Hi Friends ,Greetings from CKR
NEWS FROM SRC :DMLD viva ON 29-04-2023-2pm -5pm
Project കൃത്യമായി സമർപ്പിച്ചവർക്ക് മാത്രം
PREPARATION
PROMISE USALLY GIVEN :Questions in the viva will be based on the findings / conclusion of your project report.
Real experience
Questions could be from any where...... FROM the modules for CMLD / DMLD
One expert will ask questions based on theory(DMLD MODULES ) and THE SECOND EXPERT will focus on the project report and practical knowledge (CMLD modules 3 and 4)
Questions asked in my VIVA ( given at the bottom of this page )
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QUESTIONS EXPECTED BASED ON MY PROJECT REPORT
Click here for TRAINING IN viva in CMLD
1. What is IEP ?
2. Members of IEP committee ?
(a) Topics for discusssion ?
(b) Rights of the parent related to IEP
(c) What is PLOP ?
(d)What is CAC
(e)What is PBIP
(g) In an IEP meeting what are the docs to be signed ?
(h) Parts of an IEP ?
(i) What is an ITP ?
(j) What are the sub skills of Maths ?
(k) What are the sub skills of reading ?
(l) What are the sub skills of reading ?
(m) Intervention plan - how is it prepared ?
(n) Any intervention plan for ADHD ?
3.The findings after comparing two tools prepared by SRC ?
4.(a) DIFFERENCE BETWEEN ANNUAL GOALS AND SPECIFIC OBJECTIVES.
(b) SPECIFIC OBJECTIVES-IMPORTANT PARTS?
(c) Goals- FEATURES ?
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5.Definition of LD -idea and .....
6.Procedure for identification of LD/ASD/ID ......?
7.DEVELOPMENTAL needs of a school child
8.Important ideas in school safety
9.Factors behind the success of an IEP
10.Speech and communication development in children - important milestones
11.Importance of an intervention plan
12.The accommodations and modifications possible to help a child with reading disorder
13.The accommodations and modifications possible to help a child with writing disorder.
14.The accommodations and modifications possible to help a child with calculating disorder.
15.The accommodations and modifications possible to help a child with ADHD
16.Tifference between Phonemic awareness and Phonological awareness.
17.Habilitation and rehabilitation
18.The accommodations and modifications possible to help a child with talent
19.How can you identify errors in visual discrimination/ auditory discrimination
20.Describe any tool used to identify LDs.
21.MEMORY ENHANCING METHODS...
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Questions asked in my VIVA.
PLEASE SHARE THE QUESTIONS YOU WERE ASKED to whatsapp no.9447739033
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EXPERT 1
1.Relevance of forgetting curve ?
2.What is confabulation and reconstructive memory ?
3.First aid for choking, show the action ?
4.Show CPR actions .
5.What are the tools used for assessment of LD ?
6.What are the areas tested with the tool ?
7.Criteria for LD confirmation ? Have you noticed any recent change ?
8.Mnemonics techinques
9.Working memory -relevance ? in Maths(subtraction) ?
ANSWERS GIVEN BELOW
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പഞ്ചായത്തുതല പ്രത്യേക പഠന പരിമിതി പിന്തുണാ കേന്ദ്രം , ചെറുപുഴ
05 02 2023 : പഠന പരിമിതി പിന്തുണക്കു സ്വന്തം വാർഷിക സാമ്പത്തിക വിഹിതം (PLAN ഫണ്ട് ) നീക്കി വെക്കുന്ന ഇന്ത്യയിലെ ആദ്യത്തെ ഗ്രാമപഞ്ചായത്തു - ചെറുപുഴ (കണ്ണൂർ ,കേരള )
CLICK HERE FOR MORE.........https://sldccherupuzha.blogspot.com/
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EXPERT 2:
1.Changes in DSM-5 when compared to DSM- 4 ?
2.GIVES A PRACTICAL SITUATION - Parent complaints to you about the child that she is not performing well.You have to assess the child .What is the first thing you have to take notice of ?
3.What are the steps for intervention after the assessment ?
4. Comment about the actual experience in intervention .
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CONCLUSION of MY PROJECT REPORT
I have taken ........... periods each of the intervention classes intended in reading /writing /calculations .....................................................
