2. Definition of Specific Learning Disabilities. Characteristic of Specific Learning Disabilities. Types of Specific Learning Disabilities. Screening and Identification . NIMH – Screening Checklist for Primary School Students Diagnostic test of Learning Disability(DTLD). Assessments Tools: GLAD Session Objective..

3. 3 POOR PERFORMA N CE I N THE S CHO O L Phys i ca l or sens o ry handicap Intellectua l handicap Soci a l & emotio n a l problems Intelligent ! But can’t perform but should be able to! P o o r i n scho l asti c areas Wide discrepancy between actual & expected performance fo r thei r ag e & cl a ss “Puzzl e ” to th e parent s & professio n a l s . Ch i l d ren w i t h spec i fi c l e arnin g d i sab i l i ty A b ou t 10 % o f youn g ch i l d ren su f fe r f r o m LD .

4. 4 HOW A CHILD LEARNS Sensation Concept De v elopment Perception Imagery Auditory Visual Olfactory Gustatory Pull of g ravi t y ( V estibular) Non-verbal verbal Meaning We receive information through our senses of touch, smell, hearing, taste and sight. Other important sensation are pull of gravity, our own movement, and the awareness of our body in space. A warene s s of o ur bo d y i n s pa c e (Pro p rioce p ti ve)

5. Our nervous system receive, filter , organize, the infor m atio n an d tak e actio n . They ma y be thought, feeling motor responses or combination of these. Most of the time the pro c es s in g of info r matio n is automatic

6. LEARNIN G DISAB I LITY Definition Refers to disorder or delayed development in any or more of the processes of speech language , reading, spelling, writing or arithmetic . These problems are due to disorder or deficiency in any one or more of the basic psychological processes involved in understanding or in using spoken or written language. They do not include learning problems which are due primarily to visual,hearing or motor handicaps , mental retardation, emotional disturbance. A child with L.D deficiency in psychological process learning problems.

7. Eye hand co-ordination : Ability to coordinate vision with the movements of the hands for effective use. Figure ground perception : Ability to attend only to that stimuli which requires one’s attention at a given period of time. Tick all the flowers Possible Deficiencies in psychological processing

8. 3. Figure constancy : Ability to identify symbols figures, shapes despite its apparent change in rise, direction & position. 4. Position in space : Ability to perceive the relationship between the observer and the object in space i.e. above below, behind, in front next etc. Tick all the rectangles M M M M Find out “M” facing left, right up & down

9. 5. Auditory perception : it refers to an ability to provide meaning to auditory stimuli. Auditory reception of verbal information. Auditory sequencing. – an out growth of auditory reception. It assess it one’s encoding ability, a prerequisite for any language learning - reading, spelling, writing at a later stage. Auditory discrimination –The ability of phonemic analysis and segmentation. Phonemic discrimination is important for phonemic awareness, again basic for reading , and consequently comprehension. Auditory association. Verbal fluency.

10. 6. Cognitive abilities Cognitive retracing – ability to manipulate the stimuli in reverse order i.e. reverse the stimulus letters & numbers. Categorization – Ability to categorize. Ability to recognize the subtle difference. The ability to abstract the similarities and recognize the differences to categories the experience in meaningful chunks. This ability facilitates concept formation which leads to higher level cognitive functioning. 7. Memory – ability of a child to remember. 8. Receptive language – Ability of encoding processes of verbal, visual , Stimuli. 9.Expressive language – Ability to use proper syntax in language . The type of response be gives would indicate whether his level of language is at a concrete descriptive level or is at a higher level where he processes the information more abstractly.

11. Eye hand coordination : Difficulty in writing May not have encoding deficits hence may be able to read, spell & comprehend. Good in oral work. PROBLEM FACED DUE TO THE DEFICITS IN THE PSYCHOLOGICAL PROCESSING .

12. Activities Eye hand coordination: 1. Draw the stems to complete the picture. 2. Complete the sun Paste one of each pair of faces on a paper & attach a paper clip at the neck. Put the faces in the shoe box. Have the child use fishing poles (a stick with a string at the end to which a magnet is tied) to fish for faces in the box & match the face he has caught to the same face on the poster.

