CHILDREN LEARNING PROBLEMS.........................

About Learning Disabilities

Learning disabilities are present in at least 10 percent of the population. By following he links on this page you will discover many interesting facts about learning disabilities as well as uncover some of the myths. You will also be provided with practical solutions to help children and adolescents with learning
disabilities greatly improve their academic achievement as well as their
self-esteem.

What is a learning disability?

Interestingly, there is no clear and widely accepted definition of "learning
disabilities." Because of the multidisciplinary nature of the field, there
is ongoing debate on the issue of definition, and there are currently at least
12 definitions that appear in the professional literature. These
disparate definitions do agree on certain factors:

1.   The learning disabled have difficulties with academic achievement and
progress. Discrepancies exist between a person's potential for learning and
what he actually learns.

2.   The learning disabled show an uneven pattern of development (language
development, physical development, academic development and/or perceptual
development).

3.   Learning problems are not due to environmental disadvantage.

4.   Learning problems are not due to mental retardation or emotional
disturbance.

How prevalent are learning disabilities?

Experts estimate that 6 to 10 percent of the school-aged population in the United States is learning disabled. Nearly 40 percent of the children enrolled in the nation's special education classes suffer from a learning disability. The
Foundation for Children With Learning Disabilities estimates that there are 6
million adults with learning disabilities as well.

What causes learning disabilities?

Little is currently known about the causes of learning disabilities. However,
some general observations can be made:

         Some children develop and mature at a
slower rate than others in the same age group. As a result, they may not be able to do the expected school work. This kind of
learning disability is called "maturational lag."

      Some children with normal vision and hearing may misinterpret everyday
sights and sounds because of some unexplained disorder of the nervous system.

      Injuries before birth or in early childhood probably account for some
later learning problems.

      Children born prematurely and children who had medical problems soon
after birth sometimes have learning disabilities.

Learning disabilities tend to run in families, so some learning
disabilities may be inherited.

Learning disabilities are more common in boys than girls, possibly because boys
tend to mature more slowly.

      Some learning disabilities appear to be linked to the irregular
spelling, pronunciation, and structure of the English language. The incidence
of learning disabilities is lower in Spanish or Italian speaking countries.

What are the "early warning signs" of learning disabilities?

Children with learning disabilities exhibit a wide range of symptoms. These include problems with reading, mathematics, comprehension, writing, spoken language, or reasoning abilities. Hyperactivity, inattention and perceptual coordination may also be associated with learning disabilities but are not learning disabilities themselves. The primary characteristic of a learning disability is a significant difference between a child's achievement in some areas and his or her overall intelligence. Learning disabilities typically affect five general areas:

1.   Spoken language: delays, disorders, and deviations in listening and
speaking.

2.   Written language: difficulties with reading, writing and spelling.

3.  Arithmetic: difficulty in performing arithmetic operations or in
understanding basic concepts.

4.   Reasoning: difficulty in organizing and integrating thoughts.

5.   Memory: difficulty in remembering information and instructions.

HOW CAN I HELP MY CHILDREN DEVELOP THEIR MULTIPLE INTELLIGENCES?..............

You can help your child to develop his/her multiple
intelligences. Help them stretch the area of intelligence that they are strong
in and the other intelligences that you want them to develop. The following are
some examples how you can help them develop each area of intelligence:

Interpersonal Intelligence

Naturally, your child will be willing to join group
activities in the school and out of the school. Develop this intelligence by
emphasizing and encouraging your child to demonstrate good behavior in their
relationships with others. Help them to understand good behavior by identifying
all of the behaviors or by preparing an interpersonal intelligence expectation
chart. On the chart, write down each behavior that you want your child to
develop. And remember, you are the model of this intelligence for your
children. They will be polite if you are polite, they will listen to you when
talking if you listen to them when talking.

Intrapersonal Intelligence

Help your children to learn how to set goals. To
develop this intelligence, encourage them to make a list of things that they
would like to do or become better at doing. Help them to realize the steps and
goals to achieve larger future goals. A few examples are, places they would
like to go, books they would like to read, activities they would like to join,
foods that they would like to eat, cars that they would like to drive, or
houses that they would like to live in the future.

