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SLOW LEARNERS PROGRAM MANUAL MANUALPRESCHO OL PARENT MANUAL

Child Information, Learning And Development Centre


# 23, 1St Floor,Jalan 15/48A, Off Jalan Sentul, 51000 Kuala Lumpur,Malaysia. Telephone: 03-40438020 / 40415563 . Fax: 03-40436332 Web Site: - www.child.og.my

TABLE OF CONTENTS
Introduction -------------------------------------------------------------------- 2 Who are the slow learners Characteristics Special problems of Slow Learners When the problem arises The responsibilities of Parents, Teachers and Society towards Slow Learners Program Overview ------------------------------------------------------------ 4 Project brief --------------------------------------------------------------------- 5 Objectives of Project ---------------------------------------------------------- 5 Project Implementation ------------------------------------------------------ 6 Identifying Slow Learners Teachers recruitments Resignation of teachers Module collection Conducting Classes Slow Learners Program Activities -----------------------------------------7 Teacher training activities Modules distribution SLP Program Supervision Organizing activities to achieve the goals

Role of SLP teachers ---------------------------------------------------------- 8 Monitoring by CHILD -------------------------------------------------------- 8 Appendix ------------------------------------------------------------------------- 9

Introduction.
Who are the slow-learners?

Slow-learners are those who fail in school because of their low intellectual abilities. Their IQ ranges from 55 / 60 to 85 / 90. They have a wide range of abilities and a variety of characteristics depending on their background.

Characteristics:
In physical appearance they are no different from normal children and therefore likely to get admission into schools for normal children where the curriculum is drawn up to meet the needs of average children. So they find it extremely difficult to cope with the education imparted in these schools, unless special provision is made for them and the curriculum is oriented towards practical and real life activities.

They are capable of being educated in ordinary schools and even achieving a moderate degree of success, if they are allowed to proceed at a slower pace and the syllabus is adapted to suit their abilities.

They have poor memories. Their attention span is short and they cannot concentrate on one topic for long.

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Special problems of the slow-learners:


Since in physical appearance they look like normal children, parents and teachers have the same expectations from them as from the latter. When they are not able to live up to these expectations, parents and teachers scold and punish them instead of trying to find out the reason behind their failure. Their classmates make fun of them. Consequently, they are bewildered and confused, wondering what wrong they have committed. Since their basic needs of being loved, accepted and recognized are not met, they develop emotional problems and behavior difficulties. They generally have a low self-concept due to their limited experience of success and due to the low opinion expressed of them by parents, teachers and others around them.

These problems arise when:


A child with low intellectual abilities is not identified at an early age ( before 7 years ). The goals of and the expectations from his education are unrealistic and not geared to his pace of learning and intellect level. When parents refuse to come to terms with the fact that their child has low mental ability. The tense emotional situation at home makes the child feel insecure. Insecurities also creep in if the parents, due to self imposed guilt feelings, are inconsistent in their handling of the child: sometimes over protective, sometimes rejecting her totally. The child does not know what to expect. Teachers show a lack of understanding and give the child a sarcastic and harsh treatment. This may make the child resentful, aggressive or destructive on the one hand or withdrawn on the other. In some extreme cases the child may start playing truant and become antisocial. He/she may fall a prey to drug addiction and other vices since these children lack the power of critical thinking.

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The responsibility of parents, teachers and society towards slow-learners:


Teachers and parents can be of great help to these children by identifying them at an early age. The delayed attainment of developmental milestones and language usage and vocabulary of these children can easily be noticed if parents and teachers keenly observe these children's behavior and development.

Teachers should particularly observe such children closely and refer them to the counselor or psychologist for expert opinion.

Cumulative and anecdotal records of any significant behavior, incident, fact or speech pattern of these children should be maintained in every school. These are of great help in understanding the child better.

Teachers and parents should be understanding towards these children and treat them with more affection than harshness. They should not resort to physical punishment.

Teachers have a special role to play in helping parents come to terms with the fact that their child has low intellectual ability. This can help prevent deep-seated emotional problems in slowlearners.

Normal classroom programs should also make provision for children with low intellect level:

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Program Overview
Special educational material and teaching aids are certainly helpful. It is with this in mind that CHILD has conceptualized and prepared the SLP Modules. They fill in large vacuum in the availability of such material for vernacular school children. It is our sincere hope that these modules will benefit the slow learners and enable as many of them and in as short a time as possible to join the mainstream class of their normal peers. With extra time, effort and support complemented with the SLP modules and tempered with love, compassion and reverence, slow learners will reach the shores with what is required of them, to be of use to themselves and the nation. The successful completion of the teaching modules for Slow learners is in four core subjects, English, Mathematics, Science and Tamil is a significant milestone in CHILDs vision to ensure all children are literate to expectation by the time they cross standard three in all schools adopted by CHILD. It was just under two years ago when CHILD took up the challenge to address the Slow Learner problem. Its achievements to date reflect how seriously it views the Slow Learner issue. This enormity of the project was daunting and it would not have been successful in such short time if not for the untiring and consummate efforts of Dr. P.Kunaletchumy in providing the leadership, Mdm. Minachee and the quality control team and teachers for their selfless and the able support.

