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3783910-4789037772400-114300United Arab Emirates UniversityCollege of EducationDepartment of Special EducationCharacteristics and Teaching Techniques for individuals with Mild / moderate DisabilitiesSPED 6322Task 1 : web searchInstructor:Dr. Effie EfthymiouDone by:Kasila Al Darai 20054031928th Oct, 2015Schools now a day set goals to rise generation whose independent and can reach success on all aspects of live. Therefore, many services are delivered for students, one on these services is Special education need services. it's a service for students with exceptional need and cover the students with disabilities and gifted and talented students . As well having a several of categories and a lot of terms. Students with learning disability are the most likely category at UAE schools. However, Learning Disability (LD) or specific learning disabilities(SLD) can be explained as A neurodevelopment disorder, which introduced in DSM-5, as learning and academic difficulties such as incorrect or slow reading, difficulty in understanding what is read, or difficulty with spelling, grammar, or numerical or mathematical ideas CITATION Col \l 1033 (Colman, 2015). On other hand, IDEA (2004), define specific learning disability (SLD) as disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, write, spell, or do mathematical calculations. Also, it's not result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage CITATION Kav09 \l 1033 (Kavale, Spaulding, & Beam, 2009). Therefore, LD or SLD involve many sup-term like, Dyslexia, dysgraphia , dyscalculia and dysphasia. At this paper, the researcher will define previous term, and will look for similarity and differences among them. Also, the researcher will explain who each term affect student's ability in reading , writing, mathematics and verbal skills.DyslexiaFirst of all, the most know type of LD is Dyslexia, which usually teachers explained as difficulties on reading. Recently, many educator tried to find an appropriate definition for Dyslexia. One of the used definition that came from British Dyslexia Association website, which relay on Rose’s Report on 'Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties CITATION Pee06 \l 1033 (Peer, 2006), define Dyslexia as lifelong difficulties that affect the development of literacy, reading fluency and spelling. It can be characterize as having difficulty on phonological awareness, verbal memory and verbal processing speed CITATION Pee06 \l 1033 (Peer, 2006). As teachers or parents, we can notice that students struggle on reading, had a confusion about similar alphabetic letters, or inability to read even small word. On educational statement, students with Dyslexia could find difficult to represent mentally the sound patterns of the words in a detailed or specified way. These difficulties could be explained as a difficulties in processing incoming auditory information could damage the development of high-quality phonological representations CITATION Lyy04 \l 1033 (Lyytinen, et al., 2004) DysgraphiaThe second term come under learning disabilities is Dysgraphia. It's refer to inability to write correctly, could be resulting from a neurological or other disorder CITATION Placeholder1 \l 1033 (Colman, A Dictionary of psychology, 2015). Teacher could notice these students by their ability to read fluently and deficit on their writing ability. However, there are many form of Dysgraphia, but as Andrew Colman, mention on his book " A Dictionary of psychology (4 ed.) (2015),that the major forms are: apraxic agraphia (ability to spell words orally).agraphia for numbers (impaired ability to write numbers).Ideational agraphia (impaired ability to pick appropriate letter forms in spite of an ability to copy written text).orthographical agraphia (impaired ability to translate spoken sounds into appropriate written forms, also called lexical agraphia). phonological agraphia (impaired ability to spell by sound, coupled with over-reliance on established spelling vocabulary). spatial agraphia (impaired ability to arrange and orient writing appropriately on a page).surface agraphia (spelling by sound coupled with an impaired ability to spell irregular words).DyscalculiaThirdly, Dyscalculia is one of specific learning disabilities that characterize by a difficulty on learning basic mathematic facts (addition, subtraction, multiplication, and division), processing numerical scales and performing perfect and fluent calculations. These problem must not be caused by poor educational instruction or intellectual impairment, it has to be below what is expected for a student at this age CITATION Dys15 \l 1033 (Dyscalculia, 2015).Students with Dyscalculia may benefit from CITATION Kir12 \l 1033 (Kirk, 2012):providing tutorial support to teach students exam techniques.Additional time on exam, because students with dyscalculia could have time management problems.students with dyscalculia may have processing problems ,or organization problems so, they could benefit from extra explanation and time during academic assignments. students with dyscalculia may have problems with number substitution and spatial processing , using calculator help them.Reader during exam time may help auditory learner with dyscalculia to process the correct number and minimize the risk of number substations. DysphasiaAnother form of disorder come under SLD is Dysphasia: or aphasia . which mean an impairment of expression or comprehension of language caused by injury or disease in the language centre of the brain. The major forms related specifically to speech are CITATION Placeholder2 \l 1033 (Colman, A Dictionary of psychology , 2015): dynamic aphasia (a variant of non-fluent aphasia characterized by almost total failure to begin speech but an undamaged ability to name objects, to read, and to repeat sentences). Broca's aphasia or expressive aphasia or motor aphasia or non-fluent aphasia (impaired ability to speak, with intact ability to comprehend speech, associated with damage to Broca's area of the brain).amnesic aphasia (impaired ability to retrieve words that are required for fluent speech, also written amnestic aphasia).acoustic–mnestic aphasia (impaired ability to recall lists of words or to repeat long sentences, caused by a lesion in the left temporal lobe of the brainfluent aphasia (any form of aphasia, in which speech flows without difficulty, but either language comprehension is impaired or the speech is incoherent).Wernicke's aphasia or receptive aphasia or sensory aphasia (impaired ability to understand speech, with intact ability to speak fluently, though not always intelligibly, associated