Teaching Students with Learning Difficulties

Dyslexia
A language based disorder of biological origin. Students have difficulty in learning to read or interpret words, letters, and other symbols, but it does not affect general intelligence. Generally, it is identified at school age when reading and writing instruction begins.

Attention Deficit Hyperactivity Disorder (ADHD)

This is a neurological disorder. The child has difficulty in maintaining concentration and is unable to stay on task due to hyperactivity. It can manifest in toddlers, teens and adults.

Aspergers Syndrome
This is a mild form of autism. It is a pervasive developmental disorder that is characterized by an inability to understand how to interact socially. Symptoms are generally seen in children aged 3.

Autism
A bio-neurological disorder that is observable in early childhood. It has symptoms of abnormal self-absorption and may be characterised by lack of response to other humans and by their limited ability or disinclination to communicate and socialize.
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How can we identify it?

Dyslexia1

Difficulty learning new skills, relying on memorization Trouble learning about time Difficulty remembering facts Confusing basic words (dog, cat, run) Poor coordination, 'accident prone', unaware of physical surroundings Having a hard time learning the connection between letters and sounds (Phonetics) Spelling and reading errors such as substitutions (house/home), letter reversals (b/d), inversions (m/w) and transpositions (felt/left) Problems with planning Impulsive behaviour Transposes number sequences and confuses arithmetic signs

Attention Deficit Hyperactivity Disorder (ADHD)2

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Fidgeting with hands or feet or squirming in their seat and appear restless Difficulty remaining seated when required to do so Difficulty sustaining attention and waiting for a turn in tasks, games, or group situations Blurting out answers to questions before the questions have been completed Difficulty following through on instructions and in organizing tasks Shifting from one unfinished activity to another Failing to give close attention to details and avoiding careless mistakes Losing things necessary for tasks or activities Difficulty in listening to others without being distracted or interrupting Wide ranges in mood swings

Solutions Elementary Teachers Book, Marta Uminska, OUP, 2008, page 120.
Taken from http://www.kellybear.com/TeacherArticles/TeacherTip49.html - 2012

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Great difficulty in delaying gratification

Aspergers Syndrome3

Problems with social and communications skills Typically have IQs in the normal to very superior range. Often described as "little professor" syndrome, as kids with AS become walking encyclopaedias about topics that interest them. Unable to read facial expressions May have trouble making eye contact Take expressions literally and miss implied meanings May have an extensive vocabulary (in L1 and L2) and be overly confident with classroom subjects Cant hold casual conversation with a classmate

Autism4
Social Difficulties

Appears disinterested or unaware of other people or whats going on around them. Doesnt know how to connect with others, play, or make friends. Doesnt seem to hear when others talk to him or her. Doesn't share interests or achievements with others (drawings, toys).

Speech and Language Difficulties

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Speaks in an abnormal tone of voice, or with an odd rhythm or pitch (e.g. ends every sentence as if asking a question). Repeats the same words or phrases over and over. Responds to a question by repeating it, rather than answering it. Uses language incorrectly (grammatical errors, wrong words). Takes what is said too literally (misses undertones of humour, irony, and sarcasm). Avoids eye contact.

Taken from http://www.mugsy.org/connor1.htm - 2012 Taken from http://www.mugsy.org/connor1.htm - 2012

Communication Difficulties

Uses facial expressions that don't match what he or she is saying. Doesnt pick up on other peoples facial expressions, tone of voice, and gestures. Makes very few gestures (such as pointing). May come across as cold or robot-like.

Inflexibility Issues

Follows a rigid routine (e.g. insists on taking a specific route to school) Has difficulty adapting to any changes in schedule or environment (e.g. throws a tantrum if the furniture is rearranged or bedtime is at a different time than usual). Obsessively lines things up or arranges them in a certain order. Preoccupation with a narrow topic of interest, often involving numbers or symbols (e.g. memorizing and reciting facts about maps, train schedules, or sports statistics). Repeats the same actions or movements over and over again, such as flapping hands, rocking, or twirling. Some believe it is self-soothing rather than stimulating.

