Knowing how each of these components affect the other makes the school teachers and school administrators have a better idea on how they can improve the overall learning experience of students with learning disability.
A case-based investigation was conducted to test the difference between the use of pure visual and hearing sensory with the use of multisensory teaching materials which does not only stimulate the students’ visual and hearing sensory but also their kinaesthetic (motor memory) and tactile (hands) sensory. The research findings revealed that the use of multisensory teaching materials is better since students with dyslexia can have visual dysfunction, hearing impairment or both. This study also provided some ways on how to apply a whole school approach when implementing the use of multisensory teaching materials in the local schools.
Defined by the National Institutes of Neurological Disorders and Stroke, dyslexia is “a brained-based type of learning disability that specifically impairs a person’s ability to read” (NINDS, 2010). Even though the level of dyslexia varies from one person to another, it is common for students with dyslexia to have problems with reading, writing, and spelling out words.
With a gender ratio of 3.29 boys to 1 girl, Cantonese-speaking Chinese children in Hong Kong between the age brackets of 6 to 10-1/2 years old were found to have an incidence rate of 0.66% dyslexia cases (Chan et al., 2008). Despite the high incidence rate of dyslexia among the Cantonese-speaking Chinese children in Hong Kong, there are still a lot of middle and high school teachers who are inadequately prepared to teach students whose academic reading and writing skills are below the average level (Strickland & Alvermann, 2004, pp. 1 – 13).
Modifying the teaching methods and educational environment are necessary to enhance the
Therefore, the reading fluency and text comprehension of students with dyslexia is significantly affected. Aiming to improve the learning capacity of…
The aim of my professional practice is to become well versed in terms of how to support pupils with multi-sensory impairments. My initial concern regarding two particular pupils was that due to cognitive, visual, and physical impairment, they had restricted opportunities to learn and develop.
This, according to Gosling, is rarely seen in normal brains. This symmetricality in the the brain hemispheres produces not only dyslexia, according to Gosling, but also left-handedness, better than average visual abilities, enhanced creativity, and allergies.
The author tried to point out the various challenges that were presented to me during the course of my observations. Finally, various strategies which would enable the pupil to access and improve his learning will be discussed at length along with a comprehensive reasoning behind the choices made and their effectiveness when implemented. His role in relation to this project was chiefly concerned with observing and working with a pupil.
Hence, dyslexic children may also be disorganized, having poor time management skills and memorizing potential. Children with dyslexia have many strengths and competencies despite their learning disability. However, the disability changes its context over time.
These disabilities both affect and interact with each other. So the development in these children cannot be studied and understood separately or simply by adding the effects of individual disabilities (Field et al., 2005; Lewis & Russo, 1998; Amy & McKenzie, 2007, 2009).
Although such a class may prove difficult to handle, a knowledgeable teacher can alleviate the problem by paying closer attention to such cases in a general classroom so as to enable them have a feeling of acceptance, and comfort, since friendliness is very essential in the development of human confidence.
It proceeds into the impact upon identification and assessment of dyslexia, then the main characteristics of the disorder, and finally the implications of labelling for the child/young person, parent and professional.
Dyslexia research has a broad scope covering developmental dyslexia, in which reading skills has not matured properly; and acquired dyslexia, in which dyslexia originates as a brain insult causing disruption of an already established skill, like reading (Gardiola 2001).
Significantly, dyslexia may be comprehended as "a learning difference, a combination of strengths and weaknesses, which affect the learning process in reading, spelling, writing and sometimes number and calculation. Dyslexic learners may also have accompanying weaknesses in short-term memory, sequencing and the speed at which they process information." (What is Dyslexia P 23).
in of the child and such a child actually needs special teaching and help so that normal learning can happen in school and the child can come out in flying colors in his life. Teachers play a major role in the detection, evaluation and management of dyslexic children and hence
This paper is divided into five sections, in the first section introduction is given, and then in the second section literature review is discussed in detail. In the third section methodology of the paper is elaborated, followed by discussion and analysis in the forth section. The last section concludes the report with recommendations also given at the end.
30 pages (7500 words)Essay
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