EVALUATION MODULE IV

MENTION IN SPECIFIC LANGUAGE DISORDERS

STUDENT: Alejandra Escobar Paillalef

1. Regarding the topic of motivation and its importance in the teaching-learning process, analyze
each of the strategies proposed to activate the students' attention in a class, highlighting their
importance for the achievement of better learning in the students; also pointing out the possibilities
and difficulties that the teacher would face in applying each of these strategies.

Strategies Importance for student learning Difficulty for the teacher in

achievement applying this strategy.
Concept - It serves to illustrate the cognitive or - Time consuming to apply.
maps meaning structure of learners through
which experiences are perceived and - Requires the teacher to know the
processed. methodology of teaching concepts.

- It identifies the student's knowledge, - The evaluation using concept maps

allows working and correcting the student's
conceptual errors.
- It facilitates the connection of the
information with other relevant concepts.
is not recommended if the teacher did
not include their construction during
class activities, since their elaboration
implies a cognitive task that requires
training.

- It facilitates the logical and structured

organization of learning content, as they
are useful for separating significant
information from trivial information.

- It achieves to foster cooperation among

the student and increase the meaning of
information.

- It allows for instructional planning while

helping students learn how to learn.
Promotes creativity and autonomy.

- It does not assimilate concepts, students'

ideas and the structure of the discipline.

- Encourages negotiation by sharing and

discussing meanings.

- It plays a useful social role in the

development of learning.

- It is a graphic tool, when you want to

remember a concept or a topic just by
looking at the concept map.

- It allows us to relate the parts to the whole

 (system thinking9).
Projects - It arises from the child's interests and - It is time consuming to perform.
needs.
- Not all students are capable of
- The content of the project builds on working independently.
previous knowledge, offering them an
opportunity to establish new networks of - It may encourage academic
meaning. dishonesty if the student's
performance is not monitored during
- They resemble real-life situations; for this the process.
reason, they are a tool for understanding
and interacting with the environment - When it is group-based, it can lend
around them. itself to not having an equal workload
for everyone.
- A project is devised, planned, carried out
and evaluated interactively, between the
teacher and the students.

- Adopt autonomous, responsible and

committed attitudes in their own learning
process, thus reaching deeper levels of
creativity and understanding.

- It allows the child to use written language

in its various functions.

- Students become solution managers in a

work environment, which allows them to
master the knowledge of the subject and
the application of concepts.

- They enable the production of a variety of

products and solutions.

- It provides an opportunity for students to

use their skills and demonstrate their
creativity.

- It is useful to stimulate cooperative

learning and teamwork.
Debate - To observe the student's ability to argue - Need for undivided teacher attention
about the topic to be discussed. and organization of observers.

- Observe the attention span of peers.
- It is useful to work on the attitude of
respect and tolerance.
- The group can easily get out of
control.
- Also, discussion can be used to
observe how to solve more complex
problems with subject-specific
content or to develop and evaluate
skills such as critical reasoning,
listening skills, flexibility, vocabulary,
 respect, patience, turn taking, fluency
of ideas, cooperation, among others.
Class - The recounting of the student's - Level of completeness of the
Journal experiences and how they relate to the information presented.
learning of concepts and processes is
observed. - It takes time on the part of the
teacher for evaluation.
- They can observe their academic,
attitudinal and skills progress.

- It allows students to synthesize their

thoughts and actions, comparing them over
time.

- sensitizes students to the way they learn.

- It can be carried out in different situations

(individual, group, debate, cases, projects,
etc).
Interview - It contributes to the development of - You cannot improvise in front of the
communication skills in students. interviewee.

- Develops higher cognitive abilities, - The interviewee is not allowed to

compare, analyze, draw conclusions. give his or her opinion.

- Promotes teamwork and creativity. - You may not make arguments or

justifications.

- The information given cannot be

Group - It is a meeting organized and directed by
meetings. the teacher, in which a group of students
analyze a topic or subject, for which they
must subsequently issue an opinion on it.
interpreted.
- It fails if participants do not express
their opinion.
- It must be organized and directed.

- Focus group meeting is a semi-structured

discussion in a homogeneous group on a
given topic, conducted by a moderator.