13. Figure ground – Bombarded with array of stimuli, consequently making no sense of it – his cognitive state is that of utter confusion. Fails to understand the task – Disorganized performance and academic failure. Activities : Tick all the circles 2. Tick all the smiling face

14. Figure constancy : Perception is at concrete level. Problems in generalization. Concept formation. Activities : Tick all the rectangles

15. Position in Space and Spatial Relations Perceptual world distorted. No difference in b & d, 14 & 41, 9 & p, crow & crom. Affects reading & consequently writing & maths. Problems in measuring & geometry. Activities : 1. which ‘M’ is facing down : M M M

16. Look carefully at the colours & places of all the balls and fill in the blanks. The __________ball is above the blue ball. The __________ball is below the green ball. The yellow ball is to the __________ of red ball.

17. Auditory perception : Difficulty in listening will lead to difficulty in communication. Synthesis of sounds is important for words to be spoken or written, difficulty in comprehension, spelling & coherent writing. No difference between “ cat ” & “ mat ” , does resulting in encoding and decoding problems. Poor verbal repertoire which makes learning a hazardous and a laborious task. Activities : Name the part of a body and then ask the child to name a part that has the same beginning sound or a letter, e.g. toe : teeth, tongue, throat, Legs : Lips, lungs. Say two words starting with sound ‘B’ - Ball, book

18. Cognitive abilities : Problem in reversals would have difficulty in organized thinking. Difficulty in concept formation. Activities : The child will perform the requested activity e.g. pick up all the curved blocks, pickup all the pictures of vegetables. The child will find or name the objects in the room that has a designated shape e.g. teacher will say ‘I am thinking of something’ that is square e.g. record player. Child will short the pictures according to the shape. Name 2 similarities between watermelon or orange, elephant and lion.

19. Memory Difficulty in application of knowledge. Activities : Name 3 things that are round. Name 2 things that are used to measure. Receptive language : Incorrect response to the questions. Activities : Have a child follow the directions open the page no. 7 of your book, go sit on the 2 nd bench. Let the child answer the question after reading the passage.

20. Expressive language : Language comprehension, production and use are fundamental to any social and academic subject, a child will language disorder will be at risk in learning. ‘I have pretty buckles and I am red’. I was sleeping in the dark closet and somebody stepped on me. I creaked a little but that didn't stop her…. Activities : Write 2 sentences about an aeroplane , a cow Tell a creative story about the shoe, a ring,

21. WH A T I S LEARNIN G DISABILITY It i s th e h i dd e n handicap Res u lt s i n poo r perfo r manc e i n scho o l Child seems otherwise intelligent but gets poor marks. Though th e ch i l d un d ers t an d s bu t no t ab l e to expres s cor r ectl y . Overal l br a i n gro w t h i s norma l bu t minuscu l e brai n ar eas concerned with some skills have not developed Re f er s to a d i s or d e r o r dela y e d d e v elopm e n t i n o n e o r more processes e.g. speech ,reading writing, arithmetic. Due to deficiency or disorder of psychological process. Does n o t i n c lud e l ear n in g pro b l e m s w h i c h ar e du e to v i s ua l, he a ring ha n d i ca p et c . Est i mat e – 10 % ch i l d ren su f fe r f r o m it.

22. As a re s ul t o f LD…. The child is labeled (incorrectly ) as lazy, dull or even stupid. The chil d ma y slo w dow n aft e r 5 t h o r 6 t h standard . Poor performance may lead to depression, anxiety or aggression. Thus, LD must be diagnosed early, correctly and the chi l d b e he l pe d .

23. F AMO U S LEARNIN G DISABLED If yo u c o n s ide r e d lea r ni n g d i s a bl e d a s l a z y , d ul l a n d st u pi d y o u wo u l d b e surprise d to kno w tha t …… The fol l owi n g were Lea r ni n g Di s ab l ed! Thomas Alva Edison – Never mastered writing, spelling, arithme t i c . W a s th r ow n ou t o f scho o l . Winston Churchill – whose father said “I have an idiot of a son”. Fortunately joined Royal Military College where did not need much writing skills. He was a great orator. Albert Einstein – Capable of most advanced scientific thinking. Had d i f ficu l t y i n l e arnin g to read! Le o nard o D a V i n c i – th e pa i nte r .