Logical/Mathematical
Intelligence

If your children constantly ask questions about how
things work, answer them patiently and let them know that their questions are
always welcomed. If they have intentions to do things without anybody's help,
let them try to figure things out and foster their motivation to do so. When
they do something wrong, explain why they are wrong instead of telling them
that you knew they were going to do it incorrectly. Give confidence to
challenge their thinking by allowing them to think it through again. Encourage
them to be involved in problem solving and critical thinking activities such as
enrolling in a math club or a chess club. Provide them with games such as
checkers, chess, backgammon, or puzzles.

Verbal/Linguistic
Intelligence

These kids love to read and write. Let them share
and discuss the books or articles they have read with you. Encourage them to
write a review about the books they read. These kids love to talk. They will
enjoy if you let them read stories to you or even act out the story while
reading. Have them prepare speeches or enroll in drama classes. You can ask
your kids to read stories to each other as well. 

Visual/Spatial Intelligence 

Provide opportunities for your kids to motivate their
creative imagination such as drawing, painting, coloring, printing, designing
etc. Encourage them to join drawing and painting classes. Provide them with
comic books and pictures of cartoon characters and let them draw the images.
Challenge their creativity and encourage them to design clothing, buildings,
scenery or play areas. Provide them with puzzles and things that they can take
apart and put back together.

Musical Intelligence

To develop this intelligence, encourage your
children to join school bands or choirs. Have them play an instrument at home.
Encourage them to listen to different types of music. Have them study music and
folk dancing from other countries. Encourage them to write songs. Provide them
with books about musicians to read.

Bodily Intelligence

Children are full of energy and many of them are
naturally motivated to play sports, dance or build things. To develop this
intelligence, encourage them to participate in school teams. Enroll them in
sports activities outside the school such as swimming, tennis, basketball or
hockey classes. This intelligence may possibly be a good opportunity to stretch
other intelligences. You can provide them with books so they can read about
their favorite sports, teams or players or simply have them read the daily
newspaper's sport section. Enrolling them in dance classes will give them an
opportunity to be interested in music as well.

You can help your child to enhance his/her
intelligence by providing toys, books, games, software and projects according to
their interests and learning styles.

THE MULTIPLE INTELLIGENCES....................

Spatial

 

This area deals with spatial judgment and the ability to visualize with the mind's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles.

Linguistic

This area has to do with words, spoken or written. People with high
verbal-linguistic intelligence display a facility with words and languages.
They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned.
Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.

Logical-mathematical

This area has to do with logic, abstractions, reasoning and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations. It
correlates strongly with traditional concepts of "intelligence" or
IQ.

Bodily-kinesthetic

The core elements of the bodily-kinesthetic
intelligence are control of one's bodily motions and the capacity to handle objects skillfully (206). Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes.
In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are
good at building and making things. They often learn best by doing something physically,
rather than by reading or hearing about it. Those with strong
bodily-kinesthetic intelligence seem to use what might be termed muscle memory
- they remember things through their body such as verbal memory.

Musical

This area has to do with sensitivity to sounds, rhythms, tones,
and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch,
and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.

Interpersonal

This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts,
characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.

Intrapersonal

This area has to do with introspective and self-reflective capacities. People with intrapersonal intelligence are intuitive and typically introverted. They are skillful at deciphering their own feelings and motivations. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, you can predict your own reactions/ emotions.

Naturalistic

This area has to do with nurturing and relating information to one’s natural surroundings. Careers which suit those with this intelligence include naturalists, farmers and gardeners.

 Existential

Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct. The hypothesis of an existential intelligence has been further explored by educational researchers.
Ability
to contemplate phenomena or questions beyond sensory data, such as the infinite
and infinitesimal. Careers or callings which suit those with this intelligence
include shamans, priests, mathematicians, physicists, scientists, cosmologists
and philosophers.

Use in education

Traditionally, schools have emphasized the development of logical intelligence and linguistic
intelligence (mainly reading and writing). IQ tests (given to about 1,000,000 students each year) focus mostly on logical and linguistic intelligence as well. While many students function well in this environment, there are those who do not. Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence.

THEORY OF MULTIPLE INTELLIGENCES............................