CONCLUDING OBSERVATIONS IN MY PROJECT REPORT
This project on Interventions and Management of Learning Disorders was done as part of partial fulfilment of the DMLD course conducted by the State Resource Centre ,Kerala .
Students with learning and attention difficulties benefit from having an IEP. An IEP is a document describing the specific services required by a particular student .It is based on a thorough assessment of a student’s needs that affect their ability to learn and to demonstrate learning. IEP becomes relevant in this course as the practical aspect of evaluation
Most of the objectives of the project stand realised to the maximum . The necessary skills and techniques in the process of preparing an IEP after assessment is developed .
* I was able to find out the accommodations and modifications possible to help the child and how far they have been effective in their learning and to find out the development and growth needs
**Moreover I was able to compare the two tools designed by SRC for assessment and found out that the IEPs prepared based on them have more similarities than differences.
* I was also able to observe whether the IEP have been effective in fulfilling the special needs of the children and found out that desired changes have begun occurring in the child’s style of learning.
*I also realise that this project has helped me to become more effective in the management of Learning Disorders.
Findings
(1) This project helped me to compare the two tools prepared by SRC IN 2019 and 2022 .Both tools were used in this case before preparing the IEP.
The following are the findings.
(a) Both tools are effective in identifying the areas of learning issues.
(b) The new tool ( SRC 2022) helps to identify the issues in visual/auditory discrimination where as the second tool can not identify these areas.Thus the new tool appears more scientific than the first one.
(c) The first tool can not yield any score whereas the second tool yields scores in many areas
(d) The first tool effectively checks the child’s ability to think , perceive and weave out imaginary responses where as the new tool does not.
(e) THE child's emotional level , gross and fine motor skills are not evaluated in the second tool.
(2) The project helped me to analyse the pros and cons of an I E P .
The following are the findings.
(1)Unlearning is more difficult than learning. Educators who PREPARE AN IEP AND EXECUTE IT should be thoroughly trained in various concepts and activities of phonetics like IDENTIFYING short vowels and long vowels ;syllables,syllabication,preparing ikonin boxes and so on.(Please refer to the intervention plan on reading , lesson 5;page no…………..)
(2) Preparing IEP with intervention plan is absolutely inevitable for a fair and appropriate intervention as unlearning is more difficult than learning in the case of students with LD.
(3)Preparing IEP with intervention plan makes the trainee try to apply the theories of language learning/maths in every activity which will make the intervention logical and hence of maximum effect.
(4)Preparing IEP with intervention plans makes the trainee conscious of the learning style(s) of the child and hence every activity in the class will be designed using various materials according to this plan which will be highly comfortable to the child and thus ensures maximum learning.
(5)The success of an IEP depends upon the collective cooperation of the child, parent , teachers at school who are to provide the required accommodations and modifications in time and hence IEP MEETINGS should be conducted at least twice a year.
(6)A session of specific analysis (after every assessment ) using suitable materials like a sheet of shuffled letters/ sight words/numbers in shuffled order is necessary for identifying exactly which letters/words/numbers the child can write /read/recognise .Then only an effective IEP can be realised.
(7)Management of Developmental needs of the child ,Management of Child health and school safety are also TWO important factors which affects the learning patterns of the child and hence should be given due importance in an IEP.
(8) The fact that LD SHOULD BE CONFIRMED only if the observed issues persist even after six months of interventions and with a learning gap of 3 years should be borne in mind while preparing an IEP and setting the dates of evaluation and reviews.
(9) Preparing Intervention plan is the toughest but the most important part of the IEP and hence EACH TRAINEE should be given a thorough training in preparing it based on the learning styles, language theories like phoneme awareness , phonological awareness ; designing the physical structure of the period with stages like motivation , ice breaking, development , and application of new knowledge ; giving due importance to levels of learning like knowledge ,understanding , appreciation . The blending of all these factors requires an exclusive training in preparing lesson plans suited to the child and the needs of managing disabilities and hence a separate module should be prepared for training in this aspect which could be enriched with the training for evolving the UDL(Universal Design of learning).
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WHAT TO DO AFTER DMLD ?
WOULD LIKE TO JOIN A PROJECT ON LD MANAGEMENT IN A PANCHAYATH ?