24. General Characteristics of children with Learning Disability 1. Abnormal activity level Hyper a c tiv e - T ap p ing a finger or foot, ju m pi n g out of sea t, skipping from one task to another. Hypoactive–Does not show interest in sports, games, sit quietly when others are playing, takes more time to finish simple task. 2. Attention problems Short attention span – Concentrate for few minutes and then starts doing what he likes e.g. looking outside, drawing. Perseveration (too much over doing) – Repeat the drawing several times, saying lines of a poem continuously.

25. 3. Motor problems Inadeq ua te coo r d ina t i o n – Day t o day a c t i v i ties n o t done systematically, handling of utensils or play material not proper. Poor tac t il e - kinesth e tic dis c ri m ina t ion – Di f ficu l ty i n i d ent i fying subjects by touching. 4. Visual perceptual problems Poor visual discrimination – Difficulty in differentiating in shapes, symbols like ‘+’ and ‘x’ and p & q and b & d. Difficulty in visual figure ground differentiations – He is unable to attend to important visual stimuli by pushing all other visual stimuli into the background. While reading may skip lines, unable to paint within outline, interpreting pictures or stories. Difficulty in visual closure – Difficulty and identifying hidden shapes or pictures, unable to complete figures written in dots, difficulty in filling missing parts.

26. Poor visual memory – Difficulty in reproducing series of acts in the same order, reproducing numbers or letters. 5. Auditory perceptual problems Poor auditory discrimination – Unable to distinguish one sound from another. Unable to hear the difference or similarities in initial or final sounds of words, consonant blends or vowels. Poor auditory reception/ comprehension – Unable to gain meaning from auditory symbols. Difficulty in auditory figure ground differentiation – Unable to attend to important auditory stimuli by pushing all other auditory stimuli into background. Cannot concentrate on verbal discussion for long time, gets distracted . Difficulty in auditory closure – Cannot fill in missing sounds when only part of the word or sentence is heard. Difficulty in fill in the gaps when they miss parts of words or conversation, completion of words and sentences.

27. Poor auditory memory – Often have difficulty in retaining or recalling auditory experiences. Fail to learn songs, stories, lines, names of the week, months etc. 6. Language problems Delayed or slow development of speech – Difficulty in formulation and syntax - Unable to organize words to form phrases or sentences in appropriate way.

28. TYPES OF LEARNING DISABILITIES d isab i l i ties no t ices a m o ng child r en ca n be b roa d ly Learning classif i ed i n to various catego r ies depend i ng upon the m ajor problems experienced by them. Such major problems lead to other kind of problems which are considered as the associated and secondary problems. One thing should be kept in mind that rarely these learning disabilities exist in isolation. Various types of learning disabilities in terms of major problems and the possible cause of such problems are as follows. 1. Dysphasia Partial inability to comprehend the spoken word is called receptive dysphasia and to speak is called expressive dysphasia. This is believed to be the result of injury, diseases or mal development of the brain.

29. 2. Aphasia Loss of the ability to comprehend, manipulates, or express words in speech, writing or gestures. It is usually associated with injury or disease in brain centres controlling such processes. Auditory aphasia refers to the inability to comprehend the spoken words. Formulation aphasia refers to inability to formulate sentences properly. 3. Dyslexia Inability to read or to understand what reads silently or aloud. Condition is usually, but not always associated with brain impairment. It may be also due to hypoglycemia (low blood sugar) or protein, vitamin and mineral deficiencies.

30. Familial Dyslexia is a form of reading, disability believed to be caused by hereditary factors. It is assumed that boys with reading problems posses a type of delayed neurological and perceptual development arising from neuro-physiological characteristics which they have inherited from their reading disabled fathers.

31. Dyslexia is mainly due to deficiency in visual verbal association (relating visual feature of a stimulus with its name, for ex. Letter and its name, symbol, and its name etc.). In addition, they may have deficiency in visual and/or auditory, perceptual problems, word analysis and synthesis 4. Alexia Loss of the ability to read printed language.