What can we do as teachers?

Dyslexia
Psychological Aspects Be positive and optimistic. Motivating your students is the only way to help them achieve- Praise!! Ensure that they do achieve. This may mean using material that is a level below or graded in a mixed ability class. Reduce the students stress at all times. They need a relaxed and comfortable learning environment in which they feel free to express themselves and their ideas accepted. Dont be over-protective of them, but encourage independence. Dont tolerate bullying by classmates and promote mutual help in class. Focus on the students strengths in the EFL classroom that is commonly speaking and, when the task is right, listening. Expose the student to English culture through music and international exchange programmes so they have a positive view of the language. Keep in touch with the students parents and show your willingness to help. Take samples of their written work. This can provide clues as to which areas of weakness and strength the student has. Find your students learning style and respect it

If the dyslexic child does not learn the way you teach, can you teach him the way he learns? H T Chasty Language learning consultant
Teaching Techniques Teach to their learning style Kinaesthetic, visual, aural, oral.
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Use a variety of ways to revise language to keep the students interest. Maintain concentration by changing an activity regularly or having a short break.

Dont teach things that are similar to one another, e.g. past perfect simple and the past perfect continuous.

Learn to be well organised. Dyslexic students like routine and a lesson that is structured in the same way day-to-day. It helps them to be organised.

Create appropriate listening tasks, not fill in the gaps but grab a picture. Remember that these students often have an above average IQ so encourage those skills they excel at visual techniques.

Give clear and exact instructions. Let students learn by doing. Ask them to prepare vocabulary charts, games, flashcards etc.

Use large fonts (12-14 point Microsoft comic sans is best!) Use a clear layout on materials and on the whiteboard. The page/board
should not be too full and use consistent colour coding.

Pictograms and graphics help locate information. Use picture dictionaries. Provide listening material for use at home. Use a window marker for reading. It helps the dyslexic student not to
get lost when reading.
Taken from - Solutions Elementary Teachers Book, OUP, 2010.

Attention Deficit Hyperactivity Disorder (ADHD)

Understand the struggle a student has and provide an ordered, safe, predictable, motivational classroom environment. Establish a courteous, working relationship with the students parents and communicate often with notes home. Learn about their childs strengths, weaknesses, interests and achievements outside of school and apply appropriate teaching methods for their learning style. Make time to speak to the student individually. Be respectful and express interest in his or her success in school by asking how he or she learns best. Decide together on a sign or a code that you can use to remind the child to be on task. For example, make eye contact and touch your ear or pick up a particular object. Make classroom rules clear and concise and use a class reward system. Avoid telling the student off in front of their classmates. Give clear, direct, concrete instructions. Simplify tasks and have the child complete one step before introducing the second step. Divide lessons into relatively short segments with breaks in which all the students can do a physical activity, like stretch, run around or change chairs. Use a variety of teaching aids such as films, tapes, computer programs and small group work to reinforce the child's learning and recycle language. Provide the ADHD student opportunities to display his or her skills, talents and/or leadership ability. Teachers helper is a great way to let them move but keep them on task.

Prepare for transitions by providing a warning when a change is to occur. A musical clue may be helpful. Try playing classical music or a recording of nature sounds during work time.

Colour code paper for each subject. If available use off white or light blue coloured paper for written assignments.

Create schedules, outlines, lists, and/or a homework assignment book to help the student keep organized as well as to increase home/school communication. Tape a copy of the class schedule to the child's desk.

Modify required homework to accommodate students who are severely impacted with ADHD. Avoid busy, redundant work.

Direct young ADHD children to trace their handprints on the front and back of a folder to carry with them wherever they go. Have them place their hands on top of the traced ones to help them remember to keep their hands to themselves.

Pause before asking questions or ask the inattentive child a question to gain his or her focus. Use the students name or interests in neutral ways during discussions.