The theory of multiple intelligences was proposed
by Howard Gardner in
1983 to analyze and better describe the concept of intelligence.
Gardner argues that the concept of intelligence as
traditionally defined in psychometrics
(IQ tests) mistakenly suggests that the wide variety of cognitive
abilities measured in a battery of tests used to assess general intelligence factor
are uncorrelated with each other, or at least only very weakly correlated. For
example, the theory predicts that a child who learns to multiply
easily is not likely to be generally more intelligent than a child who has more
difficulty on this task. The child who takes more time to master simple
multiplication 1) may best learn to multiply through a different approach, 2)
may excel in a field outside of mathematics, or 3) may even be looking at and
understand the multiplication process at a fundamentally deeper level. Such a
fundamentally deeper understanding can result in what looks like slowness and
can hide a mathematical intelligence potentially higher than that of a child
who quickly memorizes the multiplication table despite a less
detailed understanding of the process of multiplication.

The theory has been met with mixed responses. Empirical evidence reveals
high correlations between different tasks (rather than the zero correlations
which are predicted). Nevertheless many educationalists support the practical value of the
approaches suggested by the theory.

 

The multiple intelligences

Gardner has articulated eight
basic types of intelligence to date, without claiming that this is a complete
list. Gardner's original list included seven of these; in 1999 he added a
naturalist intelligence. He has also considered existential intelligence and
moral intelligence, but does not find sufficient evidence for these based upon
his articulated criteria which include:
 

• the potential for brain isolation by brain
       damage
• its place in evolutionary history,
  
• the presence of core operations,
  
• susceptibility to encoding (symbolic
       expression),
• a distinct developmental progression,
• the existence of idiot-savants, prodigies and
       other exceptional people,
• support from experimental psychology and
       psychometric findings.

The theory's eight currently
accepted intelligences are: (Ref: Educational Psychology, Robert Slavin.
2009, 117)

• Spatial
• Linguistic
• Logical-mathematical
• Bodily-kinesthetic
• Musical
• Interpersonal
• Intrapersonal
• Naturalistic

METHODOLOGICAL STRATEGIES....................

According Schuckermith Nisbet (1987) these strategies are processes by whichexecutives are chosen, coordinate and implement the skills. Are linked to full learning and learning to turn.

Methodological strategies to identify principles, criteria and procedures that make up the modus operandi of the teacher in relation to the programming, implementation and evaluation of teaching-learning process.

Methodological guidelines to promote learning in Early Childhood Education

learning situations are those that are oriented to take place to achieve objectives which relate to program content
Learning situations should be motivating

Learning situations should be easy to perform
Work situations should allow individual and group work
Learning situations should encourage initiative and creativity
Adapt or create methodological procedures that meet the criteria outlined in the curriculum and methods of preschool education as:

Free play
Directed play
Semi-directed play
Creativity
Troubleshooting
Individual and group work
Independence
Autonomy

Three of the most important precursors of early childhood education that propose the use of methodology for the development environment are:

Rosa and Carolina Agazzi
Maria Montessori

Rosa and Carolina Agazzi (1866 - 1951) 

Its principle of the method was "for a child to acquire habits must make do. "
 The materials they used for checking the effectiveness of his method was collectingmaterials for the child and the child and the teacher found, such as found in theenvironment: leaves, seeds, stones, and others. To foster the practice of exercises and get a meaningful learning.

The material consists of "junk"that children bring harvested from the environment (materials "live"against the rigidity of the materials from other materials. With them, you set the "Museum of the poor " or "Teaching Museum. " From material are made ​​learning activities, working qualities, classifying, sorting, grouping, differentiating.

Maria Montessori (1870 - 1907)


The Montessori method is based on the principle of freedom for the boy and the girl to express the meaning and think, which should be achieved through environmentalmaterial and procedures appropriate to the nature of the child and the child, so thatthey themselves discover who creatively.

STRATEGIES GUIDES......................

Curriculum Guides and Manuals

The PfL Curriculum includes a detailed set of weekly Curriculum Guides. These Curriculum Guides help structure the school day through integrated, engaging instructional activities for large groups, small groups, pairs, and individual children. Teachers are provided with specific suggestions for opening and closing circle time activities, as well as learning center ideas that support and integrate each week's instruction. A complete set of teacher manuals provides support for all instructional strategies and curriculum materials. The manuals also provide information on the scientific research base that underlies the curriculum.

Literacy-Rich Classrooms

The Partners for Literacy classroom is characterized by materials that encourage language and early literacy development. The PfL manual,Creating a Literacy-Rich Preschool Classroom, provides teachers with information on how to make classrooms literacy-rich by incorporating a variety of materials that support the development of early literacy skills, including labels, posters, and books. 

