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LEARNING DISABILITIES IN THE CLASSROOM. By: Mrs. VIJAYA VAITHILINGAM FR. AGNEL MULTIPURPOSE SCHOOL, VASHI, NAVI MUMBAI. “To See The World In A Grain Of Sand And Heaven In A Wild Flower Hold Infinity In The Palm Of Your Hand And Eternity In An Hour”. -- William Blake .

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LEARNING DISABILITIES IN THE CLASSROOM

By:

Mrs. VIJAYA VAITHILINGAM

FR. AGNEL MULTIPURPOSE SCHOOL,

VASHI, NAVI MUMBAI


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“To See The World

In A Grain Of Sand

And Heaven

In A Wild Flower

Hold Infinity

In The Palm Of Your Hand And Eternity

In An Hour”

-- William Blake


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A classroom sees a convergence of a variety of domestic, environmental, social, cultural and economic influences that children bring with them everyday.

In the midst of all this is

LEARNING DISABILITY!!


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The concept of “LEARNING DISABILITY” has one meaning for the general public but a different meaning for professionals.


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THE ABILITY MAZE the

To be ABLE is to have the means/skill/opportunity

To do some things

To be UNABLE is not to have the means/skill/ opportunity

To do some things

If ABILITY is the quality one has

To do some things

INABILITY is the state of being unable

To DISABLE means to put out of action

And DISABILITY ??.....


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Does the “something” mean “everything” ?

Is every “inability” a “disability”?

If one is “unable” to do something is he/she “handicapped”??

Educators and professionals need to constantly work on clarifying misconceptions. It is like cleaning the path while making it.


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We must remember… the

The term “LD” does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of emotional disturbance or of environmental, cultural or economic disadvantages.


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“LD’s” are characterized by intra- individual differences, usually in the form of discrepancy between a student’s ability and his/her achievement in areas such as reading, writing, mathematics or speaking. Some students with LD also have difficulties with social relations.


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WHAT TO LOOK FOR? differences, usually in the form of discrepancy between a student’s ability and his/her achievement in areas such as reading, writing, mathematics or speaking. Some students with LD also have difficulties with social relations.

  • PRE-PRIMARY LEVEL (age 3 – 5)

    • Does the child have difficulty

      • Connecting spoken sounds with letters?

      • Counting and learning numbers?

      • Being understood when he/she speaks to a stranger?

      • Using crayons/ working with fingers?

      • Reacting to touch (too much or too little) ?

      • Pronouncing words?

      • Working forward or up and down stairs?

      • Remembering names of colors?

      • Dressing himself/herself without assistance?


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  • PRIMARY LEVEL (AGE 6- 10) differences, usually in the form of discrepancy between a student’s ability and his/her achievement in areas such as reading, writing, mathematics or speaking. Some students with LD also have difficulties with social relations.

    • Does the child have difficulty

      • Reading accurately and comprehending what is read?

      • Learning new vocabulary/ skills?

      • Understanding the rules of conversation?

      • Retelling stories?

      • Playing with peers/ age appropriate games?

      • Moving from one activity to another?

      • Expressing thoughts verbally or in writing?

      • Computing maths problem at his/her grade level?

      • Following directions?

      • Remembering routines/deadlines and keeping to them?

      • Drawing or copying shapes?

      • Modulating voice?

      • Being organized?


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  • SECONDARY LEVEL (age 11 – 15) differences, usually in the form of discrepancy between a student’s ability and his/her achievement in areas such as reading, writing, mathematics or speaking. Some students with LD also have difficulties with social relations.

    • Does the individual have difficulty

      • Remembering newly learnt information?

      • Staying organized?

      • Understanding what he/she reads?

      • Expressing thoughts verbally or in writing and using proper grammar?

      • Following directions?

      • Getting along with peers?

      • Understanding jokes that are sarcastic or subtle?

      • Making appropriate remarks?

      • Remembering and sticking to deadlines?


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WHAT DO WE DO? differences, usually in the form of discrepancy between a student’s ability and his/her achievement in areas such as reading, writing, mathematics or speaking. Some students with LD also have difficulties with social relations.

Option I:

To find IQ- Achievement Discrepancy

Option II:

Response to Intervention (RTI)

Option III:

Combine the two.


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CONCESSION Vs. ACCOMODATION differences, usually in the form of discrepancy between a student’s ability and his/her achievement in areas such as reading, writing, mathematics or speaking. Some students with LD also have difficulties with social relations.

  • Giving a student extra time for an exam

  • Allowing a choice of subject especially languages

  • Providing assistance of a writer

  • Providing training in assistive technology

  • Providing easy to understand instructions and notes

    Let’s call them ACCOMODATIONS. “Concessions” sound condescending.


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HOW DOES IT HAPPEN? differences, usually in the form of discrepancy between a student’s ability and his/her achievement in areas such as reading, writing, mathematics or speaking. Some students with LD also have difficulties with social relations.

  • Good child centered innovative teaching practices

  • Learning from individual differences


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Special & general education teachers collaborating to improve teaching strategies or co-teaching

Including parents of students with learning disabilities to be a part of the school’s design of education.


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“Who is there to do my duties?”, said the setting sun. improve teaching strategies or co-teaching

“I shall do what I can, my master!”, said the little lamp.

- Gurudev Rabindranath Tagore.


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