Walk around the room and pat the child gently on the shoulder or tap the place in the childs book that is being read to help him or her stay on task.

Seat the ADHD child in close proximity to you and in the area that has the least amount of distractions and stimulation, e.g. doors, windows and active students. Or, sit the child by the pencil sharpener and let him or her get up and sharpen a pencil as often as needed.

Watch for signs of increasing stress in a hyperactive child. You may want to reduce the workload or provide an opportunity for the child to release some energy. For example, have the student deliver an important letter in a sealed envelope to another teacher or school secretary who understands the childs need to move.

Encourage the child to use self-monitoring techniques to help focus. For example, provide a soft ball for a student to squeeze.
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Allow a student who seems to be sensitive to fluorescent light to wear a cap in class. Turn off the group of lights nearest the windows or dim the classroom lights.

Be flexible and allow a child with the ADHD disorder to stand up or squat in his chair if it helps the student complete assignments. Or, let him or her sit on the floor by you or on a large ball if that helps the child do the work.

Furnish two desks facing each other or side-by-side for one ADHD student. The child can move freely back and forth or lounge between the desks as long as he or she stays on task.

Provide a quiet area for the ADHD student to use when overwhelmed by classroom activity.

Encourage sensitivity as the child interacts with peers. If he or she lacks social awareness, it might be helpful to say something like, Mary looked unhappy when you spoke to her. What is a kinder way to ask for something? If the student interrupts peers often, remind the child to listen first before talking.

Have older students or volunteer parents serve as tutors for these students.
Taken from http://www.kellybear.com/TeacherArticles/TeacherTip49.html - 2012

Aspergers and Mild Autism

Psychological and Classroom Management Techniques

The teachers must be aware of the students disability and be able to go for additional training to explore the area. Ensure consistency of expectation among all staff... and avoiding any 'backing-down' once a reasonable and manageable target has been set. You will need to apply different teaching approaches to the other children and they should consider the students individual learning style. Work closely with the parents and understand the students life outside school.
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Recognise that some change in manner or behaviour may reflect anxiety (which may be triggered by a [minor] change to routine). Dont take apparently rude or aggressive behaviour personally; and recognise that the target for the pupil's anger may be unrelated to the source of that anger. Specific teaching of social rules/skills, such as turn-taking and social distance. Minimise and/or remove distracters, or provide access to an individual work area or booth, when a task involving concentration is set. Colourful wall displays can be distracting for some pupils, others may find noise very difficult to cope with. Seek to link work to the pupil's particular interests. Explore word-processing, and computer-based learning for literacy. Protect the pupil from teasing at free times, and provide peers with some awareness of his/her particular needs. Allow the pupil to avoid certain activities (such as sports and games) which s/he may not understand or like and support the pupil in openended and group tasks. Allow some access to obsessive behaviour as a reward for positive efforts.

Teaching Techniques

Provide a very clear structure and a set daily routine (including for play). Ensure the pupil knows the day's programme at the start of each day by writing it on a board or giving them a printed off daily schedule. Teach what "finished" means and helping the pupil to identify when something has finished and something different has started. Provide a warning of any impending change of routine, or switch of activity. Use clear and unambiguous language. Avoid humour/irony, or phrases like "my feet are killing me or it's raining cats and dogs". This will cause bewilderment. Address the pupil individually at all times (for example, the pupil may not realise that an instruction given to the whole class also includes him/her. Call the pupil's name in a neutral way and say "I need you to listen to this as this is something for you to do" can sometimes work; other times the pupil will need to be addressed individually).
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Repeat instructions and check understanding with CCQs. Use short sentences to ensure clarity of instructions. Use various means of presentation - visual, physical guidance, peer modelling, etc.

Taken from http://www.mugsy.org/connor1.htm - 2012

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Teachers TV Lesson Observation

Watch the film from teachers TV and fill in the table below.

Classroom Strategies

Reasons Given

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http://www.tes.co.uk/teaching-resource/Primary-Behaviour-ADHD-in-theMainstream-6039018

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