By Peter Westwood
A Parent's consultant to studying problems offers mom and dad with a transparent rationalization of the various reasons of kid's difficulties in studying. The ebook includes jargon-free and functional suggestion for assisting young ones with interpreting, writing, and arithmetic. It additionally explains how formerly confirmed and powerful tools should be carried out in home-tutoring occasions, in addition to in class. whereas the focal point is on youngsters with normal studying problems, the publication additionally offers vital information regarding educating and dealing with young children with highbrow, actual, and sensory disabilities, in addition to autism. A Parent's consultant to studying problems additionally contains hyperlinks to on-line details assets and references to books that might be necessary.
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Extra info for A Parent's Guide to Learning Difficulties: How to Help Your Child
Assistive technology (AT) plays an important part in the education of students with physical disabilities by increasing the range of movement, aiding communication, and enabling better access to the curriculum. AT ranges from ‘low tech’ equipment such as pencil grips, modified scissor grips, slant-top desks, specially designed seating, electric wheelchairs, walking and standing frames, and head-pointers, through to ‘high-tech’ adaptations such as modified computer keyboards or switching devices that do not require hand movements.
The specialist who is aware of the student’s vision problem will be able to give advice on illumination level. Teaching children with impaired vision It is essential to hold positive expectations for the progress of all children with impaired vision, and to provide them with many new challenges. A problem with vision should not exclude a child from access to the normal curriculum, although many modifications may need to be made in how material is presented and how the child responds. Appropriate modifica tions for teaching at home include: ◗ reading aloud all written instructions to ensure that the child understands the work ◗ using very clear descriptions and explanations when teaching; vivid verbal explanation has to compensate for what the child cannot see ◗ making sure that any assistive equipment is always at hand and in good order ◗ ensuring that your own writing is neat and clear, using larger script than usual ◗ avoiding overload of worksheets with too much information and density of print ◗ allowing partially sighted students to use a thick black-ink pen to produce larger writing ◗ preparing exercise papers with darker ruled lines ◗ using a photocopier to enlarge print to 24 or even 48 point ◗ allowing much more time for students with impaired vision to complete their work.
L. (2006). ). Upper Saddle River, NJ: Merrill-Prentice Hall. , & Wehmeyer, M. L. (2007). ). Upper Saddle River, NJ: Pearson-Merrill-Prentice Hall. , & Wehmeyer, M. L. (2007). ). Upper Saddle River, NJ: Pearson-Merrill-Prentice Hall. Carnine, D. , Kameenui, E. , Tarver, S. , & Jongjohann, K. (2006). Teaching struggling and at-risk readers: A direct instruction approach. Upper Saddle River, NJ: Pearson-MerrillPrentice Hall. Individuals with the condition vary greatly one from another. Some children with mild autism are close to normal in many aspects of their behaviour, but others are very low-functioning in terms of intelligence, self-control, communication and social skills.