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 chosen
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 chosen
Learning 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.