32. WRITING DISABILITIES Dysgraphia Dysgraphia refers to partial inability to write which is due to visual motor integration disorder that interferes with the memory and execution of the motor patterns needed to write or copy letters, words, and numbers. Agraphia Agraphia refers to the total inability to write. It is the inability to copy which differentiates agraphic children from other disorders of writing. The conditions are usually association with brain dysfunction.

33. 3. Revisualization problems It is the inability to revisualize the image of letters or words. Children with this type of visual memory deficit can speak, read and copy, but have difficulty in writing the letters and words by memory. 4. Formulation and Syntax Disorders Formulation disorders refer to the inability to organize the ideas into a clear, concise pattern of words. Syntax disorders refer to the difficulty in ordering the words to form phrases, clauses or sentences. Formulation and syntax disorders may involve both spoken and written language or may be limited to the production of written language.

34. 4. Spelling problems Most of the learning disabled children have spelling problems. It is observed that spelling problems are secondary to reading and revisualization problems. Thus, as reading improves spelling improves and as revisualization improves, spelling improves.

35. ARITHMETIC DISABILITIES This refers to trouble in reading or writing isolated numerals or a series of numerals, reading and writing numbers whose names are not written the way they are spoken (twenty – one = 21, not 201), recognizing the categorical structure of numbers (units, tens, hundreds, thousands) and doing computational operations. This disability may arise from disturbance of quantitative thinking or from language or reading disabilities. Anyhow, arithmetic disability mainly refers to difficulty in quantitative thinking. Acalculia denotes the inability to perform calculations. Dyscalculia is a form of acalculia which involves a partial inability to perform calculations.

36. p r o c e d u r e t h at ident i f i es a Screening is a pers o n who n e eds fu r ther assessment for diagnosis of a disability. Alternatively said, screening helps in `suspecting' disability in a person. A screening procedure does not `confirm' disability, but helps in short listing for detailed assessment. Screening

37. IDENTIFICATION OF CHILDREN WITH LEARNING DISABILITY

38. A teacher should initiate the process of identification if she suspects a child may be experiencing learning or behavioural problems. The following questions are helpful in determining that a child has specific learning disability. Does the child have a normal hearing ability? Does the child have normal visual ability? Does the child have the level of intellectual ability needed to perform at the expected level? At what level is the child performing in reading writing, spelling and arithmetic? Is there an educationally significant discrepancy between the child’s estimated intellectual ability and actual level of academic performance?

39. A child with SLD exhibits a severe discrepancy between achievement and intellectual ability. If you closely observe such a child you can see most of the deviations indicated below: Difficulty in academic subjects. Sometimes the student is deficient in only one subject and or combinations of subject. Has difficulty in telling time, remembering order of days, months and seasons. Specific errors in writing –persistent errors such as reversal (writing ‘p’ for ‘q’ ‘b’ for‘d’) omissions (here ‘for where’). Writes letters either very close or apart. Poor handwriting compared with peers. Poor drawing compared with peers.

40. Reads more slowly than peers. May read ‘here’ for (‘where’ (omissions) ‘No for ‘on’ (reversal) ‘dug’ for ‘bug’ (letter confusion). Cannot follow written directions which most peers can follow. Does not seem to listen or understand daily classroom instructions or directions (often ask to have them repeated where as the rest of the class goes ahead). Cannot correctly recall oral instructions when asked to repeat them. Has substantial difficulty in addition or subtraction compared to peers, may begin to add in the middle of the subtraction problems. Excessive inconsistency in the quality of performance from time to time – seems to be bright in many ways still does poorly in school.

41. Is slow to finish work. Gets ea sily dis tra c ted fr o m school work even by slig h test disturbance. Has difficulty in remembering directions – left and right. Over a c tive co m pared t o pee r s, ca n not s it s t i ll i n the clas s ro o m even for a short duration. Appears to be careless and does everything in a haphazard manner. Appears to be not interested in any kind of work and sits simply. If at all he starts some work/activity he keeps on doing however inappropriate and unwanted it is. For example he will keep on writing though asked to stop writing and start reading. Continue with the same strategy however inappropriate it is.