CALL US ON 9447739033
*MISSION FOR MANAGEMENT OF LD IN KERALA* https://cmldbatch3tpba.blogspot.com/p/mission-for-mld.html
ANSWERS TO VIVA QNS
TP QNS FROM EXPERT 1
1.The forgetting curve shows how information or knowledge stored within the brain is lost over time if the individual makes no attempt to retain it. A related concept is the strength of memory, which refers to the durability that memory traces in the brain; the stronger the memory, the longer a person call recall it for.
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2.Confabulation refers to the production or creation of false or erroneous memories without the intent to deceive, sometimes called "honest lying" Alternatively, confabulation is a falsification of memory by a person who, believes he or she is genuinely communicating truthful memories . These false memories may consist of exaggerations of actual events, inserting memories of one event into another time or place, recalling an older memory but believing it took place more recently, filling in gaps in memory, or the creation of a new memory of an event that never occurred . While some confabulated memories are easier to identify as false, in other cases, the confabulated memory may be so personal and unique, only a corroborating witness like a family member or close friend may be able to confirm the veracity of the memory. Confabulation also occurs when an individual unintentionally mistakes imagined events as actual memories . Confabulation has been known to occur among clients with brain damage, Fetal Alcohol Spectrum Disorder (FASD), traumatic-brain injury (TBI), and Wernicke-Korsakoff syndrome (WKS). As such, it is imperative for mental health professionals to be familiar with confabulation because of the negative impact it can have on screening, assessment, intake, and treatment planning processes.
The term confabulation made its first appearance in the medical literature in the early 1900s . Sergei Sergeievich Korsakoff, a Russian psychiatrist, noted that alcoholic patients were more likely to display memory deficits referred to as "pseudo-reminiscences, illusions of memory, or falsifications of memory", ultimately called confabulation . Other prominent psychiatrists, such as Emil Kraepelin and Karl Bonhoeffer, began to document cases of confabulation in patients with dementia, senility, and brain trauma . In such cases, patients can significantly alter important details of memory or generate new memories of events that never took place. However, what is often more problematic is that clients will act on their confabulations, which means their behavior is based on false recall.
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3.First aid for choking, show the action ?CLICK HERE
4.CPR actions-CLICK HERE 1 CLICK HERE 2
5. (A)The NIMHANS Index for Specific Learning Disabilities ( SLD). NIMHANS battery includes tests in two levels – Level I for children in the age group of 5–7 and Level II for 8–12 years.
(B)Dyslexia Assessment for Languages of India (acronymed DALI),
(C) PRAHAST BY NCERT
6.The index comprises ofthe following tests. a) Attention (number cancellation) b) Language Test (reading, writing, spelling and comprehension) c) Arithmetic (Addition, Subtraction, Multiplication, Division and Fractions) d) Visuo motor skills ( The Bender Gestalt test and the developmental test ofVisuoMotor Integration) e) Memory( Auditory and Visual)
7.(A)CRITERIA FOR identification of SLD
DSM-5-(1)ആറു മാസം പരിശീലനം കൊടുത്തിട്ടും പഠന നേട്ടം കൈവരിക്കാതെയിരിക്കൽ ;
(2) വായന ,എഴുത്തു നിലവാരം 5 വയസ്സിനു താഴെയുള്ളവരുടേതിന് തുല്യമാകൽ ;
(3) പ്രശ്‌നം തുടങ്ങിയ പ്രായം സ്‌കൂളിംഗ് പ്രായം ആയിരിക്കണം ;
(4) ബുദ്ധി വൈകല്യം I D / developmental, neurological, sensory (vision or hearing), or motor disordersഅല്ല എന്നുറപ്പാക്കൽ
According to DSM-5, the diagnosis of a specific learning disorder includes the following symptoms:
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Persistent difficulties in reading, writing, arithmetic, or mathematical reasoning skills during formal years of schooling. Symptoms may include inaccurate or slow and effortful reading, poor written expression that lacks clarity, difficulties remembering number facts, or inaccurate mathematical reasoning.
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Current academic skills must be well below the average range of scores in culturally and linguistically appropriate tests of reading, writing, or mathematics. Accordingly, a person who is dyslexic must read with great effort and not in the same manner as those who are typical readers.
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Learning difficulties begin during the school-age years.
- 4.
The individual's difficulties must not be better explained by developmental, neurological, sensory (vision or hearing), or motor disorders and must significantly interfere with academic achievement, occupational performance, or activities of daily living
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