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Project Brief
The slow learners will be separated from the mainstream and given close, personal and concentrated teaching. Modular books and other materials will be used by dedicated teachers to motivate, inspire and infuse into the students the confidence they so lack. As they improve, they will be returned to the mainstream

Objectives of Project
To encourage, inspire and facilitate slow learners to gain interest in reading and writing through fun learning using modules specially prepared for the purpose. To enable the slow learners to be able to read and write and join the mainstream within 3 to 6 months in the program. Children from less privileged backgrounds realize their inherent potential Targeted group Standard 1, Standard 2 and Standard 3.

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Project Implementation
Identifying Slow Learners The main problem with Slow Learners is that they need longer time to complete tasks. As a result their academic performance is poor. One way to identify the students is based on their academic performance. Recruiting teachers. New teachers are specially appointed by the participating schools. The ideal teachers for slow learners are preferably retired teachers with a lot of experiences which definitely bring desired effects. Resignation of teachers In the event for unavoidable reason, the appointed teacher resigns, the teacher has to submit a letter of resignation to CHILD office and the school has to follow the same procedure to recruit a new teacher. (Sample attached) Module collection SLP modules (Mathematics, Science, English and Tamil) are collected at CHILD Head office in Sentul. Conducting Classes The classes must be conducted during the school hours.

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Slow Learners Program activities


Teacher training workshop The workshop is conducted to help teachers understand better on how to teach, motivate and handle Slow Learners. Modules Distribution. Specially prepared modules are distributed to all the participating Schools Slow Learners of Std 1, 2 and 3. SLP Program Supervision. The selected schools are visited by CHILD project coordinator once a month to monitor the program, and to assess Slow Learners progress.

Organizing activities to achieve the goals. The participating schools teachers are advised to maintain the following: Students attendance record Teachers attendance record Inventory record Daily Activity record Modules Completion Report Students progress report Students Profile.

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PROCEDURES FOR SLP PARTICIPATING SCHOOLS To carry out a demographic students profile using a standard available questionnaire To identify target students, send students academic performance result of a recently conducted diagnostic test to CHILD office To appoint new Teachers for the SLP program and send the appointment letter and teachers bio-data to CHILD office. To collect SLP modules (Mathematics, English, Tamil and Science) from CHILD and commence the classes To submit timetables upon commencement of classes. ROLE OF SLP TEACHERS Maintain student profile data (Demographic questionnaires). Maintain students and teacher attendance register Maintain an inventory record Maintain a daily activity record Modules completion and students progress report should be maintained to be submitted to CHILD every month. Students Progress report to be submitted to CHILD MONITORING BY CHILD SLP Project Coordinator, appointed by CHILD, monitors the program from time to time by visiting the schools, checking the Inventory, Attendance, Students progress and monthly summary reports

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Appendix 1
Format for Modules Completion and Students progress report for the following subjects:

Mathematics English Science Tamil

Format for Students Progress Report. Format for Student Demographic Questionnaire Format for classroom assessment by SLP teachers. Format for teachers appointment letter Format for teachers resignation letter Samples of Student attendance register Inventory record Daily teachers activity record

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Each child is unique Each child can make a difference Each child is capable Education does not start and stop at school, it is a journey We can help them take the first step towards the fulfillment of their dreams

As educators, we never stand so tall as when we stoop to help our children


-Author Unknown

Management Team: Chairman: Dato Dr R Thillainathan Programme Director: Dr N Iyngkaran Deputy Programme Director: Dr Kunaletchumy Treasurer: Mr S.Kandiah Auditor: Siva & Associates Manager: Mdm P. Sarada Devi

CHILD INFORMATION LEARNING & DEVELOPMENT CENTRE


SLOW LEARNERS PROGRAMME (SLP) STUDENTS PROGRESS REPORT
School Head Teacher Coordinator Teacher
NO

: ________________________________________________________ : ________________________________________________________ : ________________________________________________________ : __________________________________


STUDENTS NAME PRE ASSESSMENT

Class : _____________________
PROGRESS EXCELLENT GOOD
SATISFACTORY

POOR

REMARKS

________________________________ Head Teacher

________________________________ SLP Teacher

CHILD INFORMATION LEARNING & DEVELOPMENT CENTRE


SLOW LEARNERS PROGRAMME (SLP) ATTENDANCE OF THE MONTH OF __________________
School Teacher NO : ________________________________________________________ : __________________________________ STUDENTS NAME CLASS Date : _______________________ REMARKS

Total No. of Attendance Total No. of Absentees % of Attendance Registered Students ________________________________ Head Teacher ________________________________ SLP Teacher