42. Delay in language development. Finds it difficult to recollect words automatically and form correct sentences. Appears to be too impulsive, jumps into action, does not wait even to think about the consequences. Can n ot co n t r o l e m ot i o n s . Loses te m per im m edia t el y , ea si ly g e t irritated. Appears to be socially immature, careless, irresponsible, fails to complete the work undertaken properly.

43. Finds it difficult to get adjusted to routine changes. For example he finds difficult to attend morning class/special class well in time, difficulty in adjusting to new teachers, new place etc. Demonstrates variations in mood without appropriate reasons, calmness to irritability, enthusiasm to dryness etc.

44. DIFFERENTIAL DIAGNOSIS OF A CHILD WITH LEARNING DISABILITY

45. Learning Disability and Visual Impairment S.No Visual impairment Learning disability 1 A child with visual impairment can read large print, but not small letters. A child with learning disability might be able to read both, but with certain reading behaviours such as frequent reversals, omissions, insertions and substitutions. 2 A child with visual impairment cannot see or has problems in seeing, he/she might not be able to read at all. A child with learning disability can read, but not willingly or fluently. 3 A child with visual impairment will keep the book too far or to close to his eyes. A child with learning disability will keep the book at the normal distance from his eyes.

46. S.No Visual impairment Learning disability 4 A child with visual impairment will not show any hyperactive behaviour. A child with learning disability will always be on the move and in motion constantly. 5 Because a child with visual impairment has problems in seeing, he/she might exhibit problems in grasping, graphics, maps, tables. A child with learning disability might/might not exhibit any such behavior. 6 A c h i l d wi t h v i sual i m p a ir m ent might bump into people or objects. A child with learning disability will not stumble into objects or people, even though he/she may be clumsy.

47. S.No Visual impairment Learning disability 7 A child with visual impairment might constantly ask his peers as to what is written on the blackboard. A child with learning disability will not show any of these behaviors because he/she has no problems in seeing. But if the child is extremely hyperactive, he/she might distract the other children in the class.

48. Learning Disability and hearing Impairment S.No Hearing Impairment Learning disabilities 1 A child with hearing impairment has problems in listening, he/she will focus more on the speaker’s lips. A child with learning disability may have figure ground confusion and may look at irrelevant stimuli. For example, if a teacher who is wearing a necklace is also showing a pen to explain the concept of a pen, the learning disabled child will focus on the necklace and not on the pen. 2 A child with hearing impairment will have limited language. A child with learning disability might or might not have limited language.

49. S.No Hearing Impairment Learning disabilities 3 A child with hearing impairment might look lost, but not hyperactive as he is not able to grasp anything because of limitation in his/her hearing capacity. A child with learning disability will most likely also be hyperactive, changing from one activity to another in brief periods of time.

50. Learning Disability and Intellectual Disability S.No Intellectual Disabilities Learning disabilities 1. A child with mental retardation will have delayed milestones like sitting, walking, talking. A child with learning disability might or might not have delayed milestones. 2. A child with mental retardation might read the world, but will not be able to explain its meaning. A child with learning disability might not be able to read, but will be able to understand the word. 3. A child with mental retardation will have problem in understanding abstract concepts. A child with learning disability might just not have any such problem.

51. S.No Intellectual Disabilities Learning disabilities 4. A child with mental retardation has short attention span. A child with learning disability might or might not have short attention span. 5. A child with mental retardation will have sub-average intelligence. A child with learning disability might have average or even above average intelligence. 3. A child with mental retardation will have problems both in spoken and written instructions. Only if all the modalities of a learning disabled child are affected, the child will show problems in both written and spoken behaviour. A typical learning disabled child might have more problems in written than in spoken language.

52. S.No Intellectual Disabilities Learning disabilities 1. A child with mental retardation has global difficulty in comprehension. In other words, he/she will show difficulty in comprehending all the areas – academic as well as non- academic. A child with learning disability might have a problem in one area such as reading, writing or arithmetic. 2. A child with mental retardation might not distract others as much as a learning disabled child. A child with learning disability, if hyperactive, will constantly be on the move. He/she may distract others, as well as be easily distracted.

