學習障礙教材教法課堂講授大綱

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孙棋策韶
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4 Written Expression Disorder Students with written expression disorder have a problem with their writing skills. Their writing skills are significantly below what is normal considering the student s age, intelligence, and education. The poor writing skills cause problems with the student s academic success or other important areas of life.

5 Signs associated with a disorder of written expression include: Written sentences and paragraphs that are inadequately formed Excessive spelling errors Excessive punctuation errors Excessive grammatical errors Extremely poor handwriting

6 What is dysgraphia ( )? Dysgraphia is a neurological disorder that involves writing. It can involve difficulties with the physical aspects of writing (e.g. awkward pencil grip or bad handwriting), spelling, or putting thoughts on paper.

7 Some of the Common signs of Dysgraphia Problems involving the steps of putting together a written document (such as difficulty with using an outline) Bad or illegible handwriting Awkward or cramped pencil grip Avoidance of tasks that involve writing

8 Difficulty fleshing out ideas on paper (may write the minimum-or less- that the assignment requires) that is in contrast to their ability to discuss such ideas verbally Inconsistent in the way letters and words look (may print a certain letter different ways within the same document) Difficulty writing within the margins or line spacing and inconsistent spacing between words

9 Written Language Spelling Handwriting Written Expression

10 1. Spelling ( takeing taking) ( umberella umbrella) ( famly family) ( kome come) ( laf laugh)

11 ( jab job) ( was saw) ( aminals animals) ( cottin cotton) r ( dert dirt) ( doy boy) ( fanily family) ( bome bomb)

12 2. Handwriting ( ) ( )

13 (,, ) ( ) ( )

15 3. Written Expression

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25 Written Expression The Writing Process Prewriting Writing a draft Revising Sharing with an audience

26 Principles for Teaching the Writing Process During the prewriting stage, the writing process requires much time, input, and attention. The drafting stage frees students from undue concentration on the mechanics of writing. The revising stage helps students edit their work. Avoid excessive corrections of students written work.

27 Strategies for Writing Written Conversations Personal Journals Patterned Writing Graphic Organizers Drawing Pictures

28 Strategies of Teaching Written Expression Provide opportunities for sustained writing. Establish a writing community. Allow students to choose their own topics. Model the writing process and strategic thinking. Develop a sense of audience.

29 Transfer ownership and control of the writing to the students. Capitalize on current student interests. Avoid punitive grading. Differentiate between personal and functional writing.

30 Provide abundant input. Schedule frequent writing. Use the cloze procedure. Combine sentences.

31 Strategies for Using Word-Processing Software The following are some suggested activities for using computer word processing to teach written expression: Expanding vocabulary Learning story sequence Building vocabulary Beginning a story

32 Keeping an electronic diary or journal Sending Writing book reports Writing a class newsletter Using graphics Expanding the writing process to the web

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48 Strategies for Teaching Handwriting Chalkboard activities Other materials for writing-movement practice Position Paper Holding the pencil Stencils and templates

49 Tracing Drawing between the lines Dot-to-dot Tracing with reducing cues Lined paper Template lines Letter difficulty Verbal cues Words and sentences

52 LD

53 Mathematics Problem Areas Two mathematics problem areas for students with learning disabilities are specified in IDEA: Mathematics calculation Mathematics reasoning Difficulties in either of these areas can interfere with achievement in school and success in life.

54 Math Problem in Inclusive class Studies of math programs used in inclusive classes show that they have these deficiencies Insufficient assurance that students have relevant prior knowledge for the lesson Too rapid a rate for introducing many of the concepts

55 Lack of coherence in the presentation of mathematics strategies Poor communication and a lack of conciseness in many instructional activities Insufficient guided practice to help students move from the initial teaching stage to working independently Not enough review to ensure that students will remember what they have learned

56 Development of Math Skills Students with LD often fail to achieve an understanding of basic math facts or to develop fluency in using these initial skills: Readiness for Number Instruction Readiness for More Advanced Mathematics

57 Readiness for Number Instruction Classification such as color, shape, size, and function Ordering such as X-O-X-O-X-O- One-to-one correspondence Sample activities are giving one pencil to each child, matching each head with a hat

58 Readiness for More Advanced Mathematics Commutative Property of Addition a+b=b+a 3+4=4+3 Commutative Property of Multiplication axb=bxa 3x6=6x3 Associative Property of Addition and Multiplication (a+b)+c=a+(b+c) (4+3)+2=4+(3+2) (axb)x c=ax(bxc) (4x3)x2=4x(3x2)

59 Distributive Property of Multiplication over Addition a(b+c)=(axb)+(axc) 5(4+3)=(5x4)+(5x3) Inverse Operations a+b=c c-a=b c-b=a 5+4=9 9-5=4 9-4=5 axb=c c a=b c b=a 9x3= =3 27 3=9

61 Dyscalculia The term dyscalculia is a medically oriented word that describes a severe disability in learning and using mathematics. Dyscalculia is described as a specific disturbance in learning mathematical concepts and computation associated with a central nervous system dysfunction.

