UNIVERSITY OF SOUTHERN MINDANAO

Learners with difficulty

Remembering and
Focusing
Ariene Daguio
 Memory Functions
Short-Term mental resource that allow for storing information
Memory temporarily, for only approximately 30 seconds,
atter which is lost if strategies are not used to
integrate them into long-term memory.

Long-Term Memory mental resource that allow for storing information

for a long period of time.

Retrieval mental resources used to recall information stored

in long-term memory.

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 Attention Functions
Sustained Attention mental resource used to maintain attention for
an extended period also called vigilance

Selective Attention mental resource that allow for focusing on

specific stimulus that is important while
ignoring others..
Dividing Attention mental resources that involves focusing on one
or more activities or task simultaneously.

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UNIVERSITY OF SOUTHERN MINDANAO

IDENTIFICATION
 Learning Disability (LD)
The Individuals with Disabilities Education Act (IDEA)
defines specific learning disability as a disability in
one or more of the basic psychological processes
involved in understanding or in using language,
whether spoken or written, that may manifest in terms
of imperfect ability to listen, think, speak, read, write,
spell, or to perform mathematical calculations.

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 Learning Disability (LD)
National Joint Commission on Learning
Disabilities (NJCLD) defines learning disabilities
as a general term referring to a heterogeneous
group of disabilities manifested by significant
difficulties in acquiring and using listening,
speaking, reading, writing, reasoning, or
mathematical abilities.
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Specific Learning Disability

Focuses on difficulties in "one or more basic

psychological processes involved in understanding or
in using language, spoken, or written, which may
manifest as difficulties in the ability to listen, think,
spark, read, write, spell, or do mathematical
calculations"(Individuals with Disabilities Education
Act, 1997 in Hallahan, 2014, p. 168).

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CHARACTERISTIC OF LEARNING DISABILITIES

CHARACTERISTIC DESCRIPTION
READING PROBLEMS Learner have difficulties with
(Dyslexia) accurate and/or fluent word
recognition and poor spelling and
decoding abilities.

Written Language Deficits Learners ability in terms of

mechanics of writing (eg. Spelling,
punctuating) is way below what is
expected of their age.

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 CHARACTERISTIC OF LEARNING DISABILITIES
CHARACTERISTIC DESCRIPTION
Math Underachievement Learners perform poorly than their
peers in every type of math
problem.

Poor Social Skills They are prone to interpersonal

problems, which often lead to
rejection, low social status,
unpleasant interaction with
teachers, difficulty making friends,
and loneliness.

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 CHARACTERISTIC OF LEARNING DISABILITIES
CHARACTERISTIC DESCRIPTION
Attention Deficit and They have difficulty paying attention to
Hyperactivity a particular task or become overly
active. It is possible that a learner who
exhibits this may have attention deficit
hyperactivity disorder (ADHD).
Behavior Problems Incidences of behavior problems among
those with learning disability are higher
than usual.

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 CHARACTERISTIC OF LEARNING DISABILITIES

CHARACTERISTIC DESCRIPTION
Low Self-Esteem or Learners with learning disability are
Self-Efficacy more likely to have low self-efficacy,
mood, effort, and hope than their peers.

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 Attention Deficit Hyperactivity
Disorder (ADHD)
DSM- 5 (American Psychiatric Association 2013)
provides the diagnostic criteria for ADHD,
which include inattention, hyperactivity and
impulsivity, and a combination of the two.

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 Signs of ADHD
Attention
• Does not pay attention to details and work in haphazard
manner resulting in careless mistakes
• Finds it difficult to sustain attention in task
• Easily distracted and sidetracked by extraneous stimuli
• Often does not follow through on instruction and fails to
finish schoolwork, chores, or duties in the workplace
• Appears not to listen or distracted when spoken to directly

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 Signs of ADHD
Attention
• Has difficulty following instructions resulting in unfinished
work
• Show a tendency to be forgetful in daily task and routines
• Has problems in organizing task and activities
• Tends to lose things that are needed for schoolwork and
other activities

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 Signs of ADHD
Hyperactivity and Impulsivity
• Often restless and fidgety and cannot seem to stay still while
sitting down
• Often stands from seat to roam around the room
• Often runs around or climbs in situations when sitting is required
• Often rather talkative, interrupts in conversation, and blurts
responses
• Find it difficult to wait for one’s turn in task and activities
• Impulsive with word and action
• May struggle in the following instruction and rushes through tasks.
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Four components that are needed
in identifying students with ADHD
1. Medical examination
2. Clinic interview
3. Use of teacher and parent rating scales
4. Behavioral observations

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 UNIVERSITY OF SOUTHERN MINDANAO

General Educational Adaptation

 General Educational Adaptations
UDL
Universal Design for Learning (UDL) is a teaching
approach that works to accommodate the needs and
abilities of all learners and eliminates unnecessary
hurdles in the learning process.

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 General Educational Adaptations
Daily Report Card
One intervention that has been reported to be effective
in helping students with ADHD is the use of the Daily
Report Card (DRC), which is an individualized
intervention to manage target behaviors of a child
(Moore et al.2016).

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 General Educational Adaptations
Type of Accommodation Accommodations/ Support
Presentation - Provide the following:
- Active involvement in class
- Bigger font sizes in reading materials
and worksheets
- Use graphic organizers and mind
mapping techniques for note-taking
during class
- Explain and write directions step-by-
step while making sure student is
attentive and listening

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Type of Accommodation Accommodations/ Support
Response Allow students to use the following:
- Use text- to speech software to
facilitate writing
- Use word processor with
spelling and grammar check
- Math Support (eg. Calculator,
concrete materials and
manipulatives, chart of math
facts and formula, specific paper
with grids for computation)

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Type of Accommodation Accommodations/ Support
Setting -Preferential seating (away from
sources of distraction)
-Play appropriate background music
through individual earphones while
studying
-Allow students to move or run
around a few times before class or
in between classes

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Type of Accommodation Accommodations/ Support
Scheduling -Provide extended time
-Break tasks into sections
-Allow for quick brain breaks to
move around and stretch in
between activities

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