53. ASSESS M ENT O F A C H ILDREN WITH LEARNING DISABILITY

54. Assessment of symptoms of specific learning disabilities is very essential for planning appropriate remedial program for a child with learning disability. The teacher should be aware of various kinds of problems that are commonly observed among the children having learning disability while reading, writing or doing arithmetic. This knowledge helps her/him to find out the specific problem experienced by a particular child and help the child to overcome them. Assessment is the process of eliciting information through various methods to confirm or negate a condition as well as to find out the current level of functioning including strengths and limitations. To assess a child two types of tests are used :

55. 1. Norm Referenced Tests (NRT) – These are usually standardized tests which help to compare a child with other children and establish his/her status in relation to others. S o m e of the suita b le s cree n ing a n d ass e ss m ent test for use by teachers developed in India include: Diagnostic T est of Learning Dis a b i li t ies ( S . S w ar u p & D . Mehta). Behavioral checklist for screening the learning disabled (Swarup & Mehta) Grade level ass e ss m ent d evice f o r c h ildren with learn i ng problems in primary schools (J. Narayan) Arithmetic and diagnostic test for primary school children (Ramaa, S.)

56. 2. Criterion Referenced Tests (CRT) –They are used for finding the current level of functioning. They are also known as informal test as they are constructed by the teacher. The teacher sets criteria and test the child to find out if she/he achieves the criteria. For example “Ability to do 2 digits 3 line addition with carryover” can be a criterion and the teacher can give number of sums involving the operation and find out the ability level, error pattern and so on. Therefore, CRTs help in finding out strengths and need of a child to plan educational program suitably. For a student suspected to have learning problems both NRTs and CRTs are essential.

57. The symptoms of various kinds of disability are given below Bruckner and Lewis have listed the following behavioural symptoms of reading disability. 1.Behavioral Symptoms of Reading disability Slow rate of oral or silent reading. Inability to answer questions about what is read showing lack of comprehension. Inability to state the main topic of a simple paragraph or story. Inability to remember what is read. Fau l ty study habits, such as fail u re t o reread or su mm ar i z e or outline.

58. Lack of skill in using tools to locate information such as index and table of contents. Inability to follow simple printed or written instructions. Reading word by word rather than in groups, indicating short perception span. Lack of expression in oral reading. Excessive lip movement in silent reading. Vocalization in silent reading, whispering. Lack of interest in reading in or out of school.

59. Excessive physical activity while reading, as squirming, head movements. Mis p r o n u nciat i on o f wor d s – A b i g m a chi n e (M) Nachin. Omission of words and letters – He talked to her (he talk to her). Insertion of words and letters. S u b s t ituti o n o f wor d s in o r al readi n g – Marry walked over (above) the bridge. Reversals of whole words or parts of the words. R e petition of wo r ds or g r o u ps of wor d s when read i ng orally – A little black dog ran away from home. Excessive number of backward eye movement.

60. Behavioural Symptoms of Writing Disability attainment of proficiency in reading. The writer records his thoughts in the form of graphic symbol. The reader recodes the symbols to gain the message they contain. The types of writing disabilities such as dysgraphia, agraphia etc have been discussed in unit 1. Chalfant & Scheffelin, (1969) suggested that following question can be used in the assessment of children’s writing. These questions can be answered while working with the child and observing his performance of specific tasks. C h i l dr e n who h a ve proble m s i n writ t en l a n g u a ge m ay h a ve trouble with one or more of the tasks involved in writing and spelling. The development of writing skil l s foll o ws the d e vel o pm e nt o f sp e e c h co m p r eh e nsion a n d use, a n d the

61. Can he write spontaneously with a pencil? With alphabet blocks? With his eyes closed? Can he write from dictation? What kinds of spelling errors does he make? Can he copy from a visual model? From handwriting? From print? From print into handwriting. Does he lose his sense of direction in forming letters? Does the student align letters properly? Does the student have an unorthodox joining of letters in cursive writing? Does the student use squabbles that are not really letters?

62. Does the student use the same hand consistently for writing? Does the student have poor spacing of letters and words? Are the student’s letters of irregular size? Does the student’s work show fatigue/ for example, last line may be noticeably poorer than the first one. Does the student exhibit poor letters formation? Is the student unable to recall or retrieve the motor act of writing as a form of expressive language? Can he copy geometric figures which are not symbols?