- It studies and discusses one or several

issues, subject to an agenda.

Based on Edward De Bono's techniques to develop thinking, design a Work Plan that includes two
of these techniques, to be applied with a group of Basic Education students, based on a theme or
learning unit according to the needs of the selected group of students.

WORK PLAN
"Thought Development".

Sub-sector: Computers Course: 1st Grade N° of students: 30

Total time required: 20 to 30 min. N° of sessions: 8

Techniques to be used:

1) Other points of view.

Objective: To support, or not, the decisions of others.

Description: Due to the disorder that occurs in the room during computer class, the teacher's use of
ICT's should be eliminated.

Form of assessment: The child's ability to understand the point of view of others and to participate
in decision making will be assessed.

For which the teacher informs them that it has been decided to eliminate this hour, since he does
not consider it profitable. But before making the decision, he has decided to take into account their
opinion, so he draws on the blackboard a huge eye where all the reasons or solutions that the
children consider why this hour should not be canceled or how to maintain order in the ICT hour will
be written. These ideas that the children mention, the teacher will write them around the eye, where
the teacher's opinion will also be, allowing the children to be able to see the teacher's point of view
as well. From this, the different positions are listed, to finally make a decision.

2) Consequences and sequelae.

Objective:To consider sequences of an action or decision.

Resources: Cardboard numbers.

Description: Initiate them in the formulation of hypotheses and to reflect and become aware of a
contingent topic.

Form of evaluation: Participation, peer support to carry out the project is evaluated.

For this, the teacher explains the meaning of consequence and sequel, in order to familiarize them
with the topic. Then form groups of 3 students and designate with the number 1, 2 or 3. Number 1
will have to plant a problem based on a topic given by the teacher, which in this case will be the lack
of respect towards their peers. Number 2, will express an immediate consequence of the problem
exposed and number 3, a sole of this fault, then they are asked to answer the following questions:
Are the long-term consequences important? is it useful to take into account the consequences?
Then they are invited to reflect on the consequences by formulating hypotheses - It is important to
know if the consequences are reversible or not - the consequences should be analyzed, not only
because they affect the person, but also others - it is important to measure and think about the
consequences of our own actions.
3. Describe, in your own words, the four theories that attempt to explain learning disabilities.

a) Subject-centered theories: in this area 5 theories are postulated in which the learning problem
lies in the subject himself. The first theory is the neurophysiological one, which indicates that
everything basically lies in our brain and central nervous system, due to a dysfunction or injury
that brings with it learning difficulties, either by injury or by a cognitive cognitive motor
deficiency. When brain pathologies are not found, the second theory is proposed, which is
Genetics, where the cause would be heredity and the influence of the environment on the
individual. The third is a developmental gap, which indicates that the disturbances are due to a
delay in cognitive skills due to a developmental delay in learning development, which could
also be influenced by the teacher. The fourth theory is of perceptual deficits, which refers to
motor perceptual deficiencies, indicating that the child improves his learning when these
difficulties are overcome, since the effectiveness of learning would depend on the child's ability
to process the information of the cognitive perceptual system, and the last theory is based on
the processing of information, which indicates that the learning problem is due to differences in
the perceptual and cognitive processing functions, which tries to explain how the organism
organizes and integrates information selectively, to use it in different manifestations.The last
theory is based on information processing, which indicates that the learning problem would be
due to differences in the functions of the psychological processing, which tries to explain how
the organism organizes and integrates information selectively, to use it in different
manifestations, in this approach the difficulties are considered as functional irregularities in the
processing of information.

b) Environmental theories: these consider the environment surrounding the child, such as the
family, the school and macro-systems such as the cultural and social, in the development of
learning, since they are due to an inadequacy of the school system, such as inadequate
methodologies, inadequacies of school programs, teacher personality, or ecological variables
determined by the physical infrastructure of the classroom.
Socio-cultural theories postulate that children's school failure and learning problems are not
psychological, but are associated with social, cultural and economic variables.

c) Task-centered theories: Based on academic conceptions. It indicates that the children have a
lack of experience and training in the academic tasks to be performed and not a deficit in the
child's skills.

d) Interactionist theories: It is born of the interaction that occurs between the subject and the
environment, taking into account that personal variables are determined by structural features
and psychological processes and environmental determinants, in all the surrounding
information that the child perceives to create internal representations of reality and determines
its adaptation and response to different tasks, which in learning refers would be between the
child and the educational program.Therefore, it would be the interaction between capabilities
and weak areas of the learner and situational factors - including teaching styles and teachers'
method of education - that would determine the appearance of learning problems.