CHILD INFORMATION LEARNING & DEVELOPMENT CENTRE


SLOW LEARNERS PROGRAMME (SLP)

WEEKLY ACTIVITY REPORT


Class Teacher : ________________________________________________ Class : _________________________ Date : _________________________

DAY Monday Tuesday Wednesday Thursday Friday

MATHEMATICS

SCIENCE

ENGLISH

TAMIL

________________________________ Head Teacher

________________________________ SLP Teacher

CHILD INFORMATION LEARNING & DEVELOPMENT CENTRE


SLOW LEARNERS PROGRAMME (SLP)

DISTRIBUTION OF SLOW LEARNERS MODULES


School : SJK (T) _________________________________________________________

NO 1 2 3 4 Tamil English

SUBJECT

STANDARD 1

STANDARD 2

STANDARD 3

TOTAL

Mathematics Science Total

Date Received Name Sign & Stamp

: ________________________________ : ________________________________________________________ : ________________________________

Coordinators Name : ________________________________________________________ Address : ________________________________________________________ ________________________________________________________ ________________________________________________________

Dr. Iyngkaran, Programme Director CHILD Information, Learning & Development Centre 23, Tingkat 1, Jalan 15/48A, Off Jalan Sentul, 55100 Kuala Lumpur. RE : APPOINTMENT OF NEW TEACHER I would like to appoint the following new teacher: Name : ______________________________________________________________ IC no. : ____________________________ School : ______________________________________________________________ Effective from : ____________________________ Reason : ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

I hereby enclose her CV together with her relevant certificates for your kind attention. I hope my request will be considered. Thank you. Yours truly, __________________ Coordinators Name : ________________________________________________________ State : ____________________________

CHILD INFORMATION LEARNING & DEVELOPMENT CENTRE


SLOW LEARNERS PROGRAMME (SLP)

Coordinators Name : ________________________________________________________ Address : ________________________________________________________ ________________________________________________________ ________________________________________________________

Dr. Iyngkaran, Programme Director CHILD Information, Learning & Development Centre 23, Tingkat 1, Jalan 15/48A, Off Jalan Sentul, 55100 Kuala Lumpur. RE : resignation I wish to inform you that the following teacher has resigned : Name : ______________________________________________________________ IC no. : ____________________________ School : ______________________________________________________________ Effective from : ____________________________ Reason : ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

I hereby enclose her resignation letter for your attention. . Thank you. Yours truly, __________________ Coordinators Name : ________________________________________________________ State : ____________________________

Section A (1)

STUDENTS BIO-DATA

Name Address

: ________________________________________________________ : ________________________________________________________ ________________________________________________________ ________________________________________________________

Date of Birth Place of Birth

: ____________________________ : ____________________________

Age

: ______________

School Hobby Ambition

: ____________________________

Standard: ____________

: ________________________________________________________ : ________________________________________________________

Kindergarten

: Yes

No : RM _____________ per month : _________________ : _________________

Amount Spent Age of Entry Duration

Tuition

: Yes

No : RM _____________ per month : _________________ : _________________

Amount Spent Age of Entry Duration

Extra Co-Curricular Activities : _________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

Section A (2)

Achievements

: a) Academic : ____________________________________________ b) Sports c) Others : ____________________________________________ : ____________________________________________

Family Background Pre-Kindergarten Secondary School

: Total No. of children Kindergarten Diploma/Degree Primary School Working

Diagnostic Test Pre-Intensive Test Post-Intensive Test : _________________ : _________________ Date Date : _________________ : _________________

Section B

FAMILY
DETAILS Name Age Tel (Office) (Mobile) Occupation Monthly Salary Other Income Total Income Hours of Working (Office hours / Shift) Highest Education No. of hours Spent with children No. of hours Spent with children for studies Habits Smoking Alcohol Drug Abuse Illness Asthma Diabetes Mellitus Hypertension Cancer Other INVESTIGATOR House : Own Rental Others (Please specify) ______________ a) Wall : Wooden Brick b) Type : Flat Terrace Semi Detached Bungalow FATHER MOTHER

Home Environment : Conductive a) Cars b) TV

Non conductive c) Astro

d) VCD

Family

: Supportive

Non supportive

Section C

TEACHER BIO-DATA
Name School Duration of SLP : ________________________________________________________ : ________________________________________________________ : ___________________________

Qualification

PMR SPM STPM Diploma / Degree (Teachers Training College) University

Teaching Experience : ________________________________________________________ Level of Teaching : ________________________________________________________

Approach to teaching:

Easy Comments

Difficult : ______________________________________

Methods used to capture attention : Visual Aids Pictures Music Extra Materials: _____________

SLP Students Interaction with Normal Students Attention in class Extra co-curricular activities Students improvements Good : Good : Good : Active : Slow Satisfactory Satisfactory Not Active Moderate Very Poor Poor

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