RASHMIKA യിൽ എന്ത് നടക്കുന്നു ?
Notes compiled with the help of Dr.Ajitha
DAY 1 :
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INTRODUCTION TO SUPPORT SYSTEMS FOR CHILDREN WITH LEARNING DIFFICULTIES
A.Analysis of Neuro Develomental Systems
1.Attention Control Systems(ADD,ADHD,Asperger's Syndrome D)
2.Memory System
3.Language Systems
4.Spatial Systems
5.Higher Thinking Systems
6.Social Thinking Systems
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LD depends on neural developmetal systems.There are children who belong to genius group systems too.Her IQ is 120 +,8years old,passive and stationary ,with specific needs
Important ideas to be be taken care of while handling children with LDs
We must take notice of the positioning of the child
(1) If the child is left handed or not (dangling seating position-the positioning of the hands- identify by observing the way in which with the child covers his hands- sometimes you would not be able to see what the child writes. The book will be tilted in a wrong way or writing will be covered with cupped hands -the seating will be slightly to the left )
(2) case history is also important-seperated father/mother/other kamily issues
(3) stuttering is also something to be noted early
(4) Another point is that attention is affected by stress - Heal the child first
(5) Sitting equilibrium should be noticed
( Comment by the Boss : No Shadow teachers needed )
The memory system
(1)- consider learning styles-V A K T - sometimes combinations of 2 or more also happen (visuals and auditory ,auditory and kinetic
(2) IEP should be prepared based on these combinations of V A K T-done to maximum 8 students in the class@Reshmika
(3) Child needs its active working memory energized-necessary support may be given depending upon the learning style- questions maybe read aloud to an auditory child -for a visual child ,repeating reading is something disturbing-
(4) Children with snapshot memory can not read single words out / word by word
III.Language Systems
MINIMUM 226-240 words to be familiarised for a child to use 8 sentences.
- expressive language system and receptive language system
-35% is verbal; 65% nonverbal including facial expressions
-visualising verbals and verbalising visuals
LANGUAGE TEACHING
-children get the picture of the letters - not the spelling of words
-teach with activities and materials matching to the learning styles -V A K T
TEACHING THE LETTER WRITING
-a child is first taught the letters like L , I , E ,T , H ,F
- IN THE ORDER standing / erect lines- then sleeping lines -
- teaching strategies :teach with the help of body poses- sand tray-writing in mud- colour added to wet wheat flour for tactile children
- drawing objects like a plane with letters hidden in their outlines f ,i,y
-writng big on plain paper-inside big boxes- inside reduced boxes-writng on lines
-short sounds are taught first.
- Pre skills are taught by mimicking animals sounds- interventions can be done even practising in kitchen-
IEP must be prepared based on the assessments done.
A holistice understanding of the child is necessary for right assessment.Visual materials are used to teach ideas like small,big; thin,fat ...; geatures are used to convey the ideas
Teaching sounds based on focusing on shapes in Nature- identifying ,recognising
milestone skipping-hints at corpus colossum deficiency
corpus colossum deficiency-can not understand facial cues, W-sitting,difficulty in running,jumping, hopping
Occupational Therapy is used for improvement and management.
Vesticular Balancing-related the balancig of body actions-VB issue is a possible case for LD/
Identifying LD-tests csn be depended only to the level of 40 % .
Proprioception, or kinesthesia, is the sense that lets us perceive the location, movement, and action of parts of the body. It encompasses a complex of sensations, including perception of joint position and movement, muscle force, and effort.
Proprioception may result in visual perception issues.- such children will often fall with their knock hitting sommewhere.
Proprioception helps sensory integration.
Discussion on LD
LD is the result of understimulated or overstimulated network of brain areas.(figure used)
The difference between impaired reader and not affected reader can be verbal or non verbal
Verbal- dyslexia/ dysgraphia/ dyscalculaia(Spelling issues,semantic errors,sentence structure)
Non verbal-can not reproduce ideas well in paper ,visual perception difficulties, motor issues, speech issues - spatial issues
Spatial Issues Management
the first step for identification- crawling stage
Spatial Issues Management in Reshmika begins with writing on a blank page.-insists only on legibility and neatness, not on joined writing.- uses the childs language and concepts that he child is happy about--(father /mother / sister..)place vale sequence is trained with the help of colour coded bowls-usually Blue green yellow.
