Aspects that are included:
Learning disabilities—introduction
Learning disability or low aptitude?
The learning disabled child
Specific learning disabilities
ntelligence tests
IQ ‘numbers’ and what they mean
Where does one start?
Visual acuity
Auditory acuity
Dominance
Perceptual difficulties
Types of perceptual difficulties
Gross motor skills
Fine motor skills
Spatial skills
Phonics
Beginning and ending sounds
Sound blending
Syllabification
Language
Spelling
Reading
Reading ages
Graded, diagnostic word lists
Mathematical difficulties
Assessing mathematics
Attention Deficit Disorders
Medication
Working with parents
Socio-emotional difficulties
Dyslexia
Asperger’s Syndrome
Referrals to other professionals
Soft neurological signs
Signs of hyperactivity
Supporting parents
Connors Teacher Questionnaire
– and much more!
Examples of checklists
Diagnostic and Remedial
Resources for
Primary School Teachers
‘Working Together to
Improve Learning’
Gail Rossini
BPrim Ed: MEd (Special Ed)
FDE Remedial Education
044 384 0857
[email protected]
Supporting the child with learning challenges
Introduction
Every teacher, when faced with a classroom of pupils at the beginning of the school year,
has come to expect that some will make exceptional progress, some will make satisfactory
progress and some will make hardly any progress at all.
While in the past a ‘bridging’ or ‘aid’ class may have been able to cater for the needs of
struggling pupils, a shortage of departmental finance and resources, large class numbers or
the lack of trained staff often makes these options impractical. Many of these pupils will
also be learning in a second language and may not have had the vital opportunities that
form the foundations for early language, reading, spelling and mathematics.
This has wide implications for classroom teachers, who must ensure that the pupils in their
care become the best they can be. This responsibility can be awesome, and those who have
not undergone the necessary training could find it extremely daunting.
Diagnostic and Remedial Resources for Primary School Teachers has been developed to
enable ‘non-specialist’ teachers to quickly and easily identify gaps in a pupil’s knowledge,
and provide support for pupils held back by improperly-consolidated foundations.
The contents
Part One of the manual contains a general overview of different learning challenges. This
includes the characteristics of learning disabilities, as well as a look at the difficulties
involved with intelligence testing. Furthermore, it will delve into the impact that a child’s
physical health – including visual and auditory acuity – can have on learning. Perceptual
difficulties often lie at the root of a pupil’s difficulties with learning, and a maturation lag
can intensify the effects of learning problems.
Then we move on to some insights into language difficulties, phonics and reading. Although
not too much emphasis should be placed on reading ages, the Daniels and Diack Standard
Reading Test may be of interest. Two-minute maths speed tests are also suggested.
Part Two provides the tools for assessment. Checklists are used in order to pinpoint the
exact place where a pupil begins to struggle. It is at this point that remediation must begin.
By using the information they’ve learned, teachers will be able to formulate a programme to
meet a pupil’s individual needs. No time should be wasted assessing pupils in areas where
they are competent, unless it is beneficial for that individual child.
The checklists will also be a useful reference to pass along to any other professionals
involved in the pupil’s remediation, such as speech and occupational therapists, and
practitioners that deal with things like attention deficits.
The aim of this manual is to concisely provide information that will help teachers and pupils
meet any learning challenges head-on. It is designed to be easy to use, and photocopying
the assessment sheets for record-keeping purposes is encouraged.
The 120-page, spiral-bound manual is based on many years of teaching experience and
should prove to be a useful resource in any classroom or therapy centre.