Nonverbal learning disorders
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Nonverbal Learning Disorders. Also Known As : Right-Hemisphere Learning Disorders. What is a nonverbal learning disorder?. Nonverbal Learning Disorder Syndrome (NVLD) is a neurological syndrome which renders the individual unable to process nonverbal information.

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Nonverbal Learning Disorders

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Nonverbal learning disorders

Nonverbal Learning Disorders

Also Known As: Right-Hemisphere Learning Disorders


What is a nonverbal learning disorder

What is a nonverbal learning disorder?

  • Nonverbal Learning Disorder Syndrome (NVLD) is a neurological syndrome which renders the individual unable to process nonverbal information.

    • The assets include early speech and vocabulary, as well highly developed rote memory abilities.

    • The deficits include impairments to motor skills, visual-spatial organization, social skills and sensory skills.


Causes

Causes

  • No direct cause has been found, but the myelination or “white matter” of brain which affects communication of the two hemisphere’s of the brain is damaged

    • Damage to the central nervous system early in life

    • Head trauma

    • Tumor

    • Seizure


Statistics

Statistics

  • Dr. Rourke believes that about 10 percent of children who have been identified with learning disabilities have nonverbal learning disabilities. This means that nearly 1 percent of the U.S. population, nearly 2.7 million people, have NLD.

  • Affects males and females equally


Identifying nvld why is it difficult

Identifying NVLDWhy is it difficult…


Motor skills

Motor Skills


Visual spatial organizational

Visual-Spatial-Organizational


Social

Social


Can you read a face

Can you read a face?

  • 65% of all communication is nonverbal. Do you know what the person is thinking by looking at their facial expressions?


Sensory

Sensory

  • Physical sensitivity in any of the sensory modes


Nonverbal learning disorders

Clip

http://www.youtube.com/watch?v=Yk7inZOfv7M


Servicing nvld

Servicing NVLD

  • Performance IQ test

  • CAMS (special education services)

    • Compensations

    • Accommodations

      • Assistive technology

    • Modifications

    • Strategies

    • IEP

    • 504


Compensations

Compensations

  • Extra time to arrive to and leave from class

  • Do not place inappropriate expectations on the student

  • Develop verbal compensatory strategies to deal more effectively with novel situations

  • Set attainable and worthwhile goals

  • 90% of interactions must be positive


Accommodations

Accommodations

  • All information should be relayed verbally

  • Give the student all notes in a typed format

  • Test answer sheet layouts and the arrangement of visual-spatial math assignments need to be simplified

  • Paper and pencil tasks need to be kept to a minimum because of finger dexterity and visual-spatial problems.

  • Adjustments must be made in teacher expectations for volume of written products

  • Tasks requiring folding, cutting with scissors, and/or arranging material in a visual-spatial manner (maps, graphs, mobiles, etc.) will require considerable assistance

  • Extended time for tests and homework assignments

  • Student's schedule needs to be as predictable as possible


Assistive technology

Assistive Technology

  • Word processor

  • Text to speech

  • Speech to text

  • Concept mapping software

  • Phonetic spell checkers with word prediction capabilities

  • Organizational software/personal information managers

  • Talking calculators


Modifications

Modifications

  • Child needs to be in a learning environment that provides daily, non-threatening contact with nondisabled peers

  • Active verbalization in cooperative learning groups

  • Peer "buddy" to help guide him through the day

  • Must be in a predictable environment

  • Any nonverbal problem solving questions must be modified so they become verbal in nature


Strategies

Strategies

  • Tell this child everything and encourage her to give you verbal feedback

  • Verbally teach cognitive strategies for the skills of conversational pragmatics

  • Observe and expand the coping techniques that the child has already acquired on his/her own

  • Group the child with "good role models" so that she can label and learn appropriate behavior

  • Adults should talk their way through their actions, modeling for the child

  • If inappropriate behaviors are causing problems at school, a functional analysis and behavioral intervention plan detailing a course of action which is designed to be useful and non-punitive in nature may need to be a part of this child's IEP or 504 plan.


The end

The End

For more information visit:

http://www.nldline.com/

http://www.ldonline.org/article/Nonverbal_Learning_Disorders

Presentation created by

Jessica Ready


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