V.Higher Thinking Systems
Most of the children could be creative /artistic .-very difficult for them to say why / how -canot think bak to do things again-find difficulty in reading through what they had done-got lot of organisational issues-time to start-time to sustain -time to complete-organising difficult-impulsivity is a problem-thinking speed does not match with writing speed-ADHD condition mostly-not manifested inbehaviour but only while writing or answering.
VI.Social Thinking Systems
Techniques :prayer- brain gym-20-25minutes -a brief chat session before every class to realease tension/ make comfortable
Above average EQ BUT social maturity issues
Afternoon session :
Notes on demo class ( English for students of 10th standard -a poem by Sarojini Naidu)
(1) ice breaking- Each student stands up, introduces themselves,and says what they are good at(uses 2 sentences like I am....., I am good at sports,...) .
The teacher supports by presenting model sentences and leading questions.
The students are asked to turn the page number 192 of the text and read the poem." we were weaving at the break of the day, we will weaving at night . The teacher reads the poem and shows a bright coloured woven piece of cloth to describe the concepts of weaving . On the blackboard a table with column heading sight words , syllabication box ,configuration box and ikonin box were written using colour chalks with the content words of the poem written in the first column. The Teacher started reading the poem and started explaining it with the help of the table. And The cildren were trying out reading the content word with the help of the table mentioned above.
A discussion followed after the demo .
Important observations from the demo :
(1) Activities using sight words , syllabication box ,configuration box and ikonin box will help the children with LD to read and to pronounce accurately .
(2) There is no importance for concept formation in scaffolding LD children in special education like Reshmika
(3)The terms like sight words , syllabication box ,configuration box and ikonin box were explained in detail.
(4)The students could easily identify and handle phonetic terms / processes like magic vowel, short vowel ,long vowels,blending and diagraphs .
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(5)The letter "e" in weave ( v / ea / v ) is silent and hence termed as magical letter.Children are always encouraged to find out the magic letter after the syllabication of each word .
(6)The diagraph in bright -"gh" is easily identified by these children.A diagraph is a combination of two letters representing one sound, as in "ph" and "ey"
(7)ideas like "blending" in the words are easily identified by these children .
(8) words and their synonyms(termed as "friend words" to the children with LD) were discussed with diagrams and paper slides .
(9) TECHNIQUES like word attack is effective for understantding spelling and improving pronunciation.
word attack >>> environment ->
(10) The discrimination between phonetic and non phontic words(sight words ) were brought out.
(11) IEP must contain these processes of sight words , syllabication box ,configuration box and ikonin box and phonetic terms / processes like magic vowel, short vowel ,long vowels,blending and diagraphs.
Other important ideas :
(12)one lesson may take long as upto 2 hours
(13)no impositions are given for spelling exercises .instead strategies like word attack, word buildng are used to improve the spelling.
(14 )activities like finding out short sound words /blends/ double consonant words are done to improve pronunciation.
(15) strategies like alphabet box,bingo cards were used which would match the VAKT learning styles.
alphabet box
bingo cards
Bingo cards are traditionally 5 X 5 blocks. However, you can increase/decrease these numbers based on the amount of words you have, the type of bingo game you play, etc.( https://sightwords.com/sight-words/games/bingo/card-creator/)You can even make bingo cards with elongated rectangles rather than the normal squares if you decide to do so(https://www.youtube.com/watch?v=8QaJ66DpIRk&t=29s)
A discussion on syllabus followed.
Children who need individualized programme in High school any one of the 2 steams of curriculum
– The State Board syllabus
– NIOS (National Institute of Open Schooling)
Children who find difficulty in coping with these 2 streams are given ‘Life Skills and Vocational Training’.
-----a course of teachers certificate course approved by Mangalore University
--------TamilNadu Open University is conducting a course in L D
IMPROVING THE WRITING OF THE CHILD
(1) exercises in building parts of a sentence word by word
(2) writing word pictures using friend words of a given word (synonyms)
(3)Practising answering questions with topic words incolourd using bingo cards / filling up the blanks/ paper slips....
( Questions were given in colour patterns ....writing the spelling of one word from questions )
spelling rules were given ....the double consonants like "ll " in words like gallery were written in different colours.....
activities given to genius with ADHD ....allowed to do RESEARCH IN a comparison of religions using videos.
DAY 2 : to be completed...
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