4. State, in your own words, the information requested. Try to be as clear and specific as possible,
i.e., incorporate the most relevant information.

DISORDER CONCEPT CAUSES MAIN INDICATORS

DYSLEXIA It is any alteration or
difficulty in reading that
affects children with
normal intellectual
level, which consists of
a difficulty to distinguish
and memorize letters or
groups of letters, with
lack of order and poor
structuring of the
sentence, which is
manifested in reading,
writing and spelling.
DYSGRAPHY Alteration of writing,
which affects the form
or meaning, being of
functional type, occurs
in children with normal
intellectual capacity,
adequate
environmental
stimulation and without
intense sensory, motor
or affective neurological
alterations. In most
cases it is due to
maturational or
methodological
deficiencies in the
monitoring and pace of
learning.
- Associated causes.
Dyslexia is a consequence
of the difficulty or inability to
associate the visual
stimulus (grapheme) with its
corresponding sound
(phoneme) and its semantic
equivalent.
- Emotional causes.
According to some
psychologists, the "family,
school and social
maladjustment of a student
may be the cause of his
school difficulties".
- Auditory causes.
Dyslexia is a listening
disorder. "Hearing plays a
fundamental role in
dyslexia". Poor "auditory
discrimination (of
phonemes) could be the
cause of dyslexic disorders".
In bad handwriting, there is
not only one factor, but a set
of factors such as:
Distal or remote: problems
in childbirth, neurological
disorders in the first years of
life.
Proximal: set of factors that
can generate a dysgraphic
picture.
Cases have been grouped
under five headings:
- Perceptual problems: The
position of objects in space,
does not recognize right-left;
up-down, etc. this problem is
reflected in the acquisition of
letters, numbers, among
others; it is essential for
learning, along with visual
perception, because if this is
also not secured, problems
such as confusion of solors,
shapes and sizes occur.
- Psychomotor impairment: in
dyslexic children with laterality
difficulties, psychomotor
immaturity, partial, manual or
generalized clumsiness, poor
or excessive muscle tone, lack
of rhythm, synchronous
breathing (language),
difficulties in static and
dynamic balance, deficient
knowledge of the body
schema, together with the
reference points of objects.
- Poor lateralization: when
presenting alterations in the
evolution of laterality, it is
usually associated with
perceptual, visuospatial and
language alterations,
constituting the starting point of
dyslexia.
He has a deficient
handwriting, both in terms of
quality of writing and in terms
of sharpness and
symbolization capacity.
Typical writing problems:
- Holds the pencil awkwardly,
squeezes it too tightly,
ineffectively. You get tired of
writing quickly.
- You cannot write on paper
without lines. It leaves no
space between words. It does
not leave margins.
 - Maturational causes. - Write the letters backwards.

- Characteristic causes.

- Pedagogical reasons.

- Mixed causes.

- Pseudodyslography.

DISORTOGRAPH "Dysorthography is Visuospatial reasoning - Write "b" instead of "d" and

Y the difficulty to write the vice versa.
language correctly, This is closely linked to the
according to following higher visual - Transpose the order of the
conventional norms functions: letters, spell d-r-a-m-e, instead
and rules and, of d-a-r-m-e.
according to previous Visual perception: (form,
teaching" (Alfonso constancy, shape, figure, - He does not listen to the
Brito). background and visual- sequence of sounds in a word
motor coordination) Visual and writes isolated passages
and visual-motor memory, of them, instead of "distance"
spatial orientation, position he writes "disncia".
of things in space, spatial
reasoning.

Linguistic-perceptual skills.