63. Does the student write from left to right? Can he write in one language and not in another? Does he do mirror writing (b for d, p for q etc.) Does the child profit from auditory or visual assistance. Does he exhibit gross and /or fine motor in coordination? Has he had opportunity to practice? Does he have a basic language deficiency? Does he understand what he sees and hears?

64. Behavioural Symptoms of Arithmetic Disability As already discussed in unit 1 , arithmetic disability (dyscalculia) refers to difficulty in reading or writing isolated numerals or a series of numerals, reading and writing numbers whose names are not written, the way they are spoken and doing competitional operations. The following questions raised by Wallace & Kauffmann, 1973 help us in assessing the arithmetic problems. Has the c h ild m a stered t h e s k ills prereq u isi t es for a rit h m etic achievement? Does the c h i ld disc r i m ina t e b e tween di f fere n t sizes, sha p es, and quantities? Does the child understand one to one correspondence? Does the child have difficulty in counting? Does the child understand groups or sets?

65. Has the c h i ld m astered basic co m put at ion a l s k i l l s and ti m e and money concepts? Does the child understand place value? Does the child have difficulty with fundamental operations of addition, subtraction, multiplication and division? Does the child understand fractions? Does the child experience difficulty in telling time? Does the child understand monetary values? Has the child developed problem solving skills? Does the child understand arithmetical terms and signs? Does the child have difficulty in the analysis of story (word) problems?

66. The types of errors, generally made by the children with arithmetic problems are as follows: Sl. No. Types of errors Examples 1. Rotation of numbers 5 = c 2. Reversing the digits 12=21 16 =61 3. Reading, digit wise (lack the concept of place value) 1008 as one, zero, zero, eight. 4. Writing the numbers as we say. Four hundred and fifty as 40050.

67. Sl. No. Types of errors Examples 5. Lack the knowledge of carryover. 24 37 511 6. Subtracting lower number from the higher number irrespective of the place (simplification of the task). 72 45 33

68. Sl. No. Types of errors Examples 7. Multiplication of numbers in a wrong sequence /wri t ing t h e product in a wrong place. 125 x 21 2410 125 2535 125 x 21 125 2410 14910

69. Sl. No. Types of errors Examples 8. Multiplying in between dividing (lack of concept of division) 283 7 473 28 283 9. Bizarre errors 15 – 7 =1 21 x 7 47

70. GRADE LEVEL ASSESSMENT DEVICE

71. BASIC CONSIDERATIONS OF USING THE DEVICE The terms ‘Learning Problem’, ‘Learning Difficulties’, ‘Learning Disabilities’, ‘Underachievement’, ‘Slow Learning’, ‘Scholastically Backward’, ‘Academically Backward’ and such other phrases are used in the educational circle for the children who do not pass in one or more subjects consistently when given a test in in the class.

72. DISCRIPTION OF THE TOOL The GLAD has two formats Format I: Format I has the test booklets of class I to class IV given in the form of worksheets. Eac h cl a ss conta i ns wor k sheets of Hind i , English & Mathematics Items include tasks requiring verbal & writing responses to questions Each worksheet has the instruction given on the top. Serial no. & total score provide on the top & blank space is provided to enter the score. The worksheets that require writing dictation have the wordlist given at the end of the section just before the scoring sheets.

73. Format II : It is to be used by the teacher for noting observations while the child is performing on Format I. Format II has three sections & a summary sheet Section I has provision to note down the child’s background information including personal details, family history & school history which help the teacher in getting to know the child better. Section II has certain simple items which the teacher can observe & if suspects problem he can refer to the physician for the needful to be done While administering the items in format I of the respective class the teacher should observe the child for processing & tick the appropriate statement in section III of format II. The summary sheet includes a matrix that shows the child’s class of functioning in terms of independent, instructional & frustrational levels .

74. GLAD Scoring Over 70% - Independence Level 40% to 69 % - Instructional Level Below 40 % - Frustational Level

75. Dr. Usha Grover Former officer in charge & Lecturer in Special Education at the NIEPID, Regional Centre NOIDA 110 THANKYOU