with damage to Wernicke's area in the brain.dysprosody (impaired ability to produce the appropriate prosody required in speech).syntactic aphasia or agrammatism (impairment in ability to arrange words in their correct order, to use function words properly, and/or to use accidence appropriately in an inflecting language).conduction aphasia (impaired ability to repeat spoken words, together with errors in word selection in spontaneous speech, resulting from damage to the links between auditory and motor areas of the brain.transcortical motor aphasia (any form of aphasia resulting from disconnection of fiber tracts across the cortex to motor areas, resulting in impaired spontaneous speech but intact ability to repeat spoken language.transcortical sensory aphasia (any form of aphasia resulting from disconnection of fiber tracts across the cortex to sensory areas, resulting in impaired spontaneous speech but intact ability to repeat spoken language.mixed transcortical aphasia (a blend of transcortical motor aphasia and transcortical sensory aphasia, with impaired spontaneous speech but unharmed ability to repeat spoken language.anomic aphasia (impaired ability to name objects or representations of objects, also called anomia.optic aphasia (selective impairment in ability to name objects presented visually, with intact ability to name them after touching them).tactile aphasia (selective impairment in ability to name objects by touch alone, with intact ability to name them after seeing them).spasmophemia (speech that is impaired by spasms of the muscles in the vocal tract).laloplegia (a form of aphasia resulting from paralysis of the muscles of the vocal tract and not those of the tongue).Similarities and Differences Dyslexia, dysgraphia , dyscalculia and dysphasia are terms came under specific learning disabilities, which they have similarities and differences. For sure, there are various individual need among students with specific learning disabilities, and for each term, the assessment tools could be different regarding the suspected disorder but the diagnostic process are similar on that: CITATION Placeholder3 \l 1033 (Colman, A Dictionary of psychology , 2015) :The problems have to be persisted for at least 6 months , even with interventions.The problem must affect academic skills must be considered below age norms.The problem must interfere significantly with academic or occupational performance or everyday life.The problem must have begun during school-age years.The condition must not be caused by vision or hearing problems, or mental problem, or to language problems or less instruction on the classroom.Also, most of students with SLD (Dyslexia, dysgraphia , dyscalculia and dysphasia) need individual and intensive instruction outside general education classroom, but could benefit from same procedures on general classroom, like:New material presented in small steps or parts.additional explanation.pre-teaching of expected prior knowledge, strategies and skills necessary for learning new related concepts.guided practice and extensive independent practiceadditional teaching and learning experiences at each phase of learning (acquisition, fluency, maintenance, generalization).supporting vocabulary development through specific strategies such as modeling in different contexts, relating new words to existing vocabulary, using synonyms as well as examples and non-examples of wordsexplicit teaching of active listening behaviorsvisual and touch cues to facilitate the development of speech-soundscreating a language rich environment.strategies to support expressive communication, such as contingent responding, wait and signal, referencing and shaping.Also, most students with SLD will benefit from recommendation for assessment process on general classroom will be like:adjustments to the assessment process, eg additional time, rest breaks, quieter conditions, ?or the use of a reader and/or scribe or specific technology.adjustments to the assessment activities, eg rephrasing questions or using simplified language, fewer questions or alternative formats for questionsalternative formats for responses, eg written point form or notes, scaffolded structured responses, short objective questions, or multimedia presentations.Final discussion Students on general have various teaching need but students with disabilities are highly challenging for teachers because there are many differences among them. They have barriers on their learning and teachers has to be aware of students difficulties and responsive to them. Then, teachers must understand that most students with learning disabilities are just as smart as everyone else. They just need to be taught in ways that rich their unique learning styles. Their brains are simply wired differently which could have different affects on how they receive and process information. Therefore, children and adults with learning disabilities, see, hear, and understand things differently which lead to trouble with learning new information and skills, and putting them to use. However, these students could have behavior and emotional problems because of the delay on identification process. Teachers take time before noticing struggled students or could blame student for his/her low achievement , well the students couldn’t understand why they are straggle. Students could work hard to met parent and teachers expectation, but when student fail, he will start to misbehave or isolate his self. Therefore, schools has to provide all necessary supports which child need to progress academically, socially and emotionally CITATION Byr08 \l 1033 (Byrnes, 2008). Educator must catch them before they fail.References BIBLIOGRAPHY Byrnes, M. A. (2008). Taking sides:Clashing view in special education (3rd ed.). USA: McGraw-Hill Contemporary Learning.Colman, A. M. (2015). A Dictionary of psychology (4 ed.). Oxford University Press. doi:10.1093/acref/9780199657681.001.0001Dyscalculia. (2015, January). Retrieved 9 21, 2015, from British Dyslexia Association: , K. A., Spaulding, L. S., & Beam, A. P. ( 2009). A TIME TO DEFINE: MAKING THE SPECIFIC LEARNING DISABILITY DEFINITION PRESCRIBE SPECIFIC LEARNING DISABILITY. Learning Disability Quarterly, 39-48.Kirk, k. (2012). Dyscalculia: awareness and student support. ProQuest Central, 16.Lyytinen, H., Ahonen, T., Eklund, K., Guttorm, T., Kulju, P., Laakso, M., . . . Viholainen, H. (2004). Early Development of Children at Familial Risk for Dyslexia-follow- up From Birth to school age. DYSLEXIA, 146–178.Peer, L. (2006). Dyslexic. Retrieved 9 21, 2015, from British Dyslexia Association: ................
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