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Group 1: we hand everything on time

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Bree-Anna & Topaz

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By Chloe and Hazirah

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ADHD poster

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Dyslexia is a language problem it involves trouble with reading and spelling as the individual cannot interpret words, letters and other symbols. Diagnosed by psychologist or other health professionals by evaluating their reading levels and using an intelligence test. They also assess how the child learns such as visual, sound or kinaesthetic (doing something).An early indication is loss of motivation to learn, low self-esteem and low attention span. An indicator is if a child struggles to convert symbols to sounds. Their writing may be presented backwards, poor grammar. Child will have issues distinguishes between the letters q, d, b and p. Listening to other students read can help the student to understand the text. Peers can present information is a more structured way. 

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Dyslexia is a language problem it involves trouble with reading and spelling as the individual cannot interpret words, letters and other symbols. Diagnosed by psychologist or other health professionals by evaluating their reading levels and using an intelligence test. They also assess how the child learns such as visual, sound or kinaesthetic (doing something).An early indication is loss of motivation to learn, low self-esteem and low attention span. An indicator is if a child struggles to convert symbols to sounds. Their writing may be presented backwards, poor grammar. Child will have issues distinguishes between the letters q, d, b and p. Listening to other students read can help the student to understand the text. Peers can present information is a more structured way. 

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Dyslexia-Kamaia and Eden

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When can dyslexia be identified?
Dyslexia will normally become apparent during the early years of schooling, when a child shows an unexplained difficulty in reading despite having the capabilities to learn, including sound verbal abilities. Even though dyslexia can become apparent in the early years many children are not identified and an evaluation may not be done until adulthood.
How does an unidentified child cope with dyslexia at school?
Many unidentified children develop coping strategies both positive and negative, which can disguise dyslexia. Most children with dyslexia have to work much harder than their peers to remember and apply classroom information. Some children with dyslexia pretend to be less capable than they actually are,this is a negative coping strategy.
Research on early identification:
The earlier a child with dyslexia charactertistics is identified the sooner that child can be directed to effective instruction for their specific need.

A child identified earlier and assisted without the extra burden of the secondary effects setting in, which can include;

low self esteem

frustration

loss of motivation for learning

social and emotional issues including attentional difficulties
What can you do?
Learn about the common characteristics of dyslexia, trust your gut feelings and do something about it. Effective screening for dyslexia will tell you a lot about the type of teaching your child requires.If you feel that your child is displaying indicators of dyslexia, do not listen if someone says, "They will grow out of it" or "All children progress at their own rate". No one grows out of dyslexia and time is valuable when it comes to dyslexia and a child's positive self esteem.

See Could it be dyslexia for common characteristics
ADA pre assessment service

Many students in schools go unidentified and unassisted, often it is not until they are failing in literacy areas, that someone, wonders about dyslexia. It is never too late to get identified and assisted ADA

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When can dyslexia be identified? Dyslexia will normally become apparent during the early years of schooling, when a child shows an unexplained difficulty in reading despite having the capabilities to learn, including sound verbal abilities. Even though dyslexia can become apparent in the early years many children are not identified and an evaluation may not be done until adulthood.

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Dyscalculia is a learning disability that causes difficulty in arithmetic and mathematics skills. This includes counting, measuring quantity, working memory for numbers, sequential memory, ability to recognize patterns, time perception, telling time, sense of direction, and mental retrieval of mathematical facts and procedures.

How is it assessed

In general terms, there are many symptoms that could indicate that a student could have the learning disability. The student could show the following:

·         may appear absent-minded,

·         tendency to get lost,

·         lose things,

·         lose track of time,

·         easily become disoriented

·         difficult remember names or associate faces with names.

·         Unable to recall previous mathematics issues

·         Younger children may not know that the numeral value 5 is the same as the word “five”.

·         Trouble with quantity comparison

(https://www.psychologytoday.com/au/conditions/dyscalculia)

(https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/understanding-dyscalculia)

High school specifically students may have issues with the following: (symptoms)

·         Struggles to apply math concepts to money, including estimating the total cost, making exact change and figuring out a tip.

·         Has a hard time grasping information shown on graphs or charts.

·         Has difficulty measuring things like ingredients in a simple recipe or liquids in a bottle.

·         Has trouble finding different approaches to the same math problem.

(https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/understanding-dyscalculia)

Poster
(https://create.piktochart.com/output/33315786-new-piktochart)

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Common ways of addressing it in class: review what the student has already learned before teaching new skills; let the student talk about how to solve problems; use manipulatives like coins, blocks and puzzles; create separate worksheets for word problems and number problems; allow extra time on tests; let the student use a calculator when he/she’s not being tested on computation; give more space to write out problems and solutions; use objects to teach maths ideas; check often to see if the student understands the work. https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dyscalculia

How can cooperative learning be used to address it? Supplement textbook instruction by providing students with opportunities to practice or review skills and concepts; vocabulary and symbolic understanding can be facilitated with peer interactions and modelling; “guided practice” time to engage in tasks to practice introduced skills; providing roles in group work allows students to work with their strengths, while talking to their peers and working through their weaknesses together. http://www.ldonline.org/article/5932