Promoting Home-School Relationships

When using the PfL Curriculum, administrators and teachers are encouraged to foster positive home-school relationships that will support children’s school success. Parent participation can be facilitated by using part or all of the parent component, Parent Partnerships.

Other activities that help build a successful home-school relationship include inviting parents into the classroom, providing parents with ongoing information about the activities taking place at school, and showing parents the link between what is going on at school and the activities they can do at home. Teachers might also send home pictures of each child engaged in classroom activities. Teachers can help parents understand the importance of reading at home as well as facilitating conversations about books with their children.

RECOMMENDED STRATEGIES....................................

3N Strategy

The 3N Strategy - Notice, Nudge, Narrate - is a scaffolding process that helps the teacher move the child from his or her current level of knowledge or skill to a higher level of competence. It structures the interactions that teachers have with children. The 3N Strategy can be used to turn any activity into a learning experience for the child. Teachers first "notice" a child's skill level. Then, they verbally "nudge" a child to do more. Finally, they "narrate" a child's actions or activities. The 3N Strategy is the basic instructional strategy used forLiteracyGames.

Extended Teaching

Teaching throughout the day - Extended Teaching - promotes language and cognitive development. Teachers can use Extended Teaching practices to turn everyday routines, activities, and transitions into important learning opportunities. Teachers use the 3N Strategy during Extended Teaching to notice a child’s skill level then purposefully nudge the child to a slightly more challenging level.

Problem Solving

Problem solving strategies are used in many ways throughout the PfL Curriculum. These strategies are used to help children develop social skills and learn how to manage their own emotions. Teachers help children learn to recognize feelings, identify wants and needs, develop empathy, recognize problem situations, learn to think of simple solutions and consequences, and develop competence in decision making, at age appropriate levels. Children can develop these skills during both formal and informal instructional times thoughout the day.

Curriculum-Embedded Assessments

Assessment is used to inform instruction in the Partners for Literacy Curriculum. A variety of assessment resources provide teachers with information on each child's skill level, making it possible to monitor progress and differentiate instruction. Assessment resources include:

• Record of Mastery for LiteracyGames
• Partners for Literacy Child Progress Record, which includes Letter/Sound Recognition Assessment, Concepts of Print Assessment, and Drawing/Writing Assessment.

In the PfL Curriculum, individual portfolios are used to store records and samples of each child’s work. Teachers are encouraged to make anecdotal notes to include in each child's portfolio.

Curriculum Materials for Early Childhood Education

The PfL Curriculum includes instructional strategies and materials to promote oral language, vocabulary, phonological awareness, print awareness, and alphabet knowledge throughout the entire day. Incorporating strategies, into both formal and informal instructional settings, assures an intensive, integrated language and literacy experience for each child.

The Partners for Literacy classroom is warm, inviting, and literacy-rich. Teachers begin and end each day with circle time, a large group instructional time, during which the teacher promotes early language and literacy skills through a variety of brief learning activities. Center time is also an essential part of each day. Centers are designed to engage children in independent learning opportunities, including books, blocks, music, art, dramatic play, science, math, writing, computers, and words and letters. The Partners for Literacy classroom is distinguished from other early childhood classrooms by the teacher spending time every day with each child, individually or in pairs, promoting early literacy skills by playing LiteracyGames and Interactive Book Reading.

LiteracyGames

LiteracyGames is a set of 100 purposeful “games” that are played in small groups, usually with one adult and two children. LiteracyGames includes 50 games for 3 year olds and 50 games for 4 year olds. Every game has three cycles, each with its own goals and objectives. Children progress through the cycles by mastering the identified goals and objectives.

Using LiteracyGames allows teachers to create a playful, accepting environment in which children engage in and enjoy learning. Children’s abilities grow as teachers help them investigate the following five components of early literacy: Concepts of Print, Letter Knowledge, Oral Language, Phonological Awareness, and Developmental Writing.

Children’s Books

Little Conversation Books are a set of more than 120 small books designed to foster meaningful conversation between an adult and a child during Interactive Book Reading. Little Conversation Books have simple text and pictures and are easily reproducible. Children can read these little books at school and then take them home to share with their families.

Conversation Books- Bilingual Conversation Books (English and Spanish) provide teachers with the instructional support and strategies they need to help young children get ready to read.

Classroom Books- The Partners for Literacy Curriculum also recommends a variety of children's books, both fiction and non-fiction, that can be added to the classroom library. These titles serve to support the curriculum and its implementation.