Perception of phrases,
perception of words,
perception of phonemes,
perception of noises and
sounds, methodical-
rhythmic perception,
memory of noises and
sounds. Memory of
phonemes, words, phrases,
etc. Knowledge of some
basic vocabulary.

5. Design a re-educational activity for each of the following disorders; you may use the suggested
planning matrix as a reference.

Name of activity: "We carry out daily life activities".

Disorder: Dyslexia of dyspraxic type.

Objectives: To improve daily difficulties, to strengthen self-confidence.

Duration: 20 to 30 minutes.
CONTENTS DEVELOPMENT RESOURCES EVALUATION
ACTIVITY
Performing everyday For this purpose, we The materials to be It will be carried out
tasks, such as will make various used will be disused through direct
dressing, buttoning representations of items, sent from observation,
clothes, tying shoes, everyday life, in a home, considering considering indicators
eating with cutlery, game of "the house" elements that are of based on the child's
among others. corner. daily use. participation and
integration in daily
- Parents will be asked The physical space is tasks and his
to wear adult clothing framed within the persistence in
and accessories to classroom. overcoming the most
make the activity more difficult tasks.
attractive, such as
shoes, vests, kitchen
aprons, pants, purses,
etc.

- The room will be

decorated with
everyday items, such
as: cutlery, glasses,
plates, broom, shovel,
among others, in order
to simulate the
atmosphere of a
house.

- They will be invited

to characterize
themselves to fulfill a
role of their choice,
which will be of
interest to them.

- They will be invited

to interact by imitating
the housework that
parents, or they
themselves, do in their
homes, such as
sweeping, setting the
table, cleaning, among
others; this in a
determined time.

- They will take off

their costumes and put
all the material in a
box, which will be
provided for this
purpose.

- They will comment

on the activity, with
 emphasis on
recognizing the things
they found most
difficult or pleasing.

- They are given a

round of applause for
the activity and are
invited for another
future activity, in order
to improve what is
difficult for them today.
Name of activity: "Exercises for hand-eye coordination".

Disorder: Dysgraphia.

Objectives: To improve hand-eye control through exercises that facilitate the act of writing.

Duration: 20 to 30 minutes
CONTENTS DEVELOPMENT RESOURCES EVALUATION
ACTIVITY
To perform motor - will be grouped in - Spacious place. It will be evaluated
exercises with the courtyard with through direct
implements to comfortable clothes, to - Ball. observation,
strengthen visual and perform body considering the child's
manual activity. movements. participation and
- Comfortable clothing.
integration when
- They are shown a performing the motor
ball and the activity to exercises and his
be performed is persistence in
explained, explaining overcoming the most
the purpose of the difficult movements.
exercise.

- They group together

and throw a ball with
both hands to a
partner and then
receive it with both
hands, then throw and
receive the ball with
only one hand.

- Perform previous
exercises, but now on
a bench, throw the ball
in the air and pick it
up.

- exercise in different
body positions:
standing, squatting,
 sitting, among others.

- They are thanked for

participating in the
activity and invited to
participate in another
opportunity to continue
reinforcing manual eye
control.
Activity name: "Literal spelling".

Disorder: Dysorthography.

Objectives: To properly use the letters in the composition of a word.

Duration: 20 to 30 minutes
CONTENTS DEVELOPMENT RESOURCES EVALUATION
ACTIVITY
Apply the correct Work on the phoneme - Plates. It will be evaluated
phoneme-grapheme - grapheme "R-RR". through direct
association in writing a - Diaries. observation, where the
word. - To work on the child's participation
phoneme-grapheme R and integration will be
- Slate.
and RR, we will begin assessed when
by showing the reproducing and
- Down. recognizing the
grapheme and
reproducing its sound. phoneme - grapheme
R and RR, within
words.
- Children are then
invited to reproduce
words containing R
and RR.

- Then they are invited

to recognize these
graphemes within a
marked word.

- They are invited to

identify the position of
the grapheme within
the words, and to
reproduce its sound.

- Subsequently, they
are invited to circle the
words containing R
and RR.

- To close the activity,

they are thanked and
applauded for their
participation, inviting
them to continue
reinforcing the
identification and
reproduction of the
graphemes and
phonemes worked on.