66 Common Difficulties That Affect Math Performance of Students with LD 1. Visual Perception Figure-ground: Loses place on worksheet Does not finish problems on a page Has difficulty reading multidigit numbers

67 Discrimination: Has difficulty differentiating between numbers (e.g., 6, 9; 2, 5; or 17, 71), coins, the operation symbols, clock hands

68 Spatial: Has difficulty copying shapes Has difficulty writing across paper in a straight line Has confusion about before-after concepts (e.g., has difficulty with time or counting) Has confusion about positive and negative numbers (directional) Puts decimals in the wrong place Has difficulty using number line

69 2. Auditory Perception Has difficulty doing oral drills Has difficulty doing oral word problems Has difficulty writing numbers or assignments from dictation

70 3. Motor Writes numbers illegibly, slowly, and inaccurately Has difficulty writing numbers in small spaces (I.e., writes numbers that are too large)

71 4. Memory Short-term: Is unable to retain math facts or new information Forgets steps in an algorithm Is unable to retain the meaning of symbols

72 Long-term: Works slowly on mastering facts over time Performs poorly on review lessons or mixed probes Forgets steps in algorithms

73 Sequential: Has difficulty telling time Does not complete all steps in a multistep computation problem Has difficulty solving multistep word problems

74 5. Attention Has difficulty maintaining attention to steps in algorithms or problem solving Has difficulty sustaining attention to critical instruction (e.g., teacher modeling)

75 6. Cognition and Abstract Reasoning Has difficulty solving word problems Is unable to make comparisons of size and quantity Has difficulty understanding symbols in math (e.g., >,=,<) Has difficulty understanding the abstract level of mathematical concepts and operations

76 7. Metacognition Is unable to identify and select appropriate strategies for solving computation and word problems Has difficulty monitoring the problemsolving process in word problems and multistep computations Is unable to generalize strategies to other situations

77 8. Language Receptive: Has difficulty relating math terms to meaning (e.g., minus, addend, dividend) Has difficulty relating words that have multiple meanings (e.g., times)

78 Expressive: Does not use the vocabulary of math Has difficulty performing oral math drills Has difficulty verbalizing steps in solving a word problem or an algorithm

79 9. Reading Does not understand the vocabulary of math word problems

80 10. Social and Emotional Factors Impulsive: Makes careless mistakes in computation Responds incorrectly and rapidly in oral drills Corrects responses frequently when asked to look at or listen to a problem again Does not attend to details in solving problems

81 Short attention/distractibility: Does not complete work in assigned time Has difficulty doing multistep computation Starts a problem and does not finish it but goes on to next problem Is off-task

82 Passivity/Learned helplessness: Omits computation problems Omits word problems Appears disinterested Lacks strategies

83 Self-esteem: Lacks confidence Gives up easily Anxiety: Becomes so tense during math test that performance is impaired Avoids math to reduce anxiety

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85 1. Analyzing mathematics Errors Type of errors: Place Value Computation Facts 6 9 x8 x

86 Using the Wrong process 6 15 X Working from Right to Left

87 The sums of the ones and tens are each recorded without regard for place value

88 All digits are added together Regrouping is used when it is not required

89 The smaller number is subtracted from the larger number without regard for placement of the number. The upper number is subtracted from the lower number, or vice versa

90 When regrouping is required more than once, the appropriate amount is not subtracted from the column borrowed from in the second regrouping

91 The regrouped number is added to the multiplicand in the tens column prior to performing the multiplication operation x 4 x The zero in the quotient is omitted =21

92 2. Curriculum-Based Assessment consists of four steps: Identify target skills Determine the objectives to be met Develop test items to sample each skill Develop criteria to measure achievement

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124 (negative attribution) (external locus of control) (learned helplessness) (self-concept)

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4. 每组学生将写有习语和含义的两组卡片分别洗牌, 将顺序打乱, 然后将两组卡片反面朝上置于课桌上 5. 学生依次从两组卡片中各抽取一张, 展示给小组成员, 并大声朗读卡

4. 每组学生将写有习语和含义的两组卡片分别洗牌, 将顺序打乱, 然后将两组卡片反面朝上置于课桌上 5. 学生依次从两组卡片中各抽取一张, 展示给小组成员, 并大声朗读卡 Tips of the Week 课堂上的英语习语教学 ( 二 ) 2015-04-19 吴倩 MarriottCHEI 大家好! 欢迎来到 Tips of the Week! 这周我想和老师们分享另外两个课堂上可以开展的英语习语教学活动其中一个活动是一个充满趣味的游戏, 另外

學習障礙教材教法 課堂講授大綱

學習障礙教材教法課堂講授大綱