Sentences with phrase «general learning difficulties»

Inclusion criteria for the current study were: European Caucasian descent, IQ ≥ 80, no diagnosis of conduct disorder, autism, anxiety disorder, depression, epilepsy, general learning difficulties, neurological disorders or known genetic disorders (e.g. Fragile X syndrome, Down syndrome).

This two - day course is for Primary teachers of students that have Language and Communication needs and / or Mild / Moderate General Learning Difficulties.

I work on an outreach basis, delivering learning to pupils who have a special educational need, in particular dyslexia, dyspraxia, autism and general learning difficulties.

These early teaching programmes help the detection and support of dyslexia, dyscalculia, and general learning difficulties in primary school aged children.

This is a booklet that highlights specific needs and provides strategies for inclusion for the following: 20 Practical Tips for Behaviour Management, Attention Deficit Disorder (ADD), Attention Deficit with Hyperactivity Disorder (ADHD), Autistic Spectrum Disorder and Aspergers Syndrome, Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, General Learning Difficulties, Hearing, Oppositional Defiant Disorder (ODD), School Phobia, Speech and Language Difficulties, Working with Pupils with reading / spelling ages below their chronological ages, Tracking paths from KS2 to KS4, Neutral Language Scripts, Useful Websites.

Not exact matches

These difficulties affect their ability to read, and thereby their ability to learn in general.

And of course, there's also the general difficulty of learning to use a new Learning Management System; nearly every day a new one pops up in the market, and still no one ever seems to like their chosenlearning to use a new Learning Management System; nearly every day a new one pops up in the market, and still no one ever seems to like their chosenLearning Management System; nearly every day a new one pops up in the market, and still no one ever seems to like their chosen system.

To improve the literacy and numeracy skills of pupils with general and specific learning difficulties both as an end in itself and as a means of providing maximum access by such pupils to the rest of the curriculum.

Improve the literacy and numeracy skills of students with general and specific learning difficulties both as an end in itself and as a means of providing maximum access by such students to the rest of the curriculum.

To improve the literacy and numeracy skills of students with general and specific learning difficulties both as an end in itself and as a means of providing maximum access by such students to the rest of the curriculum.

Finding effective, research - based strategies that address the needs of students with disabilities as well as other general education students who may be experiencing difficulty in learning.

The curriculum should be qualitatively different from the curriculum offered to general education students according to the needs of students in terms of rate of learning, depth of content, difficulty of products, and complexity of thinking processes.

Children and young people make progress at different rates and parents, teachers, family doctors or social workers often refer young people because of difficulties affecting their learning, their ability to demonstrate their true ability, their participation in school, college or university activities and by extension, their confidence, their social interactions, their future choices (for employment) and their lives in general.

In support of this understanding Walker cited the comment of the Solicitor General during the second reading of the Bill: «The possibility is not ruled out, where there is a child who has genuine learning difficulties and who is genuinely at sea on the question of right and wrong, of seeking to run this as a specific defence.

Profound and multiple learning difficulties in the UK are broadly comparable to severe intellectual disabilities (Australia / New Zealand), severe to profound mental retardation (US / Canada) and profound general learning disabilities in Ireland.

In the UK, severe learning difficulties are broadly comparable with moderate intellectual disabilities (Australia / New Zealand), moderate to severe mental retardation or trainable mentally retarded (US / Canada) and moderate to severe general learning disabilities in Ireland.

Students with severe to profound general learning disabilities exhibit a wide and diverse range of characteristics, including a dependence on others to satisfy basic needs such as feeding and toileting, difficulties in mobility, problems with generalising skills from one situation to another, significant delays in reaching developmental milestones and significant speech